Glossary Semantic mapping
A teaching method involves the use of graphical representations on concepts and relationships between them. Sematic maps create a visual display of the meaning-based connections of the words or concepts.
The semantic maps create visual displays of the meaning between different words, concepts, or phrases.
“Semantic maps help struggling or students with disabilities in easy identification, understanding or recalling of the meaning of a certain word” (Sari, 2013).
For example, maps can be introduced with a flower concept that students are all familiar with by parts such as petals.
College-and career-ready standards.
“Are standards set by U.S. Department of Education which dictates that schools should set goals for their students and teach towards achieving the set goals” (Desimone, Stornaiuolo, Flores, Pak, Edgerton, Nichols & Porter, 2019).
The standard states that schools should align their standards with high expectations to ensure students’ success and give families and communities an accurate sense of students’ progress.
The standard needs schools to prepare students to compete with the world rather than just offering basic skills. Teachers are requested to focus on high-order skills, which will help them think critically and solve real-world problems in the current century.
Passion-Based Learning
It is a strategy of learning where students use their passion to help them learn. The students feel valued, and the teaching is usually student-centered. Teachers need passion to inspire students while the students get happy with what they are being taught.
Passion makes students decide to study more while teachers are forced to teach outside their interests.
“Passion creates inquiry-based learning where a teacher might ensure that students can access strong research materials to answer their questions, as well as activities like dramatizations, presentations, and role-plays that help them unearth new materials” (Buchanan, Harlan, Bruce & Edwards, 2016).
Graphic organizers
Graphic organizers are pedagogical tools that entail visual symbols to express knowledge or concept and the relationship between different words or concepts. The organizers, also known as knowledge maps, provide a visual aid that facilitates learning and instructions.
“Graphic organizers enhance the skills of learners by improving the student’s performance through retention where the student can recall the materials better by use of visual aid, by helping in reading comprehensions well and for the students with disabilities, they help in achieving the level of acquiring content and grade levels” (Sari, 2013).
For example, a student with a hearing problem may easily remember the content when an explanation is done using graphic organizers.
Comprehension strategy instruction
Comprehensive strategy instruction is the explicit teaching of techniques that are particularly effective for comprehension strategy instruction” (Mahdavi & Tensfeldt, 2013).
Direct description, instructor modeling, supervised practice, and implementation is the stages of explicit instruction. Some strategies include direct explanation, modeling, and application (the teacher helps students practice the strategy until they can apply it independently).
For example, the teacher explains why the strategy helps comprehension and when to apply the strategy. The teacher uses models to demonstrate or demonstrate how to apply the strategy.
Flipping bloom’s taxonomy
“Is a learning practice tool which entails understanding, applying, analyzing, evaluating, or creating a hierarchy which classifies different types of learning” (Morton & Colbert‐Getz, 2017). The hierarchy helps the teachers in the classroom provide the space for remembering and understanding and sending the student home to apply and analyze independently.
Bloom’s taxonomy provides a systematic way of describing how a learner’s performance grows in complexity when mastering academic tasks.
For example, teachers use one-to-one coaching and technology to support students in applying knowledge and creating new and original works.
Collaborative text-based discussion
This is a discussion where students are involved in a small group’s discussion with the teacher’s guidance and support. “The students are expected ethically and respect each other as they voice their ideas” (Peterson, 2012).
For example, teachers split students into small groups to work on assignments, ensuring that all the students in the group contribute to the subject matter.
References
Sari, S. K. (2013). The effectiveness of using a semantic mapping strategy in teaching reading comprehension of narrative text. Skripsi. Semarang: Semarang State University.
Desimone, L. M., Stornaiuolo, A., Flores, N., Pak, K., Edgerton, A., Nichols, T. P. & Porter, A. (2019). Successes and challenges of the “new” College-and Career-Ready Standards: Seven implementation trends. Educational Researcher, 48(3), 167-178.
Buchanan, S., Harlan, M. A., Bruce, C. S., & Edwards, S. L. (2016). Inquiry-based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 22(2), 23-39.
Mahdavi, J. N., & Tensfeldt, L. (2013). Untangling reading comprehension strategy instruction: Assisting struggling readers in the primary grades. Preventing school failure: Alternative education for children and youth, 57(2), 77-92.
Morton, D. A., & Colbert‐Getz, J. M. (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom’s taxonomy. Anatomical sciences education, 10(2), 170-175.
Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(01), 20-39.