Instructional+Strategies

= Instructional Strategies = What type of activities will allow learners to grasp the content and meet the learning objectives? How might technology drive or enhance these experiences?


 * //By Monday//**, the Week 4 Facilitator should create a page in the group wiki designated for “Strategies.”

Return to your group wiki and review the strategy suggestions posted by your group members. How do your ideas compare with those of your colleagues? Do some ideas overlap? Do the ideas of your colleagues cause you to have a different perspective?
 * //By Wednesday//**, post to your group wiki a description of at least two instructional strategies that you think should be included in your group’s curriculum design proposal. For each strategy, describe the purpose, format, and overall content it would include. Include a brief rationale explaining why you think each of your suggestions would be effective.

It is the responsibility of the Week 4 Facilitator to review each group member’s suggestion and create a final set of instructional strategies that reflects the majority opinion.
 * //By Friday//**, each group member should post his or her suggestion for the group’s final instructional strategies (as a group, three instructional strategies must be included in the final proposal). These suggestions should reflect a combination of what you consider to be the best ideas from all group members.


 * //By Sunday//**, the Week 4 Facilitator should post the final list of instructional strategies to the group wiki. Each strategy should be accompanied by a description of its purpose, format, and general content, and a brief rationale for why it would be effective. Group members should visit the wiki, review the list, and use the wiki or other communication means to resolve any disagreements. In addition, the Facilitator should post the URL of this wiki content to the Week 4 area of the Group Project discussion board. Your Instructor will visit your group’s wiki to ensure that all group members participated in this assignment and to approve you group’s instructional strategies.

= Final Instructional Strategies =

**Classroom Management:**
**Rationale -** Supplantive to Generative: Time is limited for instructional strategy & the agency has a high accountability for learning (//Supplantive - Lecture & Demonstration//). Participants have a high level of motivation and interest & high aptitude for learning (//Generative - Role Playing//).

**Format:** The face-to-face instruction will provide participants with an understanding how behavior effects classroom management. Through role playing participants will have the opportunity to observe both positive and negative reactions of the instructor and student in the classroom. Roleplaying will provide practice and feedback to support the strengths and weakness of positive/negative reinforcement, in regards to behavior, to improve classroom management. The workshop will be highly supplantive lecture/discussion with high levels of scaffolding, generally instructor driven.


 * Activities: **
 * Hour 1: Lecture and demonstration (//Introduction// - //Supplantive//)
 * Hour 2: Experiential roleplaying for participants to work in groups to experience positive & negative behaviors in a classroom environment (//Body// - //Generative//)
 * Hour 3: Participants will role-play to demonstrate learned techniques of positive/negative reinforcement to improve behavior in the classroom (//Conclusion/////Assessment - Norm referenced//)

**Cultivating Positive Relationships with Parent/Guardian:**
**Rationale -** Supplantive to Generative - Learners are encouraged to construct their own meanings from the instruction by generating their won educational goals, organization, elaborations, sequencing and emphasis on content, monitoring of understanding and transfer to other contexts. Supplantive strategies will provide events that will actively gain the learner's attention and encourage informational processing.


 * Format:** Provide face-to -face instruction that will encourage an understanding of how one can cultivate positive relationships with parents and guardians of their students. Learners will have the opportunity to discuss the topic with coworkers in small groups and review the different techniques and procedures that might enhance relationships with parents/guardians. Teachers will take a multiple choice and matching quiz to assess knowledge.


 * Activities:**
 * Hour 1: Lecture (//Introduction - Supplantive//)
 * Hour 2: Interaction with co-workers (//Body - Generative//)
 * Hour 3: Summary of cultiviating positive relationship (//Conclusion//). Learners will take a multiple choice and matching assessment (//Assessment - Criterion-referenced//)

**Differentiating Instruction for Diverse Learners:**
**Rational**: -Supplantive to Generative - Learners will ingest the knowledge provided to them and enact the knowledge with the role play learning technique. Provide teachers with knowledge and techniques of how to identify students from diverse backgrounds so that they can recognize the diverse learners in the classroom and to learn how to modify instruction to meet the needs of each individual student.

** Format: ** Face to Face Lecture style instruction followed by role play using scenarios developed by the instructor. A series of multiple choice and matching questions to assess knowledge gained.

