Observe and describe the different teaching methods used by classroom teachers, including the use of Academic Language and Student Voice (Teacher Performance Assessment). GENERALIZATION Although specific approaches to teaching vary as a result of conditions or teacher personality, the principles of teaching can be observed and, generally, transferred from situation to situation. SUGGESTED LEARNING EXPERIENCES Observe and discuss with the Cooperating Teacher, as the situation permits, the following methods and techniques: Direct instruction Teacher instructs (lectures, models, etc.). – Demonstration Teacher shows students through presentation and modeling activity. – Discussion Teacher interacts with students by posing questions and getting student input. – Inquiry Students are given a task to do which requires students to solve problem/s. – Laboratory methods Students are expected to follow proper lab techniques. – Questioning techniques Teacher uses a variety of questions with different levels of difficulty – i.e., and Bloom’s Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) to elicit response. Classroom games and simulations Games are hands-on, meaningful learning experiences. – Contract teaching Contracts are created with the student, teacher, parents and/or principal to – change an unwanted or unacceptable behavior. Consequences and rewards are stated. Individualized instruction One-on-one instruction between teacher and student to – accommodate a specific learning needs. student’s Cooperative learning Students work in groups with specific tasks and share in each – other’s learning. Culturally responsive teaching The teacher models respect for the cultural diversity of the – students. The teacher is sensitive to and honors their cultural traditions. Constructivist teaching: Poses problems of emerging relevance Current events can be brought into the class and are – more meaningful than those which are artificially contrived. Lessons are planned around concepts Teaching starts with concepts or clear objectives and – moves toward specific outcomes.
Observe and describe the different teaching methods used by classroom teachers, including the use of Academic Language and Student Voice (Teacher Performance Assessment). GENERALIZATION Although specific approaches to teaching vary as a result of conditions or teacher personality, the principles of teaching can be observed and, generally, transferred from situation to situation. SUGGESTED LEARNING EXPERIENCES Observe and discuss with the Cooperating Teacher, as the situation permits, the following methods and techniques: Direct instruction – Teacher instructs (lectures, models, etc.). Demonstration – Teacher shows students through presentation and modeling activity. Discussion – Teacher interacts with students by posing questions and getting student input. Inquiry – Students are given a task to do which requires students to solve problem/s. Laboratory methods – Students are expected to follow proper lab techniques. Questioning techniques – Teacher uses a variety of questions with different levels of difficulty i.e., Bloom’s Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation) to elicit response. Classroom games and simulations – Games are hands-on, meaningful learning experiences. Contract teaching – Contracts are created with the student, teacher, parents and/or principal to change an unwanted or unacceptable behavior. Consequences and rewards are stated. Individualized instruction – One-on-one instruction between teacher and student to accommodate a student’s specific learning needs. Cooperative learning – Students work in groups with specific tasks and share in each other’s learning. Culturally responsive teaching – The teacher models respect for the cultural diversity of the students. The teacher is sensitive to and honors their cultural traditions. Constructivist teaching: Poses problems of emerging relevance – Current events can be brought into the class and are more meaningful than those which are artificially contrived. Lessons are planned around concepts – Teaching starts with concepts or clear objectives and moves toward specific outcomes.