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Our contributors said this page should be displayed for the questions below. (Where do these
come from )
If any of these are nota genuine rephrasing of the question, please help out and edit thesealternates.
What are the 8 teaching strategies?List different teaching strategies?
Whatare the strategies in teaching?
What is a writing teaching strategies?
Game simulation as a teaching strategy?
What are some good teaching strategies?
Strategies on how to teach in a fun way?
What is intregrative teaching strategies?
What are the type of teaching strategies?
Best Teaching strategies for Thai students?
How do you make teaching strategy effective?
What are the 2 types of teaching strategies?
Types of individual insturaction in teaching?
What are the contemporary teaching strategies?What are the strategies in integrative teaching?
Types of teaching strategies used in high school?
What are the different kinds of teaching strategies?
What is definition of teaching and learning strategy?
What are the best strategies for teaching mathematics?
What are the different strategies in teaching filipino?
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Accommodating a student doesn't necessarily requireadditional personnel or specialized equipment. However,it does require that learning be a multi-sensoryexperience. On the right is a list of teaching strategies,many of which help everybody learn, not just studentswho are deaf or hard of hearing.
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Teaching Strategy (example) Brief Description
1) Enhanced (Modified) Lecture Traditional lecture modified to include active elementsincluding: pausing for discussion among students,including immediate mastery tests/quizzes over lecturematerial, using demonstrations, responding to pre-submitted student-generated questions
2) Questioning and Discussion Includes questioning students in a way that helps themevaluate their own thought processes by probing thethinking behind their statements and questions. Alsoincludes asking students different types of questions:knowledge questions, comprehension questions, analysisquestions, synthesis questions, evaluation questions
3) Writing in Class Writing for the purpose of learning and thinking. Includesjournals, one-minute papers, responses to unstructuredproblems or cases
4) Problem-Based LearningCases Students use knowledge, concepts, and skills relevant toa course to solve realistic business problems.
5) Problem-Based LearningGuided Design A student team attacks a problem by dividing it into aseries of prescribed steps (e.g. identify the problem,
state the goal, list constraints, etc.) to be resolved inorder; after each step, instructor provides written"expert" analysis elaborating on the various alternativesthe students had available during the previous step
6) Group LearningTeamwork Students work together in teams, collaborating tocomplete a problem or project
7) Group LearningCooperative learning Students work together in small groups to complete a
problem or project. Based on positive interdependence,individual accountability, heterogeneous teams, groupprocessing, and social skills
8) Debates Students or groups of students debate controversiesstructured by the professor.
9) Drama A representation of real-world event(s) in a reduced,compressed form; role playing, simulations, games,novels, experimental market methods
10) TechnologyVisualand Computer-BasedInstruction
Tutorials
11) TechnologyBasedDelivery
Courses delivered partially or wholly online
12) FieldworkServiceLearning
Accomplishment of tasks needed by the communitycombined with intentional learning goals, consciousreflection, and critical analysis
13) FieldworkAccounting Internships Students get academic credit and real-worldexperience working in industry, government orpublic accounting
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Constructivist teaching techniques are based on constructivist
learning theory. This theoretical framework holds that learning
always builds upon knowledge that a student already knows;
this prior knowledge is called a schema. Because all learning is
filtered through pre-existing schemata, constructivists suggest
that learning is more effective when a student is actively
engaged in the learning process rather than attempting to
receive knowledge passively. A wide variety of methods claim
to be based on constructivist learning theory. Most of these
methods rely on some form of guided discovery where the
teacher avoids most direct instruction and attempts to lead the
student through questions and activities to discover, discuss,
appreciate and verbalize the new knowledge.
Constructivist learning theory says that all knowledge is
constructed from a base of prior knowledge. Children are
not a blank slate and knowledge cannot be imparted
without the child making sense of it according to his or
her current conceptions. Therefore children learn best
when they are allowed to construct a personalunderstanding based on experiencing things and
reflecting on those experiences.
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Constructivist teaching strategies
Characteristics of Constructivist Teaching
One of the primary goals of using constructivist teaching
is that students learn how to learn by giving them thetraining to take initiative for their own learning
experiences.
