Teaching Strategies
Differentiated Instruction
In years past, students that were below grade level or struggling in any way, for that matter, were placed in a completely different classroom for instruction with a completely different teacher than their schoolmates. This archaic way of delivering instruction has thankfully evolved into vastly improved lesson delivery and practice by teachers today. Many strategies exist to reach all students at all levels. While there are variations from district to district and state to state, the goal of high-quality instruction for every child is realized for the most part. With entire teams working together, the approach to divergence in learning is at its peak. Differentiated instruction is best practice in classrooms across the nation. It is a requirement that is observed and evaluated when considering the performance of teachers.
In a classroom that is implementing differentiated instruction, you may see several areas set up in a systematic style that is student centered and beneficial to the success of all. It could consist of “centers” in which students focus on a specific activity, tasks or assessments designed and organized to fit student needs. DI, as it is referred to, could also look like students working individually in their seats. In this case the children may have different materials that are matched to their learning style or level. Other DI sessions could include students collaborating on assignments while the teacher is assessing other pupils (progress-monitoring, formative assessments, etc.). This preferred method of teaching leads to confidence in students, higher levels of success.
Cooperative learning
Classrooms that exercise cooperative learning see boosts in engagement which lead to academic achievement and student success. The well-balanced teaching and learning environment will allow time for children to work together in addition to actual lessons being taught by the instructor. The “I Do, We Do, You Do” model of gradual release is a great way to lead into the cooperative learning model.
There are five components in this model. They are as follows:
- Positive interdependence
- Individual and group accountability
- Interpersonal and small group skills/skill-building
- Face-to-Face promotive interaction
- Group processing
(The Cooperative Learning Institute)
Ideally, the instructor will guide students and remain a quiet observer and monitor as they work together to direct their own success on a topic or exercise. Examples of common practice with cooperative learning include the “Think-Pair-Share” in which students think about the topic introduced, find a partner, discuss and confirm ideas, and report back to the larger group. Another cooperative learning activity includes the classic “Jigsaw,” in which students work in small groups, most times larger than a pair, and thoroughly review a specific topic, question or task. The children then breakout to different groups and explains or teaches what they’ve discovered. Each student in that group repeats this until all aspects have been discussed. Time periods for this exercise in cooperative learning may vary, depending on the question or tasks. Overall, cooperative learning is beneficial across the classroom. Both teacher and learner gain from the experiences. Ideas and experiences diverge, allowing the students to think freely and share in a safe setting that is trusting and constructive.
Experiential Learning
One may find that many teaching strategies are connected in several ways. Cooperative learning leads to experiential learning. Socratic teaching and learning lends itself to Inquiry-based learning, etc..
Once students are immersed in true learning experiences of many sorts, they apply that in an environment that still garners continual discovery and growth. Some may argue that you cannot hope to learn on a higher level unless you actually insert yourself into a myriad of situations. Learning a new language is a perfect example. If one hopes to become fluent, they must consider immersion on some level. Authentic experiences are key. Experiential learning in the intermediate elementary school setting can manifest itself in many ways. Here, for the purposes of this particular curriculum unit, such learning looks like and actual writing process in which the children collaborate to create their own graphic narrative that is either fiction or non-fiction or even biographical. Since the students will be reading and listening to a considerable number of books and excerpts, it is only fitting that they attempt to create one on their own. Through projects, they will simulate their own writing and publication process. Furthermore, they will share and receive feedback from classmates and peers. This method of learning will prove to be a legitimate and credible way to dive deeper into the connections to reading as well as to sharpen their own writing skills.
Student-Led Learning
Simply put, the students have a role in their learning. As you will see in the following examples of teaching strategies, they each play into each other. Clearly the students are stakeholders in their growth, development and success. Carefully constructing pathways for this to unfold is paramount. The skilled teacher will effortlessly facilitate the pupils’ learning experiences without impeding on the aspect of discovery. Using this unique positionality sculpts each child’s journey.
Socratic Teaching and Learning
The philosopher Socrates taught that self-discovery through the process of questioning leads to a deeper learning experience. This can be a subtle method with a powerful outcome. It is a way to bring out the best in students while exposing them to the joy of learning. It is similar to the Freirian philosophy of freedom and agency in my opinion and promotes a view of education that is lighter in process but heavier in its lasting effects on not only the students but as human beings and thinkers.
Inquiry-Based Learning
I have found in my practice that discovery, and true “a-ha” moments are some of the most rewarding experiences for the teacher as well as their pupils. It has a lasting effect and benefits students’ lives as a whole. This is evident as individuals have been drawn to a quest in which there erupts a yearning to answer or discover. The quest is the struggle and the discovery becomes the enlightenment. You cannot take away that moment in a child’s life. With the use of inquiry-based learning instructors become a partner to the student – still introducing material yet gently guiding from afar and never out of reach. This student-led method is a true example of learning itself, and proves itself as a companion of the Socratic Method of teaching and learning.
Project-Based Learning
The use of specific projects and activities to assist in overall student learning. A carefully curated set of projects throughout this unit will garner a tangible result with which students can finalize their learning and success. Sharing the outcome of the projects provides an opportunity for each child to revel in the entire experience while instilling a willingness to continue the teaching and learning process.
Journal Writing
We cannot underestimate the aspect of journal writing when it comes to teaching, learning, discovery and success. Often times we forget the process or steps taken to reach a goal, especially when it is spread out over time and space such as this curriculum unit will be. Therefore, having something to use as a tool for reflection becomes a key component in general. Students have a more thorough process if they can round out the experience and make sense of the entire operation. A journal of the most minute level can help. By chronicling each step of their learning, they, themselves are sealing their learning as well as making a way for others to understand that journey.
Notetaking
Students will keep notes in various mediums (post-it, notecards, etc.) to be used or referred to at all times during the implementation of the unit. Since we will be working on it throughout the school year, it is important for the notes to be streamlined, specific and accessible.
Vocabulary Development
An ever-present component of any classroom, vocabulary development is not solely for use within the subject of ELA. Vocabulary exists in all spaces and possesses infinite opportunity for the student who masters it. For the purposes of this unit, students will be exposed to a significant number of new and unfamiliar words. Many of those words will be from the nature of the unit specifically dealing with the graphic novel. We will, as in seminar, study the integral elements of the comic book style and overall graphic narrative set-up. Students can record these terms in their journal for use throughout.
Performance/Publication/Sharing
As a culminating activity, the students will break into groups and form their own graphic narrative. It can be fiction, non-fiction, biographical or autobiographical and can be a short take on a larger idea, depending on the amount of time available. Students will publish a page in a full-color class anthology. This will be shared with both sections of ELA and presented to additional peers of various grade levels throughout the building. They will then present their experience to their family, expressing the learning and growth acquired throughout the unit.
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