8 ways teachers can talk less and get kids talking more If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. Here are 8 ways teachers can talk less and get students talking more: 1. It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. 2. It’s easy to get in an instructional rut when you stand at the same place near the board all day long. 3. 4. A lot of the talking most of us do throughout the day is related to student behavior, and most of the time, we’re wasting our breath. 5. 6.
Rubrics for Teachers - Assessment Learn more about our Online Courses, Online Certificate Programs, and Graduate Degree A collection of rubrics for assessing portfolios, group work/cooperative learning, concept map, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects. Quick Links to Rubrics Social Media Project Rubrics Wiki RubricCriteria for assessing individual and group Wiki contributions. Blog RubricAssess individual blog entries, including comments on peers' blogs. Twitter RubricAssess learning during social networking instructional assignments. Discussion, Teamwork, and Group Work Rubrics Online Discussion Board RubricAssessing ability to share perspectives, refine thoughts through the writing process, and participate in meaningful discussionPrimary Grade Self-Evaluation Teamwork Rubric (PDF)Features of a sandwich to graphically show the criteria PowerPoint and Podcast Rubrics A+ PowerPoint Rubric Joan Vandervelde's rubric provides 10 performance categories
Tomorrow's Professor eNewsletter: 1315. Forming "Teams" or "Discussion Groups" to Facilitate Learning UP NEXT: Texting in Class Tomorrow's Teaching and Learning---------- 1693 words ----------Forming "Teams" or "Discussion Groups" to Facilitate Learning Background Learning is enhanced when the material to be learned is thought about deeply and also when related material is retrieved from memory and associated with the new material. When students have an opportunity to work together to learn course content, particularly when applying that material to a new challenge, both deep thinking and retrieval of associated materials are realized. Active and collaborative learning are regularly discussed in the literature, and when done well few debate their value in terms of impact on student learning (1, 2). Nelson (4) argues that courses taught by the traditional lecture are actually biased against those students who come to our classes without strong preparatory training. Helpful Hints Service-learning shows how specific content within a course may be applied to directly benefit society. 1. 2.
Vol.6 n°18 | 2012 Les recherches sur les pratiques enseignantes efficaces Laurent Talbot Research on efficient teaching Joël Clanet Teaching efficiency. Which modelling for this ambition? Olivier Maulini, Andreea Capitanescu Benetti, Cynthia Mugnier, Manuel Perrenoud, Laetitia Progin, Carole Veuthey et Valérie Vincent What is a “good” teaching practice? Strategies and Resources for Supporting English-Language Learners "The hardest part of living in a different country is the language barrier. Because you know you have to learn the language in order to survive." – Betina Johnson Being an English-language learner in the United States is no honeymoon. UC Berkeley experts Margaret Bridge and Bruce Fuller offer three examples of these faulty assumptions: The expectation that Mexican-American English-language learners would enter U.S. schools with inadequate social competence turned out not to be realized. What About Grammar Drills? Everyone agrees that ELLs need help in mastering "the basics" of grammar usage. Non-Negotiable Vocabulary for ELLs to Study Beside focusing on developing communication and reading skills, Marilee Sprenger -- an expert in brain-based instructional strategies and author of Teaching the Critical Vocabulary of the Common Core -- recommends that ELLs learn high-frequency academic language terms that are embedded in the Common Core State Standards.
Methods of Assessment Formative (Low-Stakes) Assessments Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying. Written Reflections. “What was the most important thing you learned today?” Polls/Surveys. Checks for Understanding. Wrappers. In-class Activities. Quizzes. Online Learning Modules. Modules enable you establish learning pathways for students by establishing prerequisites and requirements. Class Deliverables. Summative (High-Stakes) Assessments: Summative assessment techniques evaluate student learning. Exams. Papers, projects, and presentations. Portfolios.
The Independent Learning Centre, CUHK Biography Ms. Christopher's academic and research interests include Student Learning, Teaching Methodologies and their Applications in English for Professional and Academic Purposes, Academic Writing and Online Web-Based Technologies for Business, and the Integration of Case Based Teaching in Communication Skills Development. She holds a PG Certificate in Teaching English as a Foreign Language (TEFLA) for Adults from Cambridge University, a Bachelor of Arts with Honors (BAH) in both English and Art from Acadia University, Canada; and a Master or Arts (MA) in English from Dalhousie University, Canada. She has been teaching both Undergraduate as well as Postgraduate students in Hong Kong since 1990. Selected Publications “The Business Communication Assessment (BCA) and its Curriculum Implications” in Proceeding for Enhancing Learning Experiences in Higher Education: International Conference, 2010 (with Y.
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