Effective Classroom Teaching Strategies Analysis
In this detailed analysis, various levels of classroom teaching strategies are scrutinized, including teacher monitoring, lesson introduction, managing flow, consolidation of concepts, and monitoring through students. The evaluation covers aspects such as verbal instructions, group dynamics, curriculum alignment, teacher-student interactions, and student engagement levels. The analysis also delves into the effectiveness of problem visualization, teaching interventions, task sequencing, note-taking practices, and behavior monitoring. Each level is examined through the lens of enhancing student learning outcomes and instructional practices optimization.
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Presentation Transcript
TEACHER MONITOR level 1 level 1 level 2 level 3 level 4
LESSON INTRODUCTION Level 1 How long until the students are sent off to work? Are they trying to use verbal instructions? Are they using random groups? Level 2 Is the problem from the curriculum? Are the students standing and gathered together somewhere? Is the teacher pre-teaching or giving too many hints? Level 3 Is the teacher embedding visualization into the giving of the problem? What kind of micro-moves is the teacher using?
MANAGING FLOW Level 3 What is the teacher s walking path? Who is getting the teacher s attention? If they pass a group by without stopping, why what did they notice? If they stop, why - what did they notice? What was the intervention? What kinds of hints are they giving, when, and why? What kinds of questions do they ask? What kind of mini-consolidation happens? Level 1 How is the teacher answering students questions? Is the teacher giving too many hints? Are they mostly chasing misbehaviour or are they mostly chasing learning? Level 2 What is the sequence of tasks they give? Does everyone get the same sequence? What is the teacher doing to facilitate group inclusivity? Level 4 What are they doing to prep for consolidation? What kind of micro-moves is the teacher using?
CONSOLIDATION + MEANINGFUL NOTES Level 1 Who is doing the talking and explaining? Is there a sequence from entry to advanced? Are the students making their own note? Level 2 What is the sequence? Could it have been anything different? What structures are in place to scaffold the meaningful notes? Level 3 How many kids are engaged at each level? How deep is the explanation at each level of the problem? Is it diminishing as the level of complexity gets higher? What kind of micro-moves is the teacher using?
MONITORING THROUGH STUDENTS 1. Watch kids mathematical and studenting behaviors? Hypothesize why the behavior. Hypothesize solutions to behavior. What did the teacher do. 2. Any observations of the teacher is through the lens of the students behavior. 3. What could the teacher have done differently in context?
everything pedagogy Inquiry unit Willing to Rethink Willing to Reorganize lesson Do Not Disturb What Teachers Want
Inquiry Willing to Rethink Resistance Willing to Reorganize Do Not Disturb What Teachers Want
Out with the Old Inquiry Willing to Rethink Resistance Willing to Reorganize Do Not Disturb What Teachers Want
Out with the Old Inquiry Willing to Rethink Resistance Willing to Reorganize Do Not Disturb What Teachers Want
new teachers Out with the Old Inquiry Willing to Rethink Resistance Willing to Reorganize Do Not Disturb What Teachers Want
new teachers Out with the Old REIFICATIONOF RESOURCES Inquiry Willing to Rethink Resistance Willing to Reorganize Do Not Disturb What Teachers Want
WHAT TEACHERS WANT do not disturb willing to reorganize willing to rethink inquiry level 1 DEPTH level 2 level 3 level 4
