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NURS 6602
Module 4 Learning Resources
● Review the Module 4 Learning Resources, and consider which concepts and strategies, when applied, would be the most effective in your current teaching situation. ● Conduct a search for three research-based instructional strategies to incorporate into your current teaching situation. Note: At least one of these strategies needs to include a digital tool/technology. ● An explanation of the three research-based instructional strategies that you feel would be most effective in your current situation ● An explanation as to why you selected these strategies and how they will assist you in differentiating instruction. Be sure to include specific references to the Learning Resources, outside resources, and specific (past or current) professional experiences to support your post. Notes: Instructional strategies
- Discussion/Questioning (Exit ticket)
- Reflection/Response (Debrief) [Encourage self-evaluation and reflection.]
- Reinforcing Effort and Providing Recognition (Application problem)
- Setting Objectives and Providing Feedback (Exit ticket, Application Problem, & Concept Development)
- Practice/Drill (Problem Set)
- Henson (Bruner learning through experience quote) Instructional Strategies Selected Differentiated instruction embraces the diversity of the scholars in the room and focuses on a student-centered approach. Using a multitude of instructional strategies allows us as educators to expand our reach to all students meeting them on their appropriate level. Through research, differentiated instruction creates opportunities for the scholars to reach their full potential with a rigorous curriculum (Marazon, 2010). The strategies that I chose to implement
in my current situation are discussion/question, reinforcing effort, providing feedback, and practice/ drill. Discussion/Questioning One of the instructional strategies I feel would best fit my current teaching practices is discussion and questioning. Questioning pupils can help build mathematical creativity and curiosity, guide them to correct responses for closed- questions, and extend their thinking with open-ended questions (Aziza, 2018). In my math classes, I can conclude each lesson with a debrief discussing content we have worked on to help the scholars make meaning followed by completing an exit ticket on a discussion board. During the debrief I can use open-ended questions to help guide students to make meaning of the learning. High-level open-ended question provides students the chance to engage in meaningful learning and is correlated to the constructivist theory of learning (Tekene, 2008). The constructivits learning theory suggests that scholars need to discover learning to make meaning and can do so through active dialouge (Instructional Design.org, 2015). I can include this in my current practices by devoting time to debrief and post on a discussion board. Currently, I am teaching in a virtual setting and can find it difficult at times to allow the voices of all scholars to be heard. One way that I can correct this issue is by having my students post on the discussion board feature on canvas. Discussion posts permit everyone the opportunity to process the question and form an answer rather than in a live conversation that is typically monopolized by a few extroverted scholars (Woods & Bliss, 2016). Though I teach first grade and many of my scholars are not experienced typists, there is a feature within the discussion board that allows my scholars to record videos of themselves and their work. Allowing them to create videos could be especially engaging for the students as they could enjoy pretending to be in a YouTube video. I would be “[u]sing contemporary technologies (such as blogs, vlogs, video, and digital portfolios) as an option for student exploration and expression”
feedback to students is an effective way of offering goals for them to reach while also encouraging students with compliments. Feedback is an effective classroom management tools and associated positive feelings of school for students when feedback is constructive (Anthony, M., et. al., 2019). Providing feedback to students also requires the me as the educator to reflect on the student which in term helps identify student readiness. Identifying student readiness is crucial for being able to differentiate instruction (Laureate Education, 2016e). Therefore giving feedback both constructive and praise can help identify where to continue instruction for upcoming lessons. In addition, my experience with live feedback has shown that my scholars constantly want attention, so giving positive attention to behaviors such as staying on task has quickly changed behaviors of other students to match the behavior being praised. Practice/Drill I selected the strategy practice and drill because, from my experience, practicing an activity repetitiously is what allows students to recognize patterns and make connection for a specific skill. In recall of new vocabulary students retained information in high percentages, especially when both oral and written repetition strategies were used (Altalhab, 2018). This solidifies the idea that using multiple strategies can help students learn and when something is repeated, such as a routine, it becomes more effortless. I also decided on this strategy because of my connection to the constructivist learning theory. Constructivists believe learning occurs when students are creating connections between new content to previously gained information (Henson, 2015). Providing time for the students make these connections can occur while students are doing a repetitive task, or practicing new skills.
References Altalhab, S. (2018). Short- and long-term effects of repetition strategies on vocabulary retention. Advances in Language and Literary Studies, v9 n2 p146-. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p. Anthony, M., Turner, B., Callahan, P., & Archer, C. (2019). Connections between feedback and student happiness and engagement in high achievement classrooms. Conference Papers -- Psychology of Mathematics & Education of North America , 1453–
Aziza, M. (2018). An analysis of a teacher’s questioning related to students’ responses and mathematical creativity in an elementary school in the UK. International Electronic Journal of Elementary Education, v10 n4 p475-487. https://doi.org/10.26822/iejee. Choi, J.; Walters, A. & Hoge, P. (2017). Self-reflection andmath performance in an online learning environment. Online Learning, 21(4), 79-102. https://doi.org/:10.24059/olj.v21i4. Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. (5th ed.) Waveland Press. Instructional Design.org. (2015). Learning theories. http://www.instructionaldesign.org/theories/index.html Laureate Education (Producer). (2016e). Differentiating Instruction: Differentiating by student readiness [Video file]. Baltimore, MD: Author. Marzano, R. (Ed.). (2010). On excellence in teaching. Solution Tree Press.
