Instructional Strategies
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills.
Sample Performance Indicators
3.1 Engages students in active learning and maintains interest.
3.2 Builds upon students' existing knowledge and skills.
3.3 Reinforces learning goals consistently throughout the lesson.
3.4 Uses a variety of research-based instructional strategies and resources.
3.5 Effectively uses appropriate instructional technology to enhance student learning.
3.6 Communicates and presents material clearly, and checks for understanding.
3.7 Develops higher-order thinking through questioning and problem-solving activities.
3.8 Engages students in authentic learning by providing real-life examples and interdisciplinary connections.
3.2 Builds upon students' existing knowledge and skills.
3.3 Reinforces learning goals consistently throughout the lesson.
3.4 Uses a variety of research-based instructional strategies and resources.
3.5 Effectively uses appropriate instructional technology to enhance student learning.
3.6 Communicates and presents material clearly, and checks for understanding.
3.7 Develops higher-order thinking through questioning and problem-solving activities.
3.8 Engages students in authentic learning by providing real-life examples and interdisciplinary connections.
GA DOE TKES Performance Rubric
ExemplaryIn addition to meeting the requirements for Proficient...
The teacher continually facilitates students' engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways. (Teachers rated as Exemplary continually seeks ways to serve as role models or teacher leaders.) |
ProficientProficient is the expected level of performance.
The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students' acquisition of key skills. |
Needs DevelopmentThe teacher inconsistently uses research-based instructional strategies. The strategies used are sometimes not appropriate for the content area or for engaging students in active learning or the acquisition of key skills.
|
IneffectiveThe teacher does not use research-based instructional strategies, nor are the instructional strategies relevant to the content area. The strategies do not engage students in active learning or acquisition of key skills.
|
Using Technology in the Classroom
This web page provides a breakdown of videos within the Technology Integration
Matrix grouped by the digital tools used in each lesson. When a video involves
more than one digital tool, it appears in each applicable section.
Matrix grouped by the digital tools used in each lesson. When a video involves
more than one digital tool, it appears in each applicable section.
At a time when education technology is getting a lot of attention, there is no often class time allocated to technology education. This article discusses the need for explicit instruction in how to
We’ve all heard about Stephen Covey’s 7 Habits of Highly Effective People. Some eachers out there may have heard of the 7 Habits of Highly Effective Teachers. The above link includes 7 habits of highly effective teachers who
use technology.
use technology.
The above blog post provides a wealth of ideas for using one iPad in a classroom.
Click on the above link to read how touch-screen technology transforms Ventura County classrooms
Check out Smart Apps for Kids by clicking on the above button. The site reviews educational apps for pre-K through 12+, many of them free. They are categorized by age and subject matter.
The above article provides information about SMILE, the Stanford Mobile Inquiry Learning Environment, is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.
Suggestions for building a virtual classroom to weave in some online strategies with your face-to-face traditional classroom.
Though not specifically an educational program, many in the academic field believed Siri could soon come to play a big part in the classroom for record keeping, calling/emailing, problem solving, setting reminders and note taking. Read the above article to learn more.
Calendar Math
Mrs. Meacham’s blog is full of resources for every subject. Her Calendar Math
page includes binders, journals, folders, and lessons that change with the
month.
page includes binders, journals, folders, and lessons that change with the
month.
Active Inspire Calendar Math: Promethean Planet has a plethora of ways to
conduct Calendar Math using the Interactive Whiteboard
conduct Calendar Math using the Interactive Whiteboard
Step by Step instructions on how to read for meaning using Robert Newton's 'Runner' as an example. A picture really can speak a thousand words! Check out this guide on using close reading of fiction.
The above link provides text talks lesson plans.
From the Utah state office of Education: Text Talk is an approach to read alouds that is designed to enhance
young children’s ability to construct meaning from decontextualized language. (Beck & McKeown, 2001; Beck, McKeown, & Kucan, 2002). The idea of creating this collection of Text Talk lessons was sparked from the work of Beck and McKeown’s research and findings. These lessons provide educators with a resource to accomplish the complex and demanding task of developing children’s literacy using read-alouds. The ultimate goal of a Text Talk lesson is twofold: 1.) Getting children to talk about the text, considering ideas using decontextualized language to improve comprehension, and 2.) the acquisition of vocabulary. (Beck and McKeown’s journal article can be found at the end of this book.)
