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Education

Research-Based Learning

Research-Based Learning

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Themes Subject Age group Citation information Description of theory or activity.
Graphic organizers All k-3grade Kilickaya, Ferit. “Review of Studies on Graphic Organizers and Language Learner Performance.” Online Submission 23 (2019): 6-11. Graphic organizers are beneficial educational tools for teaching all subjects. Killickaya’s study realized from the sample of 20 students that those whose teachers used graphic organizers understood concepts better (8). Therefore, graphic organizers help learners organize their ideas and thoughts for answering questions and even give a visual demonstration of the information being taught.
Vocabulary All k-3grade Austin, Christy R., and Alexis N. Boucher. “Integrating Word-Meaning Instruction Within Word-Reading Instruction.” Intervention in School and Clinic 58.1 (2022): 21-30. Vocabulary is the body of words used in a specific language. The best strategy is reading aloud. Austin, Christy, and Alexis affirm that reading aloud to the learners and having them read various books is the best strategy for increasing and teaching vocabulary (25). Using flash flashcards helps in teaching vocabulary.
Procedures All k-3grade Rajagopalan, Isola. “Concept of Teaching.” Shanlax International Journal of Education 7.2 (2019): 5-8. The procedure is a specific way of attaining something or acting. Therefore, a scavenger hunt activity is the best way to teach procedures to learners (Rajagoplan 6). With the scavenger hunt activity, learners will follow hints about classroom procedures to find other objects and clues hidden around the class. For instance, the teacher can create an instruction like “What is the doll’s color sitting in this area today? Write the color of the doll on the scavenger hunt notes, and once a group completes the hunt, they will follow all the classroom measures while answering questions along the hunt.”
Reading/listening All k-3rd grade Lupo, Sarah M., et al. “Rethinking text sets to support knowledge building and interdisciplinary learning.” The Reading Teacher 73.4 (2020): 513-524. For reading/listening, the schema theory is commonly used. Lupo et al. say that during listening, students try to remember their background knowledge (schemata) and their linguistic understanding to comprehend what is said or taught. The schema theory is a vital learning theory that impacts learners’ memory and perception.
Questioning techniques All k-3rd grade Galván-Sosa. Active Reading Comprehension: A dataset for learning the Question-Answer Relationship strategy. In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: Student Research Workshop. (2019, July). (pp. 106-112). The Question-Answer relationship strategy is a comprehension strategy that teaches learners how to ask key questions about their reading and how to find the answers to the very questions (Galvan-Sosa 109).

 

 
Reading comprehension Brevik, Lisbeth M. “Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2.” Reading and Writing 32.9 (2019): 2281-2310. The simple view reading model entails two primary skills. The first is recognizing the words in a text by changing letters into sounds and joining them into words, such as decoding. Second, is the ability to understand verbally presented information? (Brevik 2289).

 

 
Phonic spelling Daffern, Tessa, and Sarah Critten. “Student and teacher perspectives on spelling.” Australian Journal of Language and Literacy 42.1 (2019): 40-57. While teaching spelling and words, the most effective strategy is placing words on cards or flashcards and then asking learners to sort them and compare them (Daffern et al. 45).
Comparing and contrast All k-3rd grade Clark, Sarah K., et al. “Examining the effects of integrated science and literacy instruction to teach second-graders to write compare and contrast informational text.” Early Childhood Education Journal 49 (2021): 567-579. There are different strategies to teach deeper understanding; one of them is contrast and comparison. The best strategy to use for preschool to grade three learners is the use of contrast and compare cards and the use of a table (Clark et al. 569). The teachers can make two cards of two things that are alike and different and ask the learners to compare and contrast the two.
Instructional strategies Boushey, Gail, and Allison Behne. The CAFE book: Engaging all students in daily literacy assessment and instruction. Stenhouse Publishers, 2019. Various instructional strategies can enhance learning. The most vital one is independent and interactive instruction activity. Boushey, Gail, and Alison affirm that independent instruction fosters the development of individual student initiative, self-improvement, and self-reliance because it entails individual learning under teacher guidance. In contrast, interactive teaching depends much on sharing and discussion, which is much more effective for improving learners’ understanding.
Math All Pre K-3rd grade Jansen, Amanda. Rough draft math: Revising to learn. Stenhouse Publishers, 2020. Math games are learners’ best fun and enjoyable activities (Jansen 24). Teachers should help children have fun with math puzzles or games to develop their mathematical skills.
Differentiation All K- grade 1 Švajger, Jasna. “The Inclusion of Differentiation in Literacy Lessons in the First and Second Grades of Slovenian Primary School.” Center for Educational Policy Studies Journal 12.3 (2022): 13-32. Differentiation is tailoring teaching to meet learners’ individual needs. As such, it entails adjusting the product, process, and products of teaching. The best strategy is creating learning centers or stations within the class, dividing the class into sections where a group of learners rotates and learns. Every station must have a unique strategy for teaching a concept or skill related to the lesson. It should also have a flexible seating plan on a chair or carpet.
classroom management All k-3rd grade Franklin, Hayley, and Ingrid Harrington. “A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms.” Journal of Education and Training Studies (2019). There are various ways to manage classrooms. The best strategy is proper lesson planning. This will help the students stay focused and model ideal behavior (Franklin, Hayley, and Ingrid 50).
Corporate learning All k-3 grade Fridin, Marina. “Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education.” Computers & Education 70 (2014): 53-64. Corporate learning occurs when learners work in small teams to achieve a common objective. The best strategy for corporate learning is having group discussions. Group discussions enhance cooperative learning because learners can learn from one another through open discussions. Storytelling can also enhance corporate learning.
Note-taking All 3rd grade Brevik, Lisbeth M. “Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2.” Reading and Writing 32.9 (2019): 2281-2310. Note-taking is the action of taking short notes while actively listening to a reading or a speaker. The best activity is the outlining method. It enhances writing in point form in a structured pattern.

