 Big Picture in Focus: ULOc.

Different Teaching Approaches,

Strategies, Methods and Techniques in Teaching

Metalanguage
In this section, the most essential terms relevant to Different
Teaching Approaches, Strategies, Methods and Techniques in Teaching
and to demonstrate ULOc will be operationally defined to establish a
common frame of refence. Please refer to these definitions in case you will
encounter difficulty in the understanding concepts in arts.

Please proceed immediately to the “Essential Knowledge” part since

the first lesson is also definition of essential terms.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the
6 and 7th weeks of the course, you need to fully understand the following
th

essential knowledge that will be laid down in the succeeding pages. Thus,
you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

IV. Different Approaches and Methods

 Teaching Approach, Strategy, Method and Technique
Source: http://teachingreflections2013.blogspot.com/2013/03/teaching-
approach-teaching-method.html

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Teaching approach: an approach is a “particular way of thinking”. In this case, a
teaching approach is a set of beliefs and assumptions about language teaching and
language learning. Our teaching method, teaching techniques, and teaching strategies
will depend on the teaching approach we take. Of course, if an approach is a “way of
thinking” or “personal philosophy”, our teaching approach is very likely to change
according to our experiences. This means that a teaching approach is dynamic, which is
a positive thing. It shows our growth as teachers, and the fact that we are able to
change or adapt to the situations that we face.

Teaching method: a teaching method is a systematic plan for the presentation of

language, which is based in the approach that we have chosen. A teaching method´s
design includes objectives, syllabus, activities, teachers´ roles, students´ roles, and
materials. A teaching method will have his implementation phase in the classroom.
Basically, a teaching method is a procedure or way of materializing a teaching approach
through a systematic plan.

Teaching technique: teaching techniques refer to any strategy or trick that teachers
use in order to accomplish an immediate objective. Therefore, teaching techniques are
the different teaching practices that we observe in the classroom. They involve skills
and specific classroom activities. For example, “drills” and “group problem solving”. The
techniques that we use will depend on our teaching method and approach.

Teaching strategy: a strategy is a plan intended to achieve a purpose; it is more

general than a technique. A teaching strategy is aimed to help learning take place. It
can involve the different ways of organizing the classroom and planning a lesson.

TEACHING APPROACHES, METHODS AND STRATEGY

Arvind Kr. Gill1, Ph. D. & Kusum2, Ph. D.
Scholarly Research Journal for Interdisciplinary Studies,
Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com
UGC Approved Sr. No.45269, SEPT-OCT 2017, VOL- 4/36
10.21922/srjis.v4i36.10014 August 21, 2017 
Source: http://oaji.net/articles/2017/1174-1512381655.pdf

Approach: It is a broader term then method. It is a view of looking at things. It has no

scientific logic. It is a set of ideas. It is overall view or ideas to face a problem. It is
personal philosophy of teaching. Approach can also have many methods. Teaching
approach is like the form or the way we teach or how we do it. There are various
approaches which are used in teaching
learning process. The following are the main approaches of teaching learning:
1. Teacher centered approach: Teacher centered approaches are more traditional in
nature, focusing on the teacher as instructor. They are sometimes referred to as direct
instruction, deductive teaching or expository teaching, and are typified by the lecture
type presentation. In these methods of teaching, the teacher controls what is to be
taught and how students are presented with the information that they are to lean.

2
2. Child centered approach: Student centered approaches (sometimes referred to as
discovery learning, inductive learning, or inquiry learning) place a much stronger
emphasis on the learner’s role in the learning process. When you are using student-
centered approaches to teaching, you still set the learning agenda but you have much
less direct control over what and how students learn.
3. Inductive and Deductive approach: In inductive approach students moves towards
specified (example) to general (rules).At first many examples are put forward to student
and then he draws out a conclusion on the basis of these examples. Deductive
approach

is opposite to inductive approach because in it first a principle or rule is put in front of

students and then it is clarified by giving examples.
4. Herbartian approach: This approach is given by John Fredric Herbart. He
advocated that teaching should be planned actively if we intend to make it. This
approach is based on appreciative mass theory of learning. Therefore, he gives more
emphasis of teacher
presentation. The proposition of that theory is that the learner is like a clean slate and all
the knowledge is given from outside. If new knowledge is imparted by linking with old
knowledge of the student, it may be acquired easily and retained for a longer period.
The
teaching content should be presented into units and units should arrange in a logical
sequence. The emphasis is given on content presentation. Herbert has given five steps
for this
approach:
a) Preparation
b) Presentation
c) Comparison and abstraction
d) Generalization
e) Application
5) Evaluation Approach or Bloom’s Approach: The concept of evaluation approach
is
given by B.S.Bloom. His main emphasis was that testing should be based on teaching
and both these activities should be objectives centered. Today teaching is organized by
using the evaluation approach. Under this approach yearly plan and unit plan are
prepared. It has three main steps:
a) Formulating Educational Objectives
b) Creating Learning Experiences
c) Evaluating the Change behavior
6) RCEM Approach: This approach is developed at Regional College of Education
Mysore (RCEM). In this approach the teaching learning situations, strategies and aid
material is properly stated in the name of
It has three steps:
a) Input
b) Process

3
 c) Output
Methods: It is the term of pedagogy; main focus is on effective presentation of subject
matter to have mastery over it. It is step by step scientific way of presenting the subject
matter. It is overall plan for systematic presentation based on a selected approach
means method is the practical realization of an approach through a procedure in a
system. Teaching method is what kind of activity we use in order to teach. Method
refers to the procedure within an approach. We use method depends on a scientific
than an approach and has step by step procedure to solve problem. It is nothing but an
scientific way of presenting the subject keeping in mind the psychology and physical
requirements of the children. It is a process or procedure whose successful completion
results in learning or as a means through which teaching becomes effective. It is the
formal structure of the sequence of acts. The term method covers both strategy and
techniques of teaching. Different strategies may be adopted in following a method. It is
wider term. Method is

related to the nature of content of a subject to be taught. Teaching method is a style of

presentation of content in classroom. Method refers to the formal structure of the
sequence of acts commonly denoted by instructions. It involves the choice of what is to
be taught and in which order is to be presented. There are two main types
of teaching method which are non-participatory method and participatory method.

1. Non-Participatory method: In these type of methods teacher casts

himself/herself in the role of being a master of the subject matter. The teacher is looked
upon by the learners as an expert or an authority. Learners on the other hand are
presumed to be passive and copious recipients of knowledge from the teacher.
Examples of such methods are lecture method and demonstration method.
2. Participatory methods: This refers to the way in which teachers and students
are in constant interaction, active involvement and continuous exchange of views and
ideas in the overall teaching and learning. These methods are sometimes known as
interactive teaching method or learner centered teaching method. It is a shift from a
belief that learners are empty plate who are supposed to be imparted with knowledge to
a belief that learners can construct knowledge and learn on their own if properly guided.
They are designed only for smaller groups of participants, but their advantage is that
they encourage better retention of learned.
They are contemporary modern methods of education. . Examples of such
methods are discussion method, question answer method, project method, problem
solving method etc.
Strategy: The term strategy has been borrowed from military science. According
Encyclopedia Strategy is the science or art of planning and directing large military
movements and operations. It refers to the pattern of acts that serve to attain certain
outcomes. If we use strategy in teaching learning situations, then it is known as
instructional strategies. It means the determination of some policy before presenting the
content with the help of which teaching objectives are achieved. It is some sought of
planning for achieving goals. Strategy is that skill full planning of a working system by
which the objectives can be achieved easily. Strategy changes according to the

4
changing situation. Teaching strategy is the means to achieve learning objectives.
According to E. Stones and S. Morris teaching strategy is a generalized plan for a
lesson which includes structure, desired learner behavior in terms of goals of instruction
and an outline of planned tactics necessary to implement the strategy.
For Example:
1. Blackboard is a strategy to provide visual structure during a lecture or
discussion.
2. Free writing is a strategy for encouraging students to explore ideas in writing.
3. Debate is a teaching strategy in which students organize planned presentation
for various view points.

 Direct Demonstration Method

Source: https://physicscatalyst.com/graduation/demonstration-method/

The word demonstration means to give demos or to perform the particular

activity or concept. In demonstration method, the teaching-learning process is
carried in a systematic way. Demonstration often occurs when students have a
hard time connecting theories to actual practice or when students are unable to
understand applications of theories. In order to make a success of
demonstration method, three things are necessary.
(a) The object being displayed during demonstration should not be so small.
(b) During the demonstration, the clear language should be used so that pupils
may understand concept easily.
(c) The pupils should be able to question teachers in order to remove their
difficulties.

 Characteristic of demonstration method

(1) The demonstration should be done in a simple way.
(2) In this strategy, attention is paid to all students.
(3) Goals and objections of demonstration are very clear.
(4) It is a well-planned strategy.
(5) Time is given for rehearsal before the demonstration.

Steps of Demonstration method

There are six steps of demonstration process.
(1) Planning and preparation
proper planning is required for good demonstration. For this following points should be
kept in mind.
 Through the preparation of subject matter.
 lesson planning
 collection of material related to the demonstration.
 rehearsal of demonstration.
In order to ensure the success of demonstration, the teacher should prepare lesson
minutely and very seriously.
(2) Introducing the lesson
The teacher should motivate students and prepare them mentally for the demonstration.

5
The teacher should introduce the lesson to students keeping in mind the following
things.
 individual differences
 Environment
 Experiences
The lesson can also be started with some simple and interesting experiments. Very
common event or some internal story.
The experiment should be able to hold the attention of students.

(3) Presentation of subject matter

 In demonstration presentation of subject matter is very important.
 The principle of reflecting thinking should be kept in mind.
 The teacher should teach the student in such a way that their previous
knowledge can be attached to their new knowledge.
(4) Demonstration
-The performance in the demonstration table should be ideal for the student.
-The demonstration should be neat and clean.
(5) Teaching Aids
-The teacher can use various teaching aids like models, blackboard, graphs
etc.during demonstration.
(6) Evaluation
-In this last step, evaluation of the whole demonstration should be done, so that it
can be made more effective.
Merits of demonstration method
(1) It helps a student in having a deeper understanding of the topic.
(2) It helps students remain active in teaching -learning process.
(3) It leads to permanent learning.
(4) It accounts for the principles of reflective thinking.
(5) It helps to create interest for topics among students.
(6) It helps in arousing the spirit of discovery among students.
(7) It imparts maximum learning to students.
Demerits
(1) Students cannot benefit with direct and personal experiences as teacher carry
out the demonstration.
(2) It can be costly as it requires costly materials.
(3) It can be a time-consuming method.
(4) It is not based on learning by doing.
(5) This method does not provide training for the scientific method.
(6) There is a lack of experienced teachers to carry out the demonstration.
Conclusion
It is the most suitable method for teaching the secondary classes. If a teacher feels that
the demonstration is taking much time than he would have to take the help of students.
Similarly, a small group of students can be invited to the demonstration table. Students
can also demonstrate the experiment.  This might help in removing objection regarding
non-availability of learning by doing approach.

6
  Cooperative Learning
The Guide to Cooperative Learning: Principles and Strategies for Each Type
By:  Marcus Guido  (March 2, 2017)  
Source: https://www.prodigygame.com/blog/cooperative-learning-principles-strategies/

General Cooperative Learning Principles

Instead of a noun, think of cooperative learning as a verb.
Sometimes called collaborative learning, it is delivering instruction through small
groups, empowering students to work together to build their understanding of topics and
concepts.
There are five aspects of cooperative learning that drive its success, according to
a frequently-referenced review from the journal of Theory into Practice:
 Positive Interdependence: Students must see that each group member’s efforts
are important to both individual and team success.
 Promotive Interaction: Students must empower each other by offering help,
praise, feedback and resources.
 Accountability: Each student must accept responsibility for fulfilling his or her
role, helping the team reach its learning goals.
 Soft Skills Instruction: Because students need to develop interpersonal skills to
effectively work together, you should give lessons and activities about teamwork.
 Group Processing: As a group, students should strategize how to meet their
learning goals.
These aspects work slightly differently depending on which type of cooperative learning
you use.
There are strategies for each of the three types, which are outlined below.
1. Formal Cooperative Learning Strategies

Formal cooperative learning involves grouping students for a timeframe that lasts
between a single class and a few weeks.
Your role as a teacher focuses on designing the goals of the ongoing exercise, such as
completing an assignment. This involves structuring groups by selecting students who
work well together, yet have the range of strengths needed to reach objectives.
Here are four strategies to try:
a. Address Deviant Norms
It’s easy for unfavourable group norms — unwritten rules — to develop and spread,
according to a study from the Journal of Personality and Social Psychology.

7
Specifically, group norms continuously change as team members interact with one
another, potentially opening the door for bad habits. You may, for example, instruct
students how to give constructive feedback. But if one student begins to criticize
others, his or her group members may copy the behaviour.
To facilitate positive interdependence, you must monitor group activity. When spotting
the development of harmful norms, explain why they hurt cooperative learning and
demonstrate a solution.
In doing so, students will grow into supportive group members.
b. Assess Teamwork

Because cooperative learning requires clear communication and active collaboration

between group members, grading teamwork can motivate students to act properly.
When creating a product in groups, consider monitoring student activity to give
marks for:
 Openly communicating
 Actively helping each other
 Frequently giving constructive feedback
 Consistently working to complete individual tasks
Placing this level of importance on proper group behaviour, your class should quickly
learn the processes needed to complete team tasks. If you’re not familiar with
them, consider different formative assessment strategies to reinforce your approach.
c. Play a Trust Game
Playing trust games teaches the importance of teamwork and accountability —
essential elements to the success of long-term learning groups.
For example, a variation of the trust fall activity can help each student build a
connection with his or her group members. Dividing the class based on their formal
cooperative learning teams, ask them to create a circle with one student standing in the
middle. Once you give a signal, that student must fall towards any group member, who
will then catch him or her.
You can supplement these games by explaining important elements of group
work, such as active listening.
Such activities are not only fun, but allow group members to bond in a stress-free
setting — a benefit frequently seen in classrooms where learning is gamified.
d. Use Relevant Scenarios when Applicable

When students tackle real-world problems that affect them, there’s clear potential for
engagement.
Classes that feature this kind of problem-based learning see higher attendance and
better attitudes, according to a medical education study. Although conducted with post-
secondary students, you can see similar enthusiasm from younger students as they
collaboratively solve relevant issues.
Plus, this approach can:
 Benefit students who struggle to grasp abstract concepts
 Save your time, as you won’t have to design and present artificial scenarios
 “Allow learning to become more profound and durable,” according to a 2015 book
about the pedagogy

8
Used selectively, and when there’s a connection with curriculum topics, problem-based
instruction elements can create a more memorable cooperative learning experience.
2. Informal Cooperative Learning Strategies

This style of cooperative learning involves creating groups that, between a few minutes
and an entire class, work to achieve a shared and straightforward learning goal.
Due to inherent time constraints, your role is to give clear instruction and assign the
completion of a product, such as a written or spoken answer. 
Here are four strategies to try:
a. Ask Divergent Questions
As students with diverse learning styles fill the classroom, you can mold cooperative
learning activities to their distinct aptitudes.
An oft-cited paper from Kansas State University indicates you should ask divergent
questions. These are questions with multiple answers that encourage creative
responses, allowing students to learn from each other’s perspectives. For example,
“what’s the best way to study for a math test?”
Based on each group’s preference, the resulting product can be a:
 Short essay
 Lab assignment
 Concise slideshow or presentation
 Series of answers to different problems
This way, informal cooperative learning becomes a differentiated instruction strategy as
well as a way to build collaboration skills.
b. Use the Jigsaw Method

A favourite technique for many teachers, the jigsaw strategy encourages social

interaction between groups and gives each student a defined role within his or her
team.
The method consists of dividing a task into subtasks, assigning one to each group
member. Students then work to become experts about the topics their subtasks cover.
They can do so through guided research, or holding discussions with students from
other groups handling the same subtask. They then return to their original groups to
share new knowledge.
This approach teaches students how important individual contributions are to meeting
group goals.
c. Supplement and Expand New Concepts

Launch an informal learning exercise to reinforce key concepts in your lessons.

This tactic works especially well as a way of dividing long presentations, podcasts or
movies.
Right after the lesson has introduced a new or interesting idea, divide students into
groups. Present them with problems to explore and questions to address that explicitly
relate to the idea.
After, hold a class-wide discussion to present and process findings.
d. Hold Three Discussions per Activity

9
Due to the sometimes-sporadic nature of informal cooperative learning activities,
holding three discussions at set points can provide structure and keep students
focused.
These discussions are:
 Introductory-focused — After dividing students into groups of two, three or four,
explain what questions they should answer or products they should produce.
Then, state elements of collaboration they should focus on, such as frequent
feedback or finding resources for each other to use.
 Intermittent-focused — For longer activities, designate 15-minute segments for
each group member to work alone. For example, they can each read a different
primary source. At the end of the segment, they can share their findings with
each other and work to answer guiding questions.
 Closure-focused — Either in groups or as an entire class, give students a
discussion topic that brings together seemingly-separate lesson elements. For
example, students can spend five minutes discussing key takeaway points,
applying them to past lessons.
Keeping students on track with these three types of discussions, they should have a
clear understanding about how to achieve the activity’s learning goals.
3. Cooperative Base Group Strategies

These groups last longer than formal cooperative learning teams, as members support
each other while striving to reach ambitious learning goals over the academic
year. 
Your role consists of creating groups of three or four, scheduling consistent meeting
times and detailing specific agendas for them. Filling knowledge gaps and helping
students smoothly collaborate is also involved.
Here are four strategies to try:
a. Introduce Technology that Streamlines Collaboration

Of the many ways to use technology in the classroom, some solutions bolster group
productivity.
To help base groups make the most of their time, consider giving brief tutorials
about:
 Online brainstorming — There are websites students can use, such
as MindMeister, to create clear and detailed mind maps faster than written ones.
 Cloud-based word processing — Instead of exchanging documents for edits,
students can use online word processing tools — such as Google Docs — to
craft collaborative written assignments.
 Educational games — There are many games focused on engaging students
and addressing their trouble spots. For example, more than 13 million students
use Prodigy — a curriculum-aligned math game.
With digitally-savvy students, introducing these technologies shouldn’t be an issue.
b. Designate Roles
Working with students to designate unique roles ensures each group member has a
purpose.

10
 Throughout the year, base groups can have members who manage certain aspects
of the collaboration process. For example, one student can moderate discussions,
one can collect questions to address and another can present research findings.
Similar to the Jigsaw Method, you can also designate roles based on subject matter
expertise. When handling math, for example, the math expert will lead discussions and
help group members by answering questions and reviewing concepts.
By doing so, you’ll ensure each student plays an important role in helping each other
reach learning goals throughout the year.
c. Give a Pre- and Post-Task Test

To gauge how well base groups are doing, give a each student a test before and
after working together.
For example, students can complete a short quiz focusing on a specific group of math
skills. They can then meet with their base groups, focusing on those skills and the
overarching topic. After, give a similar quiz of equal difficulty.
Marks should improve. If not, consider spending more time with struggling base groups
or rearranging groups altogether.
The quantitative evidence you find will guide your approach to working with different
base groups, giving insight as to what successful and unsuccessful teams are
doing differently.
d. Limit Scaffolding
Adjust the feedback and scaffolding you provide depending on where a base group is in
a given project, allowing for greater student control and responsibility. This approach
underpins  experiential learning and active learning strategies.
As a facilitator, closely monitor students when they start a project and:
 Offer directions
 Fill knowledge gaps
 Recommend supplementary resources
 Make yourself available to answer questions
As students become comfortable with the subject matter and are comfortably
working towards their learning goals, your focus should be to:
 Encourage them to initiate new ideas
 Ensure they are fulfilling their role requirements
 Allow them to take on leadership responsibilities, as in peer teaching
This approach will help you fulfill one of cooperative learning’s underlying purposes:
having students successfully take ownership of their academic development.

Some Popular Strategies

Source: https://www.colorincolorado.org/article/cooperative-learning-strategies

There are some popular strategies that can be used with all students to learn content
(such as science, math, social studies, language arts, and foreign languages). However,
they are particularly beneficial to ELLs for learning English and content at the same
time. Most of these strategies are especially effective in teams of four:
1. Round Robin

11
 Present a category (such as "Names of Mammals") for discussion. Have students take
turns going around the group and naming items that fit the category. (Kagan, 2009)
2. Roundtable
Present a category (such as words that begin with "b"). Have students take turns writing
one word at a time. (Kagan, 2009)
3. Writearound
For creative writing or summarization, give a sentence starter (for example: If you give
an elephant a cookie, he's going to ask for...). Ask all students in each team to finish
that sentence. Then, they pass their paper to the right, read the one they received, and
add a sentence to that one. After a few rounds, four great stories or summaries emerge.
Give children time to add a conclusion and/or edit their favorite one to share with the
class.

4. Numbered Heads Together

Ask students to number off in their teams from one to four. Announce a question and a
time limit. Students put their heads together to come up with an answer. Call a number
and ask all students with that number to stand and answer the question. Recognize
correct responses and elaborate through rich discussions. (Kagan, 2009)
5. Team Jigsaw
Assign each student in a team one fourth of a page to read from any text (for example,
a social studies text), or one fourth of a topic to investigate or memorize. Each student
completes his or her assignment and then teaches the others or helps to put together a
team product by contributing a piece of the puzzle.
6. Tea Party
Students form two concentric circles or two lines facing each other. You ask a question
(on any content) and students discuss the answer with the student facing them. After
one minute, the outside circle or one line moves to the right so that students have new
partners. Then pose a second question for them to discuss. Continue with five or more
questions. For a little variation, students can write questions on cards to review for a
test through this "Tea Party" method.
After each Cooperative Learning activity, you will want to debrief with the children by
asking questions such as: What did you learn from this activity? How did you feel
working with your teammates? If we do this again, how will you improve working
together?
Other ideas
A simple way to start Cooperative Learning is to begin with pairs instead of whole
teams. Two students can learn to work effectively on activities such as the following:
1. Assign a math worksheet and ask students to work in pairs.
2. One of the students does the first problem while the second acts as a coach.
3. Then, students switch roles for the second problem.
4. When they finish the second problem, they get together with another pair and check
answers.
5. When both pairs have agreed on the answers, ask them to shake hands and continue
working in pairs on the next two problems.

12
 Literature circles in groups of four or six are also a great way to get students working in
teams. You can follow these steps:
1. Have sets of four books available.
2. Let students choose their own book.
3. Form teams based on students' choices of books.
4. Encourage readers to use notes, post-its, and discussion questions to analyze their
books.
5. Have teams conduct discussions about the book.
6. Facilitate further discussion with the whole class on each of the books.
7. Have teams share what they read with the whole class.
8. For the next literature circles, students select new books.

 Deductive Method versus the Inductive Method

  Information taken from Saskatchewan Education: Making Instructional Choices.
Source:https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/
inductivedeductive.html

Inductive and Deductive Instruction

Two very distinct and opposing instructional approaches are inductive and deductive.
Both approaches can offer certain advantages, but the biggest difference is the role of
the teacher. In a deductive classroom, the teacher conducts lessons by introducing and
explaining concepts to students, and then expecting students to complete tasks to
practice the concepts; this approach is very teacher-centred. Conversely, inductive
instruction is a much more student-centred approach and makes use of a strategy
known as ‘noticing’. Let’s take a closer look at the differences between inductive and
deductive instruction, and find out how noticing can be used in the language classroom
to better facilitate student learning.
 
What is deductive instruction?
A deductive approach to instruction is a more teacher-centered approach. This means
that the teacher gives the students a new concept, explains it, and then has the
students practice using the concept. For example, when teaching a new grammar
concept, the teacher will introduce the concept, explain the rules related to its use, and
finally the students will practice using the concept in a variety of different ways.
According to Bob Adamson, “The deductive method is often criticized because: a) it
teaches grammar in an isolated way; b ) little attention is paid to meaning; c) practice is
often mechanical.” This method can, however, be a viable option in certain situations;
for example, when dealing with highly motivated students, teaching a particularly difficult
concept, or for preparing students to write exams.
What is inductive instruction?

13
In contrast with the
deductive method, inductive
instruction makes use of
student “noticing”. Instead of
explaining a given concept
and following this
explanation with examples,
the teacher presents
students with many
examples showing how the concept is used. The intent is for students to “notice”, by
way of the examples, how the concept works.
Using the grammar situation from above, the teacher would present the students with a
variety of examples for a given concept without giving any preamble about how the
concept is used. As students see how the concept is used, it is hoped that they will
notice how the concept is to be used and determine the grammar rule. As a conclusion
to the

activity, the teacher can ask the students to explain the grammar rule as a final check
that they understand the concept.

How can teachers help their students practice ‘noticing’?

