...Direct teaching Versus Concept Attainment Strategy Direct teaching - is a highly structured teaching strategy. It's used to build and consolidate student knowledge, understanding and skills. The teacher actively directs the students in learning activities and focuses on ensuring all students achieve and consolidate the learning objectives. Concept Attainment - A strategy allows the students to discover the essential attributes of a concept. It is an indirect instructional strategy that compels students to identify distinguishing characteristics of a given item or concept. Example of lesson plan development where in the direct teaching strategy is compared to Concept attainment strategies. Lesson Development on proper fraction compares direct teaching strategy and concept attainment strategy | Activities under Direct Teaching | Activities under concept attainment | A fraction a/b is proper if a<b | The following are proper fraction 1/5,2/5,3/5,4/5,1/8,2/8,3/8,4/8 | Example of proper fractions are 2/3,2/5,7/8Example of improper fractions are 3/3,5/2,8/7 | The following are not proper fraction 5/5,6/7,7/5,8/8,9/8,10/8,14/8 | Determine if the given fraction is proper or not:4/6,5/6,6/6, 17/16, 20/21, 21/21 | Which of the following are proper fractions?4/6,5/6,6/6,7/9,8/9,9/9,10/9,10/10 | | A proper fraction is _________ | Explanation: The development of lesson using direct teaching strategy involves a teacher directing the students throughout the topic. Base from...
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...TEACHING STRATEGY EDUC 556 Strategies for Classroom Management This article examines the importance of creating developmentally responsive classrooms that meets the needs of all students. As an instructor you will have many diverse learners and it is essential to create an effective teaching strategy to incorporate in the classroom. Engaging students in the learning process and creating avenues to promote productive classroom discussions results from classroom management and structure. Strategies found to be effective in the classroom is establishing teacher-student relationships, construct group assignments, establish goal-setting techniques and maintain a safe learning environment. Relationships “Creating a classroom that is developmentally responsive begins by getting to know the students”(Ruppert, 2012). Student and teacher relationships require a positive interaction to enhance communication and trust to allow their creativity to flourish. This article discusses the strategies to create positive student teaching relationships. 1. Maintain a record of student’s strengths and weaknesses 2. Observe the students non-verbal cues on the daily basis to monitor behavior challenges. 3. Have the students and parents create and inventory lists that describes the students emotional, intellectual and physical academic needs (Ruppert, 2012). Group Work “Allowing students to work in pairs or small groups brings different groups of students together and allows...
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...Teaching Strategy Unit Exponential and Logarithmic equations In this unit I am going to be teaching both Exponential and Logarithmic equations. The different strategies that I have chosen to use will help the students be able to define both kinds of equations, describe their similarities, and describe the relationship between one another. The strategies that I plan on using in this unit are Semantic Question Map, Venn diagram, Semantic Map, Circle graph, and Bio Pyramid. Each strategy has been changed in order to fit with the topic. In this unit Exponential equations will be taught before Logarithmic equations, and connections will need to be made between the two. Semantic Question Map: To open the unit up with exponential equations I plan on using the semantic question map in order to give students and idea of what questions they need to be thinking about as we begin the unit. The questions for example will ask students “what should you do to the exponents if their bases are being multiplied and they are the same?” Students will be required to answer these questions each day at the end of the lesson as we answer each one. This strategy will also be used when we begin to study Logarithmic equations. Circle Graph: This strategy is going to be used at the end of the section on Exponential equations and end of Logarithmic equations. The Circle graph is simply a small circle within a larger circle. The smaller circle will either contain exponential equations, or logarithmic...
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...ing strategiesTeaching Strategies There are a variety of teaching strategies that instructors can use to improve student learning. The links below will show you some ways to make your classes more engaging. * Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. * Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups. * Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. * Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk. * Experiential Learning - Experiential learning is an approach to education that focuses on "learning by...
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...The age group I have is 6-7 year olds, when it comes to little kids learning new things, you have to do it where you know it will interest them. Kids now a day’s which always like to learn new things but if it don’t interest them they will not be into it to learn. It’s almost like you are doing what they want you to do just to get them to learn. Sometimes you have to do what the kids like if it is going to benefit them. When it comes to teaching kids about literature and different techniques they can use to get them to learn the information or more so do what you want them to, here I talk about three different strategies that the kids would love and it will keep them wanting to read more and more. Drawing pictures that they like out of the book they read have the kids read a book that is good for them that will teach them a lot of things. When it come to little kids doing book reports they do not get into so much, kids get a little bored with book reports. I know when I was younger I didn’t like doing them because I didn’t like to write stories about anything cause it was too long. Drawing pictures about different things they read in the book and make their own story out of it would be great for kids so young. Kids love to color and draw pictures of things so this project will be no problem for them. Even if two to three kids wanted to get together and do a booklet or even a poster board would be good to, because the kids get together and communicate amongst themselves. The...
