Anchored
Instruction
Definition:
Anchored Instruction is an approach to teaching that ties information to
an "anchor". This "anchor" is often a concrete application used by
the child as a resource for what they are learning. New learning activities
are designed around the "anchor" to help set clear goals for the students.
Application:An
example of anchored instruction would be a political science class learning
the different aspects of trials and the judicial system through a mock
trial performed in class. Not only would this teach the students through
hands-on learning, but it would give them concrete examples to later refer
to.
http://www.cast.org/ncac/AnchoredInstruction1663.cfm
http://pdts.uh.edu/ichen/ebook/ET-IT/ai.htm
Definition: Having children evaluate and apply what they have learned in real life settings rather than just memorizing and practicing rote learning for a test. Ways of assessing studentís progress and their development in certain areas by using procedures that help them apply what is being learned to ěreal-lifeî issues.
Application: While doing a unit on correct punctuation and sentence structure, have students write a persuasive essay on a specific topic, instead of giving them a multiple choice test. This ensures that they are applying their learning of grammar to a ěreal-lifeî task of letter writing. Another example would be to enlarge or reduce recipes, while studying fractions.
Source: http://www.teachervision.com/lesson-plans/lesson-4911.html
Definition: A classroom that is fashioned after a community atmosphere. This term implies that students are not the only ones learning; the teachers are also learning. Teachers and students work hand in hand to create an inviting, all-inclusive atmosphere, where they can live a fulfilling life together as a community of learners if needs and concerns are appropriately expressed. Problems can be discussed, and both teacher and peers can provide support and encouragement.
Application: When rules are being developed at the beginning of the school year, there should be few rules, which can be negotiated as a whole community with everyone taking a part in the rule making process. This allows the students an opportunity to partake in the decision-making process. It fosters initiative, ownership and allows them to take personal responsibility. The classroom should also be designed as a flexible environment where social values, respect, and cooperation are reinforced. The teacher needs to act as an organizer, facilitator, advisor, and monitor.
http://www.project-approach.com/foundation/class.htm
Definition: An instructional technique/support mechanism provided by the teacher, in which the teacher models the learning strategy or task within the student's ZPD (zone of proximal development), and then shifts the responsibility to the students in a gradual manner. This allows the students to grow independently as learners and develop a higher level of understanding.
Application: A teacher could ask a student relevant questions about a previously read story which would prompt them to think critically on their own about the next story. Another example would be explaining a math problem step by step, then gradually withdrawing support allowing the students to work alone.
Woolfolk, Anita. Educational
Psychology 8th Edition. Boston: Allyn and Bacon. 2001.
P. 484-485.
Definition:
Transfer of old
material into new concepts or using old schemata to understand a new concept.
Application:
A students can transfer what they learned in their geography class to better
understand a piece of literature about World War II. Students can
make a K-W-L chart on a specific topic they are getting ready to study.
The students write down what they know in the first column, in the second
column they write down what they want to learn about the topic, and in
the third column they write down what they learned after the lesson was
taught.
Woolfolk, Anita. Educational
Psychology 8th Edition. Boston: Allyn and Bacon. 2001.
P. 484-485.
Application: A teacher would use metacognition in helping students understand what they have just learned. The teacher could provide feedback that would help the student in gaining knowledge of what his/her thoughts are. By gaining knowledge of his/her own thoughts and thinking, students can then develop better study strategies, which would increase their retention in your classroom.
Source: www.valdosta.edu/whuit/psy702/cogsys/metacogn.html
Definition:
the idea that skills and knowledge are tied to the situation in which
they were first learned and are difficult to apply to new settings.
Application:
Situated learning and cognition can be applied in the classroom by using
resources such as the Internet, video, and educational software.
These resources can help bring real life contexts into the classroom.
Woolfolk, A.E. (1998).
Educational psychology. Boston: Allyn and Bacon.
Definition: problem based learning encourages students to work together and problem solve about significant issues that apply to the students. The hope is that they will learn to take the initiative, work together, and find ways to solve the given problem.
Application:
In an Elementary classroom you could allow students to come with their
own project and let them work in groups to solve the problem. This
way it is something they chose to do, meaning it is significant, and they
get to solve it in their own way.
