The Strategic Teacher and The strategic Learner

Learning Target I can gain a deeper understanding of how strategic instruction impacts strategic learning.

Using Instructional Strategies to Engage Learners AQTS-educate Alabama Using Instructional Strategies to Engage Learners 2.5 - Engages learners in developing and monitoring goals for their own learning and behavior. (The Strategic Learner)

Planning for Strategic Learning $2.00 Summary Every word is worth 10 cents Don’t go over $2.00 Write it on the provided sticky note Volunteers will be taken for sharing out 

Metaphorically speaking Which of the objects below best represents your style and approach to learning? As a learner, I am like a __________ because…… Ice Breaker: People typically select their preferred (dominant) learning style. Specifically you will see that: People who selected the paper clip typically shared many of the same characteristics and learning preferences as Mastery learners. People who selected the magnifying glass typically shared many of the same characteristics and leaning preferences as Understanding learners. People who selected the teddy bear typically shared the same characteristics and learning preferences Interpersonal learners. People who selected the Slinky typically shared many of the same characteristics and learning preferences as Self-Expressive learners.

Mastery learners are most comfortable with tasks that require them to learn/recall concrete facts and procedures. They prefer a well-organized classroom environment with practical, clearly-spelled-out-goals and expectations, and they learn best from instruction that proceeds in a straightforward and “step-by-step” manner. When it comes to showing what they know, these learners prefer objective questions with single correct answers to questions that require creative thinking or logical reasoning. They take pride in mastering the content and are motivated by a drive for accuracy, success, and competence.

Understanding learners are most comfortable with tasks that requires them to use logic and analytical thinking skills. Their preferred classroom environment is one that values “big idea discussions,” logical debates, and critical thinking skills-and they are motivated by their never-ending curiosity, their need to know why, and their drive to uncover logical errors or flaws. These learners are most engaged when the learning process proceeds “question-by-question,” and they like assessment tasks that ask them to analyze data, critique ideas, or justify arguments with evidence.

Interpersonal learners are most comfortable with tasks that allow them to interact with classmates and make personal connections to what they are learning. They are drawn to a friendly and nurturing classroom environment where people collaborate with and support one another, and they are motivated by their desire to help others and be a part of a team. Because their ideal learning process is a “feeling-by-feeling” one, these learners enjoy questions, activities, and assessment tasks that invite them to share their personal feelings, values, and perspectives about the content material.

Self-expressive learners are most comfortable with tasks that ask them to apply what they know in new and different ways. They are motivated by a drive for originality, and they are drawn to learning environments that provide stimulation, surprise, and the opportunity to think creatively. For these learners, who prefer to operate “dream-by-dream,” the ideal learning and assessment scenarios are ones that allow them to use their imaginations; explore possibilities; think metaphorically; or create novel products, ideas and solutions.

Strategic Learning Strategic learning is, in effect, a highly probable outcome of effective strategic teaching. Reduced to its essentials, strategic learning is learning in which students construct their own meanings, and in the process, become aware of their own thinking. The link between teaching, thinking, and learning is critical. As a teacher, if we are not causing our students to think about what we are presenting, discussing, demonstrating, mediating, guiding, or directing, then we are not doing an effective job. We must be more than a dispenser of information. We must create conditions and an environment that encourages thinking, deepens and broadens it, and which causes students to become aware of how they think. The process of thinking about how we think is referred to as metacognition.

Strategic Learner Predict Question (generate and answer) Make Connections Infer Draw Conclusions Summarize Visualize Analyze Synthesize Recognize Text Structure Use Graphic Organizers for Thought Processes Monitor Comprehension and Use Fix-Up Strategies Wrap up the skillful reader. As adults we know this but we have to teach the students. We saw Alesha utilize some of these strategies. We have to think of ‘strategic’ as an adverb….versus an adjective. A skillful learner is strategic when they can question, make connections, summarize, etc. They know where they are going, where they are now and how can I fill in the gaps.

sketch-to-stretch Visualize a strategic learner. Each team member discuss their vision with the team. Discuss critical attributes of the strategic learner you envisioned. As a team, draw a picture or create a set of icons that represent your vision of a strategic learner. Sum up your vision at the bottom of your graphic with a brief statement. Be prepared to share. This is similar to the one-pager from the social studies lesson about the great depression Using what you’ve learned today and the information on the table tents, Create your vision of your teams’ strategic learner using the steps on the slide. This will guide you in the next portion of our learning today. Examine participant’s processes: What was it that you did as a strategic learner during this strategy? What did you do that will guide your thinking when you approach information from this point on? Make a case for your thinking processes. Feelings and experiences guide as we draw information from text.

Strategic learning Strategic teaching describes instructional processes that focus directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. Dr. Bob Kizlik Planning for Strategic Learning. How does this definition relate to strategic learning? Strategic teaching is the process of incorporating purposeful planning, connected strategies, and explicit instruction to maximize the understanding and retention of content material. To learn strategic teaching techniques, and to foster the ability of students to engage in strategic learning, it is important to define some terms. In fact, one of the principles of strategic teaching is to define terms. Below are terms that are relevant to this process. Strategic teaching describes instructional processes that focus directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. In such an awareness, comes a sense of timing and a style of management. The strategic teacher is one who: 1. is a thinker and decision maker; 2. possesses a rich knowledge base; 3. is a modeler and a mediator of instruction. Variables of instruction refer to those factors that strategic teachers consider in order to develop instruction. These variables, as the name implies, change, and therefore the teacher must be aware of the nature of change as well as the actual variables themselves. These variables are: 1. characteristics of the learner; 2. material to be learned (curriculum content); 3. the criterial task (the goals and outcomes the teacher and learner designate); 4. learning strategies (goal directed activities in which learners engage). In teaching content at the elementary, middle, or secondary level, the strategic teacher helps guide instruction by focusing on learning strategies that foster thinking skills in relation to the content. In connecting new information to what a student already knows, learning becomes more meaningful, and not simply retained for test-taking purposes. There are numerous strategies that teachers can develop that accomplish this purpose. To give one information is not difficult, but to help one be able to develop the tools to both know what information is relevant and the means to acquire it, is perhaps the most important function of any social studies teacher. There are numerous techniques for engaging students in thinking about content.

Team work and A Collective responsibility Show the geese video here to motivate them as they leave. http://www.youtube.com/watch?v=hazitrxzhPk&safety_mode=true&persist_safety_mode=1&safe=active