Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
Georgia active engagement_strategies
1. Active Engagement Strategies for Whole Group Instruction Sarah Sayko, M. Ed. National Center for Reading First Technical Assistance RMC Research Corp. Sheryl Turner, M.A. Eastern Regional Reading First Technical Assistance Center
10. Model of Instructional Contexts for Reading Engagement Active Engagement Social Interaction Motivation Conceptual Knowledge Cognitive Strategies Learning and Knowledge Goals Formative Assessment Collaboration Support Direct Instruction Teacher Involvement
11. Impact of Active Engagement High levels of active engagement during lessons are associated with higher levels of achievement and student motivation. Ryan and Deci, 2000 Research studies have repeated shown that reading in many classrooms is not designed to provide students with sufficient engaged reading opportunities to promote reading growth. Simmons, Fuchs, Fuchs, Mathes & Hodge, 1995
45. Active Engagement and Direct Instruction Explicit and systematic teaching does not preclude the use of active engagement strategies. In fact, one of the most prominent features of well delivered direct instruction is high levels of active engagement on the part of all students.
60. Conceptual Framework for Corrective Feedback Explicit Instruction -Skill taught in a direct manner -“I do, we do, you do” procedure -Corrective feedback “ I do, we do, you do” Procedure -Teacher models skill -Teacher responds with student -Student responds on own Student Demonstrates Understanding Student Does Not Demonstrate Understanding Application -Firm up understanding by repeating the series of items preceding item and then item to provide repeated practice -Delayed check: teacher checks group/student understanding on item at later time in lesson Corrective Feedback -Directed toward group of students -Repeat “I do, we do, you do” procedure -Firm up understanding by repeating the series of items preceding error and then error item to provide repeated practice -Delayed check: teacher checks group/student understanding on error item at later time in lesson Student Error on Delayed Check -Teacher corrects error again -Firm up understanding by repeating the series of items preceding error and then error item to provide repeated practice -Teacher keeps track of student errors for reteaching and practice the next day -Several delayed checks may be given during a lesson for repeated practice
84. Bibliography Rosenshine, B. and Meister, C. (1995). Scaffolds for Teaching Higher-Order Cognitive Strategies. In A.C. Ornstein (ed.) Teaching: Theory into Practice. Boston: Allyn & Bacon. Rosenshine, B. and Meister, C. (1992). The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies. Educational Leadership, April: 26-33 Rosenshine, B. (1997 ). Advances in research on instruction . Chap. 10 in J.W. Lloyd, E. J. Kamannui & D. Chard (Eds.) Issues in educating students with disabilities. Mahwah, NJ.: Lavrence Erlbaum: pp. 197-221. Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. Elementary School Journal, 95 (5), 387-408. Tableman, B. (2004). Characteristics of effective elementary schools in poverty areas. Best Practices Briefs. No. 29. Taylor, B., Pearson, P., Clark, K. & Walpole, S. (1999). Effective schools/accomplished teachers. Article #99-01. Retrieved on from CIERA. Taylor, B., Pearson, P., Clark, K. & Walpole, S. (1999). Beating the odds in teaching all children to read. CIERA Report #2-006. Retrieved on from CIERA. Taylor, B., Peterson, D., Pearson, P. & Rodriguez, M. (2002). Looking inside classrooms: Reflecting on the “how” as well as the “what” in effective reading instruction. The Reading Teacher, Vol. 56, No. 3, p. 270-279. Torgensen, J. (2007). Research related to strengthening instruction in reading comprehension: Part 2. National Reading First Comprehension Conference. Vaughn, S., Hughes, M., Moody, S. & Elbaum, B. (2005). Grouping students who struggle with reading. Retrieved on from readingrockets.org. Vygotsky, L. (1978). Mind in Society: The Development of High Psychological Processes. (trans. and edited by M. Cole, V. John-Steiner, S. Scribner and E. Souberman). Cambridge: Harvard University Press.
85.
Editor's Notes
Extrinsic factors include compliance, recognition, and grades.
In self-explanation, students can orally or through writing explain and reflect on the text they are reading to improve comprehension. They can do this with a teacher or with peers. Students who can self-explain also are better at reaching conceptually higher levels of knowledge, answering more complex questions, and monitoring their comprehension. In concept mapping, students are required to integrate information from the text into existing knowledge in their minds. They are visual representations of a student’s knowledge and organize concepts and represent the relationships among concepts.
Few methodologically rigorous studies examine the direct link between active student engagement and achievement. Rather, most studies investigate the link between specific strategies (e.g., cooperative learning) that incorporate active engagement instead of the overall impact of student engagement. Some studies have, however, examined the overall impact of student engagement, and these studies link active student engagement with higher achievement.
“Who can tell me…?” also know as recitation, is used so frequently it is important to ask ourselves just how effective it is. The bad news about this strategy is that the teacher is really to only one in the classroom actively engaged with all the questions and answers; many students may be simply putting in seat time while a few students answer the questions. Tell how meaningful engagement is different for each task. Use the difference between airplane safety and an advanced chemistry class
This may look familiar-you have been engaging in 10:2 throughout this presentation.
Students need to be involved with the task presented before them and the overall difficulty level of the material being presented should allow for students to complete about 75% of the assignment successfully. When the teacher is not available to give support or feedback, a success rate of 95% is necessary.
A team of CIERA researchers led by Barbara Taylor and David Pearson examined which school and teacher factors were characteristic of the schools that were most effective in terms of student reading growth and achievement in the primary grades K-3. This was a qualitative study with 14 schools from four states participating.
Academic task lie on a continuum from well-structured (having a fixed sequence of sub-tasks leading to a single answer) to less-structured tasks requiring combined knowledge an applying strategies.
Collaborate with your grade level colleagues to share ideas, strategies, and resources. Plan lessons together keeping in mind the your own students needs.
Effective teachers anticipate common errors that students might make and spent time discussing these errors before the students make them. We want to foresee and prevent potential difficulties rather than provide intervention later. That includes a conscience effort to regulate the difficulty of the material being presented. For example, when Palincsar (1987) taught students to generate questions, the teacher first modeled how to generate questions about a single sentence. This was followed by class practice. Next, the teacher modeled and provided practice on asking questions after reading a paragraph. Finally, the teacher modeled and then the class practiced generating questions after reading an entire passage.
Think-Pair-Share: Review teaching scenario and discuss with left hand shoulder partner how the teachers were proactive rather than reactive in their instruction.
Think-Pair-Share: Read teaching scenarios and discuss with partner what the qualities of group alertness are.
Pre-lesson planning worksheet
With less-structured, higher –order tasks, cognitive strategies can be taught to students. Cognitive strategies are supports, prompts, and guides that a student can use when faced with higher-order cognitive tasks. They serve to support students as they develop internal procedures that enable them to perform higher-level operations. They are designed to bridge that gap-the zone of proximal development-between the current knowledge that students bring to a new task and the students’ need to acquire new knowledge that will enable their problem-solving capacity and move them from novice to expert. Cognitive strategies do not, in and of themselves, provide a direct route to the solution. What they do is facilitate reaching a successful conclusion to the task. Therefore, to assist students in moving through the zone effectively, the teacher needs to be available to scaffold students’ learning.
Scaffolding includes providing simplified problems, modeling of procedures, and thinking aloud by the teacher as he/she solves the problem. They may also include tools, or prompts, such as cue cards or checklists.
Conduct teacher guided practice: vary the context and difficulty of the task within the assignment. Provide feedback: in various means-directly from the teacher, through peer consultations or expert model checklists. Fading scaffolds: or withdraw prompts as students internalize the strategy. Teachers may also have students refer to prompts as needed, reducing the frequency of prompts or direct support.
Teachers’ guided practice should include use of the prompt itself, as well as guiding students in the use of the overall cognitive strategy.
Think-Pair-Share
That’s what feedback is. No praise, no blame. It just describes what you did and did not do in terms of your goal. Harvard Assessment Seminar-chief finding about the most effective courses at Harvard, as judged by the students and alums, was the importance of quick and detailed feedback. Students overwhelming reported that the single most important ingredient for making a course effective is getting a rapid response. A second major finding is that an overwhelming majority of students were convinced that their best learning takes place when they have a chance to submit an early version, get detailed feedback and then hand in a final revised version. Many students observed that their most memorable learning came from courses where such opportunities were routine policy.
Handout 5
Post-Lesson Plan Analysis
Pacing is an important factor influencing student learning. Pacing refers to the speed with which teachers move students through material to be learned. Effective teachers move students briskly from step to step, keeping the steps small and easily attainable. However, be sure to allow appropriate wait time when eliciting student responses. Effective teachers more often ask a question before calling for responses and lengthen wait time to 3 seconds.
Therefore, we need to make sure to engage students in active participation.
Think-Pair-Share: Read teaching scenarios and discuss with partner what the qualities of group alertness are.
Whatever meanings you assign the cards, the possibilities are endless.
Fill in strategy matrix.
Guthrie’s study of active engagement concluded that engaged readers from less educated families had higher achievement rates than disengaged readers from higher educated families. The results prove that active student engagement in reading needs to be a priority and key feature in reading instruction for all students.
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