Teaching Strategies
Teaching Strategies
Embedded Files
Student Questions
Student Questions
First day, what questions do students have? Ask them ahead of time!
Formative Assessments
Formative Assessments
Throughout the duration of our teaching practices, we utilized formative assessments to gauge where students were in understanding to observe how quickly students are learning and to determine what shifts need to be made to best suit individual class needs. This can be in the form of observations through a class period, homeworks, classwork/exit tickets, etc.
Summative Assessments
Summative Assessments
Summative assessments are meant to be a final gauge of understanding, and tend to be more formal than formative assessments. They sum up the content, generally in the form of an exam, test, project, etc. to be a final show of knowledge!
Bloom's Taxonomy
Bloom's Taxonomy
Hierarchal way of thinking to establish the different ways in which students learn and take in information.
Week 7: Collaborative Rubrics
Decreases the stress of rubrics.
Allows students to define what "Proficient" means and what it could look like to go beyond that.
Allows teacher to assess how ambitious classes are/track class expectations / self-efficacy of individuals throughout throughout a semester.
Week 2: Discussion Diamond Protocols
Students 1-4 on the outside, each student makes notes during the initial time. Then students discuss their ideas and decide on a consensus, which gets written out in the middle of the diamond. Gives students a moment to individually reflect before coming together as a group, then having a larger discussion as a class.
Week 3: Shifting Chairs Seminar
Chairs in center: idea chairs.
Chairs in outside: observation / thinking chairs.
Rules:
Sit in a center chair if you have something (idea or question) to share and discuss.
Leave the center chair once you are no longer engaging in discussion and are more interested in listening.
No chairs in the center should be empty at any given time. As one person shifts to the outside, someone from the outside should move in.
*Optional: Students listening could be faced outwards to help with the level of comfortablitity of those talking/sharing ideas.
Students standing while discussing to prevent awkward standing.
Collaborative document for observers to include their input (live and can be viewed by all) in the conversation to allow a more natural flow of conversation (JamBoard)
Metacognitive Logs
Metacognitive Logs
Having students write why they believe it is important that they are learning a concept and how they found they understood it best.
Give students the ability to document what worked for them on a variety of different projects/assignments to use as a basis of how they learn best and what line of thought they took to get to the end of a process.
Allows them to determine what grade they think they would deserve based on the level of effort and understanding of a concept they believe they have.
Modeling Lessons
Modeling Lessons
Benita's "Thirsty Birds" lesson plan was based around the modeling of selection, allowing students to put themselves in the place of a bird hunting for food (water) with differing selection processes. Students learned through a hands-on modeling approach to understanding selection processes and their impact on population and reproduction.
KWL Chart
KWL Chart
KWL (Know-want to know-learned) charts help students visualize their learning progress and helps the teacher implement student interests into later lessons!
KWL charts also enable students to recall what they "know," or have learned in the class to put the information they are about to learn into perspective!
Volunteering/Presentation Selection
Volunteering/Presentation Selection
Benita Tipton established an excellent strategy for incorporating multiple voices in the classroom for presentations where one student speaks on group discussions/research. One student is randomly chosen, through a process of questioning (ie. how close is your birthday to mine?), and then you can choose to select that student or the left/right of that student could be the one to present. This allows for a much more random approach to presentation selection, and ensures that all students will be ready to present without reliance on the same student speaking from a group each time.
Whiteboard Meetings
Whiteboard Meetings
During Benita's "Thirsty Birds" modeling lesson, we were instructed to graph our class data on a whiteboard with little instruction or guidance. Each group ended up with vastly different graphs, but every graph portrayed the same information! It provided an interesting perspective on the interpretation of data and allowed an opportunity for students to communicate scientific information and incorporate their own perspective.
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