According to Audrey Gray, the characteristics of a
constructivist classroom are as follows:
the learners are actively involved
the environment is democratic
the activities are interactive and student-centered
the teacher facilitates a process of learning in which
students are encouraged to be responsible and
autonomous
Task 2.2b: Exploring teaching strategies
Below, you will find brief descriptions of teaching strategies that
promote active engagement and participation of students in the
classroom, plus links to sample assignments and activities and
more complete information for using each strategy successfully.
Browse the various techniques to find strategies that you might
be able to use to accomplish the goals in your own course and
enhance student learning. Be sure to keep in mind the context
and constraints of your course. Go to the course plan that you
began to develop in Part 2.1, and add teaching strategies to
specific topics, along with outlines of ideas for assignments or
activities using those strategies (e.g., jigsaw with geologic maps
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from four adjacent areas to give students practice in analyzing
regional geologic history).
The list of teaching strategies below does not by any means
include all of the good ideas for structuring assignments and
activities for students! But each is an effective way for actively
engaging students and placing more responsibility on them for
their own learning. And, while the specific examples might not
be ones that you would use in your own courses, they are useful
templates for designing your own assignments and activities.
Some of the links below will take you to the Starting Point site
(a companion website to On the Cutting Edge) that is devoted to
teaching introductory geoscience. Don't be put off if you are
teaching an upper level course. The teaching strategies discussed
are applicable to courses at all levels.
Making lectures more interactive
What happens when you try to engage students by floating a
question during class? Silence? The same eager student anxious
to answer? Most of the students not thinking about the question
but just hoping that you won't call on them? What can we do to
make students more actively engaged with the material during
lecture in order to improve student learning? Clicking "more
information" below will take you to a discussion, at the StartingPoint site, of strategies for making lecture more interactive.
more information and examples
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Below, you will also find links to useful material for making
classes more interactive:
y Using Data in the Classroom: NSDL/DLESE/Cutting Edgeresource site for engaging students in using data to
address scientific questions, with over 500 links to on-line
or downloadable datasets and tools for visualizing or
manipulating data that can be used in the classroom. Both
browsable and searchable.
y Using Data to Teach Earth Processes: Cutting Edgeresource site for engaging students with real world data.
y Back-of-the-envelope calculations: short explanation ofand rationale for using back-of-the-envelope calculations,
plus examples.
y Teaching Quantitative Skills in the Geosciences: DLESEresource site for helping students master quantitative
skills with links to resources.
The jigsaw technique
Have you struggled with group work in class? The jigsaw
technique can be a useful, well-structured template for carrying
out effective in-class group work. The class is divided into
several teams, with each team preparing separate but related
assignments. When all team members are prepared, the class is
re-divided into mixed groups, with one member from each team
in each group. Each person in the group teaches the rest of the
group what he/she knows, and the group then tackles an
assignment together that pulls all of the pieces together to form
the full picture (hence the name "jigsaw"). Jigsaw module from
Pedagogy in Action
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The gallery walk
The gallery walk is a cooperative learning strategy in which the
instructor devises several questions/problems and posts each
question/problem at a different table or at a different place on
the walls (hence the name "gallery"). Students form as many
groups as there are questions, and each group moves from
question to question (hence the name "walk"). After writing the
group's response to the first question, the group rotates to the
next position, adding to what is already there. At the last
question, it is the group's responsibility to summarize and report
to the class. more information and examples
Effective discussion
Discussion is an excellent way to engage students in thinking
and analyzing or in defending one side of an issue, rather than
listening to lecture. Students must also respond to one another,
rather than interacting intellectually only with the instructor.
