TCTX 5300: Instructional Strategies Complete Questions And Answers

Cause and Effect - Students determine the causal relationships of two or more elements. They analyze the sequence of events and examine the comparative strengths of the elements to determine the outcome and the cause. Compare and Contrast - This strategy moves through three phases: The first asks students to describe objects using specific criteria; the second focuses on discrimination, comparing, and contrasting using a visual organizer; the third is a discussion phase focusing on communicating conclusions. Comparison - Students use comparison maps to sort similarities and differences among characters, concepts, events, etc. Concept Definition Maps - This is a way to visually represent related concepts. It can include a definition, a list of synonyms, antonyms, and related concepts. Concrete Models - Using concrete material to develop mathematical concepts. Content Frames - Content frames are visual representations of information. Frames work well with material that has main topics and similar subtopics. Extrapolation - Students extract the structure from one content and apply the same structure to another. This strategy helps students think beyond the classroom and apply what they learn to everyday living. Formulate a Mathematical Model - Given either a real-world or purely mathematical situation, identify a pattern and represent it algebraically. Free Form Maps - Students represent text-based ideas through words, pictures, and diagrams. Students should use as many symbols and pictures as possible to promote the active synthesis of ideas.Graduated Difficulty - Students assess their level of competence by choosing from tasks of various difficulty levels, then determining the knowledge and skills they need to advance to the next level. Guess and Check - Guess and Check is helpful when a problem consists or large numbers or many pieces of data. The student guesses the answer, then tests to see if it is correct. If the previous guess was incorrect, they guess again. H Chart - Students divide their papers into three columns. The outer columns are determined by the teacher/student. The center column is determined by the teacher/student, but shows how each piece of the outer columns relates "in regards to...". Look for a Pattern - When students can identify a pattern, they can predict what comes next, helping them extend the pattern and find the solution. By organizing data in a table, patterns are often revealed. Magnet Summary - On one side of a card students write the central concept in the middle with keywords related to the concept in the corners. On the back of the card, students write a summary sentence about the main concept. Make a Table - A table helps students to arrange data, keep track of data, and spot missing data, especially numbers. Patterns often become obvious when data is organized in a table. Mind Streaming - Learners work in pairs (a listener and a speaker) to build background knowledge. For one minute, the speaker talks about the topic, saying whatever comes to mind until the time is up. Reverse these roles and repeat. Multiple Representations - Create a variety of representations (visual, symbolic, numerical, and graphical) to organize, record, and communicate mathematical ideas. Include translating among the representations to solve problems. Problem Solving - Understand the problem. Make a plan. Carry out the plan. Evaluate the solution for reasonableness.Reciprocal Learning - Students work together as peer partners on parallel tasks. One functions as a "doer," the other as a "guide." The guide provides the doer with clues, encouragement, and feedback to ensure a successful outcome. Selective Underlining and Highlighting - Read through the selection first. Reread and begin underlining/highlighting. Do not underline whole sentences. Choose key ideas from the sentences. Note main ideas using symbols, and write notes in the margins.