Demonstrating Effective Teaching Practices Criterion two of the Teacher and Principal Evaluation Program is “Demonstrating Effective Teaching Practices” (CEL 5D+, 2014, p.3). The focal point of this criterion is developing teaching practices that engage all or most students. Implementing effective teaching practices positively affects students in a variety of ways. It allows students to learn the necessary skills for them to be independent lifelong learners, helps them develop a deeper understanding and meaning of texts, find solutions to real world problems, increase comprehension, thinking and reasoning skills as well as increases achievement (Alozie & Mitchell, 2014; Chun & Jang, 2012; Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009; Ong, Hart, & Chen, 2016; Patrick, Ryan and Kaplan, 2007; Van de Pol, Volman, Oort, & Beishuizen, 2015). Criterion two includes four sub-criterions. This section will provide a description and empirical evidence to support the following four sub-criterions: quality of questioning, expectation and support and opportunity for participation and meaning making, substance of student talk and finally, scaffolding tasks. Quality of Questioning The first component of the second criterion is quality of questioning (CEL 5D+, 2014). In order for teachers to become proficient in this area they must “frequently ask[s] questions to probe and deepen students’ understanding” (CEL 5D+, 2014, p.3). This component also includes continually helping
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There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon & Gould, 2005). In order for students to complete different tasks during lessons, it is important that teachers present clear and concise instructions. According to Porter (2014a), by providing clear instructions and high quality examples, teachers may help to increase a student’s academic performance. In addition, by removing classroom
The framework is composed of 4 domains and 22 components. Each component has a level of performance; unsatisfactory, basic, proficient and distinguished. The lowest score is unsatisfactory and the highest level is distinguished. The framework makes it easy for teachers to be evaluated and understand their score because it describes the performance for each component and provides possible examples for the levels of performance in all of the components. The examples show how a particular skill of teaching might look like in the classroom.
My methodology for writing this essay is so that I can gain my Ctlls qualification and support my own teaching practices. In my research for this assignment I have used books, the Internet for various websites and my notes from the lessons, as well as my own experience from teaching.
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
Aligns with AITSL Standard 5: Assess, provide feedback and report on student learing (AITSL, 2014). This is demonstrated firstly via the formative assessment task with comments on all the students samples, verbal communication considering the 5 questions in the NQR anchor chart (see Appendix 5d, 5e). Then secondly, during the lessons via verbal communication when observing student interactions with the lesson content (Measurement). Lastly, through written feedback on all the student’s Summative Assesmnt tasks , however, evidence supplied is of the 3 focus students work (See Appendix
Educational research contributes many factors to effective teaching and the effective teacher. Beliefs and values that guide the research change by the decade, however, most of the research agrees that the highest impact on achievement is the teacher. The writer feels that the three factors Marzano pinpoints are ones truly necessary to guide effective teachers. He states “the act of teaching is a holistic endeavor. Effective teachers employ effective instructional strategies, classroom management techniques, and classroom curricular design in a fluent, seamless fashion”. (Marzano, p.77) By combining these three key components, the teacher will do what is necessary to foster student achievement.
Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).
Throughout the day, the elementary school principal provided feedback from the informal observations to the teachers. I was very impressed with her approach. For these informal observations, she uses the “three P’s”. First is purpose, she stated that the purpose of her visit. The second P is praise. Praise was given for positive student interactions and conversations between themselves. The final P stands for probe. A question is then asked to get the teacher to reflect and self-diagnose any areas of needed improvement. The principal asked, “How do you assess student understanding during the lesson”. The teacher then stated, “I am not sure how to check for understanding during the lesson, I usually check after
Domain III: Instruction Indicator 8: actively engages students in the learning process. Teachers use different instructional strategies based on appropriate skill level. Indicator 10: Brings multiple perspectives to the delivery of content. Teachers acknowledges diversity and differentiate instruction. The teacher demonstrated deep knowledge of content by connecting ideas from across the curriculum to everyday life. The demonstration of deep knowledge of content during instruction was also measured on how the teacher engaged the students, based on the activity the students were doing. The transformation of content knowledge was a challenge for the teacher. As time progressed, the teacher was able to transform the content. The transformation, then became adaptable to all the students. Thought maddening questions were observed in measuring questioning techniques in
PUTNAM, RALPH T., et al. “Teaching.” Encyclopedia of Education, edited by James W. Guthrie, 2nd ed., vol. 7, Macmillan Reference USA, New York, 2002, pp. 2482–2492. Opposing Viewpoints in Context, link.galegroup.com.catalog.stisd.net:2048/apps/doc/CX3403200615/OVIC?u=j031916004&xid=22bb1e93. Accessed 2017.
Search term – Developmentally appropriate practices. Database – Jstor. I was interested to know if teacher’s personal beliefs and classroom practices align. Ketner, C., Smith, K., & Parnell, M. (1997). Relationship between teacher theoretical orientation to reading and endorsement of developmentally appropriate practice. The Journal of Educational Research, 90 (4), 212-220.
Chapter 4 of the book, Classroom Assessment, written by W.J. Popham, is titled: “Validity”. Validity is one of the most important aspect of assessment to use in the classroom. The focus in Chapter 4 is discussing the three forms of validity including; content-related evidence, criterion-related evidence, and construct-related evidence. The content-related evidence concentrates on the assessment that is being measured towards the curriculum. The content given can consist of prior knowledge, skills, or concepts learned.
Teaching is a profession that is considered to be a rewarding challenging and complex role. An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on the teacher instead to act as a facilitator of learning in an open, constructivist environment and providing students with the tools to challenge themselves to develop both academically and personally. The education of students within classrooms of today is