Principles of Teaching Group Results

Principles of Teaching
Bloomsburg University

Assessment

What types of assessment will be given to evaluate learning?

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Academic tournament
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Achievement tests
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Authentic assessments
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Authentic project

(i.e. Home economics, make a cake)

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Case study
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Checklists
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Choral responses
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Class participation
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Dioramas
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Discussion
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Essay
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Group projects
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Handouts
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Homework
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Journals
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Listening to answers/observation
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Mobile
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Models
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Observation of student performance
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Observations
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Open ended questions
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Oral presentations
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Oral quiz
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Performance-based
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Portfolios
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Posters
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Presentations
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Projects
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Questioning and participation
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Reports
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Rubrics
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Short essays
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Short quizzes
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Skits
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T/F, multiple choice
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Teacher made tests
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Tests, quizzes, exams
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Worksheets
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Written compositions
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Written quiz
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Written reports
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Instructional Strategies

What are all of the various teaching strategies that will be implemented throughout the unit?

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Active learning
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Advanced organizers
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Attention grabbing introduction
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Authentic tasks
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Brainstorming
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Class discussion
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Collaborative Learning
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Concept maps
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Concrete examples
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Cooperative Learning
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Critical thinking activities
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Debate
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Define the concept
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Demonstration
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Differentiated Instruction
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Direct Teaching
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Directed reading procedures
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Discovery Learning 
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Drill
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Experimental learning
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Field work/experiments
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Fieldtrips
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Games for review/learning
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Group discussion
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Group Work
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Guest speakers
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Hands on Activities
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Illustrate examples
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Illustrating an abstract idea
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Independent seatwork
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Independent Study
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Information displayed visually
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Inquiry based
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Interact and discuss with peers
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Internet
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Interviewing
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KWL charts
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Learning Center
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Lecture
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Literature Circles
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Multimedia
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Multiple representations of content
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Object-based learning
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One on One with Peer Student
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Peer tutoring
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Projects
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Prompting
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Question to promote involvement
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Question/Answer Discussions
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Relate to real life situations
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Repetition
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Research
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Role-play
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Small and Large Group Work
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Stations
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Technology 
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Think/pair/share
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Think-Pair-Share
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Video
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Web Quest
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Adaptation Strategies

What modifications will be made to accommodate all types of learners?

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Adapt expectations 
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Adapt  instruction 
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Adapt time allotted

for learning, task completion, testing

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Added Instructional Time
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Added Project Time
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Authenticity
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Break assignment into parts
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Bright colors
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Challenging projects
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Charting
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Classroom setup
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Different level texts
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Different Mediums for Each Topic
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Different styles of directions
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Enlarge handouts
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Enrichment Reading Materials
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Extended study
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Extra time
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Graphic organizers
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Groups
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Hands on activities
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Independent projects
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Individualized Instruction
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Information Organizer
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Inquiry Learning 
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Interpreters for the Deaf/HH
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Learning Centers
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Mentor
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Modeling
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More opportunities

for practice/feedback

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Multi Level Instruction
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Multimedia
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Note taking
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Notes on board
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Opportunities to incorporate

artwork into classroom

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Other seatwork
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Outdoor activities
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Overhead
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Parent Volunteers
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Peer Tutoring
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Pictures
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Power point
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Pre-teaching
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Prompting
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Provide choices
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Samples (format)
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Scaffolding
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Shortened Assignments
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Simulations
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Small Group Learning
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Structured Outline
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Structured Study Guide
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Teacher Proximity around Students
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Teacher’s Aide to Help with

Notes and Tests

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Technology (Web quests)
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Textbook on tape
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Time Lines
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V.A.K.T. Methods
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Videos
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Visual Learning
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Visuals/auditory
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Wait time
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Word banks
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Word Walls
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Work stations
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Remediation Plan

How will remediation be provided to students who do not meet the standards set by the specific lesson objectives?

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After school tutoring programs
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Assign report about information
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Checklists
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Class tutor
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Computer-assisted instruction
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Cooperative learning groups
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Cross-age tutoring
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Extra teacher availability time
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Extra work
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Field trips
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If absent, create absentee station

to find make-up work

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Improve study habits
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Incorporate student interests
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Individual attention

(during and after school)

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Individual instruction
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Last step: referral for

special education services

or advice from spec. Ed. Teacher

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Learning centers
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Modified testing/re-evaluation
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One-on-one teacher assistance
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Outline rules/expectations

with consequences

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Parent involvement
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Peer tutoring
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Practice and feedback
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Presentation in a different manner
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Provide concrete problems
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Reciprocal peer coaching
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Re-evaluate lesson plans
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Re-teach lesson

if students perform poorly

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Review session
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Rewording verbal instruction
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Scaffolding 
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Simulations
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Small group learning
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Study groups
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Study guides
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Switch material to fit different learning styles

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Take an extra day
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Word walls
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©Raymond S. Pastore, Ph.D.
Associate Professor of Education
Center for Technology & Teacher Education
1148 McCormick Center
Bloomsburg University
Bloomsburg, PA 17815-1301
570-389-4236/4025