Active Learning Strategies Analysis

Teaching and learning for active engagement Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

Chapters 6 through 9 discuss strategies that aid in comprehension. These chapters dive deeper into strategies that will help a reader’s comprehension while thoroughly explaining strategies that should be implemented in a classroom. One main point is that readers should follow their thinking tracks and explore their thinking and be able to notice when they are straying away from the meaning of the reading. It’s important that students are able to make connections while they’re reading. Another main point would be that questions help clarify and unlock a deeper meaning while reading. Visualizing and inferring is an important aspect for reading because it helps aid in understanding. Comprehension strategies allow readers to know a variety of tools that are beneficial.

(2.1) Explain why it is important to create an inclusive teaching and learning environment? We all learn in different ways, influenced by the combination of our past educational experiences, study practices and personal approach to specific tasks. This can be described as our learning style, defined as ‘particular ways of gathering,

• Read and think aloud: Ask if someone would like to read the first page aloud. Discuss the 3 parts to notice in a story – the setting, the characters, and the plot. Read pp. 2-5 and think about Matt’s problem and how he might solve it. Discuss and encourage students to begin by saying, “I noticed____. This helped me understand____.” Read pp. 6-14 and think aloud about what happens

The intervention used first was the Peer-Mediated instruction with repeated reading (PRR). During this phase, the students were seated across from each other. The students were then given a copy of the passage, one in which to read, and the other in which to mark the time and note any errors observed, along with a stopwatch. Both students began reading from the selected text for the pair for a duration of twenty minutes at the beginning of the class. Next, the “paired reading” time consisted of each student taking turns reading using only a whisper. To ensure the fidelity of the intervention, measures were taken to ensure that one student didn’t have to be the first reader every time. During the read aloud, the student who wasn’t reading would follow protocol and read the following sentence “Stop. That word is _______. What word? Yes, ________. Please read that sentence again.” After the paired reading time, the reader would then be asked to read

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

According to the AVID Strategies for Curricular Enhancement Article, AVID is a system of best practices in teaching and learning that has successfully helped more than 400,000 learners over the past 30 years. The main goal of AVID is to close the achievement gap by preparing students for college readiness and success in a global society. One of AVID strategies is the Active Learning Methods, also known as ALMS. Active Learning Methodologies (ALMs) are strategies that AVID teachers and trainers have used very effectively to engage students in active learning. The more that it is being used the more quickly students continue to engage and respond. I believe an effective teacher keeps their students engaged and responsive to the lesson that is being taught. This strategy can be benefiting because it has an effective way to keep my students engaged in the lesson and attentive and responsive being taught.

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Promoting and using the think aloud with texts, we force the students to use the strategies that they know. Each student uses different strategies to read and comprehend a text then we need to force to use in activities that help them to improve them.

The strength of shared reading has been well documented by many researchers in the field of education and thus is a widely used practice among elementary teachers. Researchers have concluded the importance of shared reading experiences as it gives students opportunity with texts that helps “facilitate the

Active learning strategies are diverse, but most focus on asking students to reflect on what they know and apply it through an activity. The rise of flipped and active-learning classrooms has resulted in the development of a vast collection of tools to

Intra-Act is a reading technique that is aimed to develop readers’ ability to draw upon a reader’s personal values based on the selected texts they read or views of the world. It is a post reading activity done in a group of 4-6 students. According to Hoffman (1979), the Intra-Act process has four phases: Comprehension Phase, Relational Phase , Valuation Phase , and Reflection Phase. In comprehension phase, students construct meaning from a text that offers differing viewpoints. At this stage, students read and summarize as groups. And then, they try to relate what they have learned about the topic with other texts and prior experiences (relational phase) by reacting to or connecting their own experiences with the opinion-based statements taken from the text. In valuation phase, students value their own and friends’ judgments about the topic. In the end, during reflective phase, students reflect on the decisions they have made. Some websites have claimed that the activity improve “students’ engagement and evaluative thinking, or value-based reasoning.” The fact that is done in groups, it is also believed that the activity would also improve students’ (group) problem solving and cooperative learning.

Active learning focuses the responsibility of learning on the learners, it should be experimental, mindful, and engaging. The learners are required to do things and think about those things they are doing. As a 8th grade math teacher, dealing with the Common Core Standards daily, I feel as if the internal design grammars are set up to produce an active learning environment. The standards were written with verbs, such as: apply, perform, verify experimentally, graph, interpret, construct, and compare; therefore, if a teacher is to have his/her students master these standards, then there should be some active learning going. The problem with this is that teachers do not have enough time in a day, week, or even the year to push the students

The methods I have found most effective are: active learning, practice and overlearning, and distance learning. There were several research studies that demonstrated the positive impact active learning can have upon students. One outcome is increased content knowledge, critical thinking and problem-solving abilities, and positive attitudes towards learning in comparison to traditional lecture-based delivery. However, it also can increase enthusiasm for learning in both students and instructors. Then, there is the improving students’ perceptions and attitudes towards information literacy ("Ellis Hall Active Learning Classrooms Project."). Therefore, professors always encourage students to take notes or outline reading assignments, talk to others about the material, and write and rewrite key concepts rather than just read the material repeatedly (Levy p.228). Now, practice and overlearning, the book says, “practice makes perfect.” Although true perfection is rarely

Collaborative Strategic Reading also includes follow-up strategies that help students retain what they have learned. The Collaborative Strategic Reading strategy would be the most beneficial intervention for Student A, Student B, and Student C as it addresses their individual struggles as readers, including comprehension, fluency, and decoding. It will help build their confidence when reading aloud, answering comprehension questions, and decoding unfamiliar words.