General+Strategies

2017 General Evidence-Based Practices/Strategies (Click on title to go to the page to add your General Evidence-Based Practice/Strategy)

2016 General Evidence-Based Practices/Strategies (Click on title to go to the page to add your General Evidence-Based Practice/Strategy)

2014 General Evidence-Based Practices/Strategies (Click on title to go to the page to add your General Evidence-Based Practice/Strategy)

2013 General Strategies (Click on title to go to the page to add your General Strategy)

2012 General Strategies (Click on title to go to the page to add your General Strategy)

2011 General Strategies (Click on title to go to the page to add your General Strategy)

Spring 2010 General Strategies (Click on title to go to the page to add your General Strategy)

__Winter 2010 General Strategies__

**Beth Ogg**Karen Valentine-Cooperative Grouping -- Jodi Funk The Vocabulary Construction Strategy is hands-on, builds ones acquisition of vocabulary and aides in __reading comprehension__. The strategy can be __#|used__ in any content area. Variations of the strategy are included to __help__ serve a wide range of ages and abilities.



__Spring 2009 General Strategies__

Joshua D. Woodburn- Case method

-Jamie Sullivan - Service Learning as a General Strategy

Adam Dooley general teaching strategy

Chad's general strategy Jenna Foster Sjanneke Pence By: Laurie Verba

Kelli Turnbull: General Strategy I chose a KWL __#|chart__ as a general instructional strategy to discuss. A KWL chart is a graphic organizer that allows students to examine what they already know, what they want to know, and then what they learned after the lesson. These charts could be used at the beginning of the year and revisited throughout the entire year, they could be used at the beginning of the unit, or they could be used at the beginning of a lesson and be revisited at the end of the period or day.

I would use a KWL chart at the beginning of a unit and I would revisit the chart throughout the unit to allow students to add to it. At the beginning of the unit, I would display a chart on a PowerPoint or overhead projector and ask students what they know about a topic. I would type or write in what every __#|student__ said about what they knew already. After enough time was provided for the students to respond, I would ask the students what they wanted to know about the unit. This is also a good technique to find out what the students’ interests are and determine how you as a teacher will go about presenting the __#|information__. Students would describe the information they want to know more about and again the teacher will put all of this information into the chart. During the unit, I would revisit the chart to allow students to ask more questions and add to what they now have learned section of the chart. This will allow students to see their progress during the unit.

KWL charts are a good way to show students how the information is relevant to their lives and allow students to monitor their own learning. It is always beneficial as a learner, to see how much you have learned and revisit the questions you once had but now are answered. This strategy can be used in any subject and with any age group and does not take a lot of time. This strategy allows students to make __#|connections__ between the information they already know and understand to the new material taught.

Talia Parrotti General Strategy: Show and tell

Show and Tell can be used in a variety of ways in all grade levels. At all age levels, it can be used to allow the __#|student__ to share __#|information__ with peers. In __elementary school__, show and tell can be used as an icebreaker, as a __#|reward__, or as a way to allow the student to share his or her skills, strengths, and talents with others students. For younger students, the teacher may ask designated students to bring in an item from home that is related to a particular subject that the class is studying. For example, if a classroom is studying frogs, one student may be asked to bring in their pet frog and share about its eating habits, sleeping habits, or how fast it grows. During this sharing time, the __child__ is increasing communication skills. The other children will have an appropriate time to ask questions. This allows for time to improve language questioning skills and general thinking skills. Show and tell can increase the self-esteem of the student sharing. The child is able to share information with peers of something that is familiar and the student has the opportunity to help peers understand information on an area of ‘expertise’. The student has the unique opportunity to play the teacher for a short period of time. For older students, show and tell can be used as it was for younger students. However, it may be more effective to allow the students to share a lesson, or a project, for example. The teacher may divide the class into groups and have the students prepare to share information with their peers of a particular topic. They may be asked to employ different methods to teach the students. The teacher could encourage bringing in a physical representation of the topic, a visual and aural representation of the presentation, etc. Similar to the younger students, this show and tell can improve communication skills, thinking skills, problem solving skills of those doing the sharing. This strategy can promote positive peer interaction as long as the teacher facilitates appropriately. For a student with a __disability__, this strategy can be very effective. It can allow the student to be an expertise in an area and to interact with peers. The student may gain a level of acceptance for his or her understanding of a particular topic. It also allows the student an open forum to share information via his or her method of choice. It can be easily adapted to fit the needs of any student within the class, or to fit the needs of the type of class.

