eJournal 5

I am fairly certain I have never had to list all of the instructional strategies I use in any given day.  This leads me to question if it is normal to plan for so many in a 2.5 hour class.  I find that most of my strategies overlap, so the list seems less excessive.  However, I still tilt my head at the length of the list.  So, here it is:

Intro:
Comparing similarities and differences (differentiation in general ed and special ed)
Connect to prior knowledge/learning (IDEA)

Hook:
Giving students examples (my classroom videos)
Use of media/videos (my classroom videos)

To best explain these needs in our classrooms:
Addressing student learning styles
Considering Multiple Intelligence
Differentiating Instruction

The rest of the time:
Active Participation
Checking for understanding
Cooperative Learning
Demonstration
Direct Instruction
Feedback to student
Formative Assessment
Guided Practice
Lecture/presentations
Nonlinguistic representations
Note taking by students
Use of technology
Use of visuals
Whole group instruction

Ending:
Summary/Closure

I am worried that since I have never presented to adults for this length of time (I have given a behavior presentation each year, for the past 4 years, during professional development to my school for about an hour.) I am overestimating the amount of information I can cover.  I do know that in any given 2.5 hour time, with 11 students (each with different goals and objectives) I probably use at least this many strategies, but don't know how that will relate to an adult presentation.

1) motivation: how will you engage and motivate your learners to learn?

I plan to use personal stories, videos of my classroom (yes, I will have parent permission), data showing the jumps in academics I have seen in testing, and videos of my students over time (I record students performing objectives prior to each ARD for their parents and have many students over years.).

2) prerequisite and subskills: what is that they will learn and in what order?

What differentiation looks like from an goals/objectives standpoint, in small groups, in large groups, and individually.

3) practice and feedback: how will you know that they have learned it? and how will you let learners know whether they’ve learned?

I will ask questions and receive feedback in real time (although only by percentage), I will have an open, real-time question/answer board that I can answer during breaks and small group time.  I will monitor small group work and answer individual questions.  I will provide take away materials to support the use of the instruction.