Q&A Collections: Instructional Strategies
I'll begin posting new questions and answers in early September, and during the summer will be sharing thematic posts bringing together responses on similar topics from the past six years.
Here are the ones I've posted so far:
Today's theme is on instructional strategies, and I'm using that term broadly. I've shared many instructional strategies in previous specialized thematic collections. The ones in this post are important ones that don't quite fit into the previous lists (this is the last "compilation" post and I'll begin posting new questions next week):
You can see them following this excerpt from one of them:
Rebecca Mieliwocki, Gallit Zvi, Denise Krebs, Yvette Jackson, Veronica McDermott, Amy Sandvold, Josh Patterson, and Maurice J. Elias share their responses on how to incorporate "Genius Hours" into the classroom.
Cathy Beck, Heidi Pace, Anna Bartosik, Jenny Edwards, Josh Patterson, Ashley Roberts, and Andrew Miller contribute their suggestions on how to emphasize learning transfer in the classroom.
Douglas Fisher, Nancy Frey, Adeyemi Stembridge, Todd Finley, Kenneth Baum, and David Krulwich share their ideas on transfer of learning.
Tan Huynh, Russel Tarr, Laura Greenstein, Dr. Eric Jabal, Erik M. Francis, and Andrew Miller share their ideas on taxonomies and the classroom.
Meghan Everette, Dr. Rebecca Stobaugh, Dr. Sandra Love, Michael Fisher, Susan M. Brookhart, Howard Pitler, and Tony Frontier contribute their advice on using learning & questioning taxonomies in the classroom.
Daniel L. Schwartz, Jessica M. Tsang, Kristen P. Blair, Otis Kriegel, Stephanie Smith Budhai, Faye Brenner, and Effuah Sam offer their suggestions on handling field trips.
Ron Berger, Camille A. Farrington, Gail Desler, Abby Schneiderjohn, and Mike Janatovich contribute their thoughts on the best ways to plan and use field trips.
Jennifer Orr, Herb Broda, Anne Jenks, Russel Tarr, and Andrew Miller share their ideas on how to maximize the learning potential of field trips.
What data is, how can it be used effectively, and how can it be misused are questions we'll consider today with commentaries from Nancy Fichtman Dana, Dr. Jenni Donohoo, Myron Dueck, Pete Hall, Andrew Miller, Jessica A. Hockett, Kristina J. Doubet, and Kimberly Long.
This post features contributions from Roxanna Elden, Barnett Berry, and Pedro Noguera, along with comments from readers.
Diana Laufenberg, Jeff Charbonneau, Ted Appel, and special guest John Hattie share their thoughts.
Debbie Diller and Leslie Blauman share their thoughts, as do readers.
Three educators—Julia Thompson, Ariel Sacks, and Gini Cunningham—contribute their responses.
This post features guest responses from three educators—Virginia McEnerney, David Booth and Heather Wolpert-Gawron.
Educator/authors Dr. Cathy Vatterott and Bryan Harris contribute their thoughts here.
Three experienced educators—Michael Thornton, Gloria Lodato Wilson, and Ira David Socol—offer their thoughts on the topic.
This post features guest contributions from Jonah Lehrer, former staff writer for The New Yorker and author of Imagine: How Creativity Works, and from Ashley Merryman, co-author of NurtureShock: New Thinking About Children.
Middle school teacher Heather Wolpert-Gawron, author of 'Tween Crayons and Curfews: Tips for Middle School Teachers and I share our ideas...
Three guests share their recommendations: Ron Ritchhart, author and researcher for Harvard's Project Zero; educator Todd Stanley, co-author of Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom; and Robert Swartz, director of The National Center for Teaching Thinking.
Barbara R. Blackburn, author of Rigor is NOT a Four-Letter Word; Cris Tovani, author of So...What do They Really Know?; and "Senior Provocateur" Ira Socol provide diverse guest responses, and I throw in an intriguing chart.
I hope you've found this summary useful and, again, keep those questions coming!