Assignment+6

Palmer School of Library & Information Science, Long Island University Summer 2010, Westchester Graduate Campus Professor: Mrs. Linda Chapman
 * LIS 626: Teaching Methodologies for School Media Specialists **


 * Template for Final Assignment: Instructional Strategies Matrix **

Your task: Create a matrix that that includes teaching strategies you can use to teach information literacy and research skills effectively. Include examples of when each strategy could be used and how you might use technology to increase student learning.

In developing this matrix you should draw upon our class experiences as well as required textbooks and assigned readings. Include a bibliography of all resources consulted. Used to introduce a new concept or area of study. In inquiry-based libraries, this teacher-directed strategy would be followed by active and authentic learning tasks. Also useful to summarize and review. || To introduce a new area (e.g., Implications of brain research to teaching; What you need to know about plagiarism; How do I take good notes?) To ensure that students had the same background information (e.g., Neuroscience 1). Usually used at the beginning of a class. || Hmmm…. Not a perfect match, but necessary at times. || PowerPoint slides can help students make meaning. They can focus attention on what is truly important. Paper copies of the slides can serve as notes. You can incorporate many resources within a lecture delivered with PowerPoint (e.g., video clips, primary documents, links to the Internet). ||
 * ** Instructional Strategy ** || ** Purpose ** || ** How might you use this strategy? When? ** || ** How does this strategy relate to our Standards and Benchmarks? ** || ** How might technology facilitate student learning using this strategy? ** ||
 * Constructivism* || Theory that learners generate knowledge and meaning from experiences. || Scaffolding, differentiation,KWLs and collaboration are usefull tools to ensure that the uniqueness of the individual is maintained during the learning process. || Fits perfect! The student has to take responsibility for their learning and the teacher is a facillitator. Collaboration is encouraged. || Technology is a strong interest among students. That can used to make the lesson have more meaning to their lives and experiences with this plugged in generation. ||
 * Lecture || To provide information to the entire class.