In order to increase comprehension, teachers are reading while adding interspersed discussion to focus, monitor, and scaffold learning; helping the children to respond to the text rather than the illustrations. Discussions are
based on the actual text instead of permitting students’ responses to rely strictly on their background knowledge.
Using explicit instruction, 3 or 4 vocabulary words are taught after the story has been read. These words are chosen based on their ability to be generalized, the frequency the word will likely occur in future text, and their importance in comprehending the text. The teacher gives the word within the context it was used in the story and then provides a child-friendly definition. Students repeat the word to create a phonological representation of the word. This is followed by interactions with the word by the students in different contexts to assure understanding. The word is then repeated, and this process continues with the remaining 2 or 3 words. Finally, students are asked a series
of questions comparing, giving examples and then given a scenario from which to choose the correct word.
From the Utah state office of Education: Text Talk is an approach to read alouds that is designed to enhance
young children’s ability to construct meaning from decontextualized language. (Beck & McKeown, 2001; Beck, McKeown, & Kucan, 2002). The idea of creating this collection of Text Talk lessons was sparked from the work of Beck and McKeown’s research and findings. These lessons provide educators with a resource to accomplish the complex and demanding task of developing children’s literacy using read-alouds. The ultimate goal of a Text Talk lesson is twofold: 1.) Getting children to talk about the text, considering ideas using decontextualized language to improve comprehension, and 2.) the acquisition of vocabulary. (Beck and McKeown’s journal article can be found at the end of this book.)
In order to increase comprehension, teachers are reading while adding interspersed discussion to focus, monitor, and scaffold learning; helping the children to respond to the text rather than the illustrations. Discussions are
based on the actual text instead of permitting students’ responses to rely strictly on their background knowledge.
Using explicit instruction, 3 or 4 vocabulary words are taught after the story has been read. These words are chosen based on their ability to be generalized, the frequency the word will likely occur in future text, and their importance in comprehending the text. The teacher gives the word within the context it was used in the story and then provides a child-friendly definition. Students repeat the word to create a phonological representation of the word. This is followed by interactions with the word by the students in different contexts to assure understanding. The word is then repeated, and this process continues with the remaining 2 or 3 words. Finally, students are asked a series
of questions comparing, giving examples and then given a scenario from which to choose the correct word.
Phonological Awareness Curriculum (Sampler)
The attached sampler of a phonological awareness curriculum includes a complete week of curriculum. The curriculum is based on 16 phonological awareness skills that are identified in the Common Core for ELA. The activities are texte-based meaning the words and phrases for the phonological awareness lessons (which we call "listening games" are based on popular read aloud titles from your monthly curricular themes. This program was written around the Kindergarten and First Grade Common Core standards and skills in the Common Core document, Appendiz A, based on phonological awareness research and the general progression of phonological awareness skills in the foundational reading process.
phonologicalawarenesscurriculumtextbasedcommoncorealignedsampler.pdf | |
File Size: | 524 kb |
File Type: |
Practical PBL Series: Design an Instructional Unit in Seven Phases of a Project Cycle
Phase 1: Introducing the Driving Question
Phase 2: Introducing the Culminating Challenge
Phase 3: Developing Subject Matter Expertise
Phase 4: Doing the Culminating Challenge
Phase 5: Debriefing the Culminating Challenge (Ideally with Subject Matter Experts)
Phase 6: Responding to the Driving Question
Phase 7: Summative Assessment
Additional Resources to Get Started with PBL:
http://blog.discoveryeducation.com/blog/2011/05/07/project-basedlearning-a-menu-of-ideas-jennifer-brinson-ssdod2011/
http://pbl-online.org/
http://www.bie.org/index.php/site/PBL/web_resources/
http://www.apple.com/education/challenge-based-learning/
Phase 1: Introducing the Driving Question
Phase 2: Introducing the Culminating Challenge
Phase 3: Developing Subject Matter Expertise
Phase 4: Doing the Culminating Challenge
Phase 5: Debriefing the Culminating Challenge (Ideally with Subject Matter Experts)
Phase 6: Responding to the Driving Question
Phase 7: Summative Assessment
Additional Resources to Get Started with PBL:
http://blog.discoveryeducation.com/blog/2011/05/07/project-basedlearning-a-menu-of-ideas-jennifer-brinson-ssdod2011/
http://pbl-online.org/
http://www.bie.org/index.php/site/PBL/web_resources/
http://www.apple.com/education/challenge-based-learning/
Take a look at high quality art instruction that incorporates Social Studies and RELA.