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Catalogue
Miss Rusnak
2015
Limitations
Time considerations (ie. approval)
Lack of support from administrator
Poor student behaviour
Shortage of resources (ie. funding or
chaperones)
Safety considerations
Steps to Implement
Identify rationale/objectives
Select site, date, time
Visit site in advance
Apply for admin approval
File for bus transportation
Collect fees if applicable
Plan materials if applicable (ie. KWL,
camera)
Assumptions:
Field trips are highly controlled by the teacher in their planning and implementation
to ensure learning objectives are being met safely. Although the power dynamics
are in favour of the teacher, the students knowledge is what counts. An experiential
learning opportunity is intended to motivate the students to directly participate in
their learning through hands-on or first-hand world experiences. The teacher can
implement ways to give more power to the students by offering options during the
field trip such as the use of a KWL chart, journal or questionnaire. Field trips are an
effective means to teach students the importance and relevance of the learning
concepts being taught. If a field trip is not an option at your school or there are
students who cannot participate, you can arrange a virtual field trip as an
alternative. There are many ways to experience the world around us!
Other Experiential Learning Strategies:
Conduct Experiments
Model Building
Simulations
References:
http://www.learner.org/workshops/tml/workshop6/teaching3.html
http://eprogressiveportfolio.blogspot.ca/2012/06/field-trip-strategy.html
Limitations
Plan B not always possible if error occurs
Classroom management difficult for
teacher
Noisy, busy, chaotic
Procedural assessment difficult to gage
effectively
Many learning styles not catered to
Steps to Implement
Instructor prep: (timeline, materials)
Incorporate class content into
experiment
Student prep: (Receive objective,
instruction, example)
Predict outcome of experiment
Conduct experiment/Collect data
Analyze data/Compare to prediction
Assumptions:
Classroom experiments are highly controlled procedurally by teachers to ensure
specific learning outcomes are reached. However, teachers can vary how instructive
or passive they are during the experimental procedure. Students have a fairly high
amount of independence and power during experiments, as they are self-directing
their learning pathway with guided instructions. Self discovery for students makes
for a more meaningful learning experience and allows them to increase their
problem solving and analytical skills.
Limitations
A lot of organization
A lot of materials
Preparations very time consuming
Resources
Center materials
List of groups for center rotation
Volunteers (if required)
Assessment activity
Reflection resource
Steps to Implement
Prep centers in advance
Find volunteers (if needed)
Give instruction
Divide class into groups for rotation
Name each group
Monitor groups as they engage with
activities
Assumptions:
Centers for learning exemplify that the students knowledge counts as they are
independent and self-directed. The teacher can remain passive while recording valid
assessments. Any area of study can use learning centres and groups can be
organized in such a way that similar learning levels and abilities can experience the
centres at the same time.
Other Independent Learning Strategies:
Assigned Questions
Graphic Organizers
Research Projects
References:
https://www.teachervision.com/teaching-methods-and-management/curriculumplanning/4755.html
Limitations
Time consuming
Responsibility to student intimidation
Money and expertise needed
Some students not happy with this type
of activity
Plagiarism or cheating
Steps to Implement
Explain package contents
Student completes package activities
Make progress meeting times
Evaluate/assess students learning
Assumptions:
This strategy is highly autonomous to students learning. It provides much
independence and responsibility to the students. Teachers must have well guided
instructions and keep track of students progress to ensure learning is occurring.
Many assessments can be made with this type of strategy as long as students do
not plagiarize their work.
Limitations
Students read at different paces & levels
Incorrect feedback possibility
Requires more time than traditional
methods
Requires more practice to be successful
Steps to Implement
Divide students into groups
Assign students individual roles
Assign students individual
topics/ideas/questions
Become expert in topic
Share/Discuss findings with group
Teacher hold class discussion on key
concepts
Assumptions:
This teaching strategy strongly considers the students knowledge by allowing them
to practice discussing what they know with other students. The teacher however
controls the groups, roles, movements and discussion topics for each student. More
power can be given to students by offering collaborative choices on preferred roles
and topics to learn about.