In the 1990s researchers explored the role that ‘noticing’ a grammatical construct
played in learning that structure. They hypothesized that learners needed to notice a
structure in order to hold it in their short- or long-term memory. Although the value of the
concept to grammatical acquisition is still under debate (See http://www-
writing.berkeley.edu/TESL-EJ/ej23/a2.html), the overall value of responding promptly to
questions and observations of learners cannot be dismissed nor can the role that
awareness and consciousness play in the development of metalinguistic knowledge. 
What is noticing?
Noticing is the process of students becoming aware of something in particular; as
mentioned above in the inductive approach, noticing can be used to teach a grammar
concept when students are given the examples, and they come to understand the rule
by noticing what those examples have in common. In a more general classroom
situation, noticing can be used in many ways:
 When teachers speak at a more advanced level, they are giving the students
constant opportunities to notice the differences between the teacher’s speech
and theirs. This way each student can become aware of the differences at his
own pace.
 Teachers can provide students with opportunities for noticing simply by putting
posters up in the classroom in the target language. As before, when the students
are ready to notice the difference, they will.
 Language ladders (see the Functions of Language page) are also to promote
students’ noticing skills. Once they understand what each rung on the ladder
means, they can understand how they all fit together and how they differ.

How can a teacher decide which method is the best choice for a given

14
 topic?
Both deductive and inductive sequences are valuable for teaching concepts,
generalizations, processes, and skills. The teacher must decide which to select given
the learning outcomes desired and the composition of the class. When choosing, the
teacher should consider a number of factors:
 How personalized should the learning be? Students will usually be more involved
in the learning experience and tend to participate more actively when an
inductive approach is used. If a deductive approach is chosen, it is important to
structure the learning experience in order to draw on students' prior experiences
and learning, and to provide for their active involvement.
 Should learning experiences be predictable? The deductive approach is more
predictable because the teacher selects the information and the sequence of
presentation.
 What depth of understanding and rate of retention is desired? Students tend to
understand and remember more when learning occurs inductively.
 How much time is available to teach the material? The deductive approach is
faster and can be an efficient way to teach large numbers of facts and concrete
concepts.

Instructional methods tend to be either deductive or inductive, although some methods

use both. Many lessons can include both approaches.

 Blended Learning

What is Blended Learning?

By: Caroline Lawless (January 17, 2019)
Source: https://www.learnupon.com/blog/what-is-blended-learning/

What is blended learning?

The way in which blended learning is delivered is usually dependant on
circumstances, making a universal, all-encompassing definition hard to
establish. Wikipedia offers the following definition:
“Blended learning is an approach to education that combines online educational
materials and opportunities for interaction online with traditional place-based classroom
methods. It requires the physical presence of both teacher and student, with some
elements of student control over time, place, path, or place.”
However when it comes to eLearning, the “place-based classroom methods” can
be replaced by webinars, making the learning even more accessible and convenient.
Here at LearnUpon, we believe blended learning encourages personalization of the
eLearning experience by combining the best aspects of in-person teaching with
technology-based eLearning methods. It broadens the learner experience by supporting
anytime, anywhere learning, and reshapes the role of the instructor. When applied to
eLearning, blended learning is again circumstance-dependant, but usually involves:

15
 A portion of the learning occurs online, with the student being able to manage the pace
at which they learn
 Another portion of the learning is instructor-led, usually conducted through webinars,
allowing remote learners to engage more easily
Essentially, through blended learning, online and instructor-led training is
complementary and creates an integrated learning environment.
Benefits of blended learning
A blended learning model is undoubtedly a great way to augment the learner’s
experience, but its advantages go beyond that. Whether you’re
training employees, partners, customers or planning compliance training, organizations
using blended learning will reap many rewards. Let’s take a look at some of the benefits
for learners and organizations:
Benefits for learners
 Blended learning offers the learner convenience and flexibility; they have the ability to
control their learning pace and learn remotely.
 Academic research suggests that blended learning gives learners a more
comprehensive understanding of the course content.
 Because blended learning allows learners to interact with instructors and fellow
learners, social learning is supported.

Benefits for organizations

 Blended learning reduces face-to-face training costs, such as travel, accommodation,
and printed training materials.
 Companies can use varying eLearning methods, such as webinars, gamification, etc.,
which result in better learner engagement.
 Because blended learning is a more efficient and cost-effective way to train, you’ll see a
quicker and greater return on investment.
 It’s also easier to track exactly who has, or hasn’t, completed training
Blended learning pitfalls
Now that you know more about what blended learning is, hopefully, we’ve gotten you
excited about what it can offer. Before we let you in on how you can start utilizing it in
your training strategy, let’s first outline a few major pitfalls to avoid before you begin.
 The most important pitfall you’ll need to avoid is using an LMS that doesn’t meet your
needs. You’ll need an LMS like LearnUpon to manage and deliver your blended
learning strategy, including the integration of webinar software.
 Keep in mind that what works for in-person training may not necessarily work for online
training. You should not automatically assume existing courses are ready for online
distribution. Analyze who your learners are, identify what they need to know, review
your course content, and use this analysis formulate a blended learning strategy.
 If switching from solely face-to-face learning, take your time when incorporating blended
learning into your learning strategy. Starting slow not only enables you to assess what is
and is not working from a content perspective, but also gives your learners time to adapt
gradually to the blended learning concept.

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 Of course, it’s important that blended learning isn’t used just for the sake of it. Once you
have identified your learning goals, you can think about how each goal could be
achieved in an online and/or offline setting.
Webinars: an easy route to blended learning
To get started with blended learning, you can utilize webinars in the instructor-led
portion of your course. To run a webinar, you’ll need a webinar tool. There are many
options available; you’ll just need to find the one that suits your needs. Things to
consider when choosing one include the size of your audience, their requirements, and
the learner experience. Some webinar tool options include:
 Zoom
 GoToWebinar
 Cisco WebEx
 Adobe Connect
 Google Hangouts
 AnyMeeting

These tools integrate with your LMS to synchronize setup, registration, and attendance
reporting. Make sure you record each session so that you can use these recordings at a
later date. This is a superb way to generate reusable training content. These videos can
then be added to eLearning courses and delivered to your learners.
What are the benefits of integrating a webinar tool with your LMS?
If webinar sessions are part of your blended learning, integrating your chosen tool with
your LMS makes sense. This will enable you to:
 Schedule sessions in your LMS that automatically reflect in your webinar tool. This
means you’ll only have to set up a session once, and there’ll be no scheduling conflicts.
 Register your attendees through your LMS, with the data being sent to your webinar tool
automatically.
 Monitor attendance data that is automatically transferred back to your LMS, meaning
you don’t have to waste time by manually updating this information.
 Halt the repetition of tasks, improve reporting, streamline workflows, etc. It’s also super
easy to set up.
When using blended learning, keep in mind that its aim is to combine the strengths of
both traditional and online learning methods in order to give your learners a more
engaging learning experience. Through blended learning, you’ll take advantage of the
best of both worlds, benefitting both learners and instructors. LearnUpon LMS makes it
simple to set up blended courses that contain any combination of face-to-face and
online training components. To learn more, book a free trial and demo with us today.  

12 of The Most Common Types of Blended Learning

by TeachThought Staff

17
 June 18, 2019 - Updated on June 21, 2019
*Sources include TeachThought, the Christensen Institute and blendedlearning.org
Source: https://www.teachthought.com/learning/12-types-of-blended-learning/

Blended Learning is not so much an innovation as it is a natural by-product of the

digital domain creeping into physical spaces.
Broadly speaking, blended learning just means a mix of learning online and face-
to-face, which means it’s likely your students are already doing some form of blended
learning and have for years. As digital and social media become more and more
prevalent in the life of learners, it was only a matter of time before learning became
‘blended’ by necessity.

Finding The Model That Works For Your School, Classroom, And Students
In The Definition Of Blended Learning, we offered that ‘blended learning is a
model that combines online and face-to-face learning spaces and experiences.’ Below,
we identify and describe 12 different types of blended learning.

6 Types Of Blended Learning You’ve Probably Heard Of

1. Station Rotation Blended Learning
Station-Rotation blended learning is a: “…model (that) allows students to rotate through
stations on a fixed schedule, where at least one of the stations is an online learning
station. This model is most common in elementary schools because teachers are
already familiar with rotating in centers and stations.
Similar to: Lab Rotation Blended Learning
Primarily characterized by: the fixed schedule that guides the ‘blending’

2. Lab Rotation Blended Learning

‘The Lab Rotation’ model of blended learning, similar to “Station Rotation,’ works by
“allow(ing) students to rotate through stations on a fixed schedule…in a dedicated
computer lab allow(ing) for flexible scheduling arrangements with teachers…enabl(ing)
schools to make use of existing computer labs.”
Similar to: Station Rotation Blended Learning
Primarily characterized by: the use school computer labs in new ways

3. Remote Blended Learning (also referred to as Enriched Virtual)

In Enriched Virtual blended learning, the student’s focus is on completing online
coursework while only meeting with the teacher intermittently/as-needed.
This approach differs from the Flipped Classroom model in the balance of online to
face-to-face instructional time. In an Enriched Virtual blended learning model, students
wouldn’t see/work with/learning from a teacher on a daily basis face-to-face but would in
a ‘flipped’ setting.

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Similar to: A mix of Self-Directed, Flex Blended Learning, Flipped Classroom
Primarily characterized by: students completely coursework remotely and
independently.

4. Flex Blended Learning

The ‘Flex’ is included in types of Blended Learning and its model is one in which… “a
course or subject in which online learning is the backbone of student learning, even if it
directs students to offline activities at times. Students move on an individually
customized, fluid schedule among learning modalities. The teacher of record is on-site,
and students learn mostly on the brick-and-mortar campus, except for any homework
assignments. The teacher of record or other adults provide face-to-face support on a
flexible and adaptive as-needed basis through activities such as small-group instruction,
group projects, and individual tutoring.”
Similar to: Remote blended learning, Inside-Out Blended Learning
Primarily characterized by: its versatility to meet the needs of a variety of formal and
informal learning processes (schools, organizations, homeschooling, etc.)

5. The ‘Flipped Classroom’ Blended Learning

Perhaps the most widely known version of blended learning, a ‘Flipped Classroom’ is
one where students are introduced to content at home, and practice working through it
at school supported by a teacher and/or peers. In this way, traditional roles for each
space are ‘flipped.’

Similar to: Remote Blended Learning

Primarily characterized by: the retention of traditional learning forms in new contexts
(i.e., studying at school and learning at home)

6. Individual Rotation Blended Learning

The Individual Rotation model allows students to rotate through stations, but on
individual schedules set by a teacher or software algorithm. Unlike other rotation
models, students do not necessarily rotate to every station; they rotate only to the
activities scheduled on their playlists.”
Similar to: Mastery-Based Blended Learning
Primarily characterized by: the personalization of student learning as determined by
individual schedules that have the chance to better meet the needs of each student

6 Types Of Blended Learning You Probably Haven’t Heard Of

7. Project-Based Blended Learning
Blended Project-Based Learning is a model in which the student uses both online
learning—either in the form of courses or self-directed access—and face-to-face
instruction and collaboration to design, iterate, and publish project-based learning
assignments, products, and related artifacts.
Similar to: Self-Directed Blended Learning, Outside-In Blended Learning
Primarily characterized by: the use of online resources to support project-based learning

8. Self-Directed Blended Learning

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 In Self-Directed blended learning, students use a combination of online and face-
to-face learning to guide their own personalized inquiry, achieve formal learning goals,
connect with mentors physically and digitally, etc. As the learning is self-directed, the
roles of ‘online learning’ and physical teachers change, and there are no formal online
courses to complete.
In Self-Directed blended learning, one challenge for teachers is to be able to
judge the and (somehow) success of the learning experience without de-authenticating
it.
For students, the challenge is to seek out models of products, processes, and
potential that can provide the kind of spark that can sustain learning while being
self-aware enough to know what’s working and why, and to make adjustments
accordingly. Some students need very little to soar, while others need support
through very clear pathways that they can guide themselves through with
autonomy and self-criticism.
Similar to: Inside-Out Blending Learning, Project-Based Blended Learning
Primarily characterized by: the exchange of traditional academic work for student-
centered inquiry

9. Inside-Out Blended Learning

In Inside-Out blended learning, experiences are planned to ‘finish’ or ‘end up’ beyond
the physical classroom, but still require and benefit from the unique advantages of both
physical and digital spaces.
In both the Outside-In and Inside-Out models, the nature of the ‘online learning’ is less
critical than the focus on platforms, spaces, people, and opportunity beyond the school
walls. (The ‘online’ components could be self-directed inquiry and/or formal eLearning
courses and curriculum.)
Because the learning pattern is ‘outward,’ Project-Based blended learning is an
excellent example of the Inside-Out model.
As with Outside-In blended learning, there is a need for expert guidance, learning
feedback, content teaching, and psychological and moral support from face-to-face
interactions on a daily basis.
Well-designed, each of the three ‘areas’ plays to its strengths and complements
the other two.
Similar to: Outside-In blended learning, Blended Project-Based Learning
Primarily characterized by: student movement between digital and physical spaces

10. Outside-In Blended Learning

In Outside-In blended learning, experiences are planned to ‘start’ in the non-
academic physical and digital environments students use on a daily basis, but finish
inside a classroom.
This could mean traditional letter grades and assessments forms, or less
traditional teaching and learning that simply uses the classroom as a ‘closed-circuit’
publishing ‘platform’—a safe space to share, be creative, collaborate, and give and
receive feedback that grows student work.
Well-designed, each of the three ‘areas’ plays to its strengths and complements
the other two. While the pattern is Outside-In, unlike Remote blended learning there is

20
still a need for guidance, teaching, and support from face-to-face interactions on a daily
basis.
Similar to: Inside-Out Blended Learning
Primarily characterized by: student movement between digital and physical spaces; the
potential authenticity of student work

11. Supplemental Blended Learning 

In this model, students complete either entirely online work to supplement their
day-to-day face-to-face learning, or entirely face-to-face learning experiences to
supplement the learning gained in online courses and activities.
The big idea here is supplementing—critical learning objectives are met entirely
in one space while the ‘opposite’ space provides the student with specific
supplementing experiences that the other did not or could not provide.

12. Mastery-Based Blended Learning

Students rotate between online and face-to-face learning (activities,
assessments, projects, etc.) based on the completion of mastery-based learning
objectives.
Assessment design is crucial in any mastery-based learning experience; the ability
to use face-to-face and digital assessment tools is either powerful or ‘complicated’
depending on the mindset of the learning designer.

 Reflective Teaching
By: Julie Tice, Teacher, Trainer, Writer, British Council Lisbon Source:
https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-
own-classroom-practice

Reflective teaching means looking at what you do in the classroom, thinking about why
you do it, and thinking about if it works - a process of self-observation and self-
evaluation.

By collecting information about what goes on in our classroom, and by analysing and
evaluating this information, we identify and explore our own practices and underlying
beliefs. This may then lead to changes and improvements in our teaching.
Reflective teaching is therefore a means of professional development which begins in
our classroom.

Why it is important?
Many teachers already think about their teaching and talk to colleagues about it too.
You might think or tell someone that "My lesson went well" or "My students didn't seem
to understand" or "My students were so badly behaved today."
However, without more time spent focussing on or discussing what has happened, we
may tend to jump to conclusions about why things are happening. We may only notice

21
 reactions of the louder students. Reflective teaching therefore implies a more
systematic process of collecting, recording and analysing our thoughts and
observations, as well as those of our students, and then going on to making changes.
 If a lesson went well we can describe it and think about why it was successful.
 If the students didn't understand a language point we introduced we need to think about
what we did and why it may have been unclear.
 If students are misbehaving - what were they doing, when and why?
 
Beginning the process of reflection
You may begin a process of reflection in response to a particular problem that has
arisen with one or your classes, or simply as a way of finding out more about your
teaching. You may decide to focus on a particular class of students, or to look at a
feature of your teaching - for example how you deal with incidents of misbehaviour or
how you can encourage your students to speak more English in class.
The first step is to gather information about what happens in the class. Here are some
different ways of doing this.
 
Teacher diary 
This is the easiest way to begin a process of reflection since it is purely personal. After
each lesson you write in a notebook about what happened. You may also describe your
own reactions and feelings and those you observed on the part of the students. You are
likely to begin to pose questions about what you have observed. Diary writing does
require a certain discipline in taking the time to do it on a regular basis. 

Here are some suggestions for areas to focus on to help you start your diary. 
Peer observation
Invite a colleague to come into your class to collect information about your lesson. This
may be with a simple observation task or through note taking. This will relate back to the
area you have identified to reflect upon. For example, you might ask your colleague to
focus on which students contribute most in the lesson, what different patterns of
interaction occur or how you deal with errors.
Recording lessons
Video or audio recordings of lessons can provide very useful information for reflection.
You may do things in class you are not aware of or there may be things happening in
the class that as the teacher you do not normally see.

 Audio recordings can be useful for considering aspects of teacher talk.

o How much do you talk?
o What about?
o Are instructions and explanations clear?
o How much time do you allocate to student talk?
o How do you respond to student talk?
 Video recordings can be useful in showing you aspects of your own behaviour.
o Where do you stand?

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o Who do you speak to?
o How do you come across to the students?

Student feedback
You can also ask your students what they think about what goes on in the classroom.
Their opinions and perceptions can add a different and valuable perspective. This can
be done with simple questionnaires or learning diaries for example.

What to do next
Once you have some information recorded about what goes on in your classroom, what
do you do?
 Think
You may have noticed patterns occurring in your teaching through your observation.
You may also have noticed things that you were previously unaware of. You may have
been surprised by some of your students' feedback. You may already have ideas for
changes to implement.
 Talk
Just by talking about what you have discovered - to a supportive colleague or even a
friend - you may be able to come up with some ideas for how to do things differently.
o If you have colleagues who also wish to develop their teaching using reflection as a tool,
you can meet to discuss issues. Discussion can be based around scenarios from your
own classes.
o Using a list of statements about teaching beliefs (for example, pairwork is a valuable
activity in the language class or lexis is more important than grammar) you can discuss

which ones you agree or disagree with, and which ones are reflected in your own
teaching giving evidence from your self-observation.
 Read
You may decide that you need to find out more about a certain area. There are plenty of
websites for teachers of English now where you can find useful teaching ideas, or more
academic articles. There are also magazines for teachers where you can find articles on
a wide range of topics. Or if you have access to a library or bookshop, there are plenty
of books for English language teachers.
 Ask
Pose questions to websites or magazines to get ideas from other teachers. Or if you
have a local teachers' association or other opportunities for in-service training, ask for a
session on an area that interests you.

Conclusion
Reflective teaching is a cyclical process, because once you start to implement changes,
then the reflective and evaluative cycle begins again.
 What are you doing?
 Why are you doing it?
 How effective is it?
 How are the students responding?

23
 How can you do it better?

As a result of your reflection you may decide to do something in a different way, or you
may just decide that what you are doing is the best way. And that is what professional
development is all about.

How to encourage reflective teaching in your school

Posted by Alexandra Spalding on 14 January, 2020
Source: https://blog.irisconnect.com/uk/blog/5-benefits-of-encouraging-teacher-self-
reflection

“We do not learn from experience…we learn from reflecting on experience.”- John
Dewey

What is reflective practice in teaching?

Reflective practice is ‘learning through and from experience towards gaining new
insights of self and practice’ (Finlay, 2008).
It requires teachers to look at what they do in the classroom, and think about why
they do it and if it works - a process of self-observation and self-evaluation.
Often described as a personal tool that teachers can use to observe and evaluate
the way they behave in their classrooms, reflective practice can be both a private
process as well as one that they discuss with colleagues and/or leaders.
Many teachers already think about their teaching and talk to colleagues about it
too. However, without adequate time and structure spent on or discussing what has
happened, these conversations don’t actually help teachers to change their practice for
the better. 
Reflective teaching is a more systematic process of collecting, recording and analysing
a teacher’s thoughts and observations, as well as those of their students, and then
going on to making changes. It’s not a once and done approach to CPD, but a cyclical
process that needs to occur regularly if it is to have an impact.
 
The importance of reflection in teaching
Reflective practice in teaching is arguably one of the most important sources of
personal professional development and improvement. Effective teachers are first to
admit that no matter how good a lesson is, their practice can always be improved. 
Teacher reflection is important because it’s a process that helps teachers to
collect, record, and analyse everything that happened in the lesson. It allows teachers
to move from just experiencing, into understanding. If they don’t question themselves
about what their experiences mean and think actively about them, research has shown
that they won’t make any changes and therefore improve.
When teachers collect information regarding activities in their classrooms and
take the time to analyse them from a distance, they can identify more than just what
worked and what didn’t. They will be able to look at the underlying principles and beliefs
that define the way that they work. This kind of self-awareness is a powerful ally for a
teacher, especially when so much of what and how they teach can change in the
moment.

24
 
The effect of reflective teaching in schools
Encouraging reflective practice in schools, not only benefits individual teachers
but the school as a whole. 
Developing a culture of reflective practice improves schools by creating a strong
foundation for continuously improving teaching and learning. It sends the message that
learning is important for both students and adults, and that everyone is committed to
supporting it.
It creates an environment of collaboration as teachers question and adapt both
their own practice and that of their colleagues. Teachers can team-up, drawing on
expertise and offer each other support. This develops best practices across the school,
resulting in a more productive working environment. 
But reflective practice in teaching is not just important for teachers and schools.
According to research by Prof. John Hattie, developing excellence in teaching has the
single most powerful influence on student achievement as well.
5 benefits of being a reflective teacher
“If you are anything like me, you’ve spent years putting reflection on the back seat.
Other things seemed more important. But, when I finally gave reflection the respect it
was due and made it a daily practice, things changed in my own life, and in my
classroom for my students.” - A.J Juliani, Author and Education and Innovation
Specialist
1. Professional growth
Firstly and most importantly, reflective practice is the key to improvement. If teachers
don’t think about, analyse and evaluate their professional practice they cannot improve.
Also once teachers start to take ownership of their CPD in this way, their confidence
grows.
2. Keeping up-to-date and innovative
Just as you wouldn’t want to be operated on by a surgeon who wasn’t familiar with the
latest techniques, we probably won’t want to be taught by someone who doesn’t know
their subject or the best ways of teaching and learning. Reflective practice allows
teachers to create and experiment with new ideas and approaches to gain maximum
success.
3. Understanding learners
Reflective practice encourages teachers to understand their learners and their abilities
and needs. Reflection helps teachers to put themselves in their students’ shoes, which
is something many skilled teachers do. Stephen Brookfield believes that: ‘Of all the
pedagogic tasks teachers face, getting inside students heads is one of the trickiest. It is
also the most crucial’ (Brookfield, 1995).
4. Developing reflective learners
Reflective teachers are more likely to develop reflective learners. If teachers practice
reflection they can more effectively encourage learners to reflect on, analyse, evaluate
and improve their own learning. These are key skills in developing them to become
independent learners.

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5. Humility
“Implementing extreme ownership requires checking your ego and operating with a high
degree of humility. Admitting mistakes, taking ownership and developing a plan to
overcome challenges are integral to any successful team.”- Jocko Willink
 
When we reflect we must be honest. At least honest with ourselves about our choices,
our success, our mistakes, and our growth. Meaning that self-reflection acts as a
constant reminder to teachers to stay humble and continue working hard to achieve
results.
 
How to reflect on teaching: getting started with reflective practice and tools
to help
There are many reasons why a teacher may decide to begin a process of reflection. It
could be in response to a particular problem they’re having in the classroom or simply
as a way of finding out more about their teaching. Whatever the motivation, it’s
important to know how teachers can get started with reflective practice.
The first and most important step of reflective practice is to gather information about
what happens in the classroom, so it can be unpicked and analysed. Here are some
different ways of doing this:
 
Teacher diary/journal
After each lesson teachers can write in a notebook about what happened, noting their
own reactions and feelings as well as those of the students. However, because it relies
on a teacher’s ability to recall things in as much detail as possible, not to mention a
certain discipline in taking the time to do it on a regular basis, it’s not as thorough or
reliable as other methods.
Peer observation
Teachers can invite colleague’s to come into their class to collect information about their
lessons and offer feedback. This may be with a simple observation task or through note-
taking and could relate back to the area the teacher has identified they want to reflect
upon. The problem here is that the teacher and observer may not agree on what they
saw or experienced, causing confusion and conflict.
Videoing practice
A video recording of teachers’ lessons is valuable because it provides an unaltered and
unbiased vantage point for how effective their lesson was from both a teacher and
student perspective. A video also acts as an additional set of eyes to catch disruptive
behavior that they may not have spotted at the time. 
 
