Discussion - Module 4

Teachers utilize instructional strategies to help students become independent, strategic learners. Students can be motivated and helped to focus their attention, information can be organized for understanding and retention, and learning can be monitored and assessed using instructional strategies. The three research based instructional strategies I have chosen are: Cooperative Learning, Direct Instruction and Knowledge, Want-to-know, Learned (KWL) strategies. These strategies are well developed and have many implications for teaching and learning in a differentiated way.

Strategy 1: Cooperative Learning

Several distinct cooperative learning models have been established, but in general, this strategy can be defined as small groups of students with various skill levels working together to help each other complete a specific learning task, with each member having equal status within the group (Slavin, 1983 as cited in Copeland & Cosbey, 2010, p.4). Cooperative learning is widely employed in general education, across all grade levels and academic disciplines. McDonnell, 1998; McMaster & Fuchs, 2002) found a large body of evidence linking its use to enhanced academic success and social outcomes among students without impairments (Copeland & Cosbey, 2010, p.4). Cooperative learning’s most significant benefit is, the development of teamwork and collaboration among the students as some tasks that require collaboration, it is good to rely on others. In a differentiated classroom, a sense of community or team not only energizes learning, but also enables students to trust one another, support one another’s growth, and celebrate one another’s successes (Marzano, 2010, p 254). I chose cooperative learning because when lessons are planned out efficiently they can allow for growth in student decisionmaking. When in groups students have the freedom to make decisions such as selecting roles in the groups. When I use cooperative learning groups I also have some flexibility to pull small groups and work with individual students or small ability groups during my lesson time. For these small groups I am then able to differentiate my instruction as I am able to tailor the objectives and activities to fit each group or individual student where needed. This gives teachers control the amount of learning needed for each group or individual, Smith & Stein (Henson, 2015, p. 244-245)

Strategy 2: Direct Instruction

Direct Instruction (DI) is a teaching method that stresses well-structured, well-planned sessions centered on small learning increments and clearly defined and prescribed instructional activities (Dignath & Veenman, 2020,). Students can progress at their own speed with direct instruction. As the school year passes, the teacher gains a better understanding of each student’s strengths and weaknesses and is able to assist them with their specific problems. The teacher sets the tone for learning through direct instruction, providing clear and guided directions so that pupils may begin to comprehend the new material. The teacher uses visual aids and technology to show the skill or idea in small steps. The teacher is given the opportunity to use guided practice. The goal is to lead beginning practice, correct errors, reteach (if necessary), and provide enough practice for students to work independently. The teacher also delivers feedback to the students at this time. Direct instruction also takes into account independent practice, assessment or evaluation. I chose this instructional strategy as it will help in differentiation because there are at least three classroom elements that teachers can modify in response to student readiness, interest, and learning profile needs. These are (1) content, (2) process, and (3) product. Purposeful modifications of these elements, informed by ongoing assessment information, enhance the likelihood of each student’s academic success” (Marzano, 2010, p. 258).

In the classroom it will allow me to differentiate when formative evaluation reveals that a student lacks prerequisite information or abilities or that a student has mastery of knowledge or skills in an upcoming unit of study, I can then differentiate the actual content (vs how students access the content) (Marzano, 2010, p.258). I will allow me to have students put this content to practice or use in different ways especially with the use of technology. Finally direct instruction will help me in deciding what summative or formative tasks to use to access my students.

Strategy 3: KWL Reading Strategy

KWL is for Know, Want-to-Know, and Learned, and it’s a great approach to reading with intention. KWL is simple to use and can help students read more effectively and retain what they’ve learnt. I chose this strategy because it supports active learning - studies suggest that if students can actively react to the material, they will understand and remember it better. By allowing teachers to assess their students' learning levels, KWL supports active learning. It also promotes academic performance since learners will be more connected to the class and the subject matter if they are actively engaged. They have a better chance of succeeding in school if they interact with their peers and the teacher (Tok, 2013, p.194-195). KWL is an interactive approach to engaging students that fosters skill development and allows flexibility, freedom, and opportunity to cover curriculum matter in any field (Foote et al. 2001 cited in (Tok, 2013, p.195).

This is very important as it can also aid in cross-curricula associations being made.

This strategy will help me to differentiate my instruction because it can be done individually, in small groups, or even as a whole class. After seeing what students already expressed in the “K” area of the chart, it will assist me in adjusting essential lesson topics to benefit students more. It will also allow for homogenous grouping and therefore my instruction will be more focused and intentional.

Students require step-by-step strategy instruction, a variety of instructional approaches and learning materials, appropriate support that includes modeling, guided practice, and independent practice, and opportunities to transfer skills and ideas from one situation to another in order to become successful strategic learners. They also need to relate learning to real-world circumstances, opportunity to be independent and demonstrate what they know, and encouragement to self-monitor and self-correct tools for reflecting on and measuring their own learning. Using these strategies in a differentiated context will help teachers in helping their students do just that.

References

Copeland, S. R., & Cosbey, J. (2010). Making Progress in the General Curriculum: Rethinking Effective Instructional Practices. Research & Practice for Persons with

Severe Disabilities, 33(4), 214-227. https://journals.sagepub.com/doi/abs/10.2511/rpsd.33.4.214

Dignath, C., & Veenman, M. V. J. (2020). The Role of Direct Strategy Instruction and

Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review, 33(2), 489–533. https://doiorg.ezp.waldenulibrary.org/10.1007/s10648-020-09534-0

Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5th ed.). Long Grove, IL: Waveland Press.

Marzano, R. (2010). Differentiating Instruction in Response to Academically Diverse

Student Populations. In On excellence in teaching (pp. 247-270). Bloomington IN, Solution Tree Press.

Tok, Ş. (2013). Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills. Metacognition & Learning, 8(2) , 193–

212 . https://doi-org.ezp.waldenulibrary.org/10.1007/s11409-013-9101-z

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