Not exact matches
The second group was intended to replicate the typical collegiate
classroom environment, with students
using Internet - enabled technology at will
during lecture and
discussion.
Not exclusively for the
classroom, students can also
use SoundNote
during group work or
discussion and while conducting interviews for assignments or research.
At the end of each five - minute segment
during the
classroom observations, observers coded instances of interactions observed
during that segment,
using these categories: coaching / scaffolding, modeling, engaging students in recitation, engaging students in
discussion, explaining how to do something, or telling students information.
When considering English teachers» need for technological proficiency in today's
classrooms, teacher educators are more likely to prefer experimentation with forms of technology
during university preparation, seeking responses like the one offered by one preservice teacher: «Lately it seems that more and more teachers are
using weblogs as formats for
discussion.
During this time, coaches had an opportunity to observe participants»
classrooms and gather data on how teachers were
using the SLL, which helped bring additional insight into teacher needs and practice to the post-PD
discussion.
TIP 4: ENCOURAGE LEARNING I always like to ensure that there is an academic purpose to all aspects of
classroom activities, so, as a
classroom leader, I ask students to
use academic vocabulary and to utilize their prior learned knowledge
during discussions.
Or
during a
classroom discussion, a teacher might
use the word celebrate when describing a birthday activity and then explain, «Celebrate means to do something fun.»
Online modules can be
used in a flipped
classroom format to allow trainers and instructors to minimize content delivery and maximize application and
discussion during face - to - face class sessions.
Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures,
discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the
classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the
use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques
during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.