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Instructional Strategies for Engaging Learners
Reading Center TrainingTheme: Connections to the
Classroom Instructional Planning
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Focusing On the Familiar
One of the most effective ways to make information meaningful is to associate or compare the new concept with a known concept, to hook the unfamiliar with something familiar.
Pat Wolfe (2001)
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Activating StrategiesThe purpose of an activating strategy is to focus learning by activating prior knowledge. This can be done by activating sensory receptors: sight, sound, smell, taste, touch. It can also be achieved by tapping in to students' emotions.
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Cognitive StrategiesThe purpose of cognitive strategies is to provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of engaging strategies that acknowledge the brain's limitations of capacity and ability to process information.
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Rehearsal
Rehearsal performs two functions:1. Maintains information in short-
term memory.2. Mechanism by which we transfer
information to long-term memory.
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Information Processing Model
Sight
Sound
Smell
Taste
Touch
RECEPTORS
SensoryMemory
WorkingMemory
Long-TermMemory
INITIAL
PROCESSING
ELABORATION
&ORGANIZATION
Rehearsal
RetrievalModified from Pat Wolfe, 2001
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
Summarizing Strategies
Summarizing strategies are used to promote the retention of knowledge through the use of engaging strategies designed to rehearse and practice skills for the purpose of moving knowledge into long term memory.
Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.
No matter how well planned,
how interesting, stimulating, colorful or
relevant the lesson,
if the teacher does all the
interacting with the material,
the teacher's -- not the students --
brain will grow.
Pat Wolfe (1996)