demonstrate to students questions they should be asking themselves || Younger students may find this beneficial. Modeling the though t process gives a student and idea on how to proceed. || Teaches critical thinking skills. || Tehcnology not crucial to this strategy.. || Students help each other to gain knowledge and share this knowledge in their democratic society. There are no slackers. || A tech piece of the project may be great for a reluctant boy to work on and feel positive about contributing to the group. || formal format. Allows all to be heard. || To gain a deeper understanding of complex ideas in regards to a specific issue, theme or time period. || Critical thinking exercise! Gain and understand knowledge via text or other media. || Not crucial, after all, Socrates, didn't have it! || insights, not just content based. || Can be incorporated at almost every level of questioning, however, not mandatory. Should be used in a poor school in Africa as well. || learn the same way. This strategy address that issue in the content, process and product, and according to the student's readiness, interests and learning profile. || During the overall unit, parts can be adjusted to meet various students needs. It is not easy to do, but MUST be done. || Addresses standards in helping each student to achieve knowledge, think critically and collaborate to the best of their ability. || Great match. Kids can use tech. that they are interested in, ie a visual learner can choose an animoto project. || "expert" on an aspect of the topic and then teach the other members about it. || In a time pinch, a large amount of information can be covered. || Collaborative work meets the Standards! || The kids could use a wide range of technology to instruct their peers on their topics. || thought out. There is an anticipatory set to pique students interests, guided practice, closure and independent practice to facillate and review what was learned. || Time consuming, but organized. Map of classroom learning expectations clear. Should be used or a varient as often as possible. || Meets the standards very well, that is why it is on the LMS test! What the students are expected to learn are mapped out in a scientific way to enhance learning. || Technology can be worked into the MH plans, ie anticpatory set can be a quick YouTube video, the instructional process and guided process and be incorporated depending on time and tec. restraints. || Allows class to explore the topic through various "lenses". || When Differentiation is needed, this is an easy way to work that in. || Great! Empowers kids with choices while they gain knowledge and think critically. Can be collaborative as well. Easy to differentiate. || Class can use a wide range of technologies to perform their task. || lesson plans on students interests. || Collaboration between learner and teacher. Scaffolding knowledge to enhance learning. || Tech. not necessary. can do a class chart together with smart board write ins. || a paper journal. ||
 * Demonstration || Demonstration is when the teacher shows the process to the students before they attempt it themselves. || Often! When introducing Animoto an example should be shown and a walk through on how the program works. || Helps students gain knowledge, not starting on a project cold will increase confidence as well. Should be used often throughout the classroom time. || technology not dependent on this, but it is not often technology that is being demonstrated, ie, here are the school's databases and how to use them. How to do a power point presentation, etc. ||
 * Think Alouds || Teacher thinks aloud the thought process to
 * Drill and practice || Mastering a skill takes a fair amount of focused practice. || Probably wont be giving homework as an LMS. Also, LMS only has kids for short times so focusing on practice (charting speed andaccuracy) unfeasible. Can review last week's lesson before adding new learning. || Not the best match, but necessary at times. || Can design a lesson plan on how to use the data bases with practice examples. ||
 * Cooperative learning || Small groups, each with students of different levels of abilities, use a varitey of activites to understand a subject. || Students love to work together and the collaboration benifits the group. Good to differentiate || Great match. Collaboration skills are needed.
 * Inquiry-learning || encourages students to find their own meaning from facts and relationships to develop knowledge || may be used when collaborating with a science teacher to conduct investigations by asking questions, making prdictions, gathering evidence, and constructing explanations. || encourages cooperative learning, consideration of multiple points of views and collaboration || satellite tracking of weather patterns, google earth, etc. ||
 * Concept mapping || Visual map of connections, from what was known (preassessment) to what is learned about a subject. Form of scaffolding. || Before a unit or significant lesson plan, can use to decide where the students are at the time and adjust lesson accordingly. Students can then reflect on how much they had learned further on the topic at the end of the lesson. || Fits standards well as the student is responsible for their learning and reflection helps deepen the knowledge gained. || Can do a group concept map on smart board. Tech. not necessary. ||
 * Small group discussion || to encourage a sense of cummunity and cooperative learning, helps with differentiation when students of various learning styles are placed together. || at the begiing of a semester, to help studns bond, before a project to allow studens to brainstorm ideas || Encourages cooperative learning, consideration of multiple points of views and collaboration || Can have discussions with out of classroom people via Skype. Wiki's allow shy students a voice. ||
 * Socratic Seminars || A dialectic dialog, question and answer
 * Questioning || Asking students questions to facillitate learning on a deeper level than just content based. || All the time! Can make the questioning go from low to high on the Bloom's Taxonomy list. Integrel part of the teaching process || Teaches children to THINK through issues so meets the standards. Helps with problem solving and develop
 * Differentiating instruction || As often as possible as no two children are alike, or
 * Jigsaw || Each member of a group becomes an
 * Madeline Hunter (direct instruction strategies) || This is a strategy to plan out a lesson plan. The objective, standards addressed and teaching process are
 * Raft || Role, Activity, Format Task
 * WebQuest || Inquiry based, online learning activity. Students work in groups, everyone participates in an assigned role. || Great for covering a lot of material in a unit. Links are provided so focus is on material, not searching. || Collaboration and gaining knowledge are done in an entertaining fashion. Easy to differentiate || Necessary as it is a web based project ||
 * KWL chart || graphic organizer of what we KNOW, what we WANT to know and what we LEARNED || Begining of a unit, can drive instruction. Teacher can create
 * Journal || To help students learn about their own growth process. || Over the course of a long unit or year, students can write down what they are thinking about, struggling with. || Yes, helps students to think critically by evaluating their own learning process and deciding what was effective and what wasn't. || Tech. not necessary, but the journal can be done as an online format vs.