Good discussion can be difficult to generate, however. Clicking"more information" below will take you to some tips for having
a good discussion in class and a sample template for class
discussion. Download more information on effective
discussions, with a template example (Microsoft Word 35kB
Jun16 05)
Concept sketches
Concept sketches (different from concept maps) are sketches or
diagrams that are concisely annotated with short statements that
describe the processes, concepts, and interrelationships shown in
the sketch. Having students generate their own concept sketches
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is a powerful way for students to process concepts and convey
them to others. Concept sketches can be used as preparation for
class, as an in-class activity, in the field or lab, or as an
assessment tool. Download more information on conceptsketches, with examples (Microsoft Word 475kB Jun15 05) ::
Download an example of a final project involving concept
sketches, with samples of student work(Microsoft Word 3.1MB
Jun15 05)
Using case studies
Case studies have been used successfully for many years inbusiness school and in medical school for actively engaging
students in problem-solving relevant to the discipline. The
primary hallmark of a case study is presentation of students with
a problem to solve that revolves around a story (the "case"). In
medical school case studies, the "story" typically involves a sick
patient. In science case studies, "stories" can range from public
policy issues to science research questions. Good case studies
give the students considerable latitude in deciding how to solve
the problem, rather than leading them through the problem by
the nose, and provide excellent opportunities to engage students
in the classroom. The National Center for Case Study Teaching
in Science has a collection of case studies in a number of
different science disciplines. Also, clicking "more information"
below will take you to a discussion, at the Starting Point site, of
teaching with case studies.more information and examples at theStarting Point site
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Debates
Debates can be a very useful strategy for engaging students in
their own learning. Debates force students to deal with
complexity and "gray areas", and they are rich in imbedded
content. Debates can also help provide relevancy of course
material to everyday issues, which can improve student learning.
Debates also improve student's oral communication skills.
Download more information on debates, including a rubric for
grading debates (Microsoft Word 35kB Jun15 05).
Just-in-Time Teaching
Just-in-Time Teaching (JiTT) was developed as a way of
engaging students in course material before class and preparing
them to come to class and participate actively during class.
Clicking "more information" below will take you to a
discussion, at the Starting Point site, of using Just-in-Time
teaching. More information and examples
Role playing
Role-playing and simulations in class can be an excellent way to
engage students. A well-constructed role-playing or simulation
exercise can emphasize the real world and require students to
become deeply involved in a topic. Clicking "more information"
below will take you to a discussion, at the Starting Point site, of
teaching with role playing.
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2.3 Assessing Student Learning
At this stage of the tutorial, you have set overarching goals,
organized content, developed a course plan, and selected
teaching strategies for specific assignments and activities to help
students achieve course goals. In this section of the tutorial, you
will decide how to assess student learning in your course. If you
have developed activities and assignments, you have already
developed some assessment strategies for your course.
What kinds of assessment strategies can you use to determine
the extent to which students have met the goals of your course?Assessment of student learning can range from informal
assessments of whether students are "getting it" (such as
observing a well-informed, articulate discussion of a topic or
noticing that students' eyes have glazed over in class), to formal
assessments of student learning that contribute to their grades in
the course, to research on how students are learning in a specific
class. In this tutorial, we focus on assessments used to
determine grades, including some informal assessments that
might or might not be graded but that provide valuable
information about whether students are "getting it". We
encourage you to use a matrix of your goals and assessment
strategies to make sure that your assessments are aligned with
your goals.
Start by downloading the worksheet (Microsoft Word 37kB
Jun20 05) that goes with this part, and use it as you work
through the sections below.
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available on the Starting Point website. Using electronic
response systems provides the instructor with immediate
feedback about the distribution of answers in the class. Learn
more about assessment and ConcepTests here.Minute papers are one type of classroom assessment technique
that will give you an indication of student understanding of a
particular topic. A one-minute paper can be used at the end of
the class by asking students to write on one of the following
questions.
y What was the most important thing you learned in today'sclass?
y What question do you have about today's class?y What was the muddiest point of today's class?
Students write their answers on index cards or slips of paper that
are turned in at the end of class and can be graded or not. learn
more here (more info)
Problem sets can be a useful way to give students practice in
solving problems, doing quantitative work outside class time,
and practice specific techniques. Problem sets are standard in
many science courses and can be an effective assessment
strategy in entry-level as well as upper-level courses.
Labs can provide another way to assess student learning. The
type of assessment might be a lab report, completion of the lab
handout, a research project write-up, or some other assigment.
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Concept maps can also be used for assessment. Learn more
about assessment using concept maps.
