Teaching

=See also, Evaluations= =Factors most influencing learning=

Teaching factors
[|From middle school study on algebra] Study showed that asking guided questions helped the most on this concept in algebra. [|Colorado 2009 TELL Teaching Survey]
 * 1) Representing Ideas Effectively -- Does teaching use accurate and accessible representations of the learning goal?
 * 2) Encouraging Student Explanations - Does teaching encourage each student to express, clarify, justify, interpret, and/or represent his/her ideas about the learning goal?
 * 3) **Asking Guided Questions** - Does teaching uses questions to guide student interpretation and reasoning about experiences?
 * 4) Finding Out Student Ideas - Does teacher find out what students think about familiar situations related to learning goals before these goals are introduced?
 * 5) End of Lesson Assessment - Does teaching engage students in assessments that require students to show, use, apply, explain, or otherwise demonstrate understanding of the knowledge and/or skills specified in the learning goal?

Music
=Response to Intervention= =Grading=
 * Helps [|engage] students.

Ideas/Notes for grading (much summarized from NSTA - Pedagogy List discussion)
=Planning= =Teaching Other=
 * Has to be accountability
 * One internet research project per marking period with clear rubric for grading. Students can resubmit their project as often as desired, to continually improve their grade until they were satisfied. I gave feedback on each submission. Worked well (sounds like was a high school teacher).
 * Suggestion for less grading and more assessment. If students are going to learn, there has to be a safe place to be wrong, so they can reflect on their mistakes and change their mind without being penalized. That is the role of formative assessment. Formative for the teacher to know how student learning is going in the class and formative for the student to know how their individual learning is progressing.
 * Evaluate only when it helps advance learning of student.
 * Evaluate assessment with instruction -- student/student and student/teacher interaction throughout class includes both instruction and assessment. Do grading here and now in class (not collect papers and grade later).
 * Sarah Laurens suggested templates for teacher interns.[[file:I-AIM_Analysis_and_Planning_Table.doc]] and [[file:Lesson_Plan__1_Template.doc]]. And one from Becky Dickerhoof [[file:Lesson Plan Form B blank.doc]]. From Lewis Clark State College: [[file:Lesson_Plan.docx]] and [[file:Lesson_Plan.docx]].
 * Teaching a concept? How about not thinking of teaching a concept, but thinking of what a person has to do to conceptualize a concept. (Robert Sweetland).
 * Check sources for possible general misconceptions before teaching a concept and access their students' prior knowledge. (Vicky Massey)
 * Make it a practice to not answer student's questions--as much as possible. Instead it is better to get students to answer the question or design lessons that will lead them toward the answers. (Nora McDevitt). See also [|How to... Ask the Right Questions (e-Book)]
 * [|We the teachers] (Facebook for teachers with lesson plans).
 * [|BAM Radio] - Education Radio Station
 * Kathy Nunley: Differentiation, Layered Curriculum -- Go to [|YouTube]and search on Brainsorg also [|www.brains.org]