Flashcards
The "Essential Nine" Instructional
Cards in this deck (9)
- 1Identifying Similarities and differencesWhen Students identify similarities and differences, they can see patterns and connections. Students use thinking strategies such as comparing, contrasting, and classifying information. Teachers can use discussion, inquiry, graphic organizers, and examples, such as metaphors and analogies, to help students break a concept into its similar and dissimilar characteristics.
- 2Summarizing and Note-TakingSQ3R
Survey-the students previews the chapter to assess the organization of the information.
Question- The student examines the chapter's headings and subheadings and rephrases them into questions.
Read-the student reads one section of the chapter at a time selectively, primarily to answer the questions.
Recite- the student answers each question in his or her own words and writes the answers in his or her notes. The student repeats this note-taking sequence for each section of the chapter.
Review-the students immediately reviews what has been learned. - 3Reinforcing Effort and Providing RecognitionStudents' beliefs and attitudes play a significant role in school performance. Parents and teachers must show students the connection between effort and achievement. Methods of doing so include sharing stories of people who did not give up and succeeded, personalizing recognition, and supporting students when they are struggling. Teach students the ultimate goal of effort-- the harder you try, the more successful you'll be.
- 4Assigning Homework and PracticeHomework provides an opportunity for extended practice of a lesson. Homework should vary from grade level to grade level; should require minimal, if any, parental involvement and should merit teacher feedback. Research on homework best practice shows that homework should not be an afterthought; rather, it should be an integral part of instruction to help students acquire the content presented.
- 5Fostering Nonlinguistic RepresentationsKnowledge stored in two forms- nonlinguistic (visual, kinesthetic, whole body), linguistic (reading, or hearing)
Students should have many opportunities to use both forms of storing knowledge to represent their learning and an opportunity to use all senses when learning. Nonlinguistic representations have been found to stimulate and increase brain activity. Teachers can foster nonlinguistic representations by using words an symbols to convey relationships and by using physical models and physical movement to represent new information. Visual representation software (programs that provide tools for making graphic organizers) offer students a way to express their understanding of content in a nonlinguistic form. - 6Encouraging Cooperative LearningPositive interdependence, positive interaction, individual and group accountability, interpersonal skills, group processing.
Students Teams Achievement Divisions, Jigsaw, Number heads together, Think-pair-share - 7Setting Objectives and providing FeedbackTeachers must set clear expectations for a lesson and unit of study. It's important to help students see what they are learning, why they are learning it, and how this learning connects to other experiences and events. Student ownership of the lesson goals makes a difference in student achievement. Setting goals and objectives for a lesson must be focused, yet not so narrow as to diminish the content's importance. Using advance organizers is one effective method to introduce goals to students.
- 8Generating and Testing HypothesesGenerating questions and testing hypotheses taps into students' natural curiosity to each student's advantage. This practice helps students more deeply understand the concepts being taught. In this inquiry-type approach, students must clearly explain their hypothesis and conclusions, which deepens their understanding of key concepts and helps them apply their new knowledge to new settings.
- 9Using Cues, Questions, and Advanced OrganizersCues, questions, and advance organizers help prepare students' minds for instruction. Advance organizers are structures , either visual or verbal, that provide a general idea of the new information to be learned, building knowledge of the key concepts to be learned in the lesson. Ausubel introduced advance organizers in the 1960s and suggested that new information is more easily acquired when teachers focus on what is most important, not on what students might think is the most interesting.
Information
- Description
- Flashcards on The "Essential Nine" Instructional, created by jpeachtree on 30/04/2013.
- Created by
- jpeachtree
- Views
- 25
- Rating