Blog Activity #2 - Instructional Strategies with Table

What are Learning Strategies? 

          Learning strategies, in combination with teaching strategies, are the tools teachers suggest their students use to aid in students’ processing of information and concepts. Each student has their own unique way of processing information and in order to optimize their learning, it is imperative that teachers provide and encourage students to utilize different strategies. By providing a variety of strategies that meet the varying needs of pupils in a classroom, students are provided the best chance at becoming proficient learners. Additionally, as students are introduced to different strategies, each will discover those that benefit them the most and, in many cases, will employ those learning strategies throughout their lives.
          Learning and teaching strategies that address the needs of different types of learners, including auditory, visual, and kinesthetic must include activities such as hands-on experiences and investigations; visual, auditory, and performance-based activities; and technology which can serve as methods that motivate students since, the easier it is for a student to understand the material, the more willing they are to participate in the learning process. Another stimulating method that promotes learning includes the establishment of high, achievable expectations so that students have specific goals to work toward. Additionally, as a teacher, I would provide a concrete, well-defined, rubric that outlines my expectations for each project, giving the students a clear path that guides them through the content to their achievement goals.
         To make sure students truly comprehend and understand the material, I would provide formative assessments in the form of short vocab quizzes (both academic and relevant real-world), content-based quizzes, and homework that would test students’ general knowledge of the subject. Partnered with the formative assessments, I would set aside a few minutes at the end of class to review what we covered that day. Then, the following day, I would provide a short ‘bell-ringer’ or ‘warm-up’ activity which incorporate learning strategies such as making inferences, drawing conclusions, analyzing analogies, or creating Venn diagrams, flow and cause-and-effect maps, etc. that all students would complete, followed by a student’s verbal summary of the previous day’s learning objectives and topic which would aid in leading to the next topic or lesson. After students complete these activities, I would provide encouraging, constructive feedback in order to guide them in the right direction. Possible rewards for their hard work in the form of fun school supplies would be used to encourage student participation and motivation. Both of these factors will create a healthy dose of competition within the classroom that keeps students engaged. If there was a need for more consulting because some students need more instruction, I would hold one-on-one conferences with the students to give individual feedback on their assignments that assess their understanding so that I can break down and clarify the content or learning objectives.

References: 

“4 Ways to Engage and Motivate Students for Success,” (2014, June 3). Retrieved June 19, 2019,   
          from https://www.apexlearning.com/blog/4-ways-engage-and-motivate-students-success

Aguilar, E. (2010, March 22). “Do You Check for Understanding Often Enough with Students?”
          Retrieved June 19, 2019, from https://www.edutopia.org/formative-assessments-checking-for-
          understanding-strategies

Fisher, D., & Frey, N. (2019). “Chapter 1. Why Check for Understanding?” Retrieved June 19, 2019,
          from http://www.ascd.org/publications/books/115011/chapters/Why-Check-for-
          Understanding¢.aspx

“How Do We Actually Know a Lesson Went Well?” (2018, May 30). Retrieved June 19, 2019, from
           https://education.cu-portland.edu/blog/classroom-resources/how-do-we-actually-know-a-
           lesson-went-well/

McCrann, J. T. (2016, January 08). “So How Do You Know They Got It? Showing Evidence of
           Learning,” Retrieved June 19, 2019, from https://blogs.edweek.org/teachers/prove-it-math-
           and-education-policy/2016/01/how-do-you-know-they-got-it.html

“Overview of learning styles,” (n.d.). Retrieved June 19, 2019, from
           https://www.learning-styles-online.com/overview/

“Teaching Strategies,” (n.d.). Retrieved June 19, 2019, from https://lindsays-art-
           room.weebly.com/teaching-strategies.html