References

Strasser, J. (2018). Conversations with children! Asking questions to support their understanding of family diversity. Teaching Young Children, 12(2), 22-25. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133292992&site=eds-live

This instructional strategy provides support for students as they work their way towards being able to do a task successfully on their own (Rosenshine, 2012). Just as builders rely on scaffolding to provide them the necessary aid in order to efficiently and successfully complete a job, scaffolding in the classroom provides students with the necessary tools they need in order to learn step-by-step how to do a task until they are able to complete the job on their own.

Scaffolding can be used in numerous ways. It could take the form of a graphic organizer that breaks down steps for students; it could be the use of manipulatives to help students visualize the concrete elements of a situation before having to apply them theoretically, etc. Scaffolding can be used in any discipline and at any level, although it is commonly associated with the elementary level classroom. Scaffolding is a form of guided practice (Rosenshine, 2012). 

References

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

This instructional strategy allows students to take control of their learning by creating projects based upon what they want to learn about subject matter. While there are many criticisms of this type of learning, one of the main arguments is that students will not learn standard subject matter that they will need to know for state-mandated tests, college, etc. However, these arguments are not supported by evidence (Day, 2017). As PBL gains popularity, educators across all levels are seeing the great benefits that can come from letting the student take control of his/her learning.

The premise behind PBL is rather simple. Basically, depending on what subject matter you are teaching, you allow each student to create a teacher-approved project over something that interests them. While this allows for students to self-regulate and monitor their own progress, it also allows them the opportunity to learn about something that sparks their interest instead of the teacher’s. Of course, teachers should monitor all students’ progress in addition to having them monitor their own. Additionally, a time frame should be set up so that each student knows when they need to meet certain goals, deadlines, and when they will present or reflect on what they have learned. 


References

Day, E. (2017). 5 New teaching methods improving education. Getting Smart. Retrieved from https://www.gettingsmart.com/2017/10/5-new-teaching-methods-improving-education/

This instructional strategy involves several different aspects, all of which work toward the end goal of transparency of expectations for students. In order for students to be successful, that is, learn what the teacher expects them to learn and receive a grade that appropriately reflects their grasp of the content, students need to know what is required of them. 

 

Teacher clarity involves discussing with the class what the purpose is, what the learning goals are, and which criteria need to be fulfilled in order to successfully complete the task before them (Alber, 2015). It also includes providing completed works as examples so that the class can visualize what their end result should look like. The addition of rubrics can aid in specifying for students exactly what they need to do in order to complete their task/project successfully.

References

 

Alber, R. (2015). 5 Highly effective teaching practices. Edutopia. Retrieved from https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber

Say that I was starting a unit on autobiographies. This unit would explore what an autobiography is, why they are important, their relevance to history, and how to create one of your own. I would give students the opportunity to complete this unit by creating a project. They could choose one of the following ways to do it:

1)      Give a news report on the autobiography of an important figure from history or the present;

2)      Write a newspaper article concerning the autobiography of an important figure from history or the present;

3)      Write a personal autobiography of their own life;

4)      Or another project of the same nature that they have discussed with me and had approved.

 

By allowing students the option to choose what they want to do their project on, student engagement will be much higher, resulting in more effort and a higher level of success for the class as a whole. Of course, students will have to demonstrate through these projects that they understand what an autobiography is, why they are important, etc. as I will outline in their learning objectives. I will also provide a rubric that is applicable to all of the projects concerning their comprehension of main themes that are vital to them successfully completing the unit.

I have decided my 4^th grade ELA class is going to make a “book” in which they differentiate between adjectives and adverbs in their own story. First, I would discuss with the class what we will be doing. I will explicitly outline what steps they need to be successful. First, they will decide which adjectives and which adverbs they would like to use in their story. Next, they will write down their story on a graphic organizer I provide using their selected adjectives and adverbs and have me check it before they begin creating their “book.” Lastly, they will create their book using supplies I provide. I will show them an example of a “book” I have made and possibly “books” made by previous students if this is not my first time teaching this lesson. I will provide all students with a rubric outlining how they will be graded on originality of the story, correct use of adjectives/adverbs, creativity of their “book,” and their presentation to the class. As always, adjustments will be made where necessary for students with disabilities or GT students. By being clear with my students about what I expect from them, they will be able to better produce a product that demonstrates the understanding I am looking for.