 
Remediation All k-3rd grade Muthukrishnan, Priyadarshini, Mong Sze Kee, and Gurnam Kaur Sidhu. “Addition Error Patterns among the Preschool Children.” International Journal of Instruction 12.2 (2019): 115-132. The addition and error method, if used by the teacher, will help identify the mistakes and then remediate the learning process to better a learner’s understanding.

Works Cited

Austin, Christy R., and Alexis N. Boucher. “Integrating Word-Meaning Instruction Within Word-Reading Instruction.” Intervention in School and Clinic 58.1 (2022): 21-30.

Boushey, Gail, and Allison Behne. The CAFE book: Engaging all students in daily literacy assessment and instruction. Stenhouse Publishers, 2019.

Brevik, Lisbeth M. “Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2.” Reading and Writing 32.9 (2019): 2281-2310.

Brevik, Lisbeth M. “Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2.” Reading and Writing 32.9 (2019): 2281-2310.

Clark, Sarah K., et al. “Examining the effects of integrated science and literacy instruction to teach second-graders to write compare and contrast informational text.” Early Childhood Education Journal 49 (2021): 567-579.

Daffern, Tessa, and Sarah Critten. “Student and teacher perspectives on spelling.” Australian Journal of Language and Literacy 42.1 (2019): 40-57.

Franklin, Hayley, and Ingrid Harrington. “A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms.” Journal of Education and Training Studies (2019).

Fridin, Marina. “Storytelling by a kindergarten social assistive robot: A tool for constructive learning in preschool education.” Computers & Education 70 (2014): 53-64.

Galván-Sosa. Active Reading Comprehension: A dataset for learning the Question-Answer Relationship strategy. In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: Student Research Workshop. ( 2019, July). (pp. 106-112).

Jansen, Amanda. Rough draft math: Revising to learn. Stenhouse Publishers, 2020.

Kilickaya, Ferit. “Review of Studies on Graphic Organizers and Language Learner Performance.” Online Submission 23 (2019): 6-11.

Lupo, Sarah M., et al. “Rethinking text sets to support knowledge building and interdisciplinary learning.” The Reading Teacher 73.4 (2020): 513-524.

Muthukrishnan, Priyadarshini, Mong Sze Kee, and Gurnam Kaur Sidhu. “Addition Error Patterns among the Preschool Children.” International Journal of Instruction 12.2 (2019): 115-132.

Rajagopalan, Isola. “Concept of Teaching.” Shanlax International Journal of Education 7.2 (2019): 5-8.

Švajger, Jasna. “The Inclusion of Differentiation in Literacy Lessons in the First and Second Grades of Slovenian Primary School.” Center for Educational Policy Studies Journal 12.3 (2022): 13-32.

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Question 

This assignment will require you to gather research-based teaching strategies and theories. The strategies and theories will help provide evidence-based/best practice activities for lesson plans. We encourage two to three research-based strategies in every lesson plan.

Research-Based Learning

Research-Based Learning

Organization of this material is extremely important; therefore, you need to come up with a simple system. You can categorize them by topic, subject, or theme… for example, instructional strategies, classroom management, corporate learning, spelling, math, graphic organizers, remediation, differentiation, engagement activities, closure, etc. Make sure you can add to this assignment easily.

The goal is to learn and acquire over 50 teaching strategies (best practices) for instructions and classroom management by the time you graduate; therefore, you will need to find 8-15 good research strategies.

Post your new strategies to this assignment area and state how you will use them in the classroom (10 points). Respond to three classmates’ posts (5 points).