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Clearly stated objectives as to what the students are expected to learn or do by the conclusion of the lesson. Asking open and closed-ended questions during direct instruction in order to check for understanding, engage, and assess.  I like to see my teachers randomly call on students so that they don’t get lost during the course of a lesson.  An emphasis is also placed on the lecture being only 10-15 minutes if necessary. A do-now or anticipatory set that motivates the learner, reviews prior learning, and makes connections to the new content being presented.  Students need to find meaning and relevancy in what they are learning or else they will be disengaged. Interdisciplinary connections. A variety of student-centered learning activities where students are afforded the opportunity to think critically, solve problems, work in cooperative groups, and create manifestations that demonstrate learning is taking place.  Students need to be actively involved in the learning process. Informal and formal means of assessment in which the students have a clear indication of their performance in relation to expected learning outcomes.  Rubrics or scoring guides should accompany any activity that is to be graded. The routine use of positive reinforcement to commend and praise students for taking risks, whether they are wrong or right.  A stimulating learning environment that promotes inquiry with student work proudly displayed.  Tied to this are classroom management techniques that afford all students the opportunity to learn. Effective technology integration. Teacher enthusiasm.  If teachers aren’t enthusiastic about the lesson or content then how can they expect their students to be? A closure activity that reinforces the objectives of the lesson.

computers cannot replace teachers. But the computer, she recognizes, can do some things a teacher cannot. It can offer personal feedback to a whole room of students as they work. And it can give the teacher additional class time to do more creative and customized teaching. “Combining Khan with that kind of teaching will produce the best kind of math,” she argued. “Teachers are more effective because they have a window into the student’s mind.”

But the apps shouldn’t be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,” she said. “It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”