Classroom Instruction that Works Effective Instructional Strategies课堂教学，有效教学策略[精品].ppt

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Classroom Instruction that Works Effective Instructional Strategies课堂教学，有效教学策略[精品].ppt

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Classroom Instruction that Works Effective Instructional Strategies课堂教学，有效教学策略[精品]

* Round Robin: Of the four forms of identifying similarities and differences, which have you experienced most effectively as either a teacher or a student? What made it so effective for you? Marzano’s research tells us that using similarities and differences actively and appropriately increases gain in understanding and use of knowledge. If yes: in what ways If No-why not? What factors kept it from being effective? Guide the discussion towards : analysis By asking the question: Do you believe just copying is identifying similarities and differences? * Divide the ALT into small groups of 3-5: 1. Give all groups a piece of chart paper One group is given a lemon and an orange 2. One group is given a picture of a lemon and an orange. One group is given a picture of a lemon and an orange. One group is given the words: lemon and orange 3. Give the groups 5 minutes to create similarities and differences Venn diagram Debrief the Venn Diagrams. Focus on the following discussion questions: -Was there a difference in depth between the three groups? -How would you need to differentiate for ELL learners? (Answers may include use of a word bank, sentence frames, pictures, real items or realia) - For Advanced learners? (Answers may include more complex and abstract observations, more circles.) -How would you adjust for your grade levels? (writers/non-writers) With primary students identifying similarities should come first. Once they have mastered comparing, identifying differences can be introduced. For students who have developed skills to do both, differentiation which increases depth and complexity can be introduced. * You might want to explore this site to see different representations of using graphic organizers to show similarities and differences during the ALT work time today. * When looking at these examples remember when differentiating—use the same graphic organizer for all learners, but adjust the way in which they respond. i.e., fewer responses or