** Activates: **
 *  Hour 1: Lecture (//Introduction - Supplantive//)
 * Hour 2: Role Play (Body - //Generative//)
 * Hour 3: Summary of identifying students from diverse backgrounds (Conclusion). Assessment of multiple choice and matching questions (//Assessment - Criterion-referenced//).

<span style="font-family: Arial,Helvetica,sans-serif;">**Integrating Technology in the Classroom:**
<span style="font-family: Arial,Helvetica,sans-serif;">**Rationale -** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Supplantive to Generative: Time is limited for instructional strategy; The agency has a high accountability for learning; Achievement of domain-specific goals (//<span style="font-family: 'Arial','sans-serif';">Supplantive - Lecture & Demonstration //). Participants have a high level of motivation, interest, and high aptitude for learning; Large & sophisticated repertoire of cognitive strategies (//<span style="font-family: 'Arial','sans-serif';">Generative – Hands-on-Practice //). <span style="font-family: Arial,Helvetica,sans-serif;">**Format:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The face-to-face instruction will provide participants with declarative knowledge of social media as well as demonstrate through presentations and hands-on-practice how social media can be integrated into classroom activities.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Activities: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Hour 1: Lecture and demonstration (//<span style="font-family: 'Arial','sans-serif';">Introduction // - //<span style="font-family: 'Arial','sans-serif';">Supplantive //)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Hour 2: Hands-on practice using the components of FaceBook, Google, and Twitter to search, collaborate, store, and present information in relation to engaging and enhancing learning through technology. (//<span style="font-family: 'Arial','sans-serif';">Body // - //<span style="font-family: 'Arial','sans-serif';">Generative //)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Hour 3: Participants will create a project that utilizes one of the social medias learned, to integrate technology in the classroom, to engage and enhance learning. (//<span style="font-family: 'Arial','sans-serif';">Conclusion /////<span style="font-family: 'Arial','sans-serif';">Assessment - Performance Norm Referenced //)

Individual Input for Instructional Strategies
<span style="font-family: Arial,sans-serif;">**Rationale:** Supplantive to Generative - Learners are encouraged to construct their own meanings from the instruction by generating their won educational goals, organization, elaborations, sequencing and emphasis on content, monitoring of understanding and transfer to other contexts. Supplantive strategies will provide events that will actively gain the learner's attention and encourage informational processing.
 * Julie Gumm**
 * <span style="font-family: Arial,sans-serif;">Cultivating Positive Relationships with Parent/Guardian **


 * Format:** Provide face-to -face instruction that will encourage an understanding of how one can cultivate positive relationships with parents and guardians of their students. Learners will have the opportunity to discuss the topic with coworkers in small groups and review the different techniques and procedures that might enhance relationships with parents/guardians. Teachers will take a multiple choice and matching quiz to assess knowledge.


 * Activity:**
 * 1st hour **-** Lecture (Supplantive)
 * 2nd hour - Interaction with co-workers (Generative)
 * 3rd hour - Learners will take a multiple choice and matching assessment


 * Differentiating Instruction for Diverse Learners**
 * Rationale:** <span style="font-family: Arial,sans-serif;">Learners are encouraged to construct their own meanings from the instruction by generating their won educational goals, organization, elaborations, sequencing and emphasis on content, monitoring of understanding and transfer to other contexts. Supplantive strategies will provide events that will actively gain the learner's attention and encourage informational processing.


 * Format:** Provide face-to -face instruction that will encourage an understanding of how one can differentiate instruction to the diverse learners. Participants will have the opportunity to discuss the material by asking question and working through different learning situations. They will talk with coworkers in small groups and review the content and what techniques they think would help and hinder in their classroom. Learners will take a multiple choice and matching quiz to assess knowledge.

**Activity:**
 * 1st hour **-** Lecture (Supplantive)
 * 2nd hour - Interaction with co-workers (Generative)
 * 3rd hour - Learners will take a multiple choice and matching assessment


 * Mary Heimann - N/A**


 * Matthew Hikory**

Considering our learning goals and objectives, I feel that it would be best to employ strategies that support learning procedures and problem solving. Some learning of declarative knowledge and principals may be required, but the extent of this cannot be known until some pre-assessment has been do. Considering the significant prior knowledge of the subject matter that the group of learners bring to the classroom, extensive instruction of declarative knowledge and principals may not be necessary, and even if it is, it should be incorporated only in so much as it enables the procedural learning and problem solving activities of the learners, problem solving and application of procedures being the work tasks that learners are training to perform.

