Review the list of instructional activities from Community Training and Assistance Center and Washoe County School District (2015). Instructional strategies list: evidence-based strategy. Select one

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Review the list of instructional activities from Community Training and Assistance Center and Washoe County School District (2015). Instructional strategies list: evidence-based strategy.

Select one of the included activities with which you may have previous experience either as in the role of a teacher or (if you are not currently teaching) as in the role of a student. Which one of these activities (or a similar one) do you recognize, have you used, or personally experienced? Share your experience with this activity. Do you remember what went smoothly? What didn’t work? What changes would have improved the activity? What was the context in which the activity was used (what grade, what content area)? Provide enough detail to express to your peers the experiences you had with the activity. make you cite at least one outside source and at least two from the references below.

References

1. Instructional strategies. (2002).  Alberta Learning, Health, and Life Skills Guide to Implementation. https://education.alberta.ca/media/482311/is.pdf

  • Pages 1-48. This helpful article summarizes several instructional strategies used to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. The article is primarily written for health education teachers of K-9, but effective instructional and learning strategies can be used across grade levels and subject areas and can accommodate a range of student differences.

2. Instructional strategies list: evidence-based strategy. (2015) Community Training and Assistance Center and Washoe County School District. https://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instructional%20Strategies%20List%20July%202015.pdf

  • Pages 1-10. The article summarizes a list of 49 instructional strategies that have been adopted in a school district. The list includes an explanation of each strategy along with related approaches where applicable. The article will be helpful to have as part of a teacher’s resource kit.

3. Rosenshine, B. (2012).  Principles of instruction: Research-based strategies that all teachers should know. American Educator, 12- 39. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

  • Pages 1-9. The article presents ten research-based principles of instruction and suggestions for classroom practice. The principles are generated from three sources: (a) research in cognitive science- how our brains acquire and use information, as well as how to overcome limitations of memory; (b) research on the practices of master teachers- the best practices implemented by experienced teachers whose classrooms have demonstrated meaningful learning gains; and (c) research on cognitive supports which support learning complex tasks- these include effective instructional procedures that have demonstrated evidence of helping students to succeed.

4. Yee, K. (2020, March 8). Interactive techniques. https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf licensed under CC-BY-NC-SA.

  • Pages 1-18. The author examines several techniques which have multiple benefits for student instruction. The instructor can easily and quickly assess if students have really mastered the material (and plan to dedicate more time to it, if necessary), and the process of measuring student understanding in many cases is also practice for the material—often students do not actually learn the material until asked to make use of it in assessments such as these. Finally, the author examines how the nature of these assessments drives interactivity and brings several benefits. Students are revived from their passivity of merely listening to a lecture and instead become attentive and engaged, two prerequisites for effective learning. These techniques are often perceived as “fun”, yet they are frequently more effective than lectures at enabling student learning.
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