TEACHING STRATEGIES

By Sarah BraggCSU - EDUC 350

Knowledge of Literacy

■ Control the Game (TLAC Strategy)– Manage the process of student oral reading to ensure

expressiveness, accountability, and engagement– Account for student self-esteem, duration of reading, identity of

next reader, transition between readers, expression, and understanding■ ask pertinent questions as students read, choose students

randomly, model expressive reading, change duration of reading, create consistent, effective method of transitioning between readers.

■ Standards– 1.2 - Develop phonological and linguistic skills related to reading

including: ■ Phonemic awareness - Systematic, explicit phonics - Other

word identification strategies– 1.4 - Support reading through oral and written language

development including: ■ Development of oral English proficiency in students - The

relationships among reading, writing, and oral language · Vocabulary development · The structure of standard English.

Knowledge of Literacy

■ Art of the Sentence (TLAC Strategy)– Have students synthesize a complex idea in a single sentence– Encourages use of grammar, vocabulary, and complex thought

processes to create the sentence

■ Standards– 1.4 - Support reading through oral and written language

development including:■ Development of oral English proficiency in students ·

Development of sound writing practices in students including language usage, punctuation, capitalization, sentence structure, and spelling · Vocabulary development · The structure of standard English.

Knowledge of Mathematics

■ Identify the Steps (TLAC Strategy)– Walk students through the steps of the problem. Model

and describe how to complete the problem correctly as students

watch/take notes.

■ Standards– 2.1 - Develop in students an understanding and use of:

■ Number systems and number sense - Geometry - Measurement - Statistics and probability - Functions and use of variables

Knowledge of Mathematics

■ Math Go-Fish– Use a deck of cards with numbers and mathematical symbols ( +,

-, x, = etc.). Students take turns drawing cards and then use go-fish rules to complete equations using 4 or more cards.

■ Standards– 2.1 - Develop in students an understanding and use of

■ Number systems and number sense - Geometry - Measurement - Statistics and probability - Functions and use of variables

Knowledge of Standards and Assessment■ Around the World

– Students all stand up. Teacher goes around the room asking each student a question. If the student answers correctly then they sit down, repeat until all students are sitting.

■ Standards– 3.2 - Develop valid and reliable assessment tools for the

classroom.– 3.3 - Develop and utilize a variety of informal and formal

assessments, including rubrics. – 3.4 - Assess, compare and contrast the effects of various teaching

strategies on individual student performance relative to content standards.

– 3.7 - Prepare students for the Colorado Student Assessment Program (CSAP), Third Grade Literacy Assessment, and other assessments of educational achievement.

Knowledge of Standards and Assessment■ Rubrics with Comment Section

– Provide students with a rubric to use for each assignment. Provide students with feedback and comments about their work using the rubric.

■ Standards– 3.2 - Develop valid and reliable assessment tools for the

classroom.– 3.3 - Develop and utilize a variety of informal and formal

assessments, including rubrics.– 3.5 - Use assessment data as a basis for standards-based

instruction.– 3.6 - Provide effective verbal and written feedback that shape

improvement in student performance on content standards.

Knowledge of Content

■ Grammar Equations– Students create sentences using a mathematical approach.

Adding nouns, verbs, punctuation, etc. to create a sentence. Can also add/subtract words, prefixes, and suffixes to create compound or complex words.

■ Standards– 4.1 Utilize content knowledge to ensure student learning.– 4.2 Enhance content instruction through a thorough

understanding of all Colorado model content standards. – 4.3 Apply expert content knowledge to enrich and extend student

learning. – 4.4 Integrate literacy and mathematics into content area

instruction.

Knowledge of Content

■ Repeated Reading– Students re-read a text multiple times in order to gain a deeper and more

complex understanding of the text. With each reading students answer a deep level of question starting with factual then moving through contextual, connective, and exploratory questions.

■ Standards– 4.1 Utilize content knowledge to ensure student learning.– 4.2 Enhance content instruction through a thorough understanding of all

Colorado model content standards. – 4.3 Apply expert content knowledge to enrich and extend student learning. – 4.4 Integrate literacy and mathematics into content area instruction.