Exams and quizzes are commonly used to assess student
learning. They also force students to process information andhelp prevent students from disengaging in a course. Students
need to process information in one way or another to learn. In
studying for exams, students read, memborize, organize
information, test themselves with questions, and with vary ing
degrees of success, process the material for that particular
section of the course. Processing inforamtion in a blitz of
studying before each exam is not the ideal way to learn material,nor in many courses is it the only way students learn material.
Studying before exams is, however, one of the most common
ways in which students learn in a course. Exams can include
mutiple choice questions, short answers, essay questions,
questions about graphs or diagrams, and so forth. If you choose
to use exams, it's a good idea to ask yourself how much of the
exam requires students to use higher order thinking skills and
how much of it requires lower order thinking skills and whether
you are satisfied by your answer in light of the goals of your
course.
Cooperative exams, also called "two-stage" or "pyramid
exams", are exams that are taken by groups of students working
together after they have completed the original exam
individually. When done in one class period, students take theexam individually for the first part of the class. Then, when all
students have turned in the exam, they retake the exam working
in groups and, in some cases, in an open-book, open-notes
format. Commonly these exams are multiple-choice exams with
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or without some short answer questions; the cooperative part
may also have one or two longer questions. The instructors we
know who use this type of exam base the total exam score for
each student on 70-75% of the individual exam and 25-30% ofthe group exam.
Richard Yuretich and Mark Leckie use "two-stage" exams with a
significant collaborative component in a 600-student
oceanography class that was transformed by modifying lectures
to include cooperative learning via interactive in-class exercises
and directed discussion. The transformation is described in anarticle in the Journal of Geoscience Education, Active-Learning
Methods to Improve Student Performance and Scientific
Interest in a Large Introductory Oceanography Class (Yuretich
et al., 2001 ).
Randy Richardson, University of Arizona, also uses two-stage
exams in A Geologic Perspective, a large physical sciencecourse. He gives an example ofone exam (Microsoft Word
86kB Jun20 05), the answer sheet (Microsoft Word 25kB Jun20
05) for the individual part of the exam, the answer sheet
(Microsoft Word 25kB Jun20 05) for the collaborative part of
the exam, and the instructions (Microsoft Word 29kB Jun20
05)for the exam given to the Disability Center for administering
the exam, which explicity lay out the ground rules for thecollaborative part of the exam given that he is not present at the
Disability Center when the exam starts.
Written and oral assignments such as papers, oral
presentations, debates, simulations, and so forth can also be
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used to assess student learning. In some courses, frequent
written and oral assignents can replace traditional exams. In
some exam-free courses students prepare one or two short
written assignments each week in which they summarize thecritical aspects of a reading assignment, relate data ro readings,
make comparisions with what they have learned previously, take
positions on issues, and analyse or synthesize information and
ideas. These assignments then serve as the basis for group or
class discussion and oral presentations or require students to pull
together information from a series of classes either to solve a
problem or to present a summary analysis of a particular topic.
The activities that students are engaged in to learn the materialare also used to evaluate their accomplishments. This is a type of
authentic assessment, an approach to assessment designed to
correspond as closely as possible to real world experience.
Grading rubrics
Grading rubrics are written guidelines by which student work is
evaluated. They typically articulate items on which student work
is judged as well as the standards necessary to achieve certain
grades.
Grading rubrics are useful primarily when you have something
to grade that isn't simply a matter of right or wrong fro which
points can be easily assigned. Thus, they are useful for written
work projects and oral work, rather than problem sets or shortanswer assignments. They allow you to evaluate a number of
different facets of a student's work quite easily and rather
quickly. Rubrics allow you to lay out specific criteria as well as
standards that must be met for a student to earn an A on a
particular assignment.
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Grading rubrics are useful for encouraging students to give more
thorough, thoughful, creative, or well-supported answers. May
students produce work that is substsantially correct but of only
average insight, thoroughtness, or creativity. Using a rubric, acorrect answer of average completeness and insight can be given
an average grade (a C+, a B-, a 3, or whatever you believe
average work to be worth in your grading scheme), while an
above-average grade (and A, a 5, or whatever) can be reserved
for truly exceptional insight, throroughness, or creativity.
