Strategies For Effective

Teaching And Learning

Presenters:
Yolande Dixon
Magnus Hemans
Ryan Ewell

Magnus Hemans
 Strategies for Effective
Teaching And Learning
Objective:

To introduce strategies that will enhance

teaching and make classrooms places of
rigorous and intentional learning
Pre-Assessment
 Assess Yourself
Im a NOVICE
Im just starting to learn this and I dont really understand it yet.

Im an APPRENTICE.
Im starting to get it, but I will need someone to coach me through it.

Im a PRACTITIONER.
I can mostly do it by myself, but I sometimes mess up or get stuck.

Im an EXPERT.
I understand it well, and I could thoroughly teach it to someone else.

Which statement BEST describes YOU?

Begin With The End
Begin by asking yourself, what is it
I want my students to know or able
to do by the end of the lesson?
(objective)
 4 Ms - Criteria for effective objectives
Manageable - can Made First - the
be taught in a single objective leads the
lesson. lesson not the activity.

Measurable - how Most important -

will you determine focus on objectives
that the students met that build skills for
the goal? college
 n n i n g
Pla Plan a sequence of objectives (unit plan)
Helps connect one lesson to the next
Lesson Planning
One or two objectives per lesson
Plan short daily assessments that will effectively
determine if objective is mastered
Refine and perfect the objective based on the degree
to which is was mastered the day before.
 Planning
Plan a sequence of activities that lead to
mastery of the objective
 Planning
Unit Planning Lesson Planning
well framed objectives to define
goal of each lesson

Decide on your Determine how youll

activity assess your effectiveness
in reaching your goal
 Post It
Post your daily objective(s) in a visible location of
the room everyday

Teacher: Students: Visitors:

Identifies the Allows them to Allows for

purpose for know what immediate
teaching that day they are trying feedback
to do
Shortest Path
Opt for the most
direct route from
point to point.

Use trustworthy
method I do/ We
do/ You do
Slant Star
Sit up Sit up
Track the speaker
Listen
Ask and answer questions
Ask and answer questions Respect those around you
Nod your head
Track the speaker
In groups of five, decide
whether the following
objectives are manageable,
measurable or both
 At end of the lesson, at least ninety
Students will understand how to calculate
percent
At the
area.
(end
90%)
of of the
the students
lesson, will be
students will be
able
able toto
state
add,the steps of
subtract andthemultiply
Scientific
fractions
Method.
with unlike denominator.
 All Around The World
Youll have 1-2 minutes to travel to each station
with your group. At each station you may write
any of the following:
A reflection on that technique.
How this technique will impact your teaching.
An extension of a previous comment posted.
Lets take a Brain BreaK

https://www.gonoodle.com/channels/moose-tub
e/a-moose-ta-cha

Short periods of exercise which aim to improve

the physical health, mental awareness and
educational success of children.
Setting High Expectations
Where do we go from there?
Talk about it: What do you
when you are faced with I dont
know
hmm.

students who are unable

or unwilling to answer
questions?
Scenario: James, a student
was asked to identify the
subject in the sentence:
My mother was not happy..
He first said happy.
How would you help him?
 Technique: NO OPT OUT

A sequence that begins with

a student unable to answer
a question should end with
the student answering that
question as often as
possible.
 Four basic formats of NO OPT OUT
Format 1: You provide the answer, the student repeats the same
answer.

Format 2: Another student provides the answer, the initial student

repeats the answer.

Format 3: You Provide a cue; your student uses it to find the answer.

Format 4: Another student provides a cue; the initial student uses it to find
the answer.
NO OPT OUT ANCHOR CHART
 Technique: RIGHT IS RIGHT

Set and defend a high

standard of correctness in
your classroom.

The technique is useful for getting students who give

mostly correct answers all the way there.
 TIPS
Hold out for all the way.

Answer the question.

Right answer, right time.

Use technical vocabulary.

 Lets SEE it in action

What observations did you

make?
 Technique: FORMAT MATTERS
Its not just what students say that matters but how they
communicate it. To succeed, students must take their
knowledge and express it in the language of opportunity.

Use Format Matters to prepare your students to succeed by

requiring complete sentences and proficient grammar every
chance you get.
 Basic Format expectations
Grammatical format Audible format
Correct slang, syntax, and Underscore that students should be
grammar. listening to their peers by insisting
that their peers make themselves
audible. Simply say voice to an
Complete sentence format inaudible student.
Give students the maximum Unit format
amount of practice building
In math and science class, replace
complete sentences on the spur naked numbers (those without
of the moment. units) with ones that are dresses.
Technique: EVERYBODY WRITES
Set your students up
for rigorous
engagement by giving
them the opportunity
to reflect first in writing
before discussing.
I write to know what I think.
Joan Didion
 Benefits of EVERYBODY WRITES
4. Processing thoughts in writing refines
1. It allows you to select responses to
them, a process that challenges students
begin your discussion since you are
intellectually, engages them, and
walking around and reading over
improves the quality of their ideas and
shoulders.
writing.

2. It allows you to cold call students .

5. You set standards or steer students in
a direction you think especially fruitful.

3. It allows everyone a chance to be a 6. Students remember twice as much of

part of the conversation. what they learned if they write it down.
Select any of the techniques
mentioned and write one way you
can apply it to your specific grade
level.

Write a challenge you may

experience with this strategy and
say how you would possibly handle
this challenge.
Lets Share: Inner/Outer Circle
 5 Distinct purposes in effective
classrooms for questioning

Purposeful classroom
questioning encourages
your students to use
questioning strategies to
assess what they have
learned, to develop their
thinking skills, and to study
for exams.
Guide students towards
understanding
Build on simpler ideas
and anticipate areas
will students will be
confused
Push students into greater thinking
Ask guiding questions that
cause students to recall
information and
demonstrate the mastery of
various concepts. Have
students relate academic
concepts in everyday
situations faced in the
contemporary world.
Remediate an error
Respond to a wrong
answer by breaking
the original concept
down into smaller
parts and add insight
in the hopes of
building mastery of
the original concept.
Stretch students

Push students who

have mastered the
concept into a higher
level of thinking.
Check for Understanding

This form of
questioning is used to
test students mastery
of various academic
concepts.
 5 Distinct purposes in effective
classrooms for questioning Charades

- Have class split into

groups of 2 (2 groups
will have three)
- Have groups select a
Scenario card
- Group will act out
scenario
- Class will guess which
questioning technique is
being used