Communication with students I chose this criterion because teachers communicate with students for several independent, but related, purposes: they convey that teaching and learning are purposeful activities; they make that purpose clear to students, and they provide clear directions for classroom activities so that students know what to do; when additional help is appropriate, teachers model these activities. ---One example of a good classroom practise is: In the course of a presentation of content, the teacher asks students, “Can anyone think of an example of that?” 2. Using Questioning and Discussion Techniques I chose this criterion because it is important that questioning and discussion be used as techniques to deepen student understanding rather than serve as recitation, or a verbal “quiz” and because high-quality questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material.---One example of a good classroom practise is: The teacher poses a question, asking every student to write a brief response and then share it with a partner, before inviting a few to offer their ideas to the entire
By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy.
Each part of the Conceptual Framework is essential and important to being an educator. Being a Reflective Practitioner means that the educator is prepared and knowledgeable in the content that is being taught. Some that is a Transformative Practitioner seeks to motivate students to learn and is creative with study materials. The Culturally Responsible Practitioner looks to all of the national, state, and local materials and standards to educate students. This individual provides order, commitment, and knowledge to students.
Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class. According to Mary Ann corley, differentiated
In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. Dialogic teaching Dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking, and advance their learning and understanding (Alexander 2010). The term ‘dialogic teaching’ is now in regular use but like all such terms means different things to different people. As developed by Robin Alexander since the early 2000s, dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking and advance their learning and understanding.
Teachers ensure that their detailed strategies are tailored closely to learners’ needs and to covering what needs to be taught. Alongside this, they regularly assess how thoroughly learning is taking place. Because of this, they are able to reshape their approaches appropriately, quickly, confidently and with impact. Teachers refer constantly to the skills that are being learnt and use the setting of skill-based objectives at the start of learning activities wisely. They ensure a purpose linked to learning points in doing every activity or task (Ofsted, 2014).
Advantages and Disadvantages The William and Mary Research model is thorough and systematic. This is the major advantage I notice, and I think its effectiveness is in the structure it provides for both students and teachers. Teachers are able to clearly model each phase throughout the research process because each phase is clearly defined. Students are able to understand the relevance of each individual phase and the practicality of the progression. This is important because students are able to understand the why behind the content and the process, and this enables them to own and self-monitor their learning.
A collaborative program requires commitment from all parts involved. 3. The teacher-librarian can provide the resources and instructional support that a teacher needs to implement the curriculum. Why did you select each of these as a priority? How can these driving forces be strengthened?
Adopting a social constructivist understanding of how children learn has significant consequences for assessing their learning in the classroom. As a result, Conner (1999b) distinguishes learning from this perspective (social constructivism) and sees learners as active constructors of their own understanding and learning. For instance, sometimes learning is influenced by what the learner currently knows and the context in which both learning and assessment take place. Many teachers inform that students construct certain meanings on the contents in so far as they concurrently make sense of it and the process by which students manage to make sense of what they learn is directly linked to the affective and social contexts of learning in schools.
The most important part of the assessment is the interpretation and the use of the information that is gleaned for its intended purpose assessment is embedded in the learning process, it is tightly interconnected with curriculum and instruction. As teachers and students work towards the achievement of curriculum outcomes, assessments plays a consent role in informing instruction, guiding the student’s next steps, and checking progress and achievement. Teachers use many different process and strategies for classroom assessment, and adapt them to suit the assessment purpose and needs of individual students. Research shows that students learn best when assessment are based on clear learning goals. It differs according to students learning