Mr.

Hawkins

Instructional
Strategies

Taylor Hawkins: Instructional Strategies Notebook

Spring Arbor University
EDU 429
*Clipart Derived from HP Pavillion, 2010, Windows 7

Table of Contents
2

Cover pagepg.1
Basic Information page.pg.2
Table of Contents..pg.3
Philosophy of Teaching....pg.4
Similarities and Differences...pg.5
How are they the same? How are they different?..........................pg.6-7
Summarizing and Note taking..pg.8
3-2-1 Reflection!...........................................................................pg.9
Nonlinguistic Representations..pg.10
Imagine that...pg.11
Cues, Questions, and Organizers..pg.12
Digging deeper with Popsicle sticks..pg.13-14
Cooperative Learning and Testing Hypothesis...pg.15
What do you think?........................................................................pg.16
Referencespg.17

My Philosophy of Education
3

Every time a child takes a step into my classroom, they will receive the opportunity to
learn. It does not matter where the student comes from or who they are. Education does not see
color or creed, and neither do I. My classroom environment will be an energetic atmosphere that
will not only breed learning, but also involvement.
Each child has a unique back story that they will be bringing into the classroom. There
will be students who have endured tragedy, overcome adversity, and also those who have had a
fantastic upbringing. I will teach every student with the same passion and the same intentionality.
Children do not need a teacher to be perfect; they need a teacher who is real.
Interacting with students is not the only aspect of teaching, but it is something that is
extremely crucial in the classroom. Through this interaction, I will establish a bond with my
students. Teaching is not a job in which a person is just talking to listen to their own voice. In my
classroom, I will set the stage for genuine learning and communication. I have discovered that
being a professional educator is going to be a challenge, but the beauty of this is that challenges
lead to adventure.

Instructional Strategy
4

Identifying Similarities and Differences

What is
the
difference

Title of strategy and my name

a How are they the same? How are they different?
b Mr. Taylor Hawkins
5

 Basic Information
a Upper Elementary to High school age group. Subject Area: History
b 10-15 minutes needed for the strategy
c Students should be placed in groups of 4.
d A Venn Diagram for each student
e A pen or pencil
Process Direction
a. After or during a unit of History that includes two or more prominent
leaders.
Pass out the Venn Diagrams
Have students write the names of the specific leaders in the diagram
Have students (depending on grade level) find a certain amount of
contrast points for each figure, and a certain amount of compare
points. [3 contrast and 2 compare for example]
Encourage collaboration!
When/Example
a This strategy would take place after a lesson plan, or a Unit. Using this
strategy as a warm-up for a test or quiz would be a fantastic idea as
well. Students want to display what they have learned. A diagram
strategy such as this is a great opportunity for that to happen!

Venn Diagram Handout!

Instructional Strategy
7

Summarizing and Note Taking

Summarizing and Note Taking

Title of strategy and my name
a. 3-2-1 Reflection!
b. Mr. Taylor Hawkins
8

 Basic Information
a. Upper Elementary to Middle school age group. Any subject area.
b. 5-10 minutes needed for the strategy
c. Room set-up does not need to be changed
d. A piece of lined paper per student and a pencil is all that would be needed
Process Direction
a. After instructing a certain lesson, I will then initiate a whole-class
reflection.
Make sure each child has a blank sheet of paper
Students will determine three big ideas from the particular lesson.
The students will list two main ideas that they will take with
them to apply to their everyday lives.
Students will give one Light bulb moment from the lesson.

When/Example
a. This strategy could be used after any lesson plan or unit. It is a great way
to keep the children focused on what has been learned, and it also
initiates learning for the class periods to come. Classroom collaboration
is also essential for this strategy!

Instructional Strategy
9

Non Linguistic Representation

Title of strategy and my name

c Imagine That!
d Mr. Taylor Hawkins

10

 Basic Information
f Elementary to High school age group. Subject Area: Any subject area
g 10 minutes needed for the strategy
h Classroom structure does not need to be altered or changed
i No materials required, just a willingness to share

Process Direction
a. After a lesson plan or a Unit. (Preferably as a part of a reflection
procedure leading up to an assessment).
The teacher will initiate the activity by telling the students to think
about the lesson that was just taught.
As the students are thinking, the teacher will say: Now imagine that
you invented this subject! What would you do differently?
The students will think and brainstorm for a few minutes.
After some reflection, the class will share as a whole group.

When/Example
b This strategy would take place after a lesson plan, or a Unit. Even though
the strategy will surely be enriched in humor, the students will be able to
learn a great deal more about the subject! After thinking about what they
would do differently, the teacher will interject helpful points that will
further their thinking.

Instructional Strategy

11

Cues, Questions, and Advanced Organizers

Title of strategy and my name

e Digging deeper with a Popsicle Stick
f Mr. Taylor Hawkins

12

 Basic Information
j
k
l
m

Elementary to High school age group. Subject Area: Any subject area
20 minutes needed for the strategy
Classroom structure does not need to be altered or changed
Pencil and Paper for taking notes

Process Direction
a. During and after a lesson plan. This instructional strategy allows children
to gain further knowledge about a particular subject.
The teacher will bring out a cup that is filled with popsicle sticks
On each popsicle stick is a phrase such as: How was this similar
to/ Judge the value of/ Can you distinguish between
A student will be called up to draw out a question
After the class answers the question, the standing student will call on
another classmate to pick a question
During this process, each child will be taking notes on the classroom
discussion
Example
c This strategy is a great way to promote classroom collaboration, and
teamwork. The students will help one another discover the best answer to
the Popsicle questions. The strategy would be most effective as a
cumulative activity to wrap up a lesson, or to reflect upon learning that
has taken place. An example of when this activity would be used is:
Friday at the end of a weekday unit. (This strategy is not only effective
after a Unit. It allows the teacher to use it at nearly any point in the
learning process).

Picture example of Popsicle Questions

13

Instructional Strategy
Cooperative learning, Generating
14

And
Testing Hypothesis

Title of strategy and my name

g What do you think?
h Mr. Taylor Hawkins

Basic Information

15

n
o
p
q

Elementary Grade level

15 minutes for instruction
Classroom should be arranged into student groups
The strategy should be used after a lesson on animals (Domestic and
wild).
Process Direction
a. The teacher will place specific pictures of animals on the tables of the
student groups.
The prompting question will be asked: After thinking about the
lesson, and by looking at the pictures, can you tell me where the
animal lives?
The students will have a collaborative discussion at their tables as
they look at the pictures
After about 8 minutes or so at the discussion tables, the teacher will
initiate a whole group discussion.
A brave volunteer from each group will show the class the picture of
the animal, and then explain where the animal would live.
When/Example
d This strategy will promote understanding, and creativity. The students
will use the knowledge that they have gained from the lesson, but also
their own thinking as they try to figure out where a certain animal lives.
This strategy would be most serviceable after a lesson pertaining to
animals.

References

Growing your reader (2001). In Reading Rockets. Retrieved June 26, 2015, from
http://www.readingrockets.org/

16

Marzono, R. (2001). Marzano's Nine Instructional Strategies For Effective Teaching and
Learning. , 2-4.

17