Teaching Strategies Sample Clauses

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Teaching Strategies. Research shows that teacher integration of literacy-related instructional strategies facilitates student learning across all content areas. With the use of content-specific information, it is through the literacy skills of reading, writing, listening, speaking, viewing and presenting that students acquire and retain content knowledge and content-specific abilities. Teachers shall use a variety of instructional strategies such as Classroom Instruction That Works (CITW), Sheltered Instruction Observation Protocol (SIOP), and other research-based strategies that support student learning.
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Teaching Strategies. The teacher: a. communicates purposes and objectives to the students; b. involves students in experiences and activities designed to develop skills and stimulate thought; and c. uses instructional techniques that promote thinking skills.
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Teaching Strategies. 2.1 The teacher uses a variety of teaching strategies that are appropriate to learners, objectives, and content. 2.2 The teacher demonstrates effective teaching skills. 2.3 The teacher establishes and maintains learner involvement in the learning tasks. 2.4 The teacher provides appropriate feedback and reteaching as necessary. 2.5 The teacher is knowledgeable in content areas.
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Teaching Strategies. The teacher establishes and articulates goals for student learning, and the teacher establishes and communicates learning goals for all students. A. Teacher’s Objectives: B. Administrator’s Objectives: (if teacher & administrator do not agree) d. Constraints:
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Teaching Strategies. The teacher uses a variety of teaching strategies that are appropriate to learners, objectives, and content. Descriptors: ● Demonstrates a variety of instructional techniques such as directed, non- directed, and cooperative learning ● Uses appropriate resource people/consultants
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Teaching Strategies the teacher establishes and articulates goals for student learning, and the teacher establishes and communicates learning goals for all students. The teacher: a. Uses a variety of instructional strategies and resources to respond to students’ diverse needs. b. Engages students in problem solving, critical thinking and other activities that make subject matter meaningful. c. Organizes curriculum to support student understanding of subject matter. d. Develops student understanding through instructional strategies that are appropriate to the subject matter. e. Uses materials, resources and technologies to make subject matter accessible to students. f. Draws on and values students’ backgrounds, interests and developmental learning needs. g. Develops and sequences instructional activities and materials for student learning. h. Modifies instructional plans to adjust for student needs. i. Collects and uses multiple sources of information to assess student learning. j. Involves and guides all students in assessing students learning. k. Uses the results of assessments to guide instruction. l. Communicates with students, families, and other audiences about student progress.
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Teaching Strategies. Uses a variety of instructional strategies and resources to respond to students’ diverse needs.
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Teaching Strategies. Strategies are the ‘tools for teaching and learning’ that teachers have available to them and ‘teaching skills’ are the ways in which teachers select and use the ‘tools’ at their disposal to achieve effective learning. Teaching strategies are the tools that teachers have at their disposal to engage learners and enable learning objectives to be met via effective teaching and learning and teaching skills are how they select and use these strategies. Teaching strategies are differentiated from teaching models by using our definition of a model as the sequence of steps or phases (the syntax) used to achieve particular types of learning outcomes. The existing literature tends to divide the analysis of examples of skills and strategies observed in practice into the following three broad categories that follow the teaching and learning process. These are: 1. Planning and preparation  Strategies for differentiation 2. Managing delivery  Strategies of presentation and demonstration  Strategies involving technology  Strategies for group and individual learning  Strategies for reinforcing learning  Strategies for more effective learning  Using multiple strategies 3. Assessing learning 4. Strategies for assessing learning. ▇▇▇▇▇▇▇ and Tartarkowski (2005) suggest that planning effective teaching and learning sessions should include the following processes: (a) specifying the aims and objectives or outcomes for the session, (b) showing how to review the previous session, (c) explaining the links to the current and next sessions, (d) identifying appropriate content, activities and strategies by which the learners will learn, (e) presenting strategies by which learning will be assessed, (f) selecting the resources, materials and media to support learning, and (g) considering how to summarise at the end of the session. Differentiation is central in effective planning, ensuring that all learners can learn effectively and are sufficiently challenged. It is identified by LSIS as one of ten approaches to effective teaching and learning. There is no single definition of differentiation, but all definitions are underpinned by a view of learners as individuals. Some approaches to differentiation suggest that differentiation needs to be considered at the planning stage of a session. While the learning objectives and standards should remain the same, time and support given to learners by the teacher should be varied according to individual learner need. There are also the di...
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