7 reflection activities for teachers:
 The ratio of interaction - How much are children responding to the teacher,
versus how much they are talking to them? Is there a dialogue of learning in their
classroom or is the talking mainly one-sided?
 Growth vs. fixed mindset - Carol Dweck writes in Mindset: The New
Psychology of Success(2007) about how people with fixed mindsets believe that
their qualities are unchangeable whereas people with growth mindsets feel they
can improve their qualities through effort. The way a teacher responds to their

26
 students can inspire either a fixed or growth mindset. Praising students for being
'smart' or 'bright' encourages fixed mindsets whilst recognising when they have
persistently worked hard promotes growth mindsets. Dweck found that people
with growth mindsets are generally more successful in life: which are you
encouraging students to have? Click here to read more about Dweck’s theory of
the growth mindset.
 Consistent corrections - Is the teacher correcting the students consistently?
Teachers should avoid inconsistency; such as stopping a side conversation one
day but ignoring it the next, as this will cause confusion with students and the
feeling that the teacher is being unfair.
 Opportunities to respond - Is the teacher giving the students enough
opportunities to respond to what they are learning? Responses can include
asking students to answer questions, promoting the use of resources such as
whiteboards or asking students to discuss what they have learnt with their
neighbour.
 Type and level of questions - Do the questions the teacher is asking match the
method of learning that they want to foster in their classroom? The type of
questions they ask their students can include open or closed, their opinion on
certain topics, or right or wrong. Is the level of questions they're asking
appropriate for the students' level of learning? To find out more about open
questions read our blog: can you make coaching more effective with open
questions?
 Instructional vs. non-instructional time - The more students are engaged in
learning activities, the more they will learn. Teachers shoulw should try to keep
track of how much time they give to learning activities compared to how much is
spent on other transitional things such as handing out resources or collecting
work at the end of the lesson.
 Teacher talk vs. student talk - Depending on the topic, teachers must decide
how much students should be talking about what they're learning compared with
how much they should be talking to them.

 Metacognitive Approach

 Teaching Critical Thinking: A Metacognitive Approach

 William W. Wilen and John Arul Phillips
 Social Education 59(3), 1995, pp. 135-138. National Council for the Social
Studies
Source:
http://www.socialstudies.org/sites/default/files/publications/se/5903/590303.ht
ml

27
 Among the several major approaches to teaching critical thinking skills, the
literature seems to favor infusion-teaching thinking skills in the context of subject
matter. This approach entails integrating content and skills as equally as possible
in order to maintain a balance of the two (Willis 1992). Thinking skills are
reinforced throughout the teaching of the subject and later retained. Research
shows that students learn both skills and subject matter if they are taught
concurrently (Beyer 1988).

 Influence of Modeling
Metacognition refers to the knowledge and control people have over their thinking
and learning activities (Flavell 1979); it involves "thinking about thinking."
 The metacognitive approach we are proposing is an alternative way to teach
critical thinking skills and is based on the principles of infusion-the teacher directly
teaches students specific critical thinking skills within the context of subject matter.
The teacher primarily accomplishes this through modeling the use and application
of critical thinking. In addition, the skills are also modeled by the learners.
 There is strong evidence for the effectiveness of the modeling component of the
metacognitive approach. One of the most influential studies of critical thinking in
social studies classrooms is currently underway at the University of Wisconsin.
Newmann and his associates are attempting to find out what teachers do to create
classroom environments that foster thoughtfulness.
 Based on the research conducted to date, primary dimensions of classroom
thoughtfulness have been identified. These are observable qualities of classroom
activity and talk that facilitate students' development of subject matter
understanding, thinking skills, and dispositions of thoughtfulness. The most
important characteristic is the demonstration by the teacher of how he/she has
thought through problems, rather than the mere provision of answers. This is
modeling. Other characteristics are that the teacher shows interest in students'
ideas and their approaches to solving problems, and acknowledges the difficulties
students have in understanding problematic topics (Newmann 1991).
 Modeling, as is acknowledged by Bandura, a leading theorist in social learning, is
". . . one of the most powerful means of transmitting values, attitudes, and patterns
of thought and behavior" (1979, 47). Good and Brophy, in their recent review of
research (1994), have concluded that students learn more effectively by

 observation through modeling than through deliberate instruction by the teacher or

deliberate practice by the learner. The teacher is the "expert" and models the
thought processes involved in executing a particular critical thinking skill, such as
establishing whether a statement is fact or opinion. The teacher breaks this skill
down into steps and demonstrates the execution of each step by thinking aloud.

 The Metacognitive Approach

Cognition or thinking refers to the intellectual functioning of the mind with regard to
the learner's ability to attend, acquire, represent, and recall information.
Metacognition, which refers to the knowledge and control people have over their

28
 own thinking and learning activities (Flavell 1979), deals with the "individual's
knowledge about the task, possible strategies that might be applied to the task and
the individual's awareness of their [sic] own abilities in relation to these strategies"
(Taylor 1983, 270).
 In relation to the acquisition of critical thinking skills, metacognition refers to what a
learner knows about his or her thinking processes (conscious awareness) and the
ability to control these processes by planning, choosing, and monitoring. Basically,
there are two components of the metacognitive process: awareness and action
(see Figure 1).
 Awareness of one's cognitive behavior during a task includes awareness of the
purpose of the assignment, awareness of what is known about the task,
awareness of what needs to be known, and awareness of the strategies and skills
that facilitate or impede understanding.
 Action is the ability to use self-regulatory mechanisms or cognitive monitoring to
ensure the successful completion of the task, such as checking the outcome of
any attempt to solve the problem, for example, planning one's strategies for
learning, and remediating any difficulties encountered by using compensatory
strategies.
 According to Sanacore (1984), metacognition is "knowing what you know,"
"knowing what you need to know," and "knowing the utility of active intervention."
However, this metacognitive skill is apparently not developed in all students. To be
an efficient and effective thinker, the learner should be able to monitor his or her
degree of understanding, be aware of the knowledge possessed, be conscious of
the task demanded, and know the strategies that facilitate thinking. Based on this
notion of metacognition, Figure 2 outlines a strategy for helping learners acquire
critical thinking skills.

 Step 1: Explanation by the Teacher

The teacher decides which skill is to be taught, lists the steps to follow when
executing the skill, and explains why it is important and when students will need to
use it. One example of a specific critical thinking skill is distinguishing fact from
opinion. For example, in teaching learners to distinguish fact from opinion, the
teacher begins by defining the skill

 A fact is usually defined as a truth, something that can be tested by

experimentation, observation, or research and shown to be real. However, the
teacher should also highlight that certain facts may be challenged and proved to
be not altogether true.
 On the other hand, an opinion is one's belief, feeling, or judgment about
something. It is subjective or a value judgment, not something that can be
objectively verified. The teacher describes the reasoning process and presents
several examples and non-examples to help explain the process. Simultaneously,
the teacher anticipates the kinds of problems students may have about when and

29
 how to use the reasoning process, and uses a variety of passages to illustrate the
skill.
 The teacher can illustrate how to distinguish fact from opinion based on the
following statements:
 1. President J. F. Kennedy was assassinated in 1963 and L. B. Johnson was
sworn in as the 36th President.
2. Truman was the best President of the United States.
3. Columbus was the first to discover America in 1492.
Statement 1 is a fact that can be verified; to this day there is no dispute as to the
event. Statement 2 is an opinion because the word "best" is a personal preference.
Does "best" refer to President Truman's foreign policy, domestic policies, or his
oratorical skills in comparison to other presidents? Statement 3 was held to be a
fact for many years, but there is growing evidence that other people from other
continents visited, explored, and inhabited America prior to 1492. There is also the
important question of whether Columbus could have "discovered" America, since
indigenous people had been living there for thousands of years prior to
Columbus's arrival.

 Step 2: Modeling by the Teacher

Besides merely explaining the critical thinking skill, the teacher models the
cognitive processes involved in executing the skill. The teacher "thinks aloud"
stating when and how the thinking skill should be used. Students need to hear
firsthand how the teacher guides himself or herself verbally in regulating the
processes involved (Manning 1991). This can be done by the teacher's reading a
text passage to the class and modeling self-questioning, as well as the fix-up
strategies adopted to overcome difficulties in understanding. The teacher provides
a model of the thinking process by stating what is going on inside his or her head.
Herein the teacher is assumed to be the expert thinker while the student is seen as
the novice.
 For example, to determine whether a statement is fact or opinion, the following
"inner dialogue" based on the following passage might be the sequence of mental
processes going on inside the head of the teacher-expert.
 The Tropical Rain Forest
The tropical forests of Malaysia are regarded as the oldest in the world with the
largest variety of flora and fauna. Mount Kinabalu is the highest mountain peak in

Malaysia and also the highest in South East Asia. The forests of Malaysia, reputed
to be the most beautiful in the world, have attracted many tourists from the United
States, Canada, and Europe. Also, fascination with the mysteries of the tropical
jungle as rightly or wrongly portrayed in many stories and legends has attracted
the curious to visit this part of the world.
 Teacher: a) I'm going to pretend I don't know the difference between fact and
opinion in the passage given. See what happens. (Teacher reads and pretends to
have trouble distinguishing fact and opinion.) Hmmm . . . Let me begin by drawing
out all the statements of facts in the passage (Teacher reads).

30
 b) What did we say a fact is? (Teacher refers to the earlier definition of a fact.)
Okay, if that's the case, then the following are facts. The tropical forests of
Malaysia are the oldest and have the largest variety of flora and fauna. I guess this
has been proved by geologists, biologists, and botanists. Perhaps, the diversity of
flora and fauna was compared in relation to the temperate forests. Mount Kinabalu
is the highest peak in Malaysia and South East Asia. Yes, this is a fact. It would
have been more believable if the height of the mountain peak had been stated by
the author.
 c) Next, let me look at the statements that are likely to be opinions. Now, what's an
opinion? (Teacher refers to the previous definition of an opinion.) The statement
that the tropical forests of Malaysia are reputed to be the most beautiful in the
world is certainly an opinion. Why? Because beauty is in the eyes of the beholder!
For me, the temperate forests are equally beautiful, especially during fall. Oh, the
colors!
 d) Also, the statement that tourists are attracted to the tropical forests because of
the legends and stories associated with the jungle is another opinion. Surely, this
is a personal preference and a matter of taste which may not be the reason for
seeing the tropical forests.
 The teacher checks how the students interpreted the modeling sessions, asking
them to tell when and how to use the reasoning process. If, however, the students
still do not understand, the teacher provides cues in the form of prompts,
analogies, metaphors, or other forms of elaboration that help students refine their
understanding of the reasoning process (Herrmann 1988).
 Through modeling, teachers are sharing their thinking through externalizing their
inner dialogue and verbalizing the questions they are asking themselves. By
sharing their strategies, teachers are in fact providing their students with models of
mental processes.

 Step 3: Modeling by the Learner

Next, the student performs the same task under the guidance of the teacher. As
students describe what is going on "inside their heads," they become aware of
their thinking processes. The teacher shapes students' understanding of the
reasoning process by asking them to explain how they made sense of the text. On
the basis of what they say, the teacher provides additional explanations to help
them reason like experts. Similarly, as they listen to their classmates describing

 their mental processes, they develop flexibility of thought and an appreciation for
the different ways of solving the same problem. Students are asked to pose
questions, spot confusions, form hypotheses, and suggest remedies to failures.
 As an illustration of how learner modeling might work in relation to teaching the
difference between a fact and an opinion, the teacher might involve the students in
a cooperative learning activity. Suppose the class had been reviewing the
circumstances surrounding the incident in Singapore involving the caning of an
American teenager. The teacher tells the story of Michael Fay while the students

31
 listen and write down what they think were the facts and opinions in the story.
Suppose one student wrote the following statements from the story:
 Michael Fay deserved the punishment because he broke the laws of Singapore.
 Caning is painful and leaves permanent scars.
 Caning is wrong because it is inhuman.
 Singapore is the only country in the world that uses caning as a form of
punishment.
 Using the Think-Pair-Share cooperative learning technique (Kagan 1989-90), the
students are paired with one another to discuss the answers they have written
down. The conversation might proceed as follows:
 Student 1: Here's my list. I think they are all facts except the third one because the
word "wrong" is used. While some people consider caning wrong, others consider
it right.
 Student 2: You're right. It sounds like an opinion to me. Caning could also be
wrong or right for different reasons. What about number 1, though, isn't that an
opinion?
 Student 1: Maybe, because many people in the United States don't believe he
deserved to be caned even though he broke Singapore laws. I think you're right, it
seems to be an opinion.
 Student 2: Is Singapore the only country that uses the cane for punishment? How
do we find out?
 After students have discussed in pairs, they share their answers and ask further
questions before the whole class. The teacher guides their thinking by providing
additional explanations and illustrations in order to help them understand the
differences between facts and opinions. Modeling by the learner involves students
interacting with one another in order to become aware of their thinking processes.
The teacher facilitates the process directly and indirectly.