an individual. || Have students consider the meaning and implication of the lesson they had learned. What was their weak area? Strenghts? || Yes, helps students to think critically by evaluating their own learning process and deciding what was effective and what wasn't. || Tech. not necessary, but the reflections can be recorded as an online format. || opportunity to share his/her ideas on a key passage from a shared reading. || When emphasis is needed on key points in a lesson, it builds a deeper understanding. || This strategy allows all to have their opinions heard aiding with collaboration skills. || Unless the reading is on a smart board, or power point presentation, technology is not a key factor with this strategy. || share his/her ideas on a key passage from a shared reading. || When emphasis is needed on key points in a lesson as this helps build a deeper understanding. A little more give and take than Pointing to Text. || This strategy allows all to have their opinions heard, aiding with collaboration skills. || Same as Pointing to Text. || make comparisons and then apply the knowlege. Teaches writing skills and are used in NY state tests. || Look at an issue from multiple perspectives. Can scaffold easily with this strategy. || Develops critical thinking skills. Learn about documents and how to obtain information from them. Documents can be primary or secondary. || Documents can be photographs, movies. || pause; have student stop work prompt: provide student with suggestions on performance praise: when student's performance improves || Yes, individualizes the learning that is going on for a particular student, allowing skills and knowledge to be gained. || Tech. not necessary. ||
 * Ticket to leave || Anopportunity to self reflect on a question at the end of a lesson, the student must write his thoughts done before being dismissed at the end of a class. || At the end of a unit/lesson, LMS can create tickets to see what students reflections are. LMS can also use these as as a reflection on how well the lesson was taught. || Self reflection on learning aids the learning process, so yes, this strategy works. || Tech. not the best fit ||
 * Reflection || This strategy helps to promote the growth of
 * UbD || for students to use higher level critical thinking to dvelop their own understanding of key ideas through questioning and thoughful invstigation || as a way to teach an entire unit and provide differentiated assessment || students develop enduring understandings of the most important curriculum themes || tech. provides opportunities for differentiated instruction and assessments such as animotos, powerpoints, wikis, podcasts. ||
 * Pointing to text || To give each person in a group an
 * Final Word || To give each person in a group an opportunity to
 * DBQs || To help students learn to analyze documents, interpret them, &
 * Pause, Prompt & Praise || To provide personal recognition || When kids are working on a project and are having difficulty with it.

Representations |||||| Using mental imagery and graphic representation for informations |||||| LMS can creat graphic organizers for lessons to be taught |||||| Enhances learning if bothe linguistic and non-linguistic methods are used in a classroom |||||||| Can use smart board to have class fin in what they alread know about a topic and fill in what they learned after the lesson. ||||||||||  || you activate prior knowledge |||||| can start a leson by asking students what they already know about the topic or the teacher can do pre-assessment to prepare for differentiation of instruction |||||||| synthesizes prior knowldge with new information to creat better understanding |||||||| survey sites like zoomerang help with preassessments ||  || by informing them of what is to be expected |||||| Should be used throughout the instructional process to keep teachers and students alike focused on learning goals. |||||||| good fit, especially in a constructivist approach since better learning occurs when goals are kept in mind throughout the discovery process. |||||||||| not necessary || __Classroom Teaching Skills__ Ed. James M. Cooper, 9th ed. US: Wadsworth Cengage Learning, 2011. || Purpose: to help prepare students to learn by informing them of what is expected
 * || ** Purpose ** ||||  |||||| ** When to use strategy ** |||||| ** Strategy and Standards ** ||   |||| ** Strategy & technology ** ||||||   ||
 * Setting objectives ||||  ||   ||||   ||||||   ||||   ||||   ||||||   ||   ||   ||
 * NonLinguistic
 * Identifying similarities and differences |||||| comparing & classifying enhances understanding |||||| When new knowledge is to be compared with known knowledge. When characteristics of a component need to be examined |||||||| Enhances students understanding & ability to use knowledge so yes, a good fit. |||||||||| Can compare technologies, ie texting & tweeting or other types of information ||
 * Reinforcing effort |||||| to show students that effort is important with learning. |||||| Can use personal stories, famous people stories about effort and provide effective praise. || Effort is one of the few traits for success that can be controlled. Effort needs to be expended to learn & obtain knowledge. ||||||  |||||||||| not the best match. ||
 * Cues and Questions |||||| students learn more when
 * Cues and Questions |||||| students learn more when
 * Summarizing & note taking |||||| to understand what information is important to focus on and ignore what is not |||||| when researching for an assignment to help students organize their resorces and incorporate what is important |||||| ability to critically analyze the quality of sources ||  |||||||| these techniques are even more imiportant with the overwhelming amount of information at students' fingertips when they search online. ||   ||
 * Objectives: to help prepare students to learn
 * Bibliography: ||  ||||   ||||||||||||||||||   ||
 * Marzano, Robert J. and Debra J. Pickering and Jane E. Pollock.__Classroom Intruction that Works, Research Strategies for Increasing Student Achievement.__ Alexandria, Virginia:ASCD, 2001.
 * Marzano, Robert J. and Debra J. Pickering and Jane E. Pollock.__Classroom Intruction that Works, Research Strategies for Increasing Student Achievement.__ Alexandria, Virginia:ASCD, 2001.
 * From:** ljchip@aol.com