There are various instructional tools that may capture students attention according to their learning styles. Classroom teachers have to work through implementing each one because the art may vary depending on the topic, student readiness, prior knowledge, attitude, and delivery method. Nothing is concrete when it comes to student learning and mastery but rehearsal and reteaching will be vital to meeting target objectives. Try the links below:
Question Answer Relationship (QAR)
Frayer Model
This graphic organizer was designed by Dorothy Frayer and her colleagues at the University of Wisconsin to provide for a thorough understanding of new words. Students are asked to provide a Definition of the word, Facts or Characteristics of the word, Examples, and Nonexamples. This graphic organizer will lead students to a deeper understanding of a word and its relationship to their own lives.
Directions for Folded Frayer Model
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Understanding the Deconstruction Process
Step 1. Identify the key concepts
The nouns and noun phrases in the standards are used to identify the key concepts that students must know in order to become proficient in the standard. This step helps isolate the content that will need to be taught or reviewed. It also helps in knowing the sequence these concepts need to be integrated into the curriculum.
Step 2. Locate the verbs to determine learning targets
Verbs are typical indicators of the things in the standards that students must must be able to do. The learning targets set the expectations for students, and teachers, and provide specific areas around which to build assessments. Once the first two steps are completed, teachers will have a much better idea of what, where, and when they can put them together into skill statements.
Step 3. Identify the learning target categories
The learning targets can be placed into one or more categories. This critical step helps identify the types of assessments that need to be used to accurately assess the expectations of the standard. The four categories are: Knowledge, Reasoning, Demonstration, and Product.
Step 4: Identify the Securely held content and skills
Securely held knowledge and skills define those concepts and abilities students should have as they enter the next grade level. As an example, in fifth grade, students should know "Main Idea" and be able to determine the "main idea in a text." Because this concept was introduced in the third grade, it should be treated as something students already understand. It should not be necessary to engage students in defining a main idea or finding a main idea in a piece of text.
Step 5: Clarify terms
The Common Core Standards introduce vocabulary new to the process of lesson planning. It is important for teacher to understand what various terms mean an dhow those terms translate to instructional For instance, understanding the difference between a "number line" and a "number line diagram" will help instructors align their lessons to specific standards. Of course, not all terms need to be clarified, but this is a useful step.
Step 6: Write student skills
Skills form foundation students need to develop in order to become proficient in the standard. If the standards states: "find areas of rectangles" then what do students need to know and be able to do to be proficient in that task? The skills are those abilities that measure student progress toward the standard.
Step 7: Determine learning target and level of rigor for your skill statements
This important step ensures that the skills teacher are building in students truly match the Learning Target categories of the standard. The research is clear about the necessity for matching skills to standards and then to the assessments.
Step 8: Write a Learning Progression
Simply put, A learning progression is the sequence of instruction for particular standards or set of standards. It is important to avoid the "teach in and move on" mentality. Standards are written to be measured over time.