In this strategy the teacher identifies the major themes, concepts, vocabulary, and ideas in the curriculum content and organizes the material. This strategy helps students to recognize how these elements are connected, which encourages a high level of thinking skills. The teacher should clearly explain the relationships between concepts and demonstrate connections through visual aids such as drawings, flow charts or graphs. Students can also learn by classifying, analyzing, and comparing the elements. Academic achievement can be enhanced by teaching the students about ten new words a week. Students will be more successful if the vocabulary relates to the subject matter being covered in the classroom.
The teacher asks the students questions to determine what the students know about the subject by comparing new ideas and the students’ knowledge. The teacher uses familiar events, fictional stories and related instructional materials.
The teacher provides temporary help when students are acquiring new knowledge and learning new skills. Support can be visual images such as graphs or pictures, written or verbal reminders of important information or procedures, guidance and physical assistance with motor skills, study guides to support lessons, or related commercial materials. The level of support is lessened over time as students become more independent. The teacher’s praise and acknowledgment of the students’ efforts increases the level of student achievement.
The teacher names the strategy and models the steps of the process. Students set goals that create meaning and direction to their studies. Teachers encourage students to memorize the steps or use written examples of the procedure. The teacher can provide practice opportunities, homework and lessen support over time. Students can then take notes on their progress and create a summary.
After students have had enough practice to acquire skills and understand concepts, the teacher can use reviews as instructional strategies to ensure that students succeed in mastering the curriculum. The teacher provides feedback by praising students who are doing well or indicating a need for student improvement. Teachers can also help students recall prior knowledge with verbal cues and questions.