Examples+of+Strategies+assignment

Strategies Assignment:
===**DIRECTIONS**: C//hoose two strategies presented during the workshop and try them with your students.// //Answer the following questions for each of the 2 strategies separately. The written analysis of each strategy should be 1 1/2 to 2 pages typed, double-spaced.//===

**6 .Other reflections or comments?**
Example 1: __**Think Write Pair Share**__

Think Write Pair Share is one of the strategies I chose to focus on for sheltered content instruction. I have used this strategy many times in the past in reading, writing, science, and social studies contexts. I teach grade 5 and wanted to use this strategy within our math program. Our math program calls for a lot of whole class math discussion. I wanted to see if giving my students (including my ELL student) time to think and write before sharing with a partner would affect learning and participation in discussions.

This strategy worked well for all of my students and especially for my ELL student. One of the times that I tried this activity was during the ten minute math warmup. In the original lesson I was supposed to show a dot image on the screen. Then the students needed to make a visual image, figure out how many dots there were on the image, and then a few students would share the strategy they used to remember the image and figure out the amount of dots. In the original format of this activity it allowed for only a few students to share strategies. I reformatted the activity to have the students write down strategies in the math journal and then share with a partner. Then I had a couple of students share strategies with the whole class.

My guess was that this strategy would increase comprehension, increase interaction with peers, be cognitively challenging, and allow for more personal connections for all students. This strategy requires the students to actively engage in and complete the activity. There is no blending into the background and pretending that you are working. This is due to the fact that each student has a partner he needs to explain the strategy he used for remembering and figuring the amount of dots in the image. There is more personal accountability. Having a written requirement before sharing also allows the students to solidify strategies before sharing with another person.

Before implementing this think, write, pair and share strategy I noticed that my ELL student did not ever share his strategy with the whole class. When he was required to write his strategy, I had a record of his thinking in his journal. I knew he was actively thinking about his strategy and doing the computation required. When he was required to then share his strategy with a partner he shared his strategy one on one. He was practicing his speaking more. In addition after a few times of using this strategy he even volunteered to share his strategy with the whole class.

One thing that I might do in the future is change partners more often. I normally have the students share with the person sitting next to them or across from them at the table group. This is due to the fact that this is supposed to be a quick activity. We change table groups every month so there is a variety of partners throughout the year. Having a new partner is a nice way to practice communication skills with another individual and a way to hear a variety of different strategies.

This strategy is also something that I have started to use more before whole class math discussions. The one downfall is that it does take more time to have the students think and write and then share with a partner first rather than just having students share. However, the strategy includes more individual accountability. There are more students participating rather than the few who always share.

__**Teach the Text Backwards**__

Another strategy that I have tried out is Teach the Text Backwards. In this strategy the follow up activity or application comes first, then discussion of the materials, answering study questions, and then finally reading the text. I tried this with our bridge unit. Normally I have the students read an introduction text on bridges, answer some questions, and we discuss the answers. I have also followed up with having the students try out some simulation forces labs on a website and I show a movie on bridges. This year I decided to try out teaching the text backwards.

I think that this strategy worked well for all of my students. Content area reading can be difficult for students because of the lack of personal experience with the material and the amount of technical terms and vocabulary which are used. Giving the students a visual context by showing the movie first gave them each some background knowledge with which to approach the reading. In addition discussing the major points first and reviewing the study questions for the reading gave the students a context and a purpose for the reading. That way during the reading the students could focus on confirming knowledge they had already learned through the movie or discussion and find answers to the questions.

This strategy reflects the four principles of sheltered instruction for ELL students. Doing something first helps to put the new material in context and increases comprehensibility. Discussing the material (increases interaction) next helps the ELL student because it is easier to use oral language than read textbook language. It helps to preteach key vocabulary and concepts (increase comprehensibility) as well as activates prior knowledge (personal connections) and models thinking skills (cognitively challenging). Looking at the questions before reading the text also helps to set the purpose for reading.

When I implemented this technique I found that the text was a lot more accessible for all of my students. They had some background knowledge and experience with which to approach the reading. One of the suggestions in teaching the text backwards is to divide up or reduce the amount of text each student reads. In the future if I have an ELL student at a lower level I might try to do this.