|
"Name the Steps"
|
- Breaking the steps down even further so students don’t miss an aspect of the process you're teaching
- Making the steps more sticky by naming them
|
|
Think Aloud
|
- Framing the think aloud with a thinking question
- Giving your students the same material that you will use
- Giving clear directions for what students should do during the think aloud
- Giving clear in- and out-cues
- Making your thinking systematic (toggle between steps & “text”)
- Modeling making errors and self-correction
- Making your thinking visible (e.g. anchor chart, annotations, etc.)
- Going slower and "brightening the lines" between your thinking moves so students will be able to replicate the process
- Using more student-friendly language
- Debriefing the thinking question afterwards
- Stamping the key points/steps to make sure you draw out the aspects of the skill on which you wanted to focus
|
|
Diagram or Model
|
- Adding labels to the diagram or model to make the representation even clearer for students
|
|
Analogies
|
- Comparing the content to something that is more student-friendly or age-appropriate
- Asking students to create the analogy instead of presenting it to them
|
|
Stations/Centers
|
- Varying the learning modalities represented in the centers
- Giving clearer expectations for how the stations/centers will run
|
|
Discovery/Inquiry Learning
|
- Having a clearer question to guide students' thinking
- Doing less of the "heavy lifting" so your students are truly "discovering" the content
|
|
Discussion
|
- Presenting criteria for an excellent discussion and norms first
|
|
Audio and Visual Media
|
- Choosing media that is more closely aligned to your objective
- Choosing media that is more student-friendly or age-appropriate
|
|
Graphic Organizer
|
- Aligning the organizer more closely to your purpose
- Asking students to share how they think the content should be organized before presenting the organizer to them
- Modeling use of the organizer before students engage
|
