Ch. 3: Conducting Direct Instruction Lessons by Aaron Vargas

Using pre assessment data to plan for chunks

avargas0123 — 2024-11-27 01:27:59 UTC

Think of giving students a quiz or response prompt to gauge their understanding of the materials we are going to introduce to them. Adjust lesson plans and materials accordingly.

Presenting content in small, sequentially related sets

avargas0123 — 2024-11-27 01:30:08 UTC

Think of the strategy "small, manageable chunks." Break complex tasks into smaller activities. Have students create an essay over the course of a week. Implement peer review and chances to edit in class rather than having them write an essay by themselves overnight.

Allowing for processing time between chunks

avargas0123 — 2024-11-27 01:32:28 UTC

Again, follow the essay process explained earlier. Have students help their peers comprehend materials through group or peer work. This will happen between the chunks of our tasks or activities.

Formative assessment opportunity. Gauge their comprehension before moving on.

Perspective analysis

avargas0123 — 2024-11-27 01:35:44 UTC

Ask students to view new content from a different perspective. Perhaps introduce content from various cultures into my reading and writing activities.

Thinking hats

avargas0123 — 2024-11-27 01:37:46 UTC

Students view content through six different perspectives in this activity:

Neutral or objective

Emotional

Cautious or careful

Optimistic

Creative

Organizational

Collaborative processing

avargas0123 — 2024-11-27 01:38:44 UTC

Small group activities and discussions. I actually like and have experience using these types of activities in my lessons.

Jigsaw cooperative learning

avargas0123 — 2024-11-27 01:40:10 UTC

Groups master different chunks of the same content to teach it to the class later. Students can take ownership of their learning and help their peers as well.

Reciprocal teaching

avargas0123 — 2024-11-27 01:52:45 UTC

Groups summarize each chunk to the class and ask questions for other groups to discuss. Then, they make prediction on the up coming content.

Content attainment

avargas0123 — 2024-11-27 01:54:40 UTC

Use as a group work assignment. Have groups discuss different aspects of a topic by comparing, identifying, and contrasting examples.

Example: In groups, have students analyze different aspects of an informational text using a close reading tool.

Think-pair-share

avargas0123 — 2024-11-27 01:55:19 UTC

Plenty of experience using this strategy in different ways.

Scripted cooperative dyads

avargas0123 — 2024-11-27 01:56:52 UTC

In pairs, students try to summarize what they have just learned. One partner summarizes what they learned without looking at their notes while their partner fills in the blanks whenever the other stumbles or forgets information.

Informal outlines

avargas0123 — 2024-11-27 01:58:46 UTC

Organizing their content and learning in specific ways.

Example: brainstorming. Students write major concepts on one side of a sheet of paper and write their thoughts on the other side.

Summaries

avargas0123 — 2024-11-27 02:00:03 UTC

Quick summaries on content.

Example: give students a prompt that asks them specific questions about the content in lessons. Give them 2-3 minutes to answer. Exit ticket.

Pictorial notes and pictographs

avargas0123 — 2024-11-27 02:01:27 UTC

Pictographs can be used to accompany student notes.

Barrier strategy: visuals in outlines we create for students.

Combination, pictures, and summaries

avargas0123 — 2024-11-27 02:03:51 UTC

Students write notes in three sections:

Left side: picture pertaining to a certain note

Right side: actual note

Bottom: brief summary of the content being noted.

Graphic organizer

avargas0123 — 2024-11-27 02:05:26 UTC

I've created plenty of these since I've been in the PLNU teaching program. The example they list has students organize content in these sections:

Sequence

Description

Causation

Problem and Solution

Free-flowing webs

avargas0123 — 2024-11-27 02:19:03 UTC

Basically, it's a brainstorming web. Place an idea in the middle of the board and have students web ideas off it.

I think this would be great in groups where each group has its own board, and they can discuss new topics by creating one of these webs.

Academic notebooks

avargas0123 — 2024-11-27 02:20:23 UTC

I use interactive notebooks where students can glue in outlines and activity worksheets, write down notes about specific topics, and create reflective writings based on prompts.

Dramatic enactments

avargas0123 — 2024-11-27 02:21:57 UTC

Role-playing activities. Have students read plays. Assign their roles before the read-aloud. I like having students sit or stand in a circle while reading plays a scripts.

Mnemonic devices

avargas0123 — 2024-11-27 02:23:44 UTC

Use mnemonic devices so students can link symbols, imagery, and patterns of sound. This strategy would be difficult to use, but I think it has benefits for ELLs in my class.

Link strategies

avargas0123 — 2024-11-27 02:27:08 UTC

Link or organize symbols related to the content to create a narrative.

Examples:

Students can organize pictures describing different parts of an essay (intro, body, conclusion). Adapt images for this strategy based on different types of papers (argumentative, informative, narrative, etc.).