Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning.
Professional Information Letters of Recommendation Formal Evaluations Here's in part how Susan Howard, a pre-service elementary school teacher at the University of Colorado at Denver, described her philosophy of teaching: Visitors to my classroom would see a supportive, risk-free environment in which the students have an active voice in their learning and in classroom decision making.
Students would be engaged in a variety of individual and collaborative work designed to accommodate their diverse learning styles. Curriculum would combine basic skills, authentic learning, and critical thinking. Finally, visitors also would see parental involvement demonstrated in a variety of ways Students should help establish class rules, have a vote in the topics for the year, and have a voice in as much of their learning as possible.
I believe it is important to use a variety of presentation styles and provide a range of learning experiences to support students' diverse learning styles In my classroom, language arts would pair phonics with literature enrichment.
Math would combine basic skills and application. Science and social studies would emphasize application and problem-solving exercises while targeting basic area knowledge. I would invite parents to share information about hobbies, skills, jobs, and cultures.
I would communicate with them frequently, and would encourage them to become involved in their child's learning in as many ways as possible. Artifacts unit plans, student work samples are essential ingredients in a teaching portfolio, but they must be framed with explanations.
For example, Linda Lovino, a high school English teacher from the Douglas County School District, included surveys of students, parents, and colleagues in the portfolio she submitted for the Outstanding Teacher Program.
She commented in her portfolio on what she learned from these surveys: I felt validated when the client surveys indicated that my students and their parents feel I use a variety of teaching strategies and methods, and that I am knowledgeable in my subject area. Although I received high ratings from over 80 percent of parents and students on the statements, "The teacher effectively communicates information regarding growth and progress of my child," and "The teacher effectively motivates the student," the remaining 20 percent of the respondents gave me a "neutral" rating.
I feel these areas are essential to being an outstanding teacher. Therefore, I am currently researching and developing methods that might help me better motivate students and assess their progress. Each artifact also should be accompanied by a brief statement, or caption, which identifies it and describes the context in which it was created.
This often can be done in one or two sentences. Figure 2 shows the kinds of captions Colorado educators include in their license renewal portfolios. Sample Portfolio Caption Title: Weekly Classroom Newsletter Name: John Stanford Description of Context: Students write, edit, and publish this weekly newsletter in writer's workshop.
This newsletter is one way that I keep parents informed about classroom events. It is also an example of how I engage students in meaningful learning activities. Parents have told me how they use the newsletter to talk with their children about what is happening in school.
I also learn more about what my students find important or newsworthy in class each week! This is an example of the kinds of captions Colorado teachers use in License Renewal Portfolios.
Reflective commentaries are another important part of the portfolio. These commentaries do more than describe the portfolio contents; they examine the teaching documented in the portfolio and reflect on what teacher and students learned.
Valerie Wheeler, a middle school teacher from Boulder included an account of a unit she taught on communicable diseases in the portfolio she submitted to the National Board for Professional Teaching Standards: The primary goal for teaching about communicable diseases is to educate students about their own role in leading a safe and healthy life When young people are informed, chances are they will act in ways that protect their own and others' health.
The day I introduced this topic to my students, we used the entire period to discuss the meaning of the term "communicable disease.
As in most class discussions, students eventually began to share relevant personal or family experiences. The energy and participation level was high, and by the end of class, two themes had emerged: Students wanted to know more about the most common communicable diseases, and they wanted to know more about AIDS.Developing Appropriate Teaching Strategies Rebekah Dandeneau SOC Child Family & Society (BMFA) Instructor: Jeanette Maxey March 30, Developing Appropriate Teaching Strategies Developmentally appropriate practice (DAP) is a tool that teachers use to create active learning experiences in culturally diverse classrooms.
Chapter 5 Developmental Stages of the Discuss appropriate teaching strategies effective for learners at different developmental stages. 4 Chapter 5: Developmental Stages of the Learner Growth and development interact with experi-ential background, physical and emotional.
Home / 10 Effective DAP Teaching Strategies An effective teacher or family child care provider chooses a strategy to fit a particular situation.
It’s important to consider what the children already know and can do and the learning goals for the specific situation. Teaching to top has been a long-standing principle of effective teaching from my perspective.
One of my early blogs was 'Gifted and Talented Provision: A Total Philosophy' and it remains one of the topics I am asked to talk about most often in CPD sessions.
I no longer think that Gifted and Talented is a. Culture and communication are inseparable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted.
Developmentally appropriate practices are defined as teaching and learning experiences grounded in what we know about how children learn at different ages and stages of timberdesignmag.com on understanding the characteristics of a “typically-developing” child and recognizing that children vary within that norm, these practices require careful and deliberate planning.