PRQ #6

Rosie Castillo 1

Rosie Castillo
Vanguard University
Module 511: PRQ #6
March 24, 2016

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PRQ # 6 How do I define the purpose/value of strategies, activities, and materials? (use
references from our readings, TPEs, and class discussions. Include at least one or two theories or
theorists)
The most significant lesson that I remember was in my 1st grade class when the teacher
read the Dr. Seuss book, Green Eggs and Ham. After recess, I entered the classroom to the
smell and sight of green eggs and ham. The teacher had prepared green eggs and ham for the
whole class. First, I was in disbelief and then excitedly and enthusiastically ate my green eggs
and ham. I did not know at that time, but the teacher engaged students through a meaningful
experience. The most effective teachers use an array of creative strategies, activities and
materials that give their students experiences in which they are engaged. As a future educator I
would like to use the following teaching strategies to help the students achieve the content
standards: identifying similarities and differences, setting objectives and providing feedback,
generating and testing hypothesis.
As a future educator I can implement finding similarities and differences by providing the
students an activity where they can compare two plants. I can give students a live healthy plant
and a dead plant. I can ask students to make comparisons of the two plants and draw a picture of
their comparisons along with a written paragraph. I can also have students work in groups as and
create a class discussion. The activity can be scaffold according to grade level. In the text Burden
and Byrd talk about using strategies which identify similarities and differences. They say that
such strategies should include: providing students with explicit guidance in identifying
similarities and differences, asking students to independently identify similarities and
differences. As well as asking students to represent similarities and differences in graphic or
symbolic form and use a variety of ways to examine similarities and differences. This strategy
can be enhanced by applying 21st Century higher thinking skills to enhance student thinking. In

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this example this can applied by modifying the questions asked to guide students to higher level
of thinking.
Another strategy that can implement to help students achieve content standards is setting
objectives and providing feedback. Setting clear objectives and goals for students is a valuable
strategy that demonstrates students growth. This strategy is aligned with TPE 9.3 which talks
about setting clear long and short term goals for students. Such strategy can also be applied to
deductive and inductive forms of teaching. I will demonstrate how setting objectives can be
effective in an inductive lesson. Using an inductive method for a lesson one must first choose a
goal, in order to use backward mapping to create the lesson. To further this notion one can take
Guillaume into consideration and her Learning Cycle model. Such model facilitates inquiry
learning because it is designed for students to learn through investigation and discovery. Using
the plant example in the previous paragraph the learning cycle can be applied by comparing the
live and dead plant and recording student responses. The end goal is for students to be able to
determine what the plant needs to be healthy. The lesson would be aligned to achieve this goal.
As students explore the learning cycle further they will be able to achieve the desired goal. The
teacher can provide feedback by having an informal assessment at the end of the lesson. By
doing this I am also supporting Bruners theory of leaning through non-specific transfer.
Furthermore, this means that students are deepening their knowledge and ideas, though the use of
the learning cycle.
One strategy that can be implemented to help students achieve content standards is
generating and testing hypothesis. The Burden and Byrd text lists six strategies that teachers can
use to help students generate and test hypothesis. I will choose problem-solving, this involves
presenting students with a structured problem with a specific goal or condition. Again, in the

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example used for the plant, this strategy can be applied. This can be applied by asking students to
observe the dead plant and make a hypothesis of what can make the plant healthy. Students can
test their hypothesis by experimenting with different ways of bringing the plant back to life. Such
activity is aligned with TPE 5.6 which talks about learning activities to make instruction
relevant. The materials used needs to be aligned to the lesson and help students achieve the
learning objective. Through this process students will be able to solve the problem that has been
presented. This is also a great tool because it will help students with problem-solving in the
future.
In conclusion there are many strategies that can be applied in which one can make use of
different activities and materials to enhance students learning. Through strategies such as
identifying similarities and differences, setting objectives and providing feedback, generating
and testing hypothesis I can help my future students achieve the content standards. The sky is the
limit, all I need is dedication, perseverance and imagination.

Resources

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Bruner, J. (1963). The importance of structure. In The process of education. (pp. 17-32).
Cambridge, MA: Harvard University Press.
Burden, P.R., & Byrd, D.M. (2015). Methods for effective teaching: Meeting the needs of all
students (7th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Education Connection: 21st Century Skills Crosswalk (2007) The Center for 21st Century Skills.
Six critical skills that form the foundation of 21st century success @ EDUCATION
CONNECTION www.skills21.org
Guillaume, A.M., (2008). K-12 Classroom teaching: A Primer for new professional (3rd ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
TPEs (Teaching Performance Expectations) retrieved from: http://www.ctc.ca.gov/educatorprep/TPA-files/TPEs-Full-Version.pdf on: 02/10/2016