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Inspiring Active Learning: Strategies for Implementing Content in
Classroom Instruction
Harmin and Toth share a variety of strategies for implementing content in teacher instruction throughout chapters 12-15. They demonstrate ideas on effectively motivating learning of new content explaining/lecturing on the subject content, providing exploratory experiences and using written material to present new content. All of these topics and the ideas included are insightful and beneficial to teachers to increase content learning in the classroom.
Regarding motivation of student interest in content, strategies are available assist teachers. To increase interest in the new content, there are some guidelines to follow. According to Harmin and Toth, these guidelines consist of the following methods: 1) maximize experiences; 2)minimize anxiety; 3) allow students to personalize the process; 4) respect students’ personal time clocks; 5) take advantage of the power of teamwork; 6) do not rely on rewards; 7) avoid penalties for performance; and 8) craft lessons that are intrinsic. Some strategies that are relative to these aspects are motivational questions, know & what to know, make prediction, challenge opener, experience before concept, clear learning target, and specific levels of excellence. I agree with Harmin and Toth that it is important to challenge students with a problem or question that leaves them with questions before presenting the information they need to learn. I liked the example that demonstrated the students voting on three proposed causes with their votes shared and tallied prior to the teacher sharing the actual cause from the text. I feel that the students were already familiar with the content and thinking about the answer before actually learning what the answer was so it increased their comprehension. This is similar to the experience before concept strategy—both strategies adding meaning to the process. Also, it reinforces acquisition as it increases chances for retaining the knowledge learned through the connections and repetition of content. I plan on implementing these strategies to increase student comprehension skills.
In addition to these strategies, I want to incorporate engaging methods like asking students to share what might be of interest to them, asking several questions about the content, outlining general areas/skills with levels included from minimal to expert, and helping students identify skill targets for the unit and overall learning. I aim to use rubrics such as Figure 9: Rubric for a Written Assignment. Rubrics serve as a guideline for teachers and students through set criteria and scores on various levels of performance. I personally have used rubrics for writing assignments and peer feedback activities; I found the rubric guidelines beneficial in writing tasks as a long-term substitute teacher, an adjunct teacher, a substitute teacher, and as a student as well. For example, a rubric provided insight and guidance in assessment when I graded practice OGT tests for the first time. I plan on researching more on rubric templates and ideas for my own teacher development on better effective methods planning and implementing instruction.
Just as I intend to improve on engaging my students’ learning, I plan on increasing my effectiveness on lecturing. I always worry if I am being too extensive on content that I do not keep them engaged and learning. Some strategies that will assist me in lecturing include micro-lecture, write-share insert, quick review and out, mind-settling
pause, lecture with feeling, question for wondering effect, overview statement, handouts, series of questions, and ending activities using content. I’ve found that the mind-settling pause is quite effective in engaging students while teaching. Students usually love to draw pictures with their writing. It helps them express their ideas as well as assist them in making connections to the text through visualization. I have personally found that the lecture with feeling strategy also contributes to engaging students, including
myself. I have a tendency to recall an emotional story that touches the heart, such as stories about slavery, the holocaust, and other topics that create empathy.
As Harmin and Toth state, lecture with feeling methods can help students think about and reinforce the content through gripping, heartbreaking, uplifting, and other soul-touching types of content.
The trick is to lecture when students are paying attention; but if their attention begins to decrease, it is time to move on. They will not learn if they are not paying attention.
I loved the list of possible tasks to assign prior to lecturing the content information; some of the activities listed were tasks such as creating questions & answers, making graphic organizers about content, making a song about the content, creating a poster, and preparing a skit. I have used graphic organizers like the Venn diagram for teaching, and
feel like it provides visuals for increasing student comprehension and content knowledge acquisition. Figure 10: Concept Pattern Organizer and Figure 11: Episode Pattern Organizer are two types of visual aids I can implement in the classroom. Concept charts are another visual aid that assists teacher instruction and student learning that I want to use. Concept charts can be referred to repeatedly throughout the year as it relates to instruction, such as demonstrating key formulas, special vocabulary, or tricky spelling words. Harmin and Toth share 3 main checklist points for engaging lectures: 1) generating initial interest; 2) maintaining student engagement; and 3) helping students construct learning. It is important to consider these checkpoints throughout the instruction. Before, during, and after activities must focus on these 3 aspects.