Examples of grading rubrics for written assignments and oral
presentations such as might be given at the beginning of the
course are included here (Microsoft Word 42kB Jun20 05) andan example of an assignment and associated specific rubrics for
that assignment are included here (Microsoft Word 98kB Jun20
05).
Advice for using rubrics
y Establish a standard at the start of the term for what youconsider to be average work, and publicize it to the
students. Many students believe that if they simply do an
assignment, they ought to receive an A. If this is your
sense as well, that is perfectly fine, but you should still let
students know that. If, on the other hand, you believe that
an average job (substantially correct, workmanlike, does-
the-job) ought to receive an average grade rather than an
outstanding grade, you should let students know that it
takes an uncommonly insightful answer to get an A. You
should also let them know what you consider to be an
average grade.
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y Hand out an appropriate grading rubric at the time youhand out an assignment so that students know what your
standards will be and what you will be evaluating their
assignments on when you grade it. Some instructorsinclude a general grading rubric on their syllabus.
y Take the time to write at least one comment on the rubricas you grade papers - don't let the rubric do all the
communicating for you.
y Post examples of average, above average, and superiorwork, with names suitably removed. A 3 does, in fact, look
different from a 4 and substantially different from a 5, andstudents can benefit from seeing what the difference is
between a correct, workmanlike job and a truly
exceptional paper.
Accelerated Learning TechniquesAction ResearchApplied LearningArts in EducationAssessment AlternativesCharacter EducationCognitive CoachingCooperative LearningDemocratic ClassroomsDifferentiated InstructionEmotional IntelligenceEnvironmental EducationEnvironments for Learning
Graphic ToolsInstrumental EnrichmentKeeping Fit for LearningLearning StylesLiteracyMulticultural EducationMultiple IntelligencesService Learning
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Teaching for UnderstandingTechnology in EducationThinking Skills
Especially for Teachers - Teaching Strategies
Teaching Strategies
Information about specific teaching strategies
A table of teaching strategies is laid out below along with indications of their capability andband. A key to the headings in the table is set out here:
R&V = Reading and viewing Band A = approx K - 3
S &L = Speaking and Listening Band B = approx 4 - 7
W = Writing Band C = approx 7 - 10
Band D = approx 11 - 12
Click on any of the teaching strategies below to go to a description of it along with
information on how to use it.
Teaching Strategy S &L R&V W Band ABand BBand CBand D
Academic controversy
Alphaladder
Asking questions
Book discussion groups
Book raps
Book share
Choral speaking
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Cloze
Conferencing
Consensus 1 - 3 -6
Debating
Dictogloss
DRTA
Electronic Read-arounds
Guided reading
Guided writing
Imaginative re-creation
Interview the author
Jigsaw
Joint Construction
Journals
Literary Sociograms
Plot profile or plot line
PMI
Readers theatre
Reading aloud
Retelling
Scamper
Sequence chart
Six thinking hats
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Small group discussion
Spelling
Think -pair -share
Venn diagrams
Y charts
Word grid
Accelerated learning programs are geared toward teaching thewhole person. They are multifaceted, encompassing a wide varietyof creative methods and techniques based on current theories andresearch of how people learn best. Research shows thataccelerated learning techniques can enhance retention andperformance, and that students who use accelerated learningmethods become more effective learners. Accelerated learning has
been applied in a wide variety of settings including traditionalclassrooms, homes, job sites, and corporations, to teach a range ofsubjects.
Action Research gives teachers the skills needed to work on
problems specific to their classrooms and their schools. By using
an actual research procedure, researching teachers can resolvetheir own teaching challenges. They learn how to ask a focusing
question, define terms, collect relevant data, use an analysis
process that rules out bias, and includes methods that yield
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validity and reliability. The findings become immediately
applicable to their individual situations
Assessment Alternatives
There is growing recognition that true/ false, multiple choice, and
short answer tests do not give a true picture of what students
know and have accomplished. These are primarily measures of
memorization and recall, and do not always even test
comprehension. They certainly do not give students opportunities
to demonstrate that they can apply what they have learned or use
their knowledge in creative or even just practical ways.
