As a Math teacher. Provide one example (for each type of educational decision) which you may make in the future. Instructional Decisions: Oral questioning of students Grading Decisions: Basing on the quarterly grade Diagnostic Decisions: Conducting pre-test, quizzes, assessment, and post test Selection Decisions: Math Challenge for the day’s Math wizard Placement …
• Teachers make decisions as to what to teach, what instructional materials to use what method to employ in teaching a particular content, and how best to evaluate the intended learning. THE TEACHER: HALLMARKS OF GOOD TEACHING a. Professional competence b. Interpersonal relationship c. Teaching/ Evaluation practices d.
Teachers use a variety of instructional strategies that result in active student responding. Active student engagement is critical to academic success. Teachers must initially build positive student–teacher relationships to foster engagement and motivate reluctant learners. They promote engagement by connecting learning to students’ lives (e. g., knowing students’ …
Decision-making is a basic skill for teachers. What types of instructional decisions must teachers make? What resources do teachers have available to help them make decisions? Respond 7 . What are three characteristics of a constructivist-learning environment? Responds 8 . What is the relationship between decision making and teacher reflection?
Teachers make about 1,500 decisions per day, which can lead to decision fatigue, a situation in which the brain is so exhausted and overloaded with decisions that it either looks for shortcuts or stops working altogether.Jul 19, 2017
While the main goal of classroom assessment is to obtain valid and reliable information about student achievement, assessment procedures also assist in appraising the effectiveness of the instruction. A well-designed assessment plan helps you to optimize your teaching by identifying your own strengths and weak- nesses.
Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals.
How Teachers Can Make Better Decisions: 7 Tips From ExpertsBegin with the end in mind and work back from there. ... Get feedback from colleagues and put it to work. ... Think about what your needs are before you consider the options available. ... Work from a place of empathy for your students.More items...•Dec 6, 2021
Teachers are constantly collecting informal and formal information about what and how their student's are learning. They check student test and assignments, listen to small-group activities, and observe students engaged in structured and unstructured activities.
What are the types of assessment?Pre-assessment or diagnostic assessment. ... Formative assessment. ... Summative assessment. ... Confirmative assessment. ... Norm-referenced assessment. ... Criterion-referenced assessment. ... Ipsative assessment.Jul 22, 2020
The four types are information processing, behavioral, social interaction, and personal. Within each model, several strategies can be used. Strategies determine the approach a teacher may take to achieve learning objectives.
Consider the five categories of instructional strategies (direct, indirect, experiential, independent and interactive).
4 Highly Effective Instructional Strategies1- Direct Instruction. This is what some refer to as the traditional method. ... 2-Interactive Instruction. As its name indicates, this strategy consists of creating learning environments conducive to interactions and discussions. ... 3- Experiential learning. ... 4-Independent Study.Feb 21, 2015
Let's look closer at the decision making process to teach your students:Step 1: State the problem. ... Step 2: Accept responsibility for the problem. ... Step 3: Collect data. ... Step 4: Organize the data. ... Step 5: Interpret the data. ... Step 6: Identify the root causes. ... Step 7: Implement the decision. ... Step 8: Evaluate the results.Sep 24, 2018
DAP is informed by three areas of knowledge that are critical components in making good decisions for children.Child development appropriateness. ... Individual appropriateness. ... Social and cultural appropriateness.
Those Who Can, Teach (Chapter 6) planning decisions. implementing decisions. evaluating decisions.
Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed.
When done right, instructional strategies also support students in reaching their learning objectives.
Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education.
The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson.
Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class.
Homework practice. The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning.
Assessment. One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too.
When you break the decisions down, they fall into three categories: planning, implementing, and assessing. Some decisions are made at the desk when preparing lesson or unit plans, designing an instructional activity, or grading papers. Other deci-sions are made on the spot during the dynamic interactions with stu-dents when delivering a lesson. Let’s briefly examine these three basic teaching functions. Each will be considered in more detail in later chapters.
related concept to teacher decision making and reflection is constructivist theory. Constructivist theory holds that individuals construct meaning and understanding through their prior knowledge and then apply this knowledge in new current situations. In
teachers need to have the necessary knowledge, skills, and dispositions to be effective in the classroom. throughout your teacher preparation program, you will learn and acquire many of these characteristics. Imagine that you are teaching
Sponsored by the Council of Chief State School Officers, the Interstate New Teacher Assessment and Support Consortium (INTASC) asked a committee of teachers, teacher educators, and state agency officials to prepare a set of standards for competent begin-ning teachers. Its 1992 report on model standards served as a guide for states as they determined their own teacher licensure requirements. Many states found those standards appropriate and enacted state licensure requirements that were identical or very similar to the INTASC standards.
The three Praxis II tests include Subject Assessments, Principles of Learning and Teaching, and Tests and Teaching Foundations Tests.The Principles of Learning and Teaching (PLT) test assesses general pedagogical knowledge concerning (a) students as learners, (b) instruction and assessment, (c) com-munication techniques, and (d) profession and community. These topics are outlined in more detail in the PLT standards list on page xxi of this book. Many states require appli-cants for teaching licenses to take the PLT and report a passing score before granting the teaching license. Because of this, colleges with teacher education programs often give a great deal of attention to the content of the PLT and incorporate the necessary topics into their teacher education programs.
Reflection can be defined as a way of thinking about educational matters that involves the ability to make rational choices and to assume responsibility for those choices. Reflection requires that teachers be introspective, open‐minded, and will-ing to accept responsibility for decisions and actions. Reflection facilitates learning and continued professional growth, and it is an important factor in the ability of teachers to be effective throughout their careers (Steffy, Wolfe, Pasch, & Enz, 2000). Educators can reflect on many things, such as their dispositions, objectives, teaching strategies, and the effect each of these factors have on student achievement.
Joel Escher is an experienced seventh‐grade language arts teacher. After attending a professional development session on reflective teaching, he decided to videotape himself during some of his classes to better understand how to involve more of his students in whole‐group discussions.