Other Indirect Instruction Strategies:
Case Studies
Close Procedures
Inquiry
References:
http://www.readingrockets.org/strategies/reciprocal_teaching
http://www.ehow.com/info_8337995_advantages-disadvantages-reciprocalteaching.html
Limitations
Unfamiliar & intimidating
Quick assessment; often not graded
Individual feedback time consuming
Unclear how performance is judged
Resources
Paper
Writing tools
Sample concept map
Steps to Implement
Pick main topic or idea
Determine key concepts
Brainstorm further under key concepts
Connect concepts
Discuss and compare maps
Assumptions:
Concept mapping is powerful for both teachers and students however, it is the
students knowledge that is taken into deep consideration when executing this
activity. The teacher indirectly guides the students to expand their thinking skills on
learning topics. These maps increase cognitive performance in students and is a
great evaluation tool for teachers.
Other Indirect Instruction Strategies:
Problem Solving
Reflective Discussion
Concept Formation
References:
http://www.inspiration.com/visual-learning/concept-mapping
http://ar.cetl.hku.hk/am_cm.htm
Limitations
Only as strong as weakest link in group
Unfair assessment
Scaffold learning goal not reached
High stakes equal social conflict among
group
Higher ability students may not reach
their full learning potential
Steps to Implement
Give clear instruction on assignment
Provide examples
Divide tasks among group members
All members must complete their task
Assumptions:
There are many different types of cooperative learning activities that can be used in
any subject with any grade level. The teacher structures interdependence among
students. There are varying levels of teacher involvement with each activity
however students knowledge is not assessed properly with many types unless
there is an individual component to the assignment.
Other Interactive Instruction Strategies:
Circle of Knowledge
Interviewing
Panels
References:
http://www.successforall.org/elementary/powerful-instruction/our-instructionaldesign/cooperative-learning/
http://www.behavioradvisor.com/CoopLearning.html
Limitations
Not all students want to participate
Inexpert feedback from peers
Lower confidence levels in some
Feelings of lower competence in some
Too artificial to be effective
Resources
Situation Ideas
Props if desired
Resource for brainstorming
Resource for script writing
Reflection Resource
Feedback resource
Steps to Implement
Choose a situation
Develop a plot
Create a script
Assign roles
Feedback & Discussion
Assumptions:
Teachers level of control over role plays can vary in instruction and detail.
Depending on the grade level, students could have vague or very specific
situations, characters and plot lines. Student knowledge assessments can only go
so far with this type of activity. However, role plays can be quite motivating for
students.
Other Interactive Instruction Strategies:
Brainstorming
Panels
Peer Practice
References:
http://iteslj.org/Techniques/Kodotchigova-RolePlay.html
http://eprogressiveportfolio.blogspot.ca/2012/06/normal-0-false-false-false-en-us-xnone.html
http://serc.carleton.edu/introgeo/interactive/roleplay.html
Limitations
Old Paradigm
Reaches limited number of learning
styles
Unclear link between concept and action
Not appropriate for higher level thinking
Steps to Implement
Give instruction on skill to perform
Provide examples of what result should
look like
Allow practice time to develop skill
Limitations
Hinders creativity
Does not promote critical thinking
Unfair assessment
Does not cater to different learning
styles
Not engaging
Resources
Note-taking materials
Materials to articulate instruction
Standardized testing materials
Steps to Implement
Introduction
Rationale
Instruction
Summary
Assessment
Assumptions:
This strategy is highly controlled and does not consider student learning potential.
Various learning styles are not adhered to by the teacher which is an Old Paradigm
way of thinking. There is little adaptability in this strategys implementation.
Other Direct Instruction Strategies:
Structured Overview
Mastery Lecture
Graphic Organizers
References:
http://www.cecreality101.org/2009/05/the-benefits-of-explicit-and-systematicinstruction.html
http://www.brighthubeducation.com/teaching-methods-tips/5487-pros-and-cons-ofdirect-teaching/