Cognitive CoachingSM is a form of mediation that may be appliedto professional interactions in a variety of settings and situations
with the intention of enhancing self-directed learning. It is acomposite of skills and strategies, maps and tools and mentalmodels and beliefs. In addition it is a model for classroommediation to enhance students' self-directed learning. Unique tothis coaching model are what Costa and Garmston call Five Statesof Mind - efficacy, flexibility, consciousness, craftsmanship andinterdependence. These are internal resources the coach seeks toenhance and develop in the teacher or student to enhance his/herself-directedness.
Research on Cognitive CoachingSM has linked its implementationto increased student achievement; greater teacher efficacy and
satisfaction; higher levels of teacher cognition and moreprofessional, collaborative cultures. The Center for CognitiveCoaching, headquartered in Highlands Ranch, Colorado seeks toprovide training and follow-up support to agencies whose goal isto develop Cognitive Coaching SM capacity. Jane Ellison andCarolee Hayes, Co-directors of the Center, collaborate with 38
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training associates to provide a Cognitive CoachingSMFoundation Seminar as well as a variety of follow-up support toassist districts committed to system implementation of CognitiveCoachingSM. As a result of engaging in the Foundation Training,
participants will develop understanding of three structuredconversations for planning, reflecting and problem-solving. Inaddition, they will develop knowledge and skills for expandingteacher thinking. Specific skills will be enhanced in:
y developing trust and rapport in relationshipsy questioning for mediation of teacher thought processesy using effective response behaviors to enhance teacher
cognitive processesy using style knowledge to enhance collaborative relationshipsy applying five states of mind to enhance teacher self-
directednessy developing teachers' autonomy and sense of community by
increasing their efficacy, craftsmanship, consciousness,interdependence and flexibility
y distinguishing between coaching and evaluation
Cooperative Learning is one of the best researched of all teaching
strategies. The results show that students who have opportunities
to work collaboratively, learn faster and more efficiently, have
greater retention, and feel more positive about the learning
experience. Needless to say, this is not to say that students can
just be put into a group and assigned a project to complete. There
are very specific methods to assure the success of group work, andit is essential that both teachers and students are aware of them.
Recently there has been criticism of this process largely as a result
of its misuse. To be perfectly clear, this is not a way for teachers to
"get off the hook" as students work in groups while the teacher
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corrects papers! It is not a way for teachers to address the needs of
"gifted" students by continually putting them in charge of learning
groups. It is a way for students to learn essential interpersonal
life-skills and to develop the ability to work collaboratively-- a
skill now greatly in demand in the workplace. It is a way for
students to take turns with different roles such as facilitator,
reporter, recorder, etc. In a cooperative group, every student has a
specific task, everyone must be involved in the learning or project,
and no one can "piggyback." The success of the group depends on
the successful work of every individual. A number of researchers
have developed programs in this area, and we will be adding to
this section. Let us begin with the work of Drs. Roger and David
Johnson at the Cooperative Learning Center at the University of
Minnesota.
Classroom management has always been an important skill for
teachers, especially new ones, to master. That term, however,
connotes a top-down organization which has rapidly lost favor inrecent years as more collaborative models have been developed. It
is important of course to make sure students are "on task" in a
fairly orderly environment, but when they are in a democratic
environment in which they help to establish their own rules, take
responsibility for their own behavior, and are strongly motivated
to learn they do not need a manager. They respond to someone
who tries to understand their needs, identifies their strengths, andhelps to create a collaborative atmosphere
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TeachingMethods
Authentic assessment,cooperative learning, inclusion
discover a vast range of
current articles about teaching
methodologies, ideal for all
grades. Diversify your teaching
strategies by implementing
service-learning projects andintegrating technology in your
classroom. These resources
will help you gain the
experience and expertise you
need to become a successful
teacher, whether you're a new
teacher or have been teaching
for many years.
General TeachingMethods
y Learner-Centered vs. Curriculum-Centered Teachers: Which TypeAre You?
