Tag Archives: EDU6526

EDU 6526 Module 7- Generating and Testing Hypotheses

According to Dean et al. (2012), teachers can introduce methods for generating and testing hypotheses as a tool to strengthen cognitive processes in all learning, classroom and life. Hypothesizing, predicting, deducing, and theorizing are all cognitive processes that fit under … Continue reading

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EDU 6526- Identifying Similarities and Differences

Strategies for comparing, classifying, metaphors, and analogies have been proven to be highly beneficial to deeper learning. According to Dean et al. (2012), these strategies for identifying similarities and differences, “move students from existing knowledge to new knowledge, concrete to … Continue reading

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EDU 6526: Video Analysis of Instructional Strategies- 3rd Grade Adjectives Lesson

According to Dean et al. (2012), an effective teacher must set clear objectives and provide constructive feedback, reinforce effort and provide recognition, and facilitate cooperative learning to establish a successful learning environment. The strategies that teachers can utilize to support … Continue reading

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EDU 6526: Strategies for Summarizing Text

The three structures recommended by Dean et al. (2012) for summarizing are rule-based strategies, summary frames, and engagement in reciprocal teaching.  Students practice removing irrelevant or repetitive information, replace lists of things with one summative term, and find or create … Continue reading

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EDU 6526- Module Three: Non-linguistic Representations

  According to Dean et al. (2012), non-linguistic representations (NLR) can be utilized through a variety of strategies to create mental images and sensory experiences of educational content.  Psychologists believe memory is stored two ways, linguistically and non-linguistically.  When teachers … Continue reading

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Week Two. Survey of Instructional Strategies: Promoting Mastery-Goal Orientation

According to Pitler and Stone (2012) fostering a classroom culture where students build a distinct connection between persistent efforts and achievement is essential.  Pitler and Stone (2012) provide three recommendations for guiding this trust in students that their efforts will … Continue reading

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