Knowledge of Classroom and Instructional Management■ Radar/Be Seen Looking (TLAC Strategy)

– Use different positions in the room, and strategies like tiptoes, sprinkler, and invisible column to ensure students know you are watching

■ Standards– 5.1 - Create a learning environment characterized by acceptable

student behavior, efficient use of time, and disciplined acquisition of knowledge, skills, and understanding.

– 5.3 - Apply appropriate intervention strategies and practices to ensure a successful learning environment.

Knowledge of Classroom and Instructional Management■ Multiple Modes and Methods of Learning

– Provide students with multiple methods and ways of accessing the content■ Visual, auditory, kinetic, technology, modeling, etc.

■ Standards– 5.5 - Understand the cognitive processes associated with various kinds

of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and ensure attention to these learning processes so that students can master content standards.

– 5.6 - Work in cooperation with library media and other resource specialists in providing student instruction on how to access, retrieve, analyze, synthesize and evaluate information, and integrate these information literacy skills into the curriculum to accomplish standards-based learning activities

Knowledge of Individualization of Instruction■ Intro to Me Card

– Have students create an intro to me card at the beginning of the year in order to get to know them better on a personal level■ Students should include learning preferences, physical and

mental needs, likes, dislikes, and general information about themselves

■ Standards– 6.1 Employ a wide range of teaching techniques to match the

intellectual, emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes.

– 6.2 Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners.

– 6.3 Utilize his/her understanding of educational disabilities and giftedness and their effects on student learning in order to individualize instruction for these students.

– 6.7 Use specific knowledge of student medical conditions and medications and their possible effects on student learning and behavior.

Knowledge of Individualization of Instruction■ Unit/Teacher Review

– At the end of the unit or year have students evaluate instructional strategies and topics using rubric format. Teacher can use to improve lesson planning and execution.

■ Standards– 6.1 - Employ a wide range of teaching techniques to match the

intellectual, emotional, and social level of each student, and choose alternative teaching strategies and materials to achieve different curricular purposes.

– 6.2 - Design and/or modify standards-based instruction in response to diagnosed student needs, including the needs of exceptional learners and English language learners.

– 6.3 - Utilize his/her understanding of educational disabilities and giftedness and their effects on student learning in order to individualize instruction for these students.

– 6.5 - Develop and apply individualized education plans. – 6.6 - Collect data on individual student achievement and be accountable

for each child's learning. – 6.7 - Use specific knowledge of student medical conditions and

medications and their possible effects on student learning and behavior.

Knowledge of Technology

■ Webquest– Guided, research-based assignment that uses the internet to

teach students about a specific topic

■ Standards– 7.1 - Apply technology to the delivery of standards-based

instruction.– 7.2 - Use technology to increase student achievement.– 7.5 - Instruct students in basic technology skills.

Knowledge of Technology

■ Teacher Website– A personalized website for the teacher and their

classroom/classes. Can be used to communicate assignments, due dates, grades, class schedules, deliver documents, and for collaboration

■ Standards– 7.2 - Use technology to increase student achievement. – 7.3 - Utilize technology to manage and communicate information.– 7.4 - Apply technology to data-driven assessments of learning.

Democracy, Educational Governance and Careers in Teaching■ Tag the Behavior (TLAC Strategy)

– Identify and name the non-productive behavior when disciplining a student

■ Standards– 8.2 - Model, and develop on the part of the students, positive

behavior and respect for the rights of others, and those moral standards necessary for personal, family and community well-being.

Democracy, Educational Governance and Careers in Teaching■ Socratic Seminar– A Group discussion that takes place in a circle. Students do

not raise their hands or interrupt to speak. They use respect andlistening skills in order to voice evidence based opinions andquestions. Group discusses for set amount of time.

■ Standards

– 8.1 - Model and articulate the democratic ideal to students, including: · The school's role in developing productive citizens. · The school's role in teaching and perpetuating the principles of a democratic republic.

– 8.2 - Model, and develop on the part of the students, positive behavior and respect for the rights of others, and those moral standards necessary for personal, family and community well-being.

THE ENDTeaching strategies obtained from Teach Like

A Champion 2.0, and personal experience.