With this in mind, and focusing on the classroom management component of the curriculum, I suggest the following:

Classroom management often requires the application of procedures which have been shown to be effective. Smith and Ragan (2005) report that "a relatively supplantive ... approach ... seems to be best for teaching procedures" (p. 192), so lessons focusing on this should be highly prescriptive and high levels of scaffolding should be provided to learners. I suggest establishing instructional purpose and arousing learner interest by presenting them with examples of how some of the procedures to be taught can be applied, and what the benefit of using these procedures is. Perhaps a nice video segment of teachers applying the procedures, with a voice over to provide additional scaffolding would be effective. The lesson should minimally result in learners knowing when the procedure can be applied, what the steps in the procedure are, how to complete the procedure, and if the procedure has been correctly applied (Smith and Ragan, 2005). I would conclude the lesson by discussing with learners the situations in which the procedures can be applied and the value of applying these procedures in their work as teachers.


 * Activity**: Lecture and discussion about procedures used in classroom management. This lesson will minimally include information about when the procedure can be applied, what the steps in the procedure are, how to complete the procedure, and if the procedure has been correctly applied. Establish instructional purpose and arousing learner interest by presenting them with examples of how some of the procedures to be taught can be applied, and what the benefit of using these procedures is. Re-motivate learners by discussing with learners the situations in which the procedures can be applied and the value of applying these procedures in their work as teachers.


 * Format**: highly supplantive lecture/discussion with high levels of scaffolding, generally instructor driven.


 * Rationale**: Classroom management often requires the application of procedures which have been shown to be effective. Smith and Ragan (2005) report that "a relatively supplantive ... approach ... seems to be best for teaching procedures" (p. 192), so lessons focusing on this should be highly prescriptive and high levels of scaffolding should be provided to learners. Demonstrating the application of a procedure and highlighting it's utility for learners are the best ways to capture interest in, motivate and re-motivate learners of procedural knowledge (Smith & Ragan, 2005).

Classroom management also frequently requires teachers to engage in heuristic problem solving activities. I suggest a very different strategy for this. I think it's important for learners to engage in solving problems that the actually have. I also feel that this group of learners (teachers) have sufficient advanced cognitive strategies to set their own goals and work towards achieving them. Therefore I would employ a relatively generative approach to this lesson. I would get attention, establish purpose and promote interest by eliciting from teachers what some of the classroom management problems they have are and suggesting the we work together to solve them. Then I would encourage the activation of prior knowledge by having students discuss in small groups how they have handled similar problems in the past. If a significant amount of instruction needed to be devoted to teaching principles in order to enable learners to complete the problem solvign tasks, I would present case studies that demonstrate the application of those principals, while at the same time get learners into a problem solving mind-set. Since learners will benefit from collaboration in the performance environment, I would create collaborative teams which could work together to solve the problems they propose. Learning could be assessed by having the groups present their solutions and describe how they went about solving the problem to the other groups. The presentations would also serve as a review of learning, as well as serving as an opportunity for learners to share knowledge and discuss the topics more.

<span style="color: #000000; font-family: Arial,sans-serif;"> **Integrating Technology in the Classroom**
 * MaryAnn Lamond**

**Rational**: -Learners will ingest the knowledge provided to them and enact the knowledge with sessions overseen by the instructor. Provide the teachers with instruction on how to use Social media’s Face Book and Twitter, and Google technologies so they can be intergraded into the classroom.

**Format:** Face to Face demonstration of technologies by instructor followed by practice participants scenarios developed by the instructor. On the job performance to observations will be carried out by administrators to assess knowledge gained.

**Activates:** 1st hour Technology demonstrations (Supplantive) 2nd hour Practice Scenarios (Generative) 3rd hour Practice with participants creating their own scenarios

Assessments to be preformed on the job. <span style="color: #000000; font-family: Arial,sans-serif; margin: 0in 0in 0pt;"> **Differentiating Instruction for Diverse Learners**

<span style="color: #000000; font-family: Arial,sans-serif; margin: 0in 0in 0pt;"> **Rational**: -Learners will ingest the knowledge provided to them and enact the knowledge with the role play learning technique.

Provide teachers with knowledge and techniques of how to identify students from diverse backgrounds so that they can recognize the diverse learners in the classroom and to learn how to modify instruction to meet the needs of each individual student.

