InSTRUCTIONAL STRATEGIES & PLANNING
Planning involves preparation for a challenging, informative and relevant lesson. Below please find helpful methods that can be utilized in variety of lessons. Lessons involving activities are most likely to include at least six Brain-based strategies. Brain-based strategies should be present in every lesson and they include talking, emotions, visual, chunking, movement, oxygen, connections, feedback, music which shake up the lesson.
In the pocess of planning a lesson, there are three essential questions that the teacher should ask:
1. "What are [my] objectives or standards?
2. What learning experiences can be set up to meet those objections?
3. What evaluation will [I] use to determine whether the objectives have been achieved?” (Chapin, p. 38)
Chapin, J. (2011). A Practical Guide to Middle and Secondary Social Studies. Emeritus, Notre Dame de Namur University.
METHODS:
Group/team work :
The class can be divided into groups and each group is given an
article for a brief reading and discussion. Upon completion of the discussion
the groups are instructed to share and reflect by using given questions as a
guide.
Debate:
The class is divided into two groups and given a topic.
Each group is asked to take a side they most believe in.
Round-robin format :
In this strategy the students take turns answering a question or
sharing information.
Think-Pair-Share:
This strategy involves every student. When assignment is given
students are instructed to think of an answer then pair with a partner and share
their response
Role-playing:
A group or a class enacts a certain event.
Number Heads Together:
A class is divided into groups. Each group member is assigned a
number. After proposed question the group briefly collaborates their knowledge
and forms an answer. Only one number from each group is called to share the
response.
Corners:
Each student is assigned to a particular corner that represents
a concept. The students in each corner discuss their theory and share with
class. The rest of the class listens and summarizes the idea.
Three by Three (3 by 3):
The teacher chooses or calls for three volunteers to answer
a particular question related to the subject, lesson or
assigned reading. Upon receiving an answer from the
students the next three answer a different question
regarding the topic or asked to summarize the answers
of their peers.
Knowles and Brown note that "Instructional practices in the middle school should focus on what we know about the learning needs of young adolescents coupled with what we know about how learning occurs." (Knowles and Brown, 2007, p. 152.) This is a profound statement as learning is measured based on student learning rather than the teacher performance.
Here are Big Ideas of Instruction that are proven to be effective and apropriate for middle-level students:
Brain-Based Learning
Student-Focused Instruction
Backward Design
Differentiation of Instruction
Thinking Skills
Inquiry-Based Learning
Cooperative Learning
Technology in the Classroom
Reference: Powell, S. D. (2011). Introduction To Middle School (2nd ed.).Boston, MA, Belmont Abbey College.
In the pocess of planning a lesson, there are three essential questions that the teacher should ask:
1. "What are [my] objectives or standards?
2. What learning experiences can be set up to meet those objections?
3. What evaluation will [I] use to determine whether the objectives have been achieved?” (Chapin, p. 38)
Chapin, J. (2011). A Practical Guide to Middle and Secondary Social Studies. Emeritus, Notre Dame de Namur University.
METHODS:
Group/team work :
The class can be divided into groups and each group is given an
article for a brief reading and discussion. Upon completion of the discussion
the groups are instructed to share and reflect by using given questions as a
guide.
Debate:
The class is divided into two groups and given a topic.
Each group is asked to take a side they most believe in.
Round-robin format :
In this strategy the students take turns answering a question or
sharing information.
Think-Pair-Share:
This strategy involves every student. When assignment is given
students are instructed to think of an answer then pair with a partner and share
their response
Role-playing:
A group or a class enacts a certain event.
Number Heads Together:
A class is divided into groups. Each group member is assigned a
number. After proposed question the group briefly collaborates their knowledge
and forms an answer. Only one number from each group is called to share the
response.
Corners:
Each student is assigned to a particular corner that represents
a concept. The students in each corner discuss their theory and share with
class. The rest of the class listens and summarizes the idea.
Three by Three (3 by 3):
The teacher chooses or calls for three volunteers to answer
a particular question related to the subject, lesson or
assigned reading. Upon receiving an answer from the
students the next three answer a different question
regarding the topic or asked to summarize the answers
of their peers.
Knowles and Brown note that "Instructional practices in the middle school should focus on what we know about the learning needs of young adolescents coupled with what we know about how learning occurs." (Knowles and Brown, 2007, p. 152.) This is a profound statement as learning is measured based on student learning rather than the teacher performance.
Here are Big Ideas of Instruction that are proven to be effective and apropriate for middle-level students:
Brain-Based Learning
Student-Focused Instruction
Backward Design
Differentiation of Instruction
Thinking Skills
Inquiry-Based Learning
Cooperative Learning
Technology in the Classroom
Reference: Powell, S. D. (2011). Introduction To Middle School (2nd ed.).Boston, MA, Belmont Abbey College.