Group items tagged

Fit the lecture to the audience 2. Focus your topic - remember you cannot cover everything in one lecture 3. Prepare an outline that includes 5-9 major points you want to cover in one lecture 4. Organize your points for clarity 5. Select appropriate examples or illustrations 6. Present more than one side of an issue and be sensitive to other perspectives 7. Repeat points when necessary 8. Be aware of your audience - notice their feedback 9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic.

"In the 21st Century, the century our children will

live in (the century they will, in fact, shape), media

literacy will not be a luxury; it will be a necessity."

Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teaches think systematically about their practice and learn from experience. Teachers are members of learning communities

SmartNotes page is a two-column chart that organizes student thinking to show the relationship between direct text evidence and different reading strategies.

students practice it by pausing while they read to identify textual evidence from their independent reading book that connects to their thinking related to the specific strategy.

SmartNotes are great because they are a quick and unobtrusive way for students to organize their thinking without disrupting their engagement in their independent books.

Strategies: Using feedback in the classroomModeling non-defensive behavior in the classroom can be critical to demonstrating effective use of feedback for teachers and students. Teaching critical thinkingCritical thinking, as it pertains to teaching and learning, can be considered an open-minded process of discovery and understanding, analysis and application, synthesis and evaluation. Bloom's taxonomyBenjamin Bloom (1956) created this taxonomy or classification system for categorizing "competencies" in educational settings, as defined by skills demonstrated by learner type or intelligence. Teaching with questioningWhat are some procedures and strategies for using questions in the classroom? The Socratic MethodTeaching by Asking Instead of by Telling: Teacher: Rick Garlikov; Students: 22 third grade class in a suburban elementary school... A binary arithmetic example! Teaching with guided notes in lecturesGuided Notes are teacher-prepared hand-outs that outline or map lectures, but leave "blank" space for key concepts, facts, definitions, etc. As the lecture progresses, the learner then fills in the spaces with content.

The ITEST program through research and model-building activities seeks to build understandings of best practice factors, contexts and processes contributing to K-12 students' motivation and participation in the science, technology, engineering, and mathematics (STEM) core domains along with other STEM cognate domains (e.g., information and communications technology (ICT), computing, computer sciences, data analytics, among others) that inform education programs and workforce domains. The ITEST program funds foundational and applied research projects addressing the development, implementation, and dissemination of innovative strategies, tools, and models for engaging students to be aware of STEM and cognate careers, and to pursue formal school-based and informal out-of-school educational experiences to prepare for such careers.  ITEST supports projects that: (1) increase students' awareness of STEM and cognate careers; (2) motivate students to pursue the appropriate education pathways for STEM and cognate careers; and/or (3) provide students with technology-rich experiences that develop disciplinary-based knowledge and practices, and non-cognitive skills (e.g., critical thinking and communication skills) needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus on one or more STEM domains or focus on sub discipline(s) within a domain. ITEST projects must involve students, and may also include teachers. ITEST is especially interested in broadening participation of student groups from traditionally underrepresented in STEM and cognate intensive education and workforce domains. Strongly encouraged are projects that actively engage business and industry to better ensure K-12 experiences are likely to foster the skill-sets of emerging STEM and cognate careers.  ITEST supports two project types: Strategies and SPrEaD (Successful Project Expansion and Dissemination) projects. Strategies projects address the creation and implementation of innovative technology-related interventions that support ITEST's objectives. SPrEaD projects support the wider and broader dissemination and examination of innovative interventions to generate evidence and understanding regarding contextual factors that operate to enhance, moderate, or constrain the desired results. All ITEST projects include activities designed to inform judgments regarding the feasibility of implementing strategies in typical delivery settings such as classrooms and out-of-school settings.

Give students the practice to read with ease and confidence, and watch accuracy and understanding soar

1. Model Fluent Reading

3. Promote Phrased Reading in Class

If the student has difficulty learning by listening, then try…

Before the lesson:Pre-teach difficult vocabulary and conceptsState the objective, providing a reason for listeningTeach the mental activities involved in listening — mental note-taking, questioning, reviewingProvide study guides/worksheetsProvide script of filmProvide lecture outlinesDuring the lesson:Provide visuals via the board or overhead Use flash cards Have the student close his eyes and try to visualize the information Have the student take notes and use colored markers to highlight Teach the use of acronyms to help visualize lists (Roy G. Biv for the colors of the spectrum: red, orange, yellow, green, blue, indigo, violet) Give explanations in small, distinct steps Provide written as well as oral directions Have the student repeat directions When giving directions to

the class, leave a pause between each step so student can carry out the process in his mind Shorten the listening time required Provide written and manipulative tasksBe concise with verbal information: "Jane, please sit." instead of "Jane, would you please sit down in your chair."

What does this child need to learn next? She may benefit from seeing different ways to organize factual information. The teacher may use a mini-lesson to show different examples of nonfiction animal books. This student, and the rest of her classmates, could look at nonfiction text features and try to use them in their own writing (table of contents, captions with pictures, bold words, close-ups, diagrams with labels, an index). This may motivate her to find more information about white sharks and think about how to organize it in a multi-page format. This would be an effective tie to a nonfiction reading unit.

Wisconsin Educator Standards - Teachers Ten Standards for Teacher Development and Licensure To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance under all of the following standards: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

Home Teachers Parents Kids

Teachers

I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially.

Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn.