FEAP 3g.- Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding
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UNSATISFACTORY |
DEVELOPING |
ACCOMPLISHED |
EXCEPTIONAL |
| The teacher says, ”Read Chapter 5 from your science book and answer the questions at the end of the chapter.
The teacher lectures with a monotone. The teacher verbally introduces the rules of fast pitch to her class. Students are instructed to make a poster using their own writing and drawing their own pictures. |
The students use various websites (Starfall, Ticket to Read, etc.) for reinforcing reading skills practice.
The teacher has books on varying reading levels with information on “The Dust Bowl.” The teacher shares a Venn diagram with comparisons of two Shakespearean plays. The teacher shows a video clip introducing the rules of fast pitch to her class. |
When assigning biographies, the teacher grouped students by interest.
Most student use various websites (Starfall, Ticket to Read, etc.) for reading skills practice while the teacher meets with a reading group. Students may have some choice in how they complete tasks and may serve as resources for one another. The teacher uses choral response to review key figurative terms and their definitions. i.e. “ A metaphor is…Now, everyone, let’s repeat that. A metaphor is..” (M) A homework assignment asks students to watch a media-based overview of the topic that will be discussed the next day.(M) The teacher creates a “critical-input” experience by having the students watch a video about animals of the rainforest and making a summary of their new understandings. (M) When studying ant colonies, the students are asked to write a simile…My family is like an ant colony because…” (M) |
The teacher uses a variety of groupings throughout the day…depending on the instructional goals. (D)
Some students use various websites (Starfall, Ticket to Read, etc.) for reading skills practice and others are in a book club with a parent while the teacher meets with a reading group. The teacher uses “Pause Time” by saying, “ Share your thoughts with your face partner and be prepared to share them with the group. (M) Teams of students read contradictory articles on global warming and are then asked to discuss any errors in logic they observed. (M) Teacher has students construct a Venn diagram comparing two Shakespearean plays. The teacher creates a “critical-input” experience by having the students watch a video about animals of the rainforest and then pretending they are interviewing one of the animals that live there. (M) When studying ant colonies, the students are asked to write a simile…Bee hives are like ant colonies because…” (M) |
Where noted, examples based on:
“(D)” – Danielson C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, Va: Association for Supervision and Curriculum Development.
“(M)” – Marzano, R. J. (2007). The art and science of teaching: A comprehensive
framework for effective instruction. Alexandria, Va: Association for Supervision and Curriculum Development.
Resources:
Integrating Technology into the Classroom using Marzano’s Instructional Strategies
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html
http://www.microsoft.com/education/en-us/teachers/how-to/Pages/index.aspx
http://www.teach-nology.com/teachers/methods/models/
http://www.netc.org/focus/strategies/cues.php
http://www.readwritethink.org/search/?resource_type=16&type=24
http://www.readwritethink.org/search/?resource_type=16&type=26
http://www.microsoft.com/education/en-us/teachers/how-to/Pages/OneNote_for_dyslexia.aspx
Sources with a variety of skill building games
http://www.arcademicskillbuilders.com/
