Instructional Strategies
"When teachers stop learning,
so do students"
Jim Knight
Jim Knight -- author and instructional coach who has dedicated his career to improving teacher pedagogy and student achievement.
In this section of the module, you will learn about four Instructional Strategies to help engage all learners in your classroom. Instructional strategies help educators build their tool box to have a greater impact on their instruction.
Instructional Strategy 1:
Hands-On Learning
Hands-on learning provides opportunities for all students to engage in the curriculum unit they are investigating. This approach allows students to manipulate the objects they are exploring to gain a deeper connection to their learning.
When exposed to hands-on learning, students can incorporate problem-solving, communication, and critical thinking into their experience.
Watch the following video to learn more about the importance of hands-on learning:
Note: This video shows how hands-on learning can be used in multiple grade levels across Prek-12 education.
Benefits of Hands-On Learning
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Students will remember the material better.
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Students will build a deeper connection to their learning by physically manipulating materials.
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Students with learning needs can grasp concepts better through this approach.
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It provides learning opportunities for English Language Learner students to understand what they are learning.
Video Run Time: 2:56
Reflection:
Record your responses to the following questions on your Guided Notes page.
Why do you think hands-on learning is
important in the classroom?
How do you see this approach to instruction having the ability to engage all students in learning?
Instructional Strategy 2:
Vocabulary Integration
Integrating vocabulary is an essential part of building an effective lesson. When teachers build vocabulary into their instruction, it allows students of various learning abilities to connect with the lesson and increase their comprehension.
Vocabulary instruction should be interactive, engaging, and student-centered. Students should also have the opportunity to engage in vocabulary instruction that allows them to interact with the words, form their own definitions, and see the words in action. When students are able to complete hands-on activities using new vocabulary, it solidifies the content they are learning.
Vocabulary should also be visible for students. Students should see new vocabulary posted in their classrooms and have a space to record their words for future reference. Including images, sentences, and examples of vocabulary helps students, especially English Language Learners, understand the words and connect it with the content they are learning.
A simple way for students to record vocabulary is using the 4-box Method.
Here is an example of how students can record vocabulary to help with content mastery:
Learn More:
Visit the two websites below to learn different ways to create interactive vocabulary activities.
Reflection:
Record your responses to the following questions on your Guided Notes page.
Which strategy from the list above will you implement in your classroom?
How will this strategy help engage your students in vocabulary instruction?
Instructional Strategy 3:
Addressing Student Misconceptions and
Building on Prior Knowledge
Reflection
Record your responses to the following questions on your Guided Notes page.
What may be a misconception students have about the content you teach?
How will you address these misconceptions to help further their learning?
What is a Misconception?
What is an example of correcting a student Misconception?
Students come to us with various beliefs and understandings of concepts. It is our responsibility
as educators to determine what our students know and what our students need to learn to continue their educational journey.
A misconception is a wrong thought or conclusion based on inaccurate information.
Sometimes students come to us with misconceptions about certain facts, ideas, or theories.
We need to identify these misconceptions and create a plan of action to address them.
As educators, it may take some time to correct a misconception based on how firmly a student believes in this misinformation.
Creating situations where students are not just told they are wrong but can explore different situations, activities, or events and come to their conclusion about their misconceptions will have a greater impact.
Misconception: A student believes that when water forms on the outside of a cold glass, the liquid from inside of the cup is leaking out.
Fact: The water forming on the outside of the cup is because of condensation. Water vapor in the air that is surrounding the glass gets cold enough and condenses back into liquid water. This liquid water sticks to the outside of the glass.
How to Address the Misconception: Give students a clear cup of cold water. Have students add food coloring to the water. Have students find the mass of the cup. Allow the cup to sit until water forms on the outside of the glass. Students will notice the water forming on the outside of the glass is clear. Have student find the mass again. They will notice that the mass has increased because of the condensed water on the outside of the cup.
Note: Students will be able to correct their own misconception by completing a hands-on activity and having conversations with their peers.
BUILDING ON STUDENTS' PRIOR KNOWEDGE
As educators, we are are constantly assessing to understand what our students know and what are learning gaps they may have. It is important that we use their prior knowledge to help build on their learning and help them make connections to the content we are teaching. Building on students' prior knowledge helps them make deeper connections with their learning as well as see the relevance of new concepts.
Let's Learn More:
Read the following article about building on students' prior knowledge. As you read, think about how you can utilize these strategies in your classroom to deepen student learning. After clicking to read the article, you must close the article and return to this page.
Click to read: Article: Building on Student Background Knowledge
(Estimated Read Time: 11min 50 seconds)
Reflection
Record your responses to the following questions on your Guided Notes page.
After reading the article, what is one strategy you can utilize in your classroom to build on student background knowledge?
How will this strategy promote deeper learning in your classroom?
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