How does Standards-based Teaching impact Student Learning?
October 10, 2012 by PLB · Leave a Comment
Standards-based instruction guides the planning, implementation and assessment of student learning. The use of standards to streamline instruction ensures that teaching practices deliberately focus on agreed upon learning targets. Expectations for student learning are mapped out with each prescribed standard and the road map to mastery is clearly defined within the adopted curriculum.
Teachers […]
Why is it Important to Teach Children how they should Respond to Bullying?
October 4, 2012 by PLB · Leave a Comment
“Give a man a fish; you feed him for a day. Teach a man to fish; you feed him for a lifetime.” This saying stresses that the best way to help a person is to teach him to help himself. U.S. President Abraham Lincoln wisely said, “You cannot help men permanently by doing […]
How do I Communicate with Different Types of Learners in the Classroom?
October 4, 2012 by PLB · Leave a Comment
When a teacher wants to convey a message, he or she may do so by customizing the statement to a student’s learning strength.
Below are typical classroom interactions. Notice how the messages are tailored toward the different types of learners in the classroom.
Teacher
to
Student
TYPES of STUDENTS
Visual
Auditory
Kinesthetic
I understand you.
I see what you are saying.
I […]
How can I use Teacher Learning Communities for Professional Development?
October 2, 2012 by PLB · Leave a Comment
Teacher Learning Communities are groups of teachers who “continually inquire into their practice and, as a result, discover, create, and negotiate new meanings that improve their practice.”
The emphasis of these communities is on learning. Members identify goals, often concerns or issues emerging from within a classroom and discuss them to explore practical and […]
How can I use Academic Choices to help Students stay Motivated?
September 27, 2012 by PLB · Leave a Comment
Academic choices are used within a classroom to foster active learning among students. Teachers decide the goals of a particular lesson and students are given various options on how to go about learning them. The ultimatum is that the goals should be achieved, irrespective of the option the student makes use of.
Academic choices […]
How can I use Tutorial Designing as a Learning Activity?
September 26, 2012 by PLB · Leave a Comment
The benefits of student tutorial designing is obvious. In order to teach someone else, you must truly understand the material yourself. Students must find ways to communicate their learning clearly and succinctly, as well as to break down tasks into step-by-step directions.
Tutorial designers can use audio tools, video tools, writing, and/or images to […]
What do FERPA Regulations say about Disclosing Student Records?
September 26, 2012 by PLB · Leave a Comment
Family Educational Rights and Privacy Act (FERPA) has guidelines that need to be followed while disclosing information related to students. Teachers should keep FERPA regulations in mind.
Generally, the school must have written permission from a parent or eligible student before releasing any information from a student’s record. However, the law allows schools to […]
How do I present Information on a Classroom Bulletin Board?
September 20, 2012 by PLB · Leave a Comment
A line is the continuous movement of a point along a surface and has length, thickness and direction. It spans a distance between two points by taking any form along the way. In two dimensional art work, lines may be implied and also used as marks or outlines defining a shape.
Visual lines may […]
How can I help a Student with ADHD Organize their Assignments?
A student with ADHD may appear disobedient because she probably tends to procrastinate her work and then, as pressure builds, become overwhelmed.
Many students with ADHD have a poor sense of time and are unable to properly estimate the amount of time needed for different types of assignments. Most of them need to be […]
What is an Open-ended Lab?
September 18, 2012 by PLB · Leave a Comment
An open-ended lab is where students are given the freedom to develop their own experiments, instead of merely following the already set guidelines from a lab manual or elsewhere.
Making labs open-ended pushes students to think for themselves and think harder. The students here have to devise their own strategies and back them with […]