In providing exploring experiences, I found some strategies in the text that were quite familiar. For example, I have used think alouds in the past. I loved the comment by the special education teacher Bruce Maskow. The teacher demonstrates how to read a word to his students with disabilities. His modeling by example provides explicit instruction. Some method terminology that I was unfamiliar with was the VAK Attack method. The idea of providing visual, auditory, and kinesthetic learning experiences was indirectly familiar to me. I intend to explore the VAK Attack strategy in order to teach implement the method effectively.
When using written material to present new content, numerous strategies are available for teachers for effective instructional use. Some of them are familiar to me, such as paired reading, cooperative reading groups, directed reading, timed reading, learning sheets, dramatic reading. One of my favorites is dramatic reading, as my students usually seem to enjoy the activity. As a long-term substitute, I assigned group skits on Julius Caesar. The students seemed to enjoy it for the most part. They had various
activities that were relative to the play, such as designing their costumes, discussing content, and answering questions on content. They also had to bring their own props and practice creating their scenes and dialogue. They made connections to visual aids and thinking strategies. Some were nervous and hesitant when it came to presenting the skit;
usually they worked it out by doing a small part and helping out more with props and costumes. If they didn’t contribute, they wouldn’t get credit for the skit. They had an additional assignment if they failed to do the skit due to absence or otherwise. It was a hefty alternative assignment so that they would be motivated to do the group skit. The cooperative learning worked in favor of those needing extra support and assistance as they worked together as teams.
The strategies shared in the text on effectively motivating learning of new content, explaining/lecturing on the subject content, providing exploratory experiences, and using written material to present new content are effective methods for teacher instruction. The strategies can add meaning to the learning process. Also, connections are made to emphasize meaning for better knowledge acquisition as it reinforces the information learned through the connections and exploration of content. I plan on implementing these strategies to increase student comprehension and skill levels. I am called to action to find the best ways possible to motivate student interest, provide opportunities for critical thinking, lecture content, and apply content learned. I am called upon to plan effective instruction for all my students, including those with disabilities.
Classroom Instruction
Harmin and Toth share a variety of strategies for implementing content in teacher instruction throughout chapters 12-15. They demonstrate ideas on effectively motivating learning of new content explaining/lecturing on the subject content, providing exploratory experiences and using written material to present new content. All of these topics and the ideas included are insightful and beneficial to teachers to increase content learning in the classroom.
Regarding motivation of student interest in content, strategies are available assist teachers. To increase interest in the new content, there are some guidelines to follow. According to Harmin and Toth, these guidelines consist of the following methods: 1) maximize experiences; 2)minimize anxiety; 3) allow students to personalize the process; 4) respect students’ personal time clocks; 5) take advantage of the power of teamwork; 6) do not rely on rewards; 7) avoid penalties for performance; and 8) craft lessons that are intrinsic. Some strategies that are relative to these aspects are motivational questions, know & what to know, make prediction, challenge opener, experience before concept, clear learning target, and specific levels of excellence. I agree with Harmin and Toth that it is important to challenge students with a problem or question that leaves them with questions before presenting the information they need to learn. I liked the example that demonstrated the students voting on three proposed causes with their votes shared and tallied prior to the teacher sharing the actual cause from the text. I feel that the students were already familiar with the content and thinking about the answer before actually learning what the answer was so it increased their comprehension. This is similar to the experience before concept strategy—both strategies adding meaning to the process. Also, it reinforces acquisition as it increases chances for retaining the knowledge learned through the connections and repetition of content. I plan on implementing these strategies to increase student comprehension skills.
In addition to these strategies, I want to incorporate engaging methods like asking students to share what might be of interest to them, asking several questions about the content, outlining general areas/skills with levels included from minimal to expert, and helping students identify skill targets for the unit and overall learning. I aim to use rubrics such as Figure 9: Rubric for a Written Assignment. Rubrics serve as a guideline for teachers and students through set criteria and scores on various levels of performance. I personally have used rubrics for writing assignments and peer feedback activities; I found the rubric guidelines beneficial in writing tasks as a long-term substitute teacher, an adjunct teacher, a substitute teacher, and as a student as well. For example, a rubric provided insight and guidance in assessment when I graded practice OGT tests for the first time. I plan on researching more on rubric templates and ideas for my own teacher development on better effective methods planning and implementing instruction.
