Praxis 2 English Content

Front 1

Essential 9 instuctional strategies:1.
Identifying Similarities and Differences

Back 1

When doing this, students see: patterns and connections; use thinking strategies such as comparing, contrasting and classification. Teachers use discussion, inquiry, graphic organizers to breaking a concept into "similarities and differences"

Front 2

inst. strategy 2.
Summarizing and Note taking

Back 2

Teacher approaches to note-takig double page entry, graphic organizers and SQ3R

Front 3

inst. strategy 2.a.
SQ3R

Back 3

Survey: student previews the chapter for organization, Question: student examines chapters heading and sub and rephrases them into questions, Read: student reads one passage at atime to answer said rephrased questions Recite: student answers each question into own words and writes answer repeating for each section
Review student immediately reviews what they have learned

Front 4

inst. strategy 3
Reinforcing Effort and Providing Recognition

Back 4

Students' attitudes play significant role in performance. Teachers/parents show connection between effort and achievement by stories of such, personalizing recognition and supporting struggling students. Above all means more effort=bettter results

Front 5

inst. strategy 4
Assigning HW and practice

Back 5

Provides extended opportunity for more practice in lesson Should require minimal parental help and require teacher feedback

Front 6

Inst. strategy 5
Fostering Nonlinguistic Representations

Back 6

Knowledge store in nonlinguistic/visual/kinesthetic/whole body or linguistic/reading/hearing
Students should have presentation of both when learning. Visual stimulates and increases brain activity using software, physical models and movement

Front 7

Inst. strategy 6
Encouraging Cooperative Learning

Back 7

Requires students to work together to solve a problem or acheive a goal

Front 8

Inst. Strategy 6.a.
Key Features of Cooperative Learning

Back 8

Positive interdependence: students must work together
positive interaction: promotes face-to-face or individual interaction and relationships
Individual and Group accountability to be successful students must contribute to group and complete own portion
Interpersonal Skills: taught skills to use teamwork and + social skills when working together
Group Processing: teacher provide opportunity for feedback not only on group completion but group process

Front 9

Inst. strategy 6. B.
Examples of Cooperative learning

Back 9

Student Team Acheivement Divisions (STAD) heterogenous, 4 or 5 members, collaborate on worksheets to provide extended practice on instruction
Jigsaw: inst. materials divided and then studied by 1s or pairs students then share their now "expert" information to groups
Numbered Heads Together: hetereogenous grouping into "home team Each student assigned # and each student meets with same numbers to become experts then return to home team to share info
Think Pair Share: Teach poses problem and asks students to think individually, then pair and share in pair, then share to groups

Front 10

Inst strategy 7. Setting objectives and Providing Feedback

Back 10

Teach set clear expectations for lesson b/c important for student to see why, what are learning and how this connects to other experiences. Student ownership of lesson makes a difference Use advance organizers

Front 11

Inst strategy 8
Generating & testing hypothesis

Back 11

This advantageously taps into natural curiosity, deper understanding,
inquiry type approach, students must explain hypoth and conclusion deeping key concepts and apply new knowledge in new settings

Front 12

Inst STrategy 9
Using cues, advance organizers, and questions

Back 12

Help PREPARE mind for instruction. Advance organizers are structures, verbal or visual, provide general idea of new information bulding knowledge of key concepts Learning increases when teachers focus on what is most important not what would be most interesting