** Format: ** Face to Face Lecture style instruction followed by role play using scenarios developed by the instructor. A series of multiple choice and matching questions to assess knowledge gained.

** Activates: ** 1st hour Lecture (Supplantive) 2nd hour Role Play (Generative) 3rd hour Assessment of multiple choice and matching questions

<span style="font-family: Arial,Helvetica,sans-serif;">**Rationale -** Supplantive to Generative: Time is limited for instructional strategy & the agency has a high accountability for learning (//Supplantive - Lecture & Demonstration//). Participants have a high level of motivation and interest & high aptitude for learning (//Generative - Role Playing//).
 * Charles McCannon**
 * Classroom Management:**

<span style="font-family: Arial,Helvetica,sans-serif;">**Format:** The face-to-face instruction will provide participants with an understanding how behavior effects classroom management. Through role playing participants will have the opportunity to observe both positive and negative reactions of the instructor and student in the classroom. Roleplaying will provide practice and feedback to support the strengths and weakness of positive/negative reinforcement, in regards to behavior, to improve classroom management.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Activity: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Hour 1: Lecture and demonstration (//Introduction// - //Supplantive//)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Hour 2: Experiential roleplaying for participants to work in groups to experience positive & negative behaviors in a classroom environment (//Body// - //Generative//)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Hour 3: Participants will role-play to demonstrate learned techniques of positive/negative reinforcement to improve behavior in the classroom (//Conclusion/////Assessment//)

<span style="font-family: Arial,Helvetica,sans-serif;">**Rationale -** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Supplantive to Generative: Time is limited for instructional strategy; The agency has a high accountability for learning; Achievement of domain-specific goals (//<span style="font-family: 'Arial','sans-serif';">Supplantive - Lecture & Demonstration //). Participants have a high level of motivation, interest, and high aptitude for learning; Large & sophisticated repertoire of cognitive strategies (//<span style="font-family: 'Arial','sans-serif';">Generative – Hands-on-Practice //). <span style="font-family: Arial,Helvetica,sans-serif;">**Format:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The face-to-face instruction will provide participants with declarative knowledge of social media as well as demonstrate through presentations and hands-on-practice how social media can be integrated into classroom activities.
 * Inegrating Technology in the Classroom:**


 * <span style="font-family: Arial,Helvetica,sans-serif;">Activity: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Hour 1: Lecture and demonstration (//<span style="font-family: 'Arial','sans-serif';">Introduction // - //<span style="font-family: 'Arial','sans-serif';">Supplantive //)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Hour 2: Hands-on practice using the components of FaceBook, Google, and Twitter to search, collaborate, store, and present information in relation to engaging and enhancing learning through technology. (//<span style="font-family: 'Arial','sans-serif';">Body // - //<span style="font-family: 'Arial','sans-serif';">Generative //)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Hour 3: Participants will create a project that utilizes one of the social medias learned, to integrate technology in the classroom, to engage and enhance learning. (//<span style="font-family: 'Arial','sans-serif';">Conclusion /////<span style="font-family: 'Arial','sans-serif';">Assessment //)

<span style="color: #000000; font-family: Arial,sans-serif;">The following table provides a summary of the curriculum design proposal tasks due this week. Use this table to help budget your time and ensure you complete assignments on time.

** COMPLETE ** || **COMPLETE** ||  || Review group members’ strategies posting. Post suggestion for group’s final set of instructional strategies. ** COMPLETE ** ||
 * ** Week 4 Curriculum Design Proposal Task Summary ** ||
 * || Monday || Tuesday || Wednesday || Thursday || Friday || Saturday || Sunday ||
 * <span style="color: #000000; font-family: Arial,sans-serif;">** Week 4 Facilitator only ** || Create a “Strategies” page in wiki.
 * COMPLETE ** ||  ||   ||   ||   ||   || Review group members’ suggestions for final set of instructional strategies. Create and post a final set of strategies that reflects majority opinion, and post URL of this wiki content to Group Project discussion board.
 * <span style="color: #000000; font-family: Arial,sans-serif;">** All group members ** ||  ||   || Post a description of at least two instructional strategies for group’s curriculum design proposal.
 * COMPLETE ** ||  || Visit the wiki and review the Facilitator’s posting of the final set of assessment instruments. Use the wiki or other means of communication to resolve any disagreements.