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...EDU-230 Cultural Identifiers - Challenges and Responses Example One: Child does not celebrate birthdays Cultural Identifier: Religion Identify Potential Challenge(s): Offending those who do not celebrate and upsetting those who do Identify Appropriate Response(s): Have an approach that is educational and not devotional Example Two: Limited/No parent support OR overly demanding parent * Cultural Identifier: Socioeconomic Status (Class) Identify Potential Challenge(s): No parent support at home Identify Appropriate Response(s): Educating the parents on things they can do at home Example Three: Other students complain that there is an aroma of curry as a particular child passes by. Cultural Identifier: family of origin Identify Potential Challenge(s): Seriously offending a student due to their culture Identify Appropriate Response(s): informing the students that everyone has different tastes in their homes Example Four: Wheelchair bound student requests a desk at the back of the room, farthest from the door in an overcrowded classroom. Cultural Identifier: Ability Identify Potential Challenge(s): This could make it hard for the student to get around Identify Appropriate Response(s): Asking the student if they would prefer a seat closer up front and closer to the exit Example Five: Before school starts, a student is found sleeping on the restroom floor...
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...Debate as a Teaching Strategy Cinthya Alicea Keiser University Debate as a Teaching Strategy Communication is the most crucial part of human interaction. There are many benefits to effective communication which enhance aspects of our personal everyday lives. There is also misunderstood communication which results in a vain outcome and can lead to embarrassment or even more serious results in an adult’s life. Public speaking today is not rare, we go on about our daily lives communicating with people throughout our day whether it be work related or just speaking socially for recreational purposes. Public speaking promotes communication for important messages or simply for teaching purposes. When we combine communication and teaching we can create great lectures but when we involve our listeners and interact with one another we create a debate. This paper is going to promote the benefits and applicable use of debate as a teaching strategy. There are many teaching strategies used today. Each is specifically distinguished and with its own discipline. Teaching strategies break off into braches to create types of lectures that fit with the learning styles of the students. There are a number of teaching strategies, some are: Role playing; where simulations in class can be an excellent way to engage students. Case studies; these have been used for actively engaging students in problem solving applicable to their discipline. Effective discussions; engage students in thinking and...
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...Discussion as a Teaching Strategy Enrique Sanabria, Jr. Education 205 (FG) Dr. Hope Hartman Discussion: Concepts and Ideology Teaching is an art form all its own. It has order, function, purpose, meaning, and, like art, evolves and takes shape within the imagination and mind of the teacher. At the disposal of the teacher are many ways or strategies that can be utilized to ensure that those being taught are truly and fully comprehending and utilizing any and all knowledge accumulated and assimilated. To list a few, there are strategies such as reciprocal teaching, reciprocal questioning, problem- or project-based learning, tutoring, or debating/discussion. In this paper, the strategy that will be focused upon is discussion. Different people and even experts will have differing definitions of what exactly is discussion. A very concise, yet highly intelligent definition has been given for the word and teaching strategy known as Discussion. According to Larson (1997), Wileen & White (1991) stated that it (discussion) is characterized as a structured conversation among participants who present, examine, compare and understand similar and diverse ideas about an issue. Larson (1997) also stated Gall (1985) reported that discussion is an effective way to promote higher-level thinking, develop student attitudes, and advance student capability for moral questioning. In short, discussion provides opportunities for student thoughtfulness...
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...This paper will explain the ways that Teaching Strategies GOLD is a dependable, ongoing, observation-based assessment system that relies heavily on teacher and judgment as a teacher at Gigi’s Learning Academy. The data teachers collect every day by observing children in the context of meaningful experiences makes this instrument vigorous and effective. After analyzing the evidence, the teacher gathers the document of each child’s knowledge, skills, and behaviors; the teacher evaluate each child’s progress. The teacher identifies each child’s levels of development and learning at given points in time; track progress over time; and compare the child’s knowledge, skills, and behaviors with widely held expectations for children of the same age...
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...Students will use the KWL Chart to Synthesize the story of Yen Sen: A Cinderella Story,by: AI-Ling Louie. They will order, recall, retell and recreate this story to form their own comprehensive perspectives. K What I Know | W What I Want To Learn | L What I Have Learned | Name ____________ Word Bank Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Date _________________________ | Subject: Reading Questioning/Answering | | Reading Comprehension As students read the story then I will ask them to draw attention to a few vocabulary words by inserting short definitions. I would also ask open-ended questions in which children must provide explanations rather than one-or two-word responses. After reading, we will discuss vocabulary words in the context of the story and in other contexts. Facts: | Brown Bear, Brown Bear What Do You See by: Bill Martin | | Brown Bear is going on an adventure. He will be exploring the jungle and viewing it through his own eyes. As you read this story you will be focusing on the events that happen as Brown Bear travels. There will be pages that may not have any words on them. You will need to study the pictures and add your own comprehension of the story. | | Question:...
