Seals - HS/ELAR Instructional Strategies by Troy Seals https://padlet.com/tseals11/v47ejvi2bl0klt2 EDG 6318-Role of the Teacher en-us 2020-07-02 02:16:56 UTC 2025-12-07 14:40:16 UTC hello@padlet.com https://padlet.net/icons/png/1f600.png Previous Lesson Recall tseals11 https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645555663      “The review of previous learning can help us recall words, concepts, and procedures effortlessly and automatically when we need this material to solve problems or to understand new material” (Rosenshine, 2012). Reviewing previous lessons, whether it is yesterday’s lesson or last year’s lesson, will enable the student to make a bridge between old lessons and new lessons. Lesson Review enables the student to recall the previous day, or year’s, material and apply that knowledge to the new material. Previous lesson reviews will ensure that a student has a grasp on the skills and concepts of the previous lesson so that the new lessons can build on those concepts.

     For HS ELAR classes, previous lesson recall allows students to apply vocabulary, literary terms, and writing skills to successive lessons. For instance, as students learn literary terms such as character, setting, plot, theme, ending/denouement to new stories as the year progresses. Students are able to pick these elements, among others, from the story and analyze the story, ultimately, delving deeper into the author’s purpose for the story and other critical thinking skills.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12-19.]]> 2020-07-02 02:49:13 UTC https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645555663 Identifying Similarities and Differences tseals11 https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645579298       Identifying similarities and differences – Per Marzano, Pickering, & Pollock (2001), “Students should compare, classify, and create metaphors, analogies and non-linguistic or graphic representations. This allows students to think about the content and relationships in the content”. The purpose of this strategy is that it teaches students to analyze differences between problems, literary works, works of art, etc. 
     Teaching a student to identify similarities and differences is particularly useful when having students contrast a work of literature with a motion picture version of that same literary work. Since motion pictures are visions of the directors and producers, students will be able to point out differences in these two different media. In turn, students can analyze the purpose of the literary work and the purpose of the motion picture. 
     
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

]]> 2020-07-02 03:32:35 UTC https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645579298 Ask a Large Number of Questions and Check Student Responses tseals11 https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645580327    Ask a Large Number of Questions and Check Student Responses – “Questions allow a teacher to determine how well the material has been learned and whether there is a need for additional instruction” (Rosenshine, 2012). Asking students questions is a solid way for those students to practice the new material that was introduced. Asking questions is also a way of checking the knowledge and retention of those students as well as helping the teacher assess whether a reteach is in order. Asking questions involves the students and helps to build confidence in the students regarding the knowledge that have obtained.
     For my HS ELAR classes, asking questions is imperative to check comprehension of a story, a poem, or even a motion picture. Questions are crucial to determine the students understanding of what is taking place within the different literary works. For instance, when performing a classroom read with the students, I frequently take breaks and ask the students questions about what has just been covered in a novel. I think it is important for students to be able to relate to me what is happening in the story, in their own words.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12-19.

]]> 2020-07-02 03:34:31 UTC https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645580327 Engage Students in Weekly and Monthly Review tseals11 https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645600852      Engage Students in Weekly and Monthly Review (Rosenshine, 2012) – “The more one rehearses and reviews information, the stronger these interconnections become” (2012). Having students review material weekly and monthly helps to build stronger connections to the material much in the same way practice helps a musician become proficient at their instrument. The practice of key concepts, vocabulary, and ideas helps to solidify these concepts into the student’s mind. Further, the students rehearse their knowledge, the quicker it becomes to call out previous learning.
     In the HS ELAR class, engaging students in periodic reviews is a part of the curriculum. As concepts are learned, they are applied to different literary works thereby reinforcing previous knowledge and enabling the student to draw upon the knowledge in a more effective and efficient manner. Students can analyze new literary works, apply concepts learned from previous units, and couple that previous knowledge with new concepts to grow deeper in their analysis and understanding.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12-19.
]]> 2020-07-02 04:09:25 UTC https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645600852 Cooperative Learning tseals11 https://padlet.com/tseals11/v47ejvi2bl0klt2/wish/645625054      Cooperative Learning – Pan & Wu (2013) quote Johnson, Johnson, & Smith (1998) stating “Cooperative learning is an instructional method whereby students in small groups collaborate to maximize one another’s learning and to achieve mutual goals. Cooperative Learning is a group learning strategy to increase acquisition of material as well as to increase a student’s knowledge utilizing small groups within a classroom. Cooperative learning will involve interdependence on other members of the group, interpersonal skills, some individual accountability, as well as discussion among members of the group. Teachers will become mediators, rather than conveyers of knowledge, and will assist students in coming up with solutions to problems. Cooperative learning enables the students to find the solutions to problems by their own skills and helps to build confidence within the students.
     Utilizing cooperative learning within the HS ELAR class is useful when discussing themes in a story, author’s purpose, or relation to current events. As an example, students in my classroom formed groups to relate The Scarlet Letter to current events such as the “Cancel Culture” pervading our society today. My students researched celebrities who were once popular but have had their careers turned upside down because of past indiscretions, or sins. The concept of cooperative learning enabled each student to research an individuals current career, their past indiscretion, and the effect that the cancel culture has had upon that celebrity’s career. Each student participated in an aspect of the research and the results of that research was pooled into a final result presented by the group. 

Pan, C., & Wu, H. (2013). The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. English Language Teaching, 6(5), 13-27. Retrieved July 1, 2020, from https://files.eric.ed.gov/fulltext/EJ1076944.pdf
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