 Conclusion
Teaching learners to think critically is a difficult task and requires a great deal of
patience. But the time and effort are well spent to try to prepare a citizenry capable
of making decisions and solving problems using reflective thought to guide action
for the common good. One approach to teaching critical thinking is the
metacognitive approach, which emphasizes explaining and modeling the thinking
strategy. The metacognitive approach proposed serves as a guide for teachers i

interested in orienting their teaching toward helping learners become more

analytical and independent thinkers.

Ten Metacognitive Teaching Strategies

Source: https://ciel.viu.ca/teaching-learning-pedagogy/designing-your-course/how-
learning-works/ten-metacognitive-teaching-strategies

1. Metacognitive Awareness Inventory

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 There are two processes going on around learning how to learn. Most often students
(and adults) are unware of what they are and what is required to improve them.
1. Knowledge of Cognition (Declarative, Procedural, and Conditional)
1. Awareness of factors that influence your own learning
2. Knowing a collection of strategies to use for learning
3. Choosing the appropriate strategy for the specific learning situation
2.    Regulation of Cognition
4. Setting goals and planning
5. Monitoring and controlling learning
6. Evaluating own regulation (assessing if the strategy you are using is working or not,
making adjustments and trying something new)
In 1994, Schraw and Dennison created the Metacognitive Awareness Inventory (MAI)
specifically for adult learners to bring awareness of metacognitive knowledge and
metacognitive regulation (which they referred to “Knowledge of Cognition Factor” and
“Regulation of Cognition Factor” respectively).
The MAI consists of 52 questions that cover these two components of cognition. They
found through their research there was strong support for both of these factors and that
they were also related as had been suggested by previous researchers.
Recent research has uncovered a significant correlation between the MAI and some
measures of academic achievement (e.g., GPA, end of course grades etc.) However,
when looking at undergraduate students and graduate students (younger adults and
older adults) it was found that they do not differ in their mean scores on the ‘Knowledge
of Cognition’ areas (similar for both groups), but they do differ in terms of their
regulation strategies and skills.
‘Knowledge of Cognition’ is more easily acquired and improved. ‘Regulation of
Cognition’ strategies are not that easy to acquire and most often students won’t improve
over time in their Regulation scores – because they need to learn the strategies and
have chances to practice in and out of classroom experiences. They need their
instructors to use some of the teaching strategies in this booklet to help them build their
strategies around regulation of learning.

2. Pre-assessment (Self-Assessment) of Content

A simple activity such as finding out what students already know about a topic can help
students begin to think about how learning works.
Here are a few ways to conduct a pre-assessment (or a student self-assessment) of
new content.
1. Create a few key questions about the content/topic a week prior to the class.  Questions
should ask students what they know already about the topic, possible identification of

33
 any misconceptions they hold on the topic, challenges or successes they have had with
the topic, exploration into past experiences or applications of the content/topic.
These questions may be in the form of a homework assignment, a set of clicker
questions for in class voting, a short reflective writing piece done in class and handed
in.
1. Have the students individually hand in their responses anonymously. Skim through the
answers after class. Possibly categorize/summarize all responses by themes.
2. Share responses with students the next class either verbally or a summary of themes.
3. Have a discussion with students about how asking these questions can help them in
thoughtful planning of how they might approach a new idea or topic or how they will
approach course content and associated studying/learning strategies.

3. Self-Assessment of Self-Regulated Learning Skills

Students aren’t going to learn how to be good learners unless we engage them in
activities and discussions about how they perceive themselves as learners – and to see
what approaches are working and not working for their learning.
Here are 21 statements you could pose to students to start them thinking about how
they think and think about how they learn. Ideally we hope to have students utilizing
deep approaches to learn rather than surface approaches. Strategic approaches are
somewhere in between the two but don’t really result in longer term and meaningful
learning.
Surface Approach to Learning Questions
1. I find I have to concentrate on just memorizing a good deal of what I have to learn.
2. I am not really sure what’s important in lectures, so I try to get down all I can.
3. I tend to read very little beyond what is actually required to pass.
4. I concentrate on learning just those bits of information that I have to know to pass.
5. I like to be told precisely what to do in essays or other assignments.
6. I often seem to panic if I get behind in my work.
7. Often I find myself wondering whether the work I am doing here is really worthwhile.

Strategic Approach to Learning Questions

1. I think I am quite systematic and organized when it comes to studying for exams.
2. I am pretty good at getting down to work whenever I need to.
3. I organize my study time carefully to make the best use of it.
4. Before starting work on an assignment or exam question, I think first how best to tackle
it.
5. I look carefully at my instructor’s comments on course work to see how to get higher
marks the next time.

6. I put a lot of effort into studying because I am determined to do well.

7. When I have finished a piece of work, I check it through to see if it really meets
requirements.

Deep Approach to Learning Questions

1. When I am reading I stop from time to time to reflect on what I am trying to learn from it.

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2. When I am working on a new topic, I try to see in my own mind how all the ideas fit
together.
3. Often I find myself questioning things I hear in lectures or read in books.
4. Some of the ideas I come across on the course I find really gripping.
5. I usually set out to understand for myself the meaning of what we have to learn.
6. I like to play around with ideas of my own even if they don’t get me far.
7. It is important for me to be able to follow the argument, or to see the reason behind
things.
All items are to be responded by choosing from “strongly agree”, “somewhat agree”,
“somewhat disagree” or “strongly disagree”.
These items come from ASSIST (Approaches and Study Skills Inventory for
Students) designed to evaluate university students’ conceptualizations of learning,
approaches to studying and preferences for different instructional methods (Centre for
Research on Learning and Instruction, University of Edinburgh). The ASSIST tool
identifies three main approaches to studying: deep, strategic and surface. Deep and
strategic approaches usually result in greater success where surface approaches may
result in poorer performance by students.
You may put a few of these statements on a slide or on the whiteboard and ask if
anyone uses that technique, or you may have a discussion around a collection of
statements.
  Or you could use the handout on this page and give to students and ask them to
check off their level of agreement with each statement. Once completed, ask the
students to identify the “approach” for each collection of statements and have them fill in
the type of approach used. (Answer: Surface, Strategic and Deep).
4. Think Alouds for Metacognition
As the instructor, you are an expert in your field. It can be almost impossible to
remember a time when you did not think ‘the way you currently do about your
discipline’. At one time you were confused or unsure about studying your discipline. If
you can offer to students examples of your own self-reflective examples of your own
transition into thinking like an expert in your discipline, this can help students a lot. As
researchers and reflective practitioners we are thinking metacognitively all the time
(thinking about your own questions, how your thinking has evolved, how you incorporate
new knowledge into your practiceetc.)   

Anytime you can talk out loud (‘think aloud’) about how you view a document or a
picture or think about a book, or share your thinking processes with students you are
helping them become more metacognitive in their own approaches to the subject.
Once you have modelled for them how you would solve a problem or interpret a piece of
writing, have students work in pairs to talk out loud as to how they are thinking about an
assignment piece of homework or an assignment.

1. One student talks out loud while the partner records what they are saying (the strategy
going to be used to complete the homework or do the assignment). The partner also
guides them to think through all the steps.
2. Students switch roles and do the same for each other.

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3. Now students have thought out the process for completing the assignment or
homework, received some feedback from their partner and possibly have a plan written
down as to how they are going to undertake the task. Debrief briefly with class as to
lessons learned etc
“[I]t is terribly important that in explicit and concerted ways we make students aware of
themselves as learners. We must regularly ask, not only ‘What are you learning?’ but
‘How are you learning?’ We must confront them with the effectiveness (more often
ineffectiveness) of their approaches. We must offer alternatives and then challenge
students to test the efficacy of those approaches.” (Weimer, 2012)

5. Concept Mapping and Visual Study Tools

Concept maps were originally developed to enhance meaningful learning in the
sciences. A concept map is a way of representing relationships between ideas, images
or words. Concept maps are a way to develop logical thinking and study skills by
revealing connections to the big ideas or the key concepts you are trying to teach.
Concept maps will also help students see how individual ideas relate to the larger whole
or the bigger picture.
Learning benefits can be derived from instructor-led or student-constructed concept
maps of the connections and key ideas from a course or class. It is best that the
instructor demonstrate how to design a concept map of a class or course before
students are asked to do the same. Show students how the readings, videos,
assignments and activities are connected to the course learning outcomes and other
courses.

Design a brief or detailed concept map of the course or sub-components of the course
and share with students. Then later on in course students can form small groups and
build a concept map as a review activity before a mid-term or as a review of a portion of
the course. Students can do for homework or they can do in class and share with each
other explaining the interrelationships between each component. Ask the students to
draw all the ‘cross-links’ and label them as they see the components connecting fully or
partially.
How to use a Concept Map
Every concept map responds to a focus question, and a good focus question can lead
to a much richer concept map. When learning to construct concept maps, learners tend
to deviate from the focus question and build a concept map that may be related to the
domain, but which does not answer the question. It is often stated that the first step to
learning about something is to ask the right questions. Steps to create a concept map:
 
1. Construct a Focus Question
2. Identify the Key concepts

 Some people rank the concepts by importance as it may help with the
construction of the map
 This also helps the map maker sort the ideas and if they see no relevant
connection they do not have to include the conceptConstruct a Map
3. Construct a Map
 If this is the first time you are doing one – do it as a group first

36
 You can use partially completed version with students to help them initially build

6. Classroom Assessment Tools

There are many short activities you can do during class time that will help promote
metacognitive thinking in your students.
Sometimes these little activities are called “Classroom Assessment Tools – CATS”
(term coined by Angelo and Cross).
Here is a sampling of a few tools to consider. They often take a few minutes to do and
are easy to implement. CATs give students and faculty immediate feedback on learning.
Handout: Classroom Assessment Tools
7. Metacognitive Note Taking Skills
Provide students with guidance and models for how to take good notes during a class. 
Here is a suggestion for a format you can replicate or draw on the board and discuss
with students.
Beginning of Class (Plan + Connect)
In this section, encourage students to prepare their notes in an organized fashion. Stop
the class and have them complete the connections questions in their notes. This will
help them start thinking about how this class fits in with what they already know or want
to know more about.
Date:                  Course Name:          Class Learning Outcomes:

Connections:
 What do I already know about this topic?
 How do I feel about this topic? (excited, anxious, curious, nervous)
 How does this topic relate to something I already know?
 What questions do I have already about this topic?
Middle of Class (Monitoring Learning)
In this section, encourage students to create 2 columns in their notes. In the left column
ask students to record insights, ‘ah-ha’ moments, questions students have about the
content, connections they are making to other classes/topics, and also any feelings or
thoughts they have on the class. In the right column they take traditional notes on what
is being presented.  Encourage students to refrain from writing everything. Write key
concepts and headings on the board and indicate to students when you are shifting to a
new section or concept.