The difference between learner-centered and curriculum-centeredclassrooms is philosophical. Constructivists adhere to learner-centered
classrooms. Standards-based teachers adhere to curriculum-centered
classrooms.
y
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Lesson Methodologies
There are many different ways in which you can effectively teach your
students. Learn about many different methodologies here. New teachers
will find this resource particularly valuable when they're determiningwhich method is most effective for them.
y Standards for Good TeachingLearn the ten basic standards for good teaching and how you can be a
successful, effective teacher.
y Authentic AssessmentAn overview of authentic assessments.
y Textbooks: Advantages and DisadvantagesOne of the most common resources in the classroom is the textbook;
learn the advantages of this tool plus way to integrate other resources
into your teaching. New teachers will find this resource particularly
valuable.
y Levels of Questions in Bloom's TaxonomyChallenge your students with all levels of questions as defined by
Bloom's Taxonomy. They will be doing higher-level thinking and you
will have a more interesting classroom! New teachers will find this
resource particularly valuable.
y Your SecretWeapon: Wait TimeGive your students time to think about your questions before asking for
an answer; this is called "wait time." This professional developmentadvice will prove especially useful to new teachers.
y Problem-Solving
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Learn about the benefits of problem-solving and how to include it in
your teaching. Problem-solving is the ability to identify and solveproblems by applying appropriate skills systematically.
Cooperative Learning
y Teaching with Cooperative LearningLearn the basics of successfully teaching your class with the cooperative
learning method. Group projects are an excellent way to help your
students build important communication and teamwork skills. Newteachers will find this resource particularly valuable.
y What Is Cooperative Learning, and What Does It Do?Cooperative learning is a successful teaching strategy in which small
teams, each with students of different ability levels, use a variety oflearning activities to improve their understanding of a subject. By using
this method, each of your students will feel that he or she is an important
member of the class.
y Cooperative LearningGet information on cooperative learning, an instructional strategy in
which small groups of students work together on a common task. This
teaching method is an excellent way to allow students to think criticallywithout relying on you for answers.
y MoreCooperative Learning Teaching StrategiesInclusion
y Adapting Language Arts, Social Studies, and Science for theInclusive Classroom
A list of steps that provide a suggested framework for making decisions
about using material adaptations effectively.
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y Adapting Reading and Math Materials in the Inclusive ClassroomDescriptions of eight principles for making reading and math adaptations
in the inclusive classroom.
y Teaching Strategies for Using Materials in an Inclusive ClassroomTwo well-defined strategies are described for helping special needs
students become independent learners.
y Adapt Lessons to Reach All StudentsAn overview of six curricular design issues that help ensure appropriate
inclusive teaching.
y MoreInclusion ResourcesTeachingMathematics
y Discovering Math in LiteratureFind useful tips on how to pull math concepts out of literature. Provided
by Penguin Putnam.
y Planning Pyramid for Multi-Level Mathematics InstructionOrganize you teaching by focusing on what all, most, and some of your
students will learn in math lessons.
y Teaching Mathematics to Gifted Students in a Mixed-AbilityClassroom
Tips on how to teach math to gifted students in your regular classrooms.
y Math & Science Teaching Strategies
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These strategies will help to improve your students' math and science
skills. Included are articles to teach you about each concept and lessonplans with which you can implement the strategies.
Teaching Reading & Language Arts
y Teaching Strategies for ReadingUse these strategies to improve your students' reading comprehension
skills. Included are articles to teach you about each concept and lesson
plans with which you can implement the strategies.
y Teaching Strategies for Language ArtsUse these strategies to improve your students' language arts skills.
Included are articles to teach you about each concept and lesson plans
with which you can implement the strategies.
y Journaling Teaching StrategiesUse these journaling strategies in your classroom to expand the learning
capabilities of your students. Included are articles to teach you about
each concept and lesson plans with which you can implement thestrategies.
Using Technology
y Assistive Technology for Students with Mild DisabilitiesThese simple adaptations can improve the learning experience of many
children.
y Stages to Technology IntegrationGet advice on integrating technology into your classroom.
y Technology Strategies for Music Education
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Use technology strategies and activities to attract students into music
curriculum. Pages organized by the National Music Standards.
y Integrating TechnologyFind ways to integrate technology -- such as the Internet, DVDs, and TV
programs -- into your language arts program.
