Reflect on the range of teaching

Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning. For many years, the lecture method was the most widely used instructional strategy in college classrooms.

Reflect on the range of teaching

Reflect on the range of teaching

Explicit teaching builds onto what is known. Effective teachers build on the notion that meaningful teaching and learning acts on knowledge of the learner — they know their students and respond to their learning needs.

This is mirrored in the classroom talk. An essential component of explicit teaching therefore is linked to collecting definitive assessment evidence of student learning; teachers need to know what students can do in order to respond authentically and explicitly to their learning needs both in their talk and in the tasks they design for their students.

Knowing individual learning needs helps to direct teaching and the talk of the classroom toward assisting students to achieve desired outcomes. In all classrooms, it is vital for teachers to use explicit talk in both whole class and small focused group teaching sessions to effectively maximise learning outcomes for all students.

This enhances the accessibility to the literacy curriculum. These are strategic approaches used within a balanced literacy programme and are suitable for teaching all students across all developmental stages.

Such strategies can be used in whole class instruction, or in small needs-based groups. Students are provided with opportunities to take on different roles which assists them to construct the meaning of text through reading and focused talking and listening; and significantly they are not only encouraged to do most of the talking, but students are explicitly taught to self-reflect and generate meaningful questions and statements.

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The talk focuses on making explicit connections in the talk to all levels of text visual, word, meaning, function and critical through predicting, clarifying, questioning both at literal and an inferential levels and summarising. Teachers respond to student responses in a way that shapes the talk around learning about specific aspects of literacy.

Implementing focused lessons Explicit teaching is not just merely giving students clear directions or even stating the learning goals at the beginning of a lesson — it is a way of thinking about and acting out teaching and learning in a principled way throughout the lesson from assessment through to planning, implementation and review.

Explicit instructional talk is evident when it directly and intentionally prepares students for their learning, informs them of the learning path and enables them to develop metacognitive strategies for knowing that learning has taken place.

It requires the teacher to work within a structured framework for the focused teaching of all aspects of literacy that connects what is new to what is known assesses student learning throughout the lesson by monitoring the talk. When consideration is given to focused learning we need to provide students with opportunities to make sense of the learning by creating purposeful connections between lesson purposes, lesson tasks and texts, and lesson reviews or conclusions.

Applying the framework assists teachers to construct lessons in a way that the literacy learning purposes are clear, direct and progressively presented. It is important for students in that it establishes the learning task and the management and organisational routines clearly and does not allow the learning task to be loosely presented or blurred within talk about other things.

Time allocated in each phase is determined by the specific lesson purpose for that lesson on that day.Worksheet for students to use to reflect shapes in the x and y axes.

Also reflecting in the line y=x (diagonal line bottom left to top right). Module 2 Handout Social Emotional Teaching Strategies The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University attheheels.com H (p.

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1/5) Rev. 2/10 Gail E. Joseph, Ph.D. & Phillip S. Module 2 Handout Social Emotional Teaching Strategies The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University attheheels.com H (p. 1/5) Rev.

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2/10 Gail E. Joseph, Ph.D. & Phillip S. Worksheet for students to use to reflect shapes in the x and y axes. Also reflecting in the line y=x (diagonal line bottom left to top right). Welcome to the website of Dartford Grammar School, Kent. Teaching Your Child to: Identify and Express Emotions The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University attheheels.com

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