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 Learning Insights Class Notes

   
 
 
 
 
End of Class (Reflecting on Learning)
Near the end of class, ask students to draw a line below their notes and write a
summary of the whole class. Just a few sentences is enough to get students thinking
about the key learning that has just happened and what the whole class was about. 
You can also write a few prompts on the board to help students with their summary note
(e.g., what were the most important ideas from today’s class? what did I find most
interesting in class today? how did today’s content relate to another class?
Handout: Metacognitive Test Taking Skills

8. Reflective Writing
Reflective writing helps students make connections between what they are learning in
their homework/class content and with how they are integrating the content into their
current learning structures. Writing helps students observe themselves before, during
and after their reading, watching and listening experience. Reflective writing can also
take the form of jotting down their affective and other personal reactions to learning the
material. The most popular reflective writing activity is the “minute paper” whereby you
have students respond to prompts that ask them to think about their experiences with
the homework, class activities or recent learning experiences in your class.  Here are
some sample prompts to use for your reflective writing activities:
 The most important part of the reading, video or class is….
 The most useful or valuable thing(s) I learned today was….
 The most surprising or unexpected idea I encountered was…
 The ideas that stand out the most in my mind are….
 This helped or hindered my understanding of the reading, video or class ….
 Two ideas that I have found confusing are….
 “I learned a lot doing this assignment”. I agree (or disagree) because….
 The advice I’d give myself based on what I know now and if I were starting this
assignment over again would be….
 If I were to paraphrase what we have learned today for a high school student it would
look like this….
 What I have learned today, I am able to connect to other courses in this way…

Metacognition: Purposefully thinking about one’s own thinking strategies – when

students are able to “learn to think” and “think to learn”

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 Three critical steps to teaching metacognition:
1. Teaching students that their ability to learn is mutable
2. Teaching planning and goal-setting
3. Giving students ample opportunities to practice monitoring their learning and
adapting as necessary

9. Wrappers
A quick and easy tool for monitoring and evaluating metacognitive activity. A wrapper is
an activity that surrounds pre-existing learning or assessment task and fosters students’
metacognition. You can build a self-monitoring wrapper around any pre-existing part of
a course (lecture, homework, or test)
Why Wrappers Work
 Time efficient
 Students are doing the task anyway
 Only add a few minutes to a task
 Metacognition practice is built in to the that task
 Students are self-monitoring in context
 Feedback on accuracy can be built in
 Feedback is immediate
 Support can gradually be faded out
 in just 3 lessons most students are successful on their own
 Minor Interventions can significantly change behavior
 
Course/Lesson Wrapper
1. Before Lesson Begins: Indicate to students that in the last minutes of class they will
be asked to consider the 3 key ideas from the class. Give the students a few tips on
how to actively listen, make effective class notes and engage with the content and
activities (e.g., while listening think of questions they have about topic, provide headings
on board for students to organize notes, ask students to summarize and repeat back
key content to peers in activities etc.).
2. Near End of Lesson: 10 -15 minutes before class ends, ask students to write 3 key
ideas from the class. Students can do individually (on own paper, on a stickie note they
paste on board) or do in small groups (on chart paper, on white/blackboard) and share
(individual volunteers, reps from small groups, teacher summarizing themes from notes
on board).
3. Teacher gives his/her list of 3 key ideas for students to self-check. Students record the
differences between their responses and the teacher’s.
4. Debrief: Have a brief discussion around similarities/differences between students’ and
teacher’s 3 key ideas. Summarize class.
Homework Wrapper
1. Instructor creates self-assessment questions that focus on skills students should be
monitoring
2. Students answer questions just before homework
3. Complete homework as usual

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4. After homework, answer similar self-assessment questions and draw their own
conclusions
Example
Pre Self-assessment: “This homework is about vector arithmetic… How easily can you
solve problems that involve vector subtraction? How confident are you in being
successful with the homework?”
Post Self-assessment: “Now that you have completed this homework, how easily can
you solve problems around this topic? How confident are you in being successful with
future homework around this topic or a test question?”
Exam/Test Wrapper
Most times instructors hand back exams (tests, quizzes, mid-terms) and focus the
discussion on the exam questions, the areas where students did well or poorly and
rarely engage students in a learning experience around how they prepared, studied or
took the test. An exam wrapper is often a handout with a series of questions students
answer and then discuss. A process might be:
1. Students utilize normal test taking strategies to prepare and take the first exam.
2. The first exam is returned and students complete the exam wrapper either in class or
online within a course management system. (Instructors can either make the
assignment required or award participation points for completion).
3. The instructor collects the exam wrapper and reviews student comments.  This allows
the instructor to assess student behavior patterns and determine whether the teaching
staff needs to include additional teaching resources to support student learning.
4. The exam wrapper is returned to students within a week or two before the next exam.  
Students review their comments and then have the opportunity to follow their own
advice for studying

Possible Questions for Exam Wrappers

Preparation for Exam
1. How did you prepare for the exam? Explain your process.
2. What resources did you use in preparing for taking the exam?
3. How does your exam preparation compare to three other peers in the class (ask them)
Planning
1. What strategies did you use for studying (e.g., study groups, online practice quizzes,
office hours with instructor, review sessions, peer teaching etc.)?
2. How much time did you study (and how long over what time period)?
3. What aspects of the course did you spend more time on (or less time on) based on your
current understanding.
4. What percentage of your exam preparation time was spent on these activities? (re-
reading the textbook section(s)___?; reviewing your own notes (daily)___?, reviewing
your own notes (sporadically)____?; reviewing PowerPoint presentations from lecture
____?; generating your own exam questions and answering them____?; studying in
groups_____?; other strategies____?
Performance
1. How did your actual grade on this exam compare with the grade you expected? How do
you explain the difference, if any?
2. How do you feel about your exam grade (happy, surprised, disappointed)?

40
3. Examine the items on which you lost points and look for patterns. Were you careless or
did you run out of time?
Next Steps
1. What are you going to do differently for your next exam?
2. What might be your goal (e.g., certain percentage)?
3. What study strategies are you going to use next time to enable you to get that score?
4.
10. Retrospective Post-Assessment
Near the end of a topic or end of the course, ask students to reflect (retrospectively) as
to what they thought about a topic or concept before the course and what they think
about it now. Learning is about change and this activity asks students to reflect on the
changes in their knowledge, skills and attitudes and put that into perspective for moving
forward. This activity engages students in a mechanism to train students to ‘self-
question’, “How has my thinking changes (or not changed) over time?”
1. Some instructors record the thoughts of students at the beginning of the course and
keep those responses until the end of the course – and revisit those responses.
Alternatively, after learning has taken place (after a class or near end of a course) ask
students to recall how they were thinking about the topic prior to the course learning
activities and compare that with how they are thinking about the same topic now.
2. Possibly write two prompts on the board to help students: “Before this course I thought
X was….” and “Now I think X is….” OR ask them to write three ways in which their
thinking has changed over the time period (a few classes or the course).
3. Ask students to complete this task on their own on a piece of paper. During the last
class, have a discussion with students as to how much ‘change’ has occurred in their
learning. Students could also discuss their responses in small groups and share a
summary with the class.

 Constructivist Approach
Constructivism and Social Constructivism in the Classroom
Source:
http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Construc
tivism_in_the_Classroom

General Overview
In the constructivist classroom, the focus tends to shift from the teacher to the
students. The classroom is no longer a place where the teacher ("expert") pours
knowledge into passive students, who wait like empty vessels to be filled. In the
constructivist model, the students are urged to be actively involved in their own process
of learning.
In the constructivist classroom, both teacher and students think of knowledge as a
dynamic, ever-changing view of the world we live in and the ability to successfully
stretch and explore that view - not as inert factoids to be memorized.

Key assumptions of this perspective include:

1. What the student currently believes, whether correct or incorrect, is important.

41
2. Despite having the same learning experience, each individual will base their learning
on the understanding and meaning personal to them.
3. Understanding or constructing a meaning is an active and continuous process..
4. Learning may involve some conceptual changes.
5. When students construct a new meaning, they may not believe it but may give it
provisional acceptance or even rejection.
6. Learning is an active, not a passive, process and depends on the students taking
responsibility to learn.
The main activity in a constructivist classroom is solving problems. Students use
inquiry methods to ask questions, investigate a topic, and use a variety of resources to
find solutions and answers. As students explore the topic, they draw conclusions, and,
as exploration continues, they revisit those conclusions. Exploration of questions leads
to more questions.
There is a great deal of overlap between a constructivist and social constructivist
classroom, with the exception of the greater emphasis placed on learning through social
interaction, and the value placed on cultural background. For Vygotsky, culture gives
the child the cognitive tools needed for development. Adults in the learner’s
environment are conduits for the tools of the culture, which include language, cultural
history, social context, and more recently, electronic forms of information access.
In social constructivist classrooms collaborative learning is a process of peer
interaction that is mediated and structured by the teacher. Discussion can be promoted
by the presentation of specific concepts, problems or scenarios, and is guided by
means of effectively directed questions, the introduction and clarification of concepts
and information, and references to previously learned material.
Role of the teacher
Constructivist teachers do not take the role of the "sage on the stage." Instead, teachers
act as a "guide on the side" providing students with opportunities to test the adequacy of
their current understandings

A. The educator should consider the knowledge and experiences students bring to
class
B. Learners construct their knowledge through a process of active enquiry
C. ‘Discovery’ is facilitated by providing the necessary resources
D. Knowledge is actively constructed & learning is presented as a process of active
discovery
E. Provide assistance with assimilation of new and old knowledge
F. Learning programme should be sufficiently flexible to permit development along
lines of student enquiry
G. Due to its interpretivist nature, each student will interpret information in different
ways
H. Create situations where the students feel safe questioning and reflecting on their
own processes
I. Present authentic tasks to contextualize learning through real-world, case-based
learning environments
J. Support collaboration in constructing knowledge, not competition
K. Encourage development through Intersubjectivity

42
 L. Providing Scaffolding at the right time and the right level
M. Provide opportunities for more expert and less expert participants to learn from
each other

Role of the student

The expectation within a constructivist learning environment is that the students plays a
more active role in, and accepts more responsibility for their own learning.

A. The role of the student to actively participate in their own education

B. Students have to accommodate & assimilate new information with their current
understanding
C. One important aspect of controlling their own learning process is reflecting on
their experiences
D. Students begin their study with pre-conceived notions
E. Students are very reluctant to give up their established schema/idea & may reject
new information that challenges prior knowledge
F. Students may not be aware of the reasons they hold such strong ideas/schemata
G. Learners need to use and test ideas, skills, and information through relevant
activities
H. Students need to know how to learn or change their thinking/learning style
I. Because knowledge is so communally-based, learners deserve access to
knowledge of different communities
J. For students to learn they need to receive different 'lenses' to see things in new
ways.
K. Learners need guidance through the ZDP
L. In social constructivism tutors and peers play a vital role in learning

Social Constructivism in the classroom

Reciprocal Teaching
Where a teacher and 2 to 4 students form a collaborative group and take turns leading
dialogues on a topic. Within the dialogues, group members apply four cognitive
strategies:
1. Questioning
2. Summarizing
3. Clarifying
4. Predicting
This creates a ZPD in which students gradually assume more responsibility for the
material, and through collaboratation, forge group expectations for high-level thinking,
and acquire skills vital for learning and success in everyday life.
Cooperative Learning
More expert peers can also spur children’s development along as long as they adjust
the help they provide to fit the less mature child’s ZPD.

Situated Learning

43
As early as 1929 concern was raised (Whitehead) that the way students learned in
school resulted in a limited, ‘inert’ form of knowledge, useful only for passing
examinations. More recently several theorists have argued that for knowledge to be
active it should be learned:
 In a meaningful context
 Through active learning
The general term for this type of learning activity is situated learning. Situated learning
proponents argue that knowledge cannot be taught in an abstract manner, and that to
be useful, it must be situated in a relevant or "authentic" context (Maddux, Johnson, &
Willis, 1997).
Anchored Instruction
The anchored instruction approach is an attempt to help students become more actively
engaged in learning by situating or anchoring instruction around an interesting topic.
The learning environments are designed to provoke the kinds of thoughtful engagement
that helps students develop effective thinking skills and attitudes that contribute to
effective problem solving and critical thinking.
Anchored instruction emphasizes the need to provide students with opportunities to
think about and work on problems and emphasizes group or collaborative problem
solving.
Other things you can do:
 Encourage team working and collaboration
 Promote discussion or debates
 Set up study groups for peer learning
 Allocate a small proportion of grades for peer assessment and train students in the
process and criteria
 Show students models of good practice in essay writing and project work
 Be aware of your own role as a model of ‘the way things are done...’be explicit about
your professional values and the ethical dimensions of your subject

Assessment
Constructivists believe that assessment should be used as a tool to enhance both the
student's learning and the teacher's understanding of student's progress. It should not
be used as an accountability tool that serves to stress or demoralise students. Types of
assessment aligned to this epistemological position include reflective journals/portfolios,
case studies, group-based projects, presentations (verbal or poster), debates, role
playing etc.
Within social constructivism particularly there is greater scope for involving students in
the entire process:
1. Criteria
2. Method
3. Marking
4. Feedback
Brooks and Brooks (1993) state that rather than saying "No" when a student does not
give the exact answer being sought, the constructivist teacher attempts to understand
the student's current thinking about the topic. Through nonjudgmental questioning, the
teacher leads the student to construct new understanding and acquire new skills.

44
 Selected Bibliography
Driscoll, M. (2005). Psychology of learning for instruction. Allyn & Bacon, Boston: MA
Hill, W.F. (2002) Learning: A survey of psychological interpretation (7th ed), Allyn and
Bacon, Boston, MA.
Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning: A guide for
teachers. McGraw-Hill, Open University Press: Berkshire.
Ormrod, J.E. (1995). Human Learning (2nd ed.). New Jersey, Prentice Hall.
Ryder, M (2009) Instructional Design Models. Downloaded
from http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html on 30 March
2009)

What Is a Constructivist Approach to Teaching?