Addressing Special Needs
y Teaching Students with Special NeedsPrepare to teach the students with special needs you may have in your
classroom using this advice on accommodating and modifying yourlessons to meet the needs of everyone. New teachers will find this
resource particularly valuable.
y Effective Accommodations for IEPsA complete chart to help IEP teams find specific accommodations in
instruction, assessment, classroom management, organization, and more.
This printable resource will be especially valuable to new teachers who
are becoming accustomed to IEP's.
y Educating ChildrenWho Are Deaf or Hard-of-HearingTips to help you ensure deaf and hard-of-hearing students are learning in
your classroom.
y Universal Design for Learning
A definition of universal design for learning.
y MoreSpecial Needs Teacher ResourcesLearning From Social Interactions
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y Student-to-Student Learning
Experiment with several kinds of student-to-student learning with thesesample activities.
y Use Service-Learning to Enhance Your CurriculumInformation on benefits and implementation of service- learning projects
for students, including case studies.
y Adult MentorsMentor relationships give young people valuable educational and socialsupport that helps them achieve their goals.
The Classroom Environment
y Learning CentersA learning center is a self-contained section of the classroom in which
students engage in independent and self-directed learning activities. Getinformation on learning centers and how to incorporate them in to your
instructional routine using this advice.
y Creating an Effective Physical Classroom EnvironmentSome useful suggestions on the physical aspects and considerations of a
classroom.
y Conflict Resolution LessonsFind a variety of conflict-resolution lessons from Educators for Social
Responsibility. You'll learn how to create a peaceable classroom,
prevent bullying, and more.
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y The Basics of CentersCenters give teachers the opportunity to focus on specific areas of study.
This article describes how you can effortlessly set up centers in your
classroom.
Multiple Intelligences
y Multiple Intelligences: An OverviewAn overview of Multiple Intelligences theory.
y Using Multiple Intelligences in Testing & AssessmentInformation on using Howard Gardner's theory of multiple intelligences(MI) in student assessments is found here. New teachers, who are just
getting acquainted with MI will find this resource particularly valuable.
y Multiple Intelligences: A Three Part SeriesTracy Heibeck, an expert in child development, describes how toenhance students' multiple intelligences in this three-part series.
y Multiple Intelligences ChartHere is a list of activities that speak to each intelligence.
Related Resources
y Back-to-School Headquarters
Return to school this fall prepared to conquer any questions you or yourstudents might have about the school year. Our resources range fromteaching students the school's layout to assessment tips.
y Professional Development Resources for Teachers
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Discover a wide range of professional development resources for
educators. You can improve your teaching skills with these articles,lesson plans, and resources.
y New Teacher ResourcesDiscover everything a beginning teacher will need for a successful
school year, from tips for your first day, to classroom-managementadvice, to printables and lesson plans that will support your curriculum
all year long.
y Personalizing the Secondary Classroom
Find ideas and activities for personalizing your secondary classroom.These articles, printables, and guides will aid teachers in making their
classroom safe and inviting for grades 9-12.
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Developing a lesson plan
While there are many formats for a lesson plan, most lesson plans contain some or all of these
elements, typically in this order:
y Title of the lessony Time required to complete the lessony List of required materialsy List ofobjectives, which may be behavioralobjectives (what the student can do at lesson
completion) or knowledgeobjectives (what the student knows at lesson completion)
yThe set(or lead-in, or bridge-in) that focuses students on the lesson's skills or conceptstheseinclude showing pictures or models, asking leading questions, or reviewing previously lessons
y An instructional componentthat describes the sequence of events that make up the lesson,including the teacher's instructional input and guided practice the students use to try new skills
or work with new ideas
y Independentpractice that allows students to extend skills or knowledge on their owny A summary, where the teacher wraps up the discussion and answers questionsy An evaluation component, a test for mastery of the instructed skills or conceptssuch as a set
of questions to answer or a set of instructions to follow
y Analysis component the teacher uses to reflect on the lesson itself such as what worked, whatneeds improving
y A continuitycomponent reviews and reflects on content from the previous lesson[1]
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