Jenna Foster Journal Writing I chose to take a look at journal writing as a general strategy. This strategy can be used throughout the curriculum and in almost all age ranges. Journal writing is beneficial to both the student and the teacher, and can be used in a variety of ways. Writing in a journal is a skill that can be started at the beginning of the school year and can be continued throughout the year.

Starting at the beginning of the school year, I would pass out journals to all students. I would provide the journals to ensure that all students have them. Each week, students would be given assignments to write about. For example, while I was student teaching, my students were asked to write once a week about the books that they were reading independently. I asked them to write in letter form, addressed to me, and to offer opinions and insights about the book, not just summarize. I would then respond to the letters, providing my feedback. These journals were highly successful because it allowed the students to not only learn about proper letter format, but also to practice their letter writing skills. They received guidelines and requirements for their letters, and were expected to include all of those things.

Another method to use with journal writing is to provide students with a list of prompts and to have them write about those prompts once a week. This not only encourages students to write, but it allows teachers to get a better understanding of the students. Often times, students open up and share more when they know that their peers will not be viewing their writing. Journal writing also provides a sense of independence and responsibility to students because they are in charge of remembering to complete their journals and to turn them in on time. It is important for students to be given this responsibility at any age because it will encourage their responsibility.

Finally, journal writing is highly beneficial in that it allows for both the teacher and the students to note progress throughout the school year. At the end of the year, it will be fun to look back and see progressions that the student made from their initial writings. Students enjoy seeing their progress and development, and this is an excellent opportunity for them to do so.

Kirk Crow __Instructions__: Teacher walks around the classroom randomly placing colored poker chips in front of different students. There are three different colors of chips and each color represents a task the student must do. In my classroom the 3 tasks include the following: · **Blue chip**= read the next paragraph · **White chip**= Ask a question about the paragraph that was just read · **Red chip**= tell the class something you found interesting from the paragraph While the other student is reading pass out another blue chip so the next person can begin reading the next paragraph without stopping. Handout new white and red chips to students after the others have completed their tasks. __Purpose__: By using the poker chips students must be aware of what is being discussed and where we are on the note sheet. Students who do not follow along or pay attention are unable to complete their task and do not get to give back their chip. When this occurs they must tell the class about two interesting facts or ask two questions. Once students have the hang of the system and are following along the lesson runs very smoothly because there is no pausing or arguing about reading. By adding the white and red chips students must apply what is being read. __Teacher’s Role__: The role of the teacher is to introduce the lesson and the rules of the chips. Write on a dry-erase board or chalk board what each color represents. Make sure students are clear of the instructions. You can ask for a volunteer to start or walk to a student and hand them a chip. While that student is reading pass out one or two white chips and one or two red chips. Before the first student stops reading pass out another blue chip so the reading continues after the students with the white and red chips complete their tasks. After students with the red and white chips complete their task collect their chips and pass them out to other students. This process continues until the end of the note sheet and all students have had at least one turn with a chip. __Frequently asked questions__: “Will we have to read and ask a question?” The answer to this is yes, students may get a blue chip one time and a white or red chip another. Students should only read once so that all students get a chance to read. If what is being read is lengthy then students may read more than once. “Can we trade chips with our neighbor?” The answer is no, students are stuck with the chip they are given. If students get caught exchanging chips they must do their chip and the other persons as well. __Things to think about__: If a student struggles to read then give them a red or white chip early on so that takes the pressure of reading off and they can relax. Give them a blue chip on a short paragraph to give them confidence reading.
 * __ Strategy #1: Poker Chip Reading (General) __**