Keeyahna Sheard

Strategy File and Research

April 4, 2017

EDF 4343

Dr, Russell

Strategy File and Research

Interactive Word Wall Description

Interactive Word Wall are used to help student master the vocabulary of the content or

subject. The differ from traditional word walls that are created by the teacher and not used

throughout the year. Teachers would have to follow Florida Educator Accomplished Practice 1

of Instructional Design and Lesson Planning by creating an interactive word wall that is align

with the lesson. Word walls could help student achieve mastery and have assessments.

Interactive word walls are student created, contains word or phrase, meaning, and image that

could be used before, during, and after a lesson. After the student create the word wall, the

teacher grades, post it in class, and use during and after the lesson. It important that word wall is

align with the FEAP 2 The Learning Environment. Aligning a word wall to FEAP 2 means the

word wall has organization clear communication or language, and reflects student’s culture.

(Henrichs, E.L. 2013)

Another type of Interactive Word Wall is a Concept Map Word Wall. Teachers could

create a sketch or concept map, and use a worksheet for an assessment. Students create a concept

map word wall and then students complete their worksheet, see Figure 1 and Figure 2. First

students create a concept map word wall, and then students complete a worksheet for on the

concept map. (Henrichs E.L., 2013)

Student could create a word wall with just the words, image, and definition and the

teacher could use a rubric as an assessment. The student creates a word wall with whole class by

completing a word or part of the word wall a given a rubric as an assessment. FEAP 4 suggest

that effective teachers are consistent with assessment, so teachers could use a rubric or worksheet

to as an assessment of the word wall. The rubric would be on the students spelling, definition,

visual, and handwriting to ensure the student created a word wall that was correct. It should be

graded before displaying it on the wall to the class. Figure 3 is an image of word wall rubric.

(Jackson, 2012)

Figure 1 Word Wall Sketch (Henrichs E.L., 2013)

Figure 2 Word Wall Worksheet (Henrichs E.L., 2013)

Figure 3 Word Wall Rubric (Jackson, 2012)

Technology Strategy Description

Teachers can use technology in the classroom to inform students collect information from

experts, learn about the career of subject, and other cultures. Using technology in the class

should comply with the 2011’s FEAPs number 2G which expects teachers to integrate

technology and up to date information to student. Teachers could use Skype as strategy to have

an expert present to students in the classroom, and the students can interview the expert presenter

about the content. One teacher used Skype to host a digital discussion with the students, and

show the students how scientist do research. Another teacher used Skype to interview an expert

foreign language teacher of another country and to discuss language and custom of students from

another country. When using Skype, it recommended that teacher adhere to the FEAP 1 which is

to create a lesson plans that aligned with the states standards. Teacher should also use 2011’s

Professional Responsibility and Ethical Conduct, and get approval of the expert presenter before

having them communicate with students. Skype is a two-way communication method to students

and the expert presenter, so teacher should follow district policy of getting approval of guest

speakers. (Morgan, 2013)

Using e-books is another strategy teacher can use in the classroom, and they can use

technology can be monitored while the read a lesson. Managing a student’s behavior during a

reading could be done using technology. The software use a webcam to capture the students eye

movement across the screen. It can record the rate the of student, how often they stay focus and

read their e-reader book. This software is great for teacher to manage the classroom of student’s

behavior using their e-readers. It also can print out an assessment report to the student’s

behavior. Figure 4 shows an image of a student using the software, and Figure 5 shows an image

of the assessment report. (Huang, Y, 2014)

Figure 4 E-reader with Monitoring System (Huang, Y, 2014)

Figure 5 E-reader Behavior Monitoring System Assessment (Huang, Y, 2014)

Differentiated Instruction Strategy Description

Teacher could differentiate their instruction to reach students of all levels teacher by

using role playing as a strategy to teach the content mastery. Teachers should be effective at

lesson planning to differentiate instruction. If using role playing in the classroom, the teacher

should design role playing lesson is aligned the state’s standards. Then the teacher could use a

research based role playing lesson, so students could master the content. In role playing a lesson,

student would receive an explanation from the teacher, read the material, and act the characters

to learn to concept. (Martin, P 2013)

Teacher can also start with learning style assessment to get to know how students lean

visual, auditory or tactile. Then the teacher could design a lesson or Tic-Tac-Toe Board with

option for student to pick the assignment of their choice and complete it, see Figure 5. Teacher

can differentiate the content, process, or product. A teacher could differentiate the content by use

a method called cubing. The teacher creates a cube with various language arts terms like

empathy, the student would role the cube, and if they land on empathy they would define

empathy and write a response on how the main character in the lesson could show empathy. If it

was a history class, the students would write how the President could show empathy to the

citizens. (Taylor, B.K. 2015)

Figure 6 Tic-Tac-Toe Board Differentiated Instruction

Learning Strategy Description:

A learning strategy is method that could improve the student’s comprehension reading,

content writing, informational recalling, and critical thinking skills. Performance-Based