Just as I intend to improve on engaging my students’ learning, I plan on increasing my effectiveness on lecturing. I always worry if I am being too extensive on content that I do not keep them engaged and learning. Some strategies that will assist me in lecturing include micro-lecture, write-share insert, quick review and out, mind-settling
pause, lecture with feeling, question for wondering effect, overview statement, handouts, series of questions, and ending activities using content. I’ve found that the mind-settling pause is quite effective in engaging students while teaching. Students usually love to draw pictures with their writing. It helps them express their ideas as well as assist them in making connections to the text through visualization. I have personally found that the lecture with feeling strategy also contributes to engaging students, including
myself. I have a tendency to recall an emotional story that touches the heart, such as stories about slavery, the holocaust, and other topics that create empathy.
As Harmin and Toth state, lecture with feeling methods can help students think about and reinforce the content through gripping, heartbreaking, uplifting, and other soul-touching types of content.
The trick is to lecture when students are paying attention; but if their attention begins to decrease, it is time to move on. They will not learn if they are not paying attention.
I loved the list of possible tasks to assign prior to lecturing the content information; some of the activities listed were tasks such as creating questions & answers, making graphic organizers about content, making a song about the content, creating a poster, and preparing a skit. I have used graphic organizers like the Venn diagram for teaching, and
feel like it provides visuals for increasing student comprehension and content knowledge acquisition. Figure 10: Concept Pattern Organizer and Figure 11: Episode Pattern Organizer are two types of visual aids I can implement in the classroom. Concept charts are another visual aid that assists teacher instruction and student learning that I want to use. Concept charts can be referred to repeatedly throughout the year as it relates to instruction, such as demonstrating key formulas, special vocabulary, or tricky spelling words. Harmin and Toth share 3 main checklist points for engaging lectures: 1) generating initial interest; 2) maintaining student engagement; and 3) helping students construct learning. It is important to consider these checkpoints throughout the instruction. Before, during, and after activities must focus on these 3 aspects.
In providing exploring experiences, I found some strategies in the text that were quite familiar. For example, I have used think alouds in the past. I loved the comment by the special education teacher Bruce Maskow. The teacher demonstrates how to read a word to his students with disabilities. His modeling by example provides explicit instruction. Some method terminology that I was unfamiliar with was the VAK Attack method. The idea of providing visual, auditory, and kinesthetic learning experiences was indirectly familiar to me. I intend to explore the VAK Attack strategy in order to teach implement the method effectively.
When using written material to present new content, numerous strategies are available for teachers for effective instructional use. Some of them are familiar to me, such as paired reading, cooperative reading groups, directed reading, timed reading, learning sheets, dramatic reading. One of my favorites is dramatic reading, as my students usually seem to enjoy the activity. As a long-term substitute, I assigned group skits on Julius Caesar. The students seemed to enjoy it for the most part. They had various
activities that were relative to the play, such as designing their costumes, discussing content, and answering questions on content. They also had to bring their own props and practice creating their scenes and dialogue. They made connections to visual aids and thinking strategies. Some were nervous and hesitant when it came to presenting the skit;
usually they worked it out by doing a small part and helping out more with props and costumes. If they didn’t contribute, they wouldn’t get credit for the skit. They had an additional assignment if they failed to do the skit due to absence or otherwise. It was a hefty alternative assignment so that they would be motivated to do the group skit. The cooperative learning worked in favor of those needing extra support and assistance as they worked together as teams.
The strategies shared in the text on effectively motivating learning of new content, explaining/lecturing on the subject content, providing exploratory experiences, and using written material to present new content are effective methods for teacher instruction. The strategies can add meaning to the learning process. Also, connections are made to emphasize meaning for better knowledge acquisition as it reinforces the information learned through the connections and exploration of content. I plan on implementing these strategies to increase student comprehension and skill levels. I am called to action to find the best ways possible to motivate student interest, provide opportunities for critical thinking, lecture content, and apply content learned. I am called upon to plan effective instruction for all my students, including those with disabilities.