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I will apply the teaching strategies in my future classroom. These strategies are what works best for teaching and helps students learn effectively so I will use them in my future classroom.

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What do I typically do to help student’s process new information?

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What do I typically do to help student’s process new information?

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Teacher has group members summarize new information, employs formal group processing strategies: jigsaw, reciprocal teaching, concept attainment

- When asked, students can explain what they have just learned, volunteer predictions, voluntarily ask clarification questions, and groups are actively discussing the content

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What do I typically do to chunk content into digestible bites?

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What do I typically do to chunk content into digestible bites?

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Teacher stops at strategic points in a verbal presentation, teacher pauses the tape at key junctures, teacher stops at strategic points, and while students are reading information or stories orally as a class, the teacher stops at strategic points.

- When asked, students can explain why the teacher is stopping at various points, and appear to know what is expected of them when the teacher stops at strategic points.

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What do I typically do to preview new content?

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What do I typically do to preview new content?

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Teacher uses preview questions before reading, K-W-L strategy or variation of it, reminds students of what they already know about the topic, provides an advance organizers, has students brainstorm, uses an anticipation guide, uses a motivational hook or launching activity, uses a word splash activity to connect vocabulary to upcoming content, reteaches basic information or skills.

- When asked, students can explain linkages with prior knowledge, make predictions about upcoming content, provide a purpose for what they are about to learn, actively engage in previewing activities.

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What do I typically do to organize students to interact with new knowledge?

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What do I typically do to organize students to interact with new knowledge?

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Teacher established routines for student grouping and student interaction, organizes students into ad hoc groups for the lesson (pairs, triads, small groups up to about five students)

- Students move to groups in orderly fashion, understand expectations about appropriate behavior in groups (respect opinions of others, add their perspective to discussions, ask and answer questions

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What do I typically do to identify critical information?

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What do I typically do to identify critical information?

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Teacher explains why upcoming content is important, tells students to get ready for some important information, cues the importance of upcoming information in some indirect fashion: tone of voice, body position, level of excitement

- Students can describe the level of importance of the information, can explain why the content is important to pay attention to, visibly adjust level of engagement

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What do I typically do to organize the physical layout of the classroom?

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What do I typically do to organize the physical layout of the classroom?

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-       Classroom has clear traffic patterns, provides easy access to materials and centers,  decorated in a way that enhances student learning (Bulletin boards relate to current content, Students’ work is displayed)

-       Students move easily about the classroom, make use of materials and learning centers, attend to examples of their work that are displayed,  attend to information on bulletin boards, can easily focus on instruction

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What do I typically do to establish and maintain classroom rules and procedures?

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What do I typically do to establish and maintain classroom rules and procedures?

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-       Teacher involves students in designing classroom routines, review and remind students of procedures and rules, asks students to restate and explain rules, provides cues and signals when procedures should be used

-       Students follow clear routines, describe established rules and procedures,  describe the classroom as an orderly place, recognize cues and signals from the teacher, regulate their own behavior

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What do I typically do to celebrate success?

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What do I typically do to celebrate success?

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-       Teacher acknowledge students who have achieved certain scores, achieved gains in their knowledge, entire class progress is celebrated (Show of hands, Certification of success, Parent notification, Round of applause)

-       Students show pride for their accomplishments, students want to continue to make progress

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What do I typically do to track student progress?

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What do I typically do to track student progress?

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-       Teachers helps track individual progress, scores students on rubric based on student status, uses formal and informal mean to assign scores, charts entire class progress

-       Students can describe their status based on the learning goal, students systematically update their status

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What do I typically do to provide clear learning goals and scales (rubrics)?

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What do I typically do to provide clear learning goals and scales (rubrics)?

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-       Posted learning goal for all students to see, learning goal is clear knowledge statement, reference learning goal throughout the lesson, rubric or scale related to learning goal and references it throughout the lesson.

-       Students can explain learning goal, students can explain how activity relates to learning goal, students can explain the levels of performance for the scale or rubric