| THINK ABOUT THIS The most important resources available to a teacher are the same resources available to any other professional: Curiosity A willingness to take risks A drive to higher performance Willingness to collaborate and share ideas Desire to better previous successes A hunger for learning the success skills of the profession Desire to see others succeed READING RESEARCH TIPS FOR CLASSROOM USE Providing opportunities to activate and extend student's background knowledge has been shown to improve reading comprehension and is an essential element of a balanced reading program. (2) Link background knowledge to the
test being TRY THIS! As you begin a new story or topic, use a web to assess
students' background knowledge about the major theme. Choose a web design
that matches age and ability levels of the students. (a) individually by each student ROCKS AND MINERALS TEST You can use any collection of rocks and minerals to do these tests: You will need to gather the following before you begin: Here are some tips: check to see if the crystals are "lined up" or not "lined up" as above Magnet Test: Streak Test : Rub a piece of rock across a material like porcelain. The color that is left can help you identify the type of rock Vinegar Test: Place a small sample of the rocks you collect in separate cups. Cover each sample with vinegar and observe what happens. Observe what happens. (Tip: calcium carbonate will fizz in acid). What does this test tells you about vinegar? About your rock collection? Electrical Test: Some rocks conduct electricity. Use an battery, bulb, and wire to find out which rocks do. |
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| HOW DO WE GET STUDENTS TO DO QUALITY WORK? Task must provide a sense of belonging: affirm them in the eyes of their peers not threatening to sense of belonging (not isolating) allow for group solutions provide for cooperative learning Task must enhance sense of freedom: to make mistakes without loss of self-worth to take risks to choose alternatives to move at desired learning speed without being seen as "special" Task must provide enjoyment, fun: incorporates laughter, humor, recreation, learning Task must increase (not decrease) sense of power: control over the learning situation facilitate mastery learning not mystery learning confident of pre-requisite knowledge power to choose alternatives EFFECTIVE PRACTICES RELATED TO INSTRUCTIONAL PREPARATION & PRESENTATION 1.1 Teacher has an instructional plan which is compatible with the school and system-wide curricular goals. 1.2 Teacher has an instructional plan that matches/aliens Objectives, learning strategies assessment practices, and student needs at the appropriate level of difficulty. 1.3 Teacher uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives, activities, and/or tasks. 1.4 Teacher maintains accurate records to document student performance. 1.5 Teacher uses available human and material resources to support the instructional program. 1.6 Teacher begins lesson or instructional activity with a review of previous material. 1.7 Teacher introduces the lesson or instructional activity, and specifies learning objectives when appropriate. 1.8 Teacher speaks fluently and precisely. 1.9 Teacher presents the lesson or instructional activity using concepts and language understandable to the students. 1.10 Teacher provides relevant examples and demonstrations to illustrate concepts and skills. 1.11 Teacher assigns tasks that students handle with a high rate of success 1.12 Teacher asks appropriate levels of questions which students handle with a high rate of success. 1.13 Teacher conducts lesson at a brisk pace, slowing presentations when necessary for student understanding but avoiding unnecessary slowdowns. |
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