By: Alison Williams (July 30, 2018)
Source: https://www.theclassroom.com/constructivist-approach-teaching-8455246.html

"What radical constructivism may suggest to educator's is this: the art of teaching has little to do
with the traffic of knowledge, its fundamental purpose must be to foster the art of learning." -
Ernst von Glasersfeld
The constructivist theory of education was developed by Lev Vygotsky, a psychologist
and educator born in 1896. His theory was centered social constructivism principles.
Jerome Bruner later combined Vygotsky’s theories with those of Jean Piaget, a
cognitivist who regarded students as learners in their own right that learned through
their experiences. Vygotsky's ideas, along with those of Piaget, became widely
influential in the 1960s as "child-centered" theory that challenged the more authoritative
didactic teaching method previously favored. The constructivist model put forth by
Piaget, Vygotsky and Bruner has had reaching implications for contemporary classroom
practice.
Constructivist Model Of Working Together
Constuctivist theory approaches to learning assert children have their own way of
thinking. Students should be treated as individuals and should have the opportunity to
work with others and learn through observation, talking and group work. In the model,
students have ideas and skills that have not fully emerged but have the potential to be
developed, particularly through this type of interaction with others. Constructivism also
acknowledges the importance of social and cultural influences on intellectual
development. This, in turn, has an effect on how children learn from each other. Each
student brings with him knowledge, opinions and experiences from his individual
background that will have an influence on what he brings to the group as a whole.
Active Learning in Constructivist Theory
Constructivists believe students should be engaged in active learning and that the
teacher's role is to assist her students in what they are doing. Students should be given
the opportunity to explore a problem, try out solutions, build on this new knowledge to
make adjustments and evolve new solutions. This learning application in constructivist
theory means that all students have an input and are actively discussing and developing
ideas. Students must be encouraged to draw, discuss and write about what they are

45
learning. They should also talk to others while actively working and not just sitting in
groups.
Scaffolding Learning in Construcvitism
The constructivists suggest as a child learns new things that she should be given lots of
support in a process known as educational "scaffolding." This use of constructivism in
education can an be done through the use of word banks, writing frames, concrete
materials and questioning techniques. Teachers using this learning style provide stimuli
and prompts to vary presentation. As the student's learning develops, the scaffolding is
gradually removed. The way in which new ideas are introduced and presented to
students influences the way in which they are mastered. Instruction in scaffold learning
must be structured to be grasped easily while it is presented in a way that involves
children's experiences and contexts. Using this learning technique helps build on
students' knowledge and willingness to learn.
The Spiral Curriculum
According to the constructivist approach, students’ prior knowledge needs to be
developed and built on. Ideas should be reintroduced at different stages and levels in
the “spiral curriculum." This then helps to enable a continuous development of
knowledge for students. Reintroducing concepts already learned in a "spiral" format
helps students to reach a deeper level of understanding. An example of a printable
"spiral" would focus on previous math problems with new concepts added into previous
ones. In this approach, teachers help students develop and maintain what they already
know and use that previous knowledge to solve problems, explore and question. This
approach also asserts that teachers must be facilitators of their students’ learning by
encouraging and stimulating ideas instead of just transmitting knowledge.

 Integrated Approach
The Integrated Approach: Giving Kids A
Meaningful Learning Experience
by Candy Cuenca-Dimalanta
Source: http://diwalearningtown.com/qualityteacher/diwa-innovation-spotlight/Integrated-
approachs

The integrated approach helps pupils get a unified view of reality, and enhances
their capability to acquire real-life skills. It does this by linking learning content between
and among subject areas. There is integration when pupils are able to connect what
they are learning in one subject area to a related content in another subject area. For
instance, topics learned in Math or Social Studies may be used by the pupils with
related concepts and skills in Reading and Language. The quality of learning outcomes
improves as pupils are able to integrate information across disciplines instead of
acquiring them in isolation.

An integrated approach has roots in early childhood education, where a hallmark for
quality is the seamless interconnection of development domains and content areas.
John Dewey claimed that learning could be more meaningful if content areas are
blended for curriculum and instruction. The use of unifying themes and real-life activities

46
could lead to more relevant learning (Dewey, 1938; New, 1992).

In Kindergarten of the new K to 12 Curriculum, the use of unifying themes to achieve an

integrated approach is emphasized. Through meaningful activities, the themes connect
the different learning domains such as Music, Arts, Physical Education and Health,
Language and Literacy, Mathematics, Science, Social Studies, and Values Education.

With the desired outcomes that are developmentally appropriate for preschoolers in
mind, Diwa’s JUMPSTART Integrated Workbook Series helps educators accomplish
challenging but achievable goals of child development and learning.

JUMPSTART is a three-level integrated preschool workbook series anchored on the

competencies of the K to 12 Curriculum set by the Department of Education. Since it
uses multi-disciplinary connections that allow each workbook to integrate its lessons
with other subjects, pupils become well-rounded learners. The coverage of Nursery and
Kinder 1 is based on the existing scope and sequence for ages 3 and 4 and other
research-based sets of competencies for young pupils. The scope of Kinder 2 is based
on the mandated Kindergarten competencies. All workbooks contain activities based on
real-life situations that develop 21st century skills such as higher-order thinking, sound
reasoning, creativity, and effective use of real-world tools.

An integrated workbook allows educators to use a variety of teaching strategies to

achieve an integrated learning process, where the teaching and learning must evolve
from a theme. Such an approach also creates opportunities for communication,
collaboration, and critical thinking among pupils working in tasks and performances,
which then leads to more learning for both pupils and the teacher (Berk & Winsler,
1995; Bordrova & Leong, 1996).

Here are some practices you may use when implementing the integrated approach:

1. Incorporate the thematic and integrated curriculum in the daily schedule and
daily or weekly lesson plan. Start by adapting lesson plans for diversity by modifying
the projects, lessons, and activities for children. Think of new interdisciplinary ways to
present old topics. In Diwa’s JUMPSTART, a short story for language comprehension
could also have mathematical elements. Present math problems in the form of limericks
or poems, or combine math and art by using numbers while finger painting. The
possibilities are limitless once the integrated curriculum is embedded into the classroom
routine.

2. Foster an atmosphere that welcomes and encourages creativity in the

classroom. Create activities that require students to discover, manipulate, combine,
and transform objects. Teach shapes through crafts making, or animals through clay
molding. Or how about a multi-discipline project such as a DIY marble run? To take it a
step further, give the children freedom to choose their own activities. It will make them
more interested in the subject and help them develop individual goals.

47
3. Use age-appropriate materials and techniques in teaching. Facilitate learning
through play and child-centered activities. Interrelate the cognitive, affective, and
psychomotor domains. In December 2016, a video showing the long division song of a
school in Florida went viral on social media. For the pre-school level, why not try the
same approach by creating a dance routine that helps children learn the alphabet? The
more they are engaged, the more children are likely to absorb new information and
experiences.

The integrated approach is a vehicle that allows teachers to design lessons and
activities that meet preschool children’s developmental needs. It makes it possible for
the curriculum to be child-centered, be responsive to cultural differences, and
accommodate multiplicity, individuality, varying interests, and differing creative
expressions. An integrated approach is important to ensure that pupils learn more and
are fully prepared for the next steps in the education ladder.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
 Watch a video clip about Direct Instruction Teaching Method: Definition, Examples &
Strategies onhttps://study.com/academy/lesson/direct-instruction-teaching-method-
definition-examples-strategies.html
 Watch a video clip of Cooperative Learning: Strategies & Techniques
https://study.com/academy/lesson/cooperative-learning-strategies-techniques.html
 Cooperative Learning
https://www.teachervision.com/professional-development/cooperative-learning?page=2
 Slides aboutDeductive and inductive method of teaching at
https://www.slideshare.net/jhunarar/deductive-and-inductive-method-of-teching
 Video Clip on The Basics of Blended Learning at https://www.youtube.com/watch?
v=3xMqJmMcME0
 Watch a video on What is Reflective Teaching? - Definition & Methods at
https://study.com/academy/lesson/what-is-reflective-teaching-definition-methods-
quiz.html
 Download and read the pdf about Reflective teaching at
http://www1.udel.edu/eli/educ647/reflective-teaching.pdf
 Check the powerpoint about Metacognitive approach by Jobe Canenet (2015) at
https://www.slideshare.net/jobebeco/metacognitive-approach
 Download and read the pdf about A Constructivist Approach to Teaching at
http://vonglasersfeld.com/172
 Download and read the pdf Constructivist teaching methods at
http://ccti.colfinder.org/sites/default/files/constructivist_teaching_methods.pdf
 Download and read the pdf entitled An Integrated Approach to Learning, Teaching &
Assessment at https://www.pdst.ie/sites/default/files/Integrated%20Approach_0.pdf
 Check the powerpoint presentation of bevalle 2014 about The Integrated Approach at
https://www.slideshare.net/bevalle/the-integrated-approach-30726516

48
 Let’s Check

Activity 1. Matching Type. Match the terms with their appropriate definition.
Write the letter of your answer on the space provided before each number.
Definition Terms

1. helps pupils get a unified view of reality, and enhances their A. Direct Demonstration
capability to acquire real-life skills by linking learning content Method
between and among subject areas.
2. The classroom is no longer a place where the teacher ("expert") B. Cooperative Learning
pours knowledge into passive students, who wait like empty
vessels to be filled.
3. deals with the "individual's knowledge about the task, possible Teaching method
strategies that might be applied to the task and the individual's
awareness of their [sic] own abilities in relation to these
strategies"
4. It means looking at what you do in the classroom, thinking C. deductive
about why you do it, and thinking about if it works - a process of instruction
self-observation and self-evaluation
5. an approach to education that combines online educational D. Teaching
materials and opportunities for interaction online with technique
traditional place-based classroom methods
6. the teacher presents students with many examples showing E. inductive
how the concept is used before explaining the concept instruction
7. This means that the teacher gives the students a new concept, F. Teaching strategy
explains it, and then has the students practice using the
concept.
8. it is delivering instruction through small groups, empowering G. Blended Learning
students to work together to build their understanding of topics and
concepts.
9. the teaching-learning process is carried in a systematic way; it H. Teacher
often occurs when students have a hard time connecting centered
theories to actual practice or when students are unable to appoach
understand applications of theories
10. This refers to the way in which teachers and students are in
constant interaction, active involvement and continuous I. Reflective Teaching
exchange of views and ideas in the overall teaching and learning
11. teacher casts himself/herself in the role of being a master of the J. Child centered
subject matter approach
12. testing should be based on teaching and both these activities K. Metacognitive
should be objectives centered Approach
13. place a much stronger emphasis on the learner’s role in the L. Evaluation or
learning process Bloom’sApproach
14. more traditional in nature, focusing on the teacher as instructo M. Constructivist Approach

15. a plan intended to achieve a purpose; it is more general than a Non-

technique Participatory
method
16. refers to any strategy or trick that teachers use in order to N. Participatory
accomplish an immediate objective methods

49
17. a systematic plan for the presentation of language, which is O. Integrated Approach
based in the approach that we have chosen

Let’s Analyze

Activity 1. Getting acquainted with the essential terms in the study of

Different Teaching Approaches, Strategies, Methods and Techniques in
Teaching is not enough, what also matters is you should also be able to
explain its inter-relationships. Now, I will require you to explain thoroughly
your answers.

1. Why is it important to get acquainted with the different Teaching Approaches,

Strategies, Methods and Techniques?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What factors would you consider in choosing which Teaching
Approaches, Strategies, Methods and Techniques you are going to use?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

3. Which of the emerging methods or approaches are best suitable for the
21st century learners? Why do you think so?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

4. Which of the traditional methods or approaches do you thingk are

obsolete or least effective for the 21st century learners? Why?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

50
In a Nutshell

Activity 1. The study of Different Teaching Approaches, Strategies,

Methods and Techniques in Teaching is very important for an individual to
appreciate and value his or her culture and its background.

Based from the definition of the most essential terms in the study of
Different Teaching Approaches, Strategies, Methods and Techniques in
Teaching and the learning exercises that you have done, please feel free to
write your arguments or lessons learned below. I have indicated my
arguments or lessons learned.

1. The variety of Teaching Approaches, Strategies, Methods and

Techniques in Teaching are important to achieve the optimum
learning of varied learners with different learning styles.
2. There is no single approach, method, strategy or technique that is
suitable for all learners and for all types of lessons. Each of them has
strengths and weaknesses.

Your Turn

3.

4.

5.

51
 Big Picture

 Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to demonstrate deep knowledge and comprehension on Selection and Use
of Instructional Materials, Assessment of Learning, and Classroom Management.

 Big Picture in Focus: ULOd. Selection And Use of Instructional

Materials, Assessment of Learning, and Classroom Management

Metalanguage

