Evaluate two different content areas appropriate in a middle school environment (math and ELA, science and history). For each content area, complete the use of ONE strategy from the strategies below. You will use two separate content areas, each with a different strategy. For each strategy, find two research articles to support it. All articles must be current from the past 10 years.
• Explain how strategy will be used
• Discuss support from two research articles selected
• How will you use the strategy - be specific (this is not a lesson plan but a narrative explanation)
• Give examples for differentiation, grade levels, and/or different populations of students
The choice of strategies include:
*Cues, Questions, & Advanced Organizers
*Summarizing & Note-taking
*Assigning Homework & Providing Practice
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When briefly evaluating two different content areas appropriate in a middle school environment, ELA and History are generally emphasized.
For the ELA area, the use of Cues, Questions, & Advanced Organizers is investigated in terms of strategies. In particular, questioning is examined since speech is often a neglected literacy domain and sometimes a weak pedagogical method for teachers to employ, especially when considering ESL/ELL, Special Education, and at risk students.
In particular, this strategy will be used to build students' English proficiency as well as content knowledge through verbal and auditory processing. Because it taps into students' verbal and auditory learning, it ensures that the contents are differentiated and senses are stimulated. I'd love to use it in conjunction with a young adult novel to encourage students' creative and critical thinking skills and to generate their personal interaction with the characters, plot, setting, etc.
One article further justifies the integration of this technique:
Berkeley, S., Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle School Classes. Remedial & Special Education, 32(2), 105-113.
The authors adamantly insist that the self-questioning strategy promotes better comprehension among the subjects: "fifty-seven seventh grade students with a range of abilities, including English as second language learners and students with learning and other disabilities, from three inclusive middle school classes participated" (105).
Thus, I intend to use the strategy to encourage active participation in my lessons through using learning logs/reading journals or exit tickets to link reading, writing, speaking, ...
Personal and article reviews are given to demonstrate some examples of middle school teaching techniques, mainly the use of cues, questions, advanced organizers, and nonlinguistic representations in ELA and History classes.