Scribd Logo
Upload

Welcome to Scribd!

  • 17 views

    Think, Pair, Share Is A Common Teaching Strategy Used To Elicit Student Knowledge About A Particular

    Uploaded by

    Ecinue Gal
    The document discusses four steps for instructors to use when planning courses to promote academic achievement: 1. Begin with learning objectives that describe what students will be able to do. 2. Align teaching strategies and learning activities to the objectives. 3. Develop assessment strategies to evaluate if students achieved the objectives. 4. Make modifications to teaching strategies, activities, and assessments as the instructor learns more about their students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Think, Pair, Share Is A Common Teaching Strategy Used To Elicit Student Knowledge About A Particular

    Uploaded by

    Ecinue Gal
    17 views4 pages
    The document discusses four steps for instructors to use when planning courses to promote academic achievement: 1. Begin with learning objectives that describe what students will be able to do. 2. Align teaching strategies and learning activities to the objectives. 3. Develop assessment strategies to evaluate if students achieved the objectives. 4. Make modifications to teaching strategies, activities, and assessments as the instructor learns more about their students.

    Original Description:

    Engage Learning Journal

    Original Title

    EnagedLearningJournalArticleDraft

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses four steps for instructors to use when planning courses to promote academic achievement: 1. Begin with learning objectives that describe what students will be able to do. 2. Align teaching strategies and learning activities to the objectives. 3. Develop assessment strategies to evaluate if students achieved the objectives. 4. Make modifications to teaching strategies, activities, and assessments as the instructor learns more about their students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    17 views4 pages

    Think, Pair, Share Is A Common Teaching Strategy Used To Elicit Student Knowledge About A Particular

    Uploaded by

    Ecinue Gal
    The document discusses four steps for instructors to use when planning courses to promote academic achievement: 1. Begin with learning objectives that describe what students will be able to do. 2. Align teaching strategies and learning activities to the objectives. 3. Develop assessment strategies to evaluate if students achieved the objectives. 4. Make modifications to teaching strategies, activities, and assessments as the instructor learns more about their students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Steps Toward Selecting Instructional Strategies that Promote Academic Achievement

    Dr. Debbie K. Jackson

    [email protected]

    216-687-3753

    Think, pair, share is a common teaching strategy used to elicit student knowledge about a particular

    concept or gauge the ideas students have around a particular issue in an effort to gather information from all of

    the students in the class. Before continuing to read this article, Think (and write down) all of the teaching

    strategies you are familiar with. If this were a class session and not an article, the next step would be to Pair

    with another student and discuss your lists, join forces and co-create a Pair list. The last step would be to Share

    your ideas with the rest of the class. This teaching strategy can be used to meet many objectives. It may be

    particularly useful during the first day of class of any course, seeing as it serves the double purpose of providing

    the instructor with a clearer picture of the handle, if any, the students have of the subject; and, as an opportunity

    to break the ice and set the tone for a more interactive, student-centered class.

    The remainder of this article describes four steps instructors can use when planning a course. Bear in

    mind that mastery of subject is just one of the pre requisites for effective teaching. As an instructor you must

    strategize in terms of what goals and objectives you want your students to achieve, what teaching strategies may

    help your students attain them, and how you will assess that learning has occurred. You must also plan for

    flexibility. Every class has different dynamic and needs, an effective teacher will get to know the students and

    make adjustments to the objectives, teaching strategies, and assessments as necessary.

    1. Begin with objectives

    Before selecting appropriate teaching strategies, determine the learning objectives for the course. “A

    learning objective is an outcome statement that captures specifically what knowledge, skills, attitudes learners

    should be able to exhibit following instruction” (Teacher and Educational Development, 2005). Usually these

    statements begin with “The students will be able to” and are followed by an action. After you write the learning

    objectives, plan all of the teaching strategies, learning activities and assessments around them.
    In the middle school science methods course I teach at Cleveland State University (EDM 317), one of

    our objectives is, “The students will be able to incorporate a range of assessment strategies (formative,

    summative, peer, and self) in a unit plan.” Formative assessment is used “to inform instruction and provide

    feedback to students on their learning”, this type of assessment is generally informal, such as un graded pre-

    tests or class participation, and will help you realize whether you can move on or keep working on a topic

    depending on whether the students have understood or not. Summative assessment is used “to measure and

    document the extent to which students have achieved a learning target” (Keeley, 2008, p. 4). This is generally a

    more formal type of assessment that comes in the form of graded essays, quizzes or exams. Peer assessment is

    when students are asked to provide feedback to their peers on an assignment and self-assessment is when

    students assess their own work, both of these assessment types are more infrequent, but are just as necessary

    given that they allow students to evaluate their own and others’ weaknesses and strengths giving way to a more

    thoughtful learning process. It is important to use a wide array of assessment techniques in order to fairly judge

    the students’ knowledge.

    2. Align your teaching strategies to the objectives

    Once the objectives are written, you can focus on selecting teaching strategies and learning activities

    that will facilitate students meeting the objectives through the course.

    For the EDM 317 class, the teaching strategies we use to teach students about assessment include:

    1. Reflecting on the types of assessment students experience in the course (detailed in table 1),

    2. Reading about a variety of assessment techniques and actively participating in class discussions

    related to the readings,

    3. Presenting an assessment technique to the class,

    4. Developing assessments in class with their peers

    5. Participating in an online environment.


    Specific assessment in EDM 317 Type of assessment

    Blackboard assignments where they interact with each Formative

    other

    Concept map Summative

    Presentation of an assessment strategy Formative and Peer

    Reflection Formative

    Develop lesson plans Formative and summative

    Peer teaching Summative and Self

    Development of a unit plan Summative

    3. Align your assessment strategy to the objectives

    After learning objectives are written and teaching strategies and activities are chosen, develop

    assessment strategies that evaluate the learning objective.

    In EDM 317, the assessments of the objectives included:

    o Presentation of an assessment strategy which includes peer assessment (formative)

    o Reflection (formative)

    o Develop lesson plans (formative and summative)

    o Peer teaching (summative)

    o Develop a unit plan (summative)

    4. Make modifications to the teaching strategies and assessments as you get to know your students and

    their strengths

    The first three steps are effective only if the needs, knowledge, and experiences of the students in the

    class are considered throughout the class. It is necessary for college instructors to plan a course before getting to
    know their students; however, this is contradictory to effective teaching literature, which advocates for pre-

    testing and planning based on the knowledge students bring to class. Instructors can pre-test and not distribute

    the syllabus the first day, but they also need to do pre-planning before the semester begins.

    It is imperative as the semester proceeds to make notes and pay attention to what students are learning

    and experiencing and make necessary adjustments to the course schedule, activities, and assessments as

    necessary.

    Resources of Teaching Strategies:

    List of teaching strategies from George Mason University - http://www.gmu.edu/resources/facstaff/part-

    time/strategy.html

    Faculty Focus teaching strategies - http://www.facultyfocus.com/tag/effective-teaching-strategies/

    Center for Research on Learning and Teaching, University of Michigan -

    http://www.crlt.umich.edu/tstrategies/teachings.php

    References:

    Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction, and

    learning. Corwin Press. Thousand Oaks, CA.

    Mintzes, J., Wandersee, J., & Novak, J. (Eds.). (1999). Assessing science understanding. San Diego: Academic

    Press.

    Concept map – “tools for


    organizing and representing
    knowledge” (Mintzes, Wandersee,
    & Novak, 2000)

    You might also like