![Picture](/uploads/2/5/9/7/25972702/7484014.jpg)
Inspiring Active Learning:
Strategies for Starting Classroom Instruction
Harmin and Toth demonstrate numerous instructional methods to benefit both teachers and students in the classroom setting. These instructional strategies can be instrumental in gaining student engagement, managing homework and other assessment products, and providing quick review of content. Such strategies impact learning in a positive way; for example, students pay attention and actually learn. Managing homework promotes self-responsibility. Review enhances learning acquisition as returning to material increases the chances of students actually mastering the content.
In gaining student interest and attention, certain strategies are recommended by Harmin and Toth. They recommend hand-raising signal as signals to notify students of the teacher’s intentions; for example, the teacher can signal time for an activity to end by the hand-raising signal. I liked the given example that explained how it can become a ripple effect. Teachers can expect students to also raise their hands when she does so that students are more likely to notice as more hands go up. I use this technique when I want students to become quiet. I also use the strategy of one-minute warning. This allows students to manage their remaining time and finish up the task at hand. The voting questions method is a favorite, as students love to share how they feel regarding specific topics. It enables them to express themselves. I have also found that most students love to share what is going on in their lives. Cooperative learning is another favorite and is beneficial in a number of ways, including how it reinforces knowledge and increases social skills. Another preferred method seems to be relaxation exercises. Students seem to really like exercising and waking up their body and brain and help students to refocus energy. The strategy can help students perform skills better overall.
In addition to strategies obtaining student attention, Harmin and Toth shared strategies regarding completed homework. One of the typically most liked methods
involves pairing students up to complete difficult homework. It helps those struggling while assisting them in learning at the same time. They can provide feedback, assistance, and/or share oral reading. This frees up teacher responsibility as more responsibility on students. Another method is for the teacher to briefly check in with student, which puts more responsibility on the individual student. This can be stressful for students that haven’t completed homework. One strategy mentioned in the text can alleviate stress and pressure if homework is not completed. This method has teachers checking homework, but not grading the homework. The credit is not given so it doesn’t hurt the student’s grade.
Methods regarding quick review of completed content can also efficiently improve teacher instruction and student learning. Students can review content through a series of questions and checking their answers. Review tests can be given to assess student acquisition of material. Students will practice and study to review for the tests.
Flashcards can reinforce data and improve learning. Students can work in pairs or small groups or even a whole class to review content. Creative projects like drawing content can allow students to review and shared learned content to reinforce knowledge. However, re-teaching the content is one of the best ways to review lessons previously learned. It allows students to reinforce prior knowledge to better retain that content. It is best to repeat content to increase the chances of students learning the content. The repetition of content effectively assists the student in retaining of the knowledge to memory and increase learning comprehension and skills.
Strategies for Starting Classroom Instruction
Harmin and Toth demonstrate numerous instructional methods to benefit both teachers and students in the classroom setting. These instructional strategies can be instrumental in gaining student engagement, managing homework and other assessment products, and providing quick review of content. Such strategies impact learning in a positive way; for example, students pay attention and actually learn. Managing homework promotes self-responsibility. Review enhances learning acquisition as returning to material increases the chances of students actually mastering the content.
In gaining student interest and attention, certain strategies are recommended by Harmin and Toth. They recommend hand-raising signal as signals to notify students of the teacher’s intentions; for example, the teacher can signal time for an activity to end by the hand-raising signal. I liked the given example that explained how it can become a ripple effect. Teachers can expect students to also raise their hands when she does so that students are more likely to notice as more hands go up. I use this technique when I want students to become quiet. I also use the strategy of one-minute warning. This allows students to manage their remaining time and finish up the task at hand. The voting questions method is a favorite, as students love to share how they feel regarding specific topics. It enables them to express themselves. I have also found that most students love to share what is going on in their lives. Cooperative learning is another favorite and is beneficial in a number of ways, including how it reinforces knowledge and increases social skills. Another preferred method seems to be relaxation exercises. Students seem to really like exercising and waking up their body and brain and help students to refocus energy. The strategy can help students perform skills better overall.
In addition to strategies obtaining student attention, Harmin and Toth shared strategies regarding completed homework. One of the typically most liked methods
involves pairing students up to complete difficult homework. It helps those struggling while assisting them in learning at the same time. They can provide feedback, assistance, and/or share oral reading. This frees up teacher responsibility as more responsibility on students. Another method is for the teacher to briefly check in with student, which puts more responsibility on the individual student. This can be stressful for students that haven’t completed homework. One strategy mentioned in the text can alleviate stress and pressure if homework is not completed. This method has teachers checking homework, but not grading the homework. The credit is not given so it doesn’t hurt the student’s grade.
Methods regarding quick review of completed content can also efficiently improve teacher instruction and student learning. Students can review content through a series of questions and checking their answers. Review tests can be given to assess student acquisition of material. Students will practice and study to review for the tests.
Flashcards can reinforce data and improve learning. Students can work in pairs or small groups or even a whole class to review content. Creative projects like drawing content can allow students to review and shared learned content to reinforce knowledge. However, re-teaching the content is one of the best ways to review lessons previously learned. It allows students to reinforce prior knowledge to better retain that content. It is best to repeat content to increase the chances of students learning the content. The repetition of content effectively assists the student in retaining of the knowledge to memory and increase learning comprehension and skills.