Source: http://www.udel.edu/pbl/
Definition: Similar to scaffolding, generative learning is the idea that students learn through acquiring their own knowledge by making mental connections between concepts they are familiar with and those they have already learned
Application: By using the letters of the alphabet, students begin to form words using what they already know.
Source: http://www.aln.org
Definition:
A theory proposed by Vygotsky that states that it is a dynamic space created
by teaching and learning systems
in the moment.
Application: Teaching subject matter that is not too hard or too easy.
Source: Woolfolk, A.E. (1998).
Educational psychology. Boston: Allyn and Bacon.
Concept:
Self-Regulated Learning
Definition:
when
each individual student sets individual goals for themselves. The
students understand the challenge, time frame,
resources available, and focus
that can be exerted to reach the goal. It is expected from the student
and the teacher that the goal must be
reached.
Application:
A student struggling with a particular task can make it their goal to accomplish
the task. For example, if a student was struggling with a specific
math concept, such as the idea of area, they could make it their goal that
by the end of the week they will understand the meaning of area and how
to find it. Then the student puts forth their full potential to accomplish
this task, and by the end of the week they will hopefully have mastered
the concept. Another example would be if a student is having difficulty
with his Spanish vocabulary words, he could make flash cards to help him
learn the words successfully.
http://www.rit.edu/609www/ch/faculty/self-reg/html
Application:
This would be good for students when they are studying for a test or doing
a research project. Each member of the group
concentrates on one specific
topic. Then when they have mastered the concept they have to teach
the other members of the group the
information. This would
be a good group activity and study habit. The members of the group
not only have to learn the information for
themselves but learn it for
their group.
http://scholar.lib.vt.edu/ejournals
Application: In a primary classroom, reciprocal teaching can be used during guided reading, when a small group of students read a book together. As they read, they can take breaks in order to take turns discussing the story or text, summarizing what they have read, asking each other questions, clarifying, and predicting what might happen next.
Source: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm
Application: In a math classroom, give students a multi-step problem, show them how to break it down into various steps and then let them solve each step they are capable of until the problem is solved.
Source: http://scaffolding.edte.utwente.nl/cognitiv.htm
Application:
When teaching a unit about the human body you would consider how usefuyl
a computer game would be as an indtructional strategy. You would
evaluate the media attributes and if those would be conductive to learning.
Seeing a video would also require the evaluation of media attributes. Anything
that could be considered media should be evaluated for instructional use.
Source: http://pegasus.cc.ucf.edu/cfche/distance.html
Application:
The ideas are always more comprehendible when they are discussed and misconceptions
and confusion can be cleared up. A substantive conversation could take
place over any unit or subject. This idea can be applied to a variety of
discussable ideas.
Source: http://cirriculum.lisd.k12.mi.us/instruction/sc.html
Concept:
Distributed Intelligence
Defintion:
A way to obtain more information on a certain concept by the use of other
people's previous knowledge of the subject. This collective intelligence
is
better then the individual intelligence
in the given group.
Application:
A way to include this in a classroom would be to break the students into
groups and have them individually focus on one section of a subject.
Then as a group
inform the others of what they
have learned, and they will share their knowledge with their peers.
This is effective because they can focus on one section so they can gain
as much knowledge as possible.
Source: http://www.red-systems.com/members/5technology/5_1_7_0distrintelligence
Concept:
Multiple Perspectives
Definition:
The ability of a person or group to look at an idea in many different
ways, connecting information from different subject areas, backgrounds,
cultures,
and other areas. This involves
being able to look at othersí points of view.
Application:
Have students figure out the different views a person might have on a certain
topic. For example, students could look at women's rights from the view
of a man, a woman, and a judge and be able to explain the differences of
each of these views.
Source: http://faculty-staff.ou.edu/S/Lavetta.E.Spyres-1/concepts.html
Concept:
Deep Processing
Definition:
When students are not mere observers or casual listeners, but instead are
taking in information through discussion, etc. and using
it to construct their own understanding
of the issue. They are generally involved and questioning in their approach
to learning.
http://www.curtin.edu.au/home/allen/we3/igm/030703.html
Application:
In an elementary classroom, a teacher could encourage deep processing by
giving the students a real life application problem and
encouraging them to think about
the issue or problem. The teacher could let them figure it out on their
own, only offering assistance if absolutely
necessary.
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