Below are a few instructional strategies that are new to me, and that I hope to try out soon in my classroom.
The Minimalist Theory was put forth by J.M. Carroll. It pertains particularly to technology. The idea is to cut back on reading material and give students meaningful tasks as quickly as possible. Through this experience, students will learn how to use software and technology much more effectively than by pouring over a lengthy manual or textbook before actually putting the technology to use in a meaningful way.
I like the idea of a minimalist approach to teaching. I often get bogged down by the textbook, forgetting that the students will learn most effectively through experience. The tricky part is often in finding or creating truly meaningful, rich tasks for the students. I think I could use this approach in my Computer Science class. I have found the classes where the students are actually solving problems and writing programs to be the most effective.
This approach is a simple strategy using a classic game as an organizational tool. Students are given a worksheet with a Tic-Tac-Toe pattern filled-in with questions or commands. They then answer or complete three of these in a row vertically, horizontally, or diagonally. This method can offer a differentiated approach, as questions of differing difficulties can be strategically placed on the Tic-Tac-Toe pattern.
I am always searching for fun differentiation strategies and this seems like a useful one. By placing problems intentionally, students can self-differentiate their practice. Easier problems can be placed in the middle and in the corners, and harder ones on the sides. This gives students the opportunity to find the path that is effective and challenging for them. I’m certainly going to try this out in my classroom and see how it goes.
This is a strategy for effective and quick grouping. Each student has their own sheet with a clock. When you want to put them in groups, you can ask them to find their one o’clock group or one of the other eleven options. The teacher sets some of the groups (some could be pairs based on skill level or random, and some could be pairs or larger groups). The teacher could also leave a few blank so that students can self-select partners.
Grouping can often be a slow and tiresome task. There are random group selectors available online, and other groupings can be selected in advance, but this can be a good way to do it, so that the students already have an idea of who they could be grouped with. I may try this, or another way of organizing it, so that students have a reference that can be accessed quickly and easily. At the start of class, they could see what time groups they need to be in, and we don’t have to do as much shuffling around during class.
Case studies give students the chance to solve real problems in class. They use the skills they have learned and apply them. Cases tend to be real-world scenarios that contain supporting data and documents. They are open ended so that students may arrive at varying outcomes that have merit.
“When will we use this?” is probably the most heard question in a math classroom. While I do believe that learning complex algebra skills, geometric proofs, and function analysis can open doors to further study in STEM fields while also teaching valuable lessons in problems solving and critical thinking, giving students worthwhile tasks to apply that knowledge in would be great. Case studies, and other rich tasks like them, are useful and worthwhile because they enable students to apply what they are learning in ways that are relevant to them.
Sometime during a lesson, as an exit card, or during class time, students are able to write questions in a note card or small scrap of paper. The teacher collects the cards and answers the question. This is done without identifying the student. The idea is that because the cards are anonymous, students may be more willing to ask questions than by raising their hand for the whole class to hear.
Some students enjoy asking questions, while others do not. They may have them, but they may feel embarrassed to ask it in front of the rest of the class. Having ways to make sure that those students are heard and their questions are answered is important. Often traditional teaching seems effective because one student or a handful of students are engaged and asking or answering questions. Meanwhile the rest of the students may be lost or confused. Making sure to check with those other students is essential to fostering an effective learning environment.
A word map is a visual thinking strategy that involves creating a diagram or chart for a vocabulary word from the text that students are reading. A word is selected and written on the center of the page. There are three areas drawn that connect to the word: a section for the definition; a section where the student writes synonyms; a section for examples of the word. This is then used to spur discussion about the word and how it is used. The map can be adjusted and edited as needed.
Visual thinking guides are being touted heavily at my school now. We are introduced to quite a few of them during our professional development sessions. This one seems like a simple, and useful, way to help students explore words and what they mean. In the description it mentions that this can be an opportunity for students to give context to the word from their own experience. Relating synonyms from their own vocabulary or examples from their life can help them relate to the word and the definition.
This is one of Robert Marzano’s 9 Effective Instructional Strategies. Often too much emphasis is placed on lecture and reading. It is important to remember that students learn in different ways and it can be helpful to have multiple ways to relate to the material. Non-linguistic representations can include (but are not limited to) dramatizations, visual thinking models, charts and graphs, and concept maps. In order to use any of these effectively they should be modeled by the teacher and should look to foster cooperative learning.
It is always important to remember that students do not always learn in the same way. It is important to find multiple ways to relate material to students. Those who find it easier to learn new concepts in a non-linguistic manner need to be accounted for. This does not mean that everything should be conveyed non-linguistically, but that there should be a variety of methods used in the classroom. I try to add variety to my teaching methods, but often they are still centered around reading, writing, and listening. It is important to remember to account for kinesthetic and visual learners as well.
