(1) Orientation
·
Providing the objectives for which a specific
task/lesson/series of lessons take(s) place
·
Challenging students to identify the reason why
an activity is taking place in the lesson.
(2) Structuring
·
Beginning with overviews and/or review of
objectives
·
Outlining the content to be covered and
signalling transitions between lesson parts
·
Drawing attention to and reviewing main ideas
(3) Questioning
·
Raising different types of questions (i.e.,
process and product) at appropriate difficulty level
·
Giving time for students to respond
·
Dealing with student responses
(4) Teaching Modelling
·
Encouraging students to use problem-solving
strategies presented by the teacher or other classmates
·
Inviting students to develop strategies
·
Promoting the idea of modelling
(5) Application
·
Using seatwork or small-group tasks in order to
provide needed practice and application opportunities
·
Using application tasks as starting points for
the next step of teaching and learning.
(6) The Classroom as a Learning Environment
·
Establishing on-task behaviour through the
interactions they promote (i.e., teacher–student and student–student
interactions)
·
Dealing with classroom disorder and student
competition through establishing rules, persuading students to respect them and
using the rules.
(7) Management of Time
·
Organizing the classroom environment
·
Maximizing engagement rates
(8) Assessment
·
Using appropriate techniques to collect data on
student knowledge and skills
·
Analysing data in order to identify student
needs and report the results to students and parents.
·
Teachers evaluating their own practices.
©Enchanted Learning
Ltd 2015
No comments:
Post a Comment