Instruction could help all students demonstrate their knowledge of the content by demonstrating

what they are learning without test scores. One strategy teachers could use is a multicomponent

strategy the teacher plans a lesson with four components of previewing, questioning and

prediction, strategic monitoring, and summarization this strategy is in align with FEAP 1 which

is to use a learning theory consistently. Multicomponent strategy requires the teacher first

preview by assessing prior knowledge, reading material, purpose for learning, difficulty level

and time frame. Then the students are taught to predict learning and ask question about the

content such as “What is the main idea or character in the reading?” The student will use

strategic monitoring which means they would use the most effective approach to complete a task,

study a lesson, or read a text. Students will write a summary of the lesson individually or in small

groups. The student’s summary could be used as an assessment and would following FEAP 4C

which is to effectively use a variety of assessments. (Brown, 2013)

Teachers could also use SBI or Strategy-based instruction to develop learner autonomy

and self-regulation. First teach students background knowledge or prior knowledge. Second

teach students more background knowledge with writing strategy like an argumentative essay or

an informatory essay. Third, teach students how to plan the content of their essay. Fourth, teach

students how to organize their writing and what to write about. Fifth, teach students to plan their

writing using vocabulary. Sixth, teach student to practice the skills learned by writing using the

skills they have learned. Seventh, teach students to use strategic monitoring. Eight, teach

students to evaluate their performance and correct errors. Ninth, have students write an essay

using the skills they learned, and use that essay as an assessment. Below is a sample of a SBI

lesson in figure 8.( Nguyen, 2013)

Figure 7 Strategy-based Instruction or SBI

Cognitive Strategy

Cognitive strategies align with FEAP 3 which is consistently deliver deep and

comprehensive lessons with literacy strategies of the content being taught. Teacher could assess

student motivation for learning with a Motivated Strategy for Learning Questionnaire or MSLQ.

MSLQ examines student’s relationship between rehearsal learning and learning elaboration.

Rehearsal is cognitive strategy for students memorize things by repeating it until it is learned.

Elaboration is cognitive strategy for students to “bulk connections between information being

taught and information located in other sources, also paraphrasing and summarizing”. The

MSLQ assessment could ask 4-5 question per rehearsal and learning elaboration strategy.

Students would take this assessment on the content learned and data of which strategy they

learned best from would be available. (Kikas, E., 2016)

Cognitive apprenticeship is a strategy teachers can use by having students complete a

historical reading and historical writing to learn the content. It is called historical writing

apprenticeship. Students could read historical text with various views, and then students would

compare and contrast the texts. A sample lesson could be done in three days. First students read

and annotate historical background knowledge. Then students read and analyze historical sources

and consider the influence of the author. Then students plan and write a five-paragraph essay

using the documents they have read and analyzed. Figure 8 is a sample a historical investigation

(De La Paz, 2017)

Figure 8 Historical Investigation

Cooperative Learning Strategy

Cooperate learning strategies implements FEAP 2 which is use student centered learning

strategies that are inclusive and collaborative. One strategy is to use CLG or cooperative learning

groups where a small group works together to solve a problem. One benefit is could enhance the

relationship of students with various ethnical backgrounds and the students’ self-esteem.

Cooperative learning groups can be done as a jigsaw, group investigation, student team learning,

and learning together. Students solve problems through group consciences. Cooperative learning

groups the students responsible will vary, see Figure 9 (Bell 2017).

Another strategy is to use informal cooperative groups to teach content and assess their

knowledge. The student first completes a group discussion, then they have a lecture with a short

activity, and then a focused discussion. The cooperative learning groups have various elements

in below in Figure 10 are elements of an Ethics lesson using informal cooperative learning

groups (Reineke, 2017).

Figure 9 Variants of Cooperative Learning Groups

Figure 10 Cooperative Learning Elements

References:

Bell, A. V., & Hernandez, D. (2017). Cooperative learning groups and the evolution of human

adaptability: (another reason) why hermits are rare in tonga and elsewhere. Human

Nature, 28(1), 1-15.

Brown, R. L. (2013). using learning strategy instruction to promote english language students'

academic success. International Journal of Arts & Sciences, 6(2), 91.

De La Paz, S., Monte‐Sano, C., Felton, M., Croninger, R., Jackson, C., & Piantedosi, K. W.

(2017). A historical writing apprenticeship for adolescents: Integrating disciplinary

learning with cognitive strategies. Reading Research Quarterly, 52(1), 31-52.

Henrichs, E. L., & Jackson, J. K. (2012). a winning combination. Science and Children, 50(3),

52-57.

Huang, Y., Hsu, C., Su, Y., & Liu, C. (2014). Empowering classroom observation with an E-

book reading behavior monitoring system using sensing technologies. Interacting with

Computers, 26(4), 372-387.

Jackson, J., & Narvaez, R. (2013). Interactive word walls: Create a tool to increase science

vocabulary in five easy steps. Science and Children, 51(1), 42.

Kikas, E., & Jogi, A. (2016). Assessment of learning strategies: Self-report questionnaire or

learning task. European Journal of Psychology of Education, 31(4), 579-593.

Martin, P. C. (2013). Role-playing in an inclusive classroom: Using realistic simulation to

explore differentiated instruction. Issues in Teacher Education, 22(2), 93.

Morgan, H. (2013). Technology in the classroom: Using skype for exciting projects. Childhood

Education, 89(3), 197-199.

Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to

developing learner autonomy. Language Teaching Research, 17(1), 9-30.

Reineke, P. R. (2017). Let's cooperate! integrating cooperative learning into a lesson on ethics.

The Journal of Continuing Education in Nursing, 48(4), 154.

Taylor, B. K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa

Delta Pi Record, 51(1)