Teaching Strategies
Appealing to Multiple Modalities
This unit seeks to appeal to the multiple learning modalities within a classroom. This is important as it gives students who learn from one modality more readily than the other will have equal moments of access to engage with the works presented. To add, the Internet is a cache of all types of clips, sound bytes and videos related to content, easily accessible within a few keystrokes, which will appeal simultaneously to visual and auditory learners. For the visual learners in the classroom, Alexie’s text provides illustrations to support his words. Additionally, in the introduction to the novels video and audio clips of interviews with Alexie will be used to appeal to auditory learning styles.
Formative Assessment
Formative assessment, in opposition to summative, or final, assessment, is a way to check for student understanding. Formative assessments widely vary in type and formality. Some can be as simple as posing questions or statements to the group of students asking them to respond with thumbs up/thumbs down (agree/disagree) or rank their opinion or response in the “Fist of Five” style, in which the pupils hold up a corresponding number of fingers (one is lowest; five is highest) to gauge interest, understanding or express opinions. Formative assessment can vary from a brief exit ticket to a longer more structured written constructed response.
Reflective Journaling
While reading students will complete journaling prompts throughout the unit, sometimes in class and sometimes as homework. This process allows students to track their writing in a coherent, related grouping, while documenting their exploration and analysis of topics related to identity.
Collaborative Student Learning
At several points throughout the unit, students will be invited to work with one another during classroom activities. A prominent idea behind collaborative student learning allows for students to interact on a peer-to-peer level and potential communicate ideas about the subject of study in a manner different from that of the teacher. For low-level learners the benefit lies in direct and specific feedback that is sustainably longer and more intense than a teacher could give any single student in a normal period. For higher-level learners, understanding and synthesis is encouraged when they are “teaching” another student information that they have comprehended. Teaching someone else encourages thought synthesis and idea analysis.
Before, During and After Reading Strategies
Before, During and After Reading Strategies (BDA) can be easily integrated into reading. “Before” strategies include KWL (know/wonder/learned) charts, historical context introductory lessons, identifying and defining terms and vocabulary, and anticipation guides or making predictions; “During” strategies include guided questions by the teacher, active mark up of the text and notes from the Teacher-Guided Close Readings. “After” strategies range from a simple discussion with all students participating to a more formal written defense of their choice. It is important to note through each of these stages of the reading process students are constantly reading, writing and thinking about reading and writing. BDA strategies check-in and monitor students’ progress throughout the entirety of the text and provide pause in order for the teacher to interject, suggest and discuss elements of previously introduced historical and cultural contexts, where pertinent.
Public Forum Debate
As a multi-step summative activity, through modeling students will learn methods of debate and debate scoring. This will help students practice methods of argumentation, citation of text sources and improve written and oral communication. Students will also be learn to evaluate and provide feedback their peers, which is a methodology proven to promote critical thinking skills
Comments: