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    Leitner System Paper

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    api-595567391
    The teacher implemented the Leitner System studying strategy with a student during a one-on-one session to help her better prepare for tests. The teacher modeled using flashcards to quiz the student on multiplication and division facts, explaining how the strategy works and how it connects to Marzano's homework and practice domain. While the student seemed unfocused, the teacher was able to demonstrate the strategy in different ways and connect it to the student's classwork. However, the student did not seem interested in applying the strategy independently to prepare for an upcoming test.

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    Leitner System Paper

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    api-595567391
    49 views2 pages
    The teacher implemented the Leitner System studying strategy with a student during a one-on-one session to help her better prepare for tests. The teacher modeled using flashcards to quiz the student on multiplication and division facts, explaining how the strategy works and how it connects to Marzano's homework and practice domain. While the student seemed unfocused, the teacher was able to demonstrate the strategy in different ways and connect it to the student's classwork. However, the student did not seem interested in applying the strategy independently to prepare for an upcoming test.

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    The teacher implemented the Leitner System studying strategy with a student during a one-on-one session to help her better prepare for tests. The teacher modeled using flashcards to quiz the student on multiplication and division facts, explaining how the strategy works and how it connects to Marzano's homework and practice domain. While the student seemed unfocused, the teacher was able to demonstrate the strategy in different ways and connect it to the student's classwork. However, the student did not seem interested in applying the strategy independently to prepare for an upcoming test.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    49 views2 pages

    Leitner System Paper

    Uploaded by

    api-595567391
    The teacher implemented the Leitner System studying strategy with a student during a one-on-one session to help her better prepare for tests. The teacher modeled using flashcards to quiz the student on multiplication and division facts, explaining how the strategy works and how it connects to Marzano's homework and practice domain. While the student seemed unfocused, the teacher was able to demonstrate the strategy in different ways and connect it to the student's classwork. However, the student did not seem interested in applying the strategy independently to prepare for an upcoming test.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    STRATEGY INSTRUCTION LOG

    DATE OF STRATEGY LESSON: December 1, 2022

    TOPIC AREA: Studying Strategy

    GROUPING: One-to-One

    STRATEGY USED: Leitner System

    RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

    Before implementing this strategy, I knew I wanted to work with one student in particular that struggled
    to study for tests. She is given extended time to take her tests and time to use her notes as well. However,
    I thought it was important to teach her a studying strategy that she could use in her classes to help her
    better study for the future. Therefore, I chose to implement the Leitner system with this student to help
    her better understand ways to study for tests. The Leitner system fits into the homework and practice
    portion of Marzano’s Top 9. This strategy helps support her learning through repeated practice to achieve
    a specific goal.

    PA COMMON CORE STANDARDS and/or IEP GOAL:

    K-12 College- and Career-Readiness Standards

    Category 2: Learning Strategy:

    TSWBAT use time-management, organizational and study skills.

    TSWBAT apply self-motivation and self-direction to learning.

    STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

    1. The teacher created flash cards with multiplication facts and division facts on them.
    2. The teacher then explained the purpose of the strategy and how it can be used across content
    areas.
    3. The teacher modeled how to implement the strategy by answering a question from the first bin.
    4. If the teacher got the question right, it moved to the second bin. if the question was answered
    incorrectly, the note card was put back into the same bin.
    5. The teacher then worked with the student to determine where each flash card should go
    depending on if the fact was answered correctly or incorrectly.
    6. The teacher then asked the student to practice using the studying strategy by moving the flash
    cards into separate bins after each time through.
    7. The teacher then explained how repeated practice would work for each bin given that the
    commonly missed facts would be practiced more often than the mastered facts.
    8. The teacher also modeled how this strategy could be used without bins by simply putting the facts
    in a big pile on the floor.
    9. The teacher then explained that if a note card was answered correctly, the student got to keep the
    card rather than putting it back in the big pile to be practiced again.

    RESULTS OF THE STRATEGY:

    The student seemed preoccupied today and unfocused. I was able to model the strategy for the student in
    several different ways, but the student seemed to play along with my idea of her implementing it on her
    own. I also tried to incentivize her to apply this strategy to her test next week, but she did not seem that
    interested in putting in extra work. This student receives extended time on her tests which means she has
    several days to complete the test. She also is allowed to use her class notes. Therefore, this strategy would
    be effective for a student who is required to learn and be tested on the material from memory. Overall, we
    were able to learn and practice a new studying strategy that has the potential to help the student learn if
    she chooses.

    PERSONAL REFLECTION:

    I feel like I could have given more background information as to why this strategy is effective. The
    student seemed very unmotivated for the day, and she normally is very upbeat, bright, and happy. I was
    able to model the strategy in several different forms which was beneficial to show her different ways to
    implement the strategy. I also was able to tie in the strategy to two of her classes and their content. We
    also were able to practice the strategy using math multiplication. I think the strategy chosen was
    developmentally appropriate and had the potential to be implemented by the student at home.

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