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...December 13, 16, 19, 2013 Topic: Ibong Adarna Noli me tangere El filibusterismo Physical Education Cooperating Teacher: Mr. Joy E. Dayto ------------------------------------------------- Observation Questions: 1. What are the objectives of the lesson? I have observed many subjects. And I think the objective in every different subject is; to make students learn but his objective is not OBE or outcomes based. And the reason is the teacher is not making any lesson plan. 2. What learning activities were introduced? I think it is about sharing his experience to his students makes a good learning activity. With the help of sharing your students will be active and it is a good strategy to take away any drowsiness in the classroom. 3. How do the learners participate in these activities? By listening and doing what the teacher will tell. Like in their class in P.E. they participate by playing the volleyball in correct manner. 4. What instructional materials were employed? Discuss whether such materials were computer generated or not. How did she prepare these materials? There are no instructional materials if the teacher teaches his students. But there are some if there is a reporter. They’re not computer generated. Their materials are more on Manila paper. 5. How did the teacher assess the learning about the lesson? Is it the process or the product? I think it is product because he taught them how to play volleyball...
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...Micro Teaching” A Paper As a partial fulfillment of the course of Master of Arts {part-II} in English, Evaluation of the paper IV.II: ELLT By Sharad N. Musale Roll.No-518 Submitted To The department of English R.N.C. Arts, J.D.B. Commerce & N.S.C. Science College, Nashik Road. 2012-2013 Content Introduction I) Meaning and Definition of Micro Teaching II) Nature of Micro Teaching III) Characteristics of Micro Teaching IV) Objectives of Micro Teaching V) Steps in Micro Teaching VI) Advantages and Limitations of Micro Teaching Conclusion Bibliography Introduction The paper is entitled as ‘A Study of Micro Teaching’. This paper is divided into six sections. The first two sections describe the meaning and nature of micro teaching. While the third and fourth section gives an account of its objectives and characteristics. The fifth section tells about steps in micro teaching. Finally the sixth section describes advantages and limitations of of micro teaching. Meaning and Definition of Micro Teaching “Micro teaching was developed by Dwight Allen and Robert Bush, in “Teacher Preparation” Programme at Stanford University between 1960 and 1960. Today, it has become one of the most important developments in the field of teaching practice in several countries. Micro teaching is an...
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...My current teaching philosophy incorporates motivation, commonality, other’s characteristics, making a difference, and relevance, as well as, values, the learning environment, and student/teacher relationship. First, I think the subject that is being taught should motivate the instructor. Knowing what one’s motivation is will enable a continuous cycle of success in student/teacher interaction. A motivated instructor learns as much as possible about the subject and passes it on to the student. In turn, the student is motivated to apply what is learned. A motivated instructor motivates the student. Ultimately, this will be a common occurrence. Teaching should maneuver the learning system in ways that cause students to accept a profound learning approach in an effort to achieve the course's requirements, allowing the desired course learning results (Myers & Nulty, 2008). Additionally, teaching should be designed by collecting information and formulating various decisions about how the course will be taught (Fink, 2003). The characteristics of others tend to spill over into one’s own teaching methods. Various characteristics of instructors from past experience are of significant worth. The traits of simplicity, clarity, supportiveness, and provision help create an environment conducive to effective learning. For instance the use of simple and clear instructions aides the student in efficiently completing assignments. The support and provision of the instructor shows...
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...Appropriate Teaching Strategies Korianne Shafer SOC312: Child Family & Society (BMF1441A) Art Tolentino October 27, 2014 Developmentally Appropriate Teaching Strategies Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. These three challenges are acknowledging there is a difference and that all students are not the same, establishing school-wide cultural collaboration, and implementing culturally responsive teaching. Second it will discuss these cultural challenges in the classroom using the sociological perspective of conflict theory. Third and finally it will discuss these cultural challenges in the classroom using the relevant perspective of Piaget’s preoperational stage of development. To make certain that all students in a certain classroom justly feel like they belong to that class, teachers who teach in diverse and inclusive classrooms must employ major strategies. The first challenges involved with ensuring that teaching strategies...
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...there is a description of each part of the portfolio that you will submit this week as your Final Project. Part 1: Introduction to your portfolio Provide a brief introductory paragraph that explains the purpose of your portfolio and the competency you are demonstrating through your five lesson plans. Part 2: Lesson plan portfolio Use the feedback you received each week, along with what you have learned throughout the course, to revise each of the five lesson plans to ensure each component sufficiently addresses the required areas (below). Combine the lesson plans into one document to present your revised five lesson plans that reflect your competency in this area. Remember, each plan needs to specifically reflect the use of effective strategies for students with disabilities that are cited within the lesson plan. The following components are required in each of the five lesson plans: Lesson title, grade level, subject area Classroom scenario: Description of the classroom for which you are...
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