Learning Outcome #10: Apply a Variety of Teaching Strategies to Develop a Positive Teaching-Learning Environment Where All Students are Encouraged to Achieve Their Highest Potential
Carol Tomlinson wrote about differentiated instruction and how this benefits
students of all abilities and learning styles; she said that "The opportunity to learn in ways that make learning more efficient is also likely to make learning more effective. Attention to a student's preferred mode of learning or thinking promotes improved achievement" (154). Tomlinson has done a lot of research on teaching methods in the classroom, and she has even teamed with McTighe on a book entitled Differentiated Instruction and Understanding by Design: Connecting Content and Kids.
Some of the various teaching strategies that I have employed in my own student teaching are: active learning, cooperative learning, discussions (Socratic Seminars), integrating technology, and case methods.
Case methods are where the students are applying what they have learned in class to real world issues. In my tenth grade class, we were discussing social justice issues, and we started to look at social justice issues in the world; one issue in particular that we looked at was children soldiers in Africa. We discussed the atrocities and the outrage that it caused us to feel, and then the students created their own "Red Hands" in opposition of the conflict. The "Red Hands" were sent to public officials at the UN in NYC for the Red Hands Campaign.
With the integration of technology, I had had students create podcasts for their This I Believe paper, and students had to participate in on online social networking site (SocialGo). This has been beneficial for the
students because they are gaining experience with technology, which will help them with their future endeavors (college, military, or jobs). Technology also allows students to demonstrate their mastery at something, and many times you as the teacher become the student.
I have had many Socratic Seminars in class; we discuss our reaction to the book, we look at ethical dilemmas, and we talk about contemporary world issues that relate to our reading. This allows for a student-centered environment, and students are allowed to take control of the class discussion. For the quieter classes, this method can still be effective, but it works well if there are questions handed out the day before to guide the seminar discussion.
Cooperative learning demonstrated how students work with one another; as a teacher, you are able to see the students who help others in the group, the students who take charge, the students who sit back quietly, etc. This helps to plan future groups so that you can mix up the group dynamic and have students take on roles that suit their weaknesses instead of their strengths. For example, if one student always takes charge, then have that student assigned the role of "note-taker" and allow one of the meeker students to take charge. This shows the students that the work will be done regardless of who is in charge, and it allows students to work on their weaknesses. I also tried using stations for my seniors last week as a new means of incorporating group work and learning short lessons (5-7 minutes for each station). I had a station for Shakespearean puns, a word bank of Shakespearean words in which the students had to create their own sentences using the words, a station on the history of English (students had to answer questions about the reading, and then incorporate the reading into the present day by answering the question "How has Shakespeare influenced Modern English?"), a station on Shakespearean insults, and a station on sentence structure.
Active learning has also been an important element of my varied teaching strategies. Meyers and Jones define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they
approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning” (p. xi). The Macbeth Webquest allowed students to interact with various lessons, reflect on what they were reading through short writing assignments, listen to a rap summarizing Macbeth, look at the historical context, and look at the relevance to our modern era. It was thought-provoking, insightful, and it allowed students the opportunity to take a break from Macbeth, subconsciously think about it, and then return to it at a later time.
Other Lessons that demonstrate proficiency:
1. Macbeth Act I Review (can be used as an interactive SmartBoard review or as an individual review if students each have their own computers.
students of all abilities and learning styles; she said that "The opportunity to learn in ways that make learning more efficient is also likely to make learning more effective. Attention to a student's preferred mode of learning or thinking promotes improved achievement" (154). Tomlinson has done a lot of research on teaching methods in the classroom, and she has even teamed with McTighe on a book entitled Differentiated Instruction and Understanding by Design: Connecting Content and Kids.
Some of the various teaching strategies that I have employed in my own student teaching are: active learning, cooperative learning, discussions (Socratic Seminars), integrating technology, and case methods.
Case methods are where the students are applying what they have learned in class to real world issues. In my tenth grade class, we were discussing social justice issues, and we started to look at social justice issues in the world; one issue in particular that we looked at was children soldiers in Africa. We discussed the atrocities and the outrage that it caused us to feel, and then the students created their own "Red Hands" in opposition of the conflict. The "Red Hands" were sent to public officials at the UN in NYC for the Red Hands Campaign.
With the integration of technology, I had had students create podcasts for their This I Believe paper, and students had to participate in on online social networking site (SocialGo). This has been beneficial for the
students because they are gaining experience with technology, which will help them with their future endeavors (college, military, or jobs). Technology also allows students to demonstrate their mastery at something, and many times you as the teacher become the student.
I have had many Socratic Seminars in class; we discuss our reaction to the book, we look at ethical dilemmas, and we talk about contemporary world issues that relate to our reading. This allows for a student-centered environment, and students are allowed to take control of the class discussion. For the quieter classes, this method can still be effective, but it works well if there are questions handed out the day before to guide the seminar discussion.
Cooperative learning demonstrated how students work with one another; as a teacher, you are able to see the students who help others in the group, the students who take charge, the students who sit back quietly, etc. This helps to plan future groups so that you can mix up the group dynamic and have students take on roles that suit their weaknesses instead of their strengths. For example, if one student always takes charge, then have that student assigned the role of "note-taker" and allow one of the meeker students to take charge. This shows the students that the work will be done regardless of who is in charge, and it allows students to work on their weaknesses. I also tried using stations for my seniors last week as a new means of incorporating group work and learning short lessons (5-7 minutes for each station). I had a station for Shakespearean puns, a word bank of Shakespearean words in which the students had to create their own sentences using the words, a station on the history of English (students had to answer questions about the reading, and then incorporate the reading into the present day by answering the question "How has Shakespeare influenced Modern English?"), a station on Shakespearean insults, and a station on sentence structure.
Active learning has also been an important element of my varied teaching strategies. Meyers and Jones define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they
approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning” (p. xi). The Macbeth Webquest allowed students to interact with various lessons, reflect on what they were reading through short writing assignments, listen to a rap summarizing Macbeth, look at the historical context, and look at the relevance to our modern era. It was thought-provoking, insightful, and it allowed students the opportunity to take a break from Macbeth, subconsciously think about it, and then return to it at a later time.
Other Lessons that demonstrate proficiency:
1. Macbeth Act I Review (can be used as an interactive SmartBoard review or as an individual review if students each have their own computers.
2. Stations (#1) on Macbeth
3. Stations (#2) on Macbeth
4. Scaffolded Grammar Lesson on Appositives.