Our Contributors Said This Page Should Be Displayed for the Questions Below

8/14/2019 Our Contributors Said This Page Should Be Displayed for the Questions Below

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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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