Principles of Teaching
Bloomsburg University
Principles of Teaching
Bloomsburg University
TOPICS
1. Learner Diversity:
How are learners different from the following perspectives?
Intellectual
Cultural
Ethnic
Learning Style or Preference
Socio Economic
Exceptionalities
Racial
Gender
Sexual Orientation
Religion
Geographical Area
Developmental
What are appropriate teaching strategies and techniques used to meet the need of students in each of these areas?
2. Approaches to Teaching and Learning Strategies:
Define the following teaching approaches
What strategies are teacher likely to use in each approach?
Provide guidelines for using these approaches in the classroom
Developmental Learning - Piaget
Socially
Meditated or Socio-Cultural Learning - Vygotsky
Behavioral learning -
Skinner
Cognitive Learning
Constructivism
Motivation
3. Student-centered Strategies:
Define each of the following strategies
How they can be used effectively in the classroom?
Give Examples
Homework
Inquiry
Problem
Solving
Discovery Learning
Games
Peer Tutoring
Individualized
Instruction
Independent Study
Mastery
Learning
Debates
Journals
Student Notebooks
Student
Portfolios
Learning Centers
Contracts
Simulations
Field
Trips
Oral Reports
Individual or Group Presentations
Multimedia
Projects
Role Playing
Constructivism
Online Learning
Concept
Maps
Graphic and Advance Organizers
Metacognition
Teaching Study and
Learning Skills
4. Teacher-centered Strategies:
Define each of the following strategies
How they can be used effectively in the classroom?
Give Examples
Direct
Instruction
Demonstrations
Questioning
Lectures
Drill and
Practice
Guided Practice
Whole Group
Instruction
Recitations
Lectures
Discussion
Reflection
Seating,
Grouping, and Classroom Arrangement
Guided
Practice
Presentations
5. Cooperative Learning:
What is cooperative learning?
How is cooperative learning different than other group work?
When and how should teachers use cooperative learning?
What are the research findings about cooperative learning?
What are guidelines for using cooperative learning?
What are popular specific cooperative learning techniques?
6. Questioning:
How is questioning related to Bloom's Taxonomy?
What are the research findings about questioning?
What are guidelines for using questioning?
What are specific questioning techniques?
What is Wait time One and Wait Time Two?
Should teacher call on volunteers or non-volunteers?
How should a teacher respond if a student doesn't know the answer?
How can a teacher avoid bias in calling on students (gender, racial, cultural, intellectual)?
What are prompting techniques?
What are callouts and choral responses and how should they be used?
What is the role of questioning in classroom management?
How should repetition and questioning frequency be used?
7. Differentiated Instruction:
What is differentiated instruction and why should teacher use it?
How is differentiated instruction different than individualized instruction?
When and how should teachers use differentiated instruction?
What are the research findings about differentiated instruction?
What are key principles of differentiated instruction?
What are guidelines for using differentiated instruction?
What are various differentiated instruction strategies?
How can we differentiate instruction based on student readiness, student learning profile, and student interest?
8. Technology and Instructional Materials:
What technologies are available in the schools?
How can these technologies be integrated into the curriculum?
When is it appropriate to use technology?
What can teachers do about students who do not
have computers at home?
What assistive-technology devices are
available?
What audio-visual devices are still being used in schools today?
How should audio-visual devices be used?
How should textbooks be selected?
How should textbooks be used?
How should worksheets be used?
How should worksheets, magazines, and newspapers be used?
What are some other materials that can enhance the classroom?
9. Assessment:
How should students be assessed?
What are the various types of assessment?
What is a rubric and how is it constructed and used?
What are the considerations in constructing various types of objective tests?
How can portfolios be used to assess students?
What are the advantages and disadvantages of various objective tests?
What is the difference between a norm-referenced and criterion-referenced test and when should each type be used?
What considerations should be taken into account when evaluating students?
Should all students be evaluated and graded using equal standards?
What are the various types of test reliability and validity and how are they important?
What are guidelines for giving homework?
10. Professionalism:
What professional organizations are available for teachers?
Where do we look to find a teaching job?
What should we be doing to prepare for the job search?
What is a teaching portfolio and how is it used?
What are the various components of a teaching portfolio?
What is a good résumé?
What are some tips for interviews?
What are sources of information for best practices and research-based practices?
What support is available for student teachers and beginning teachers?
What professional journals and books do teachers needs to be aware of?
What are some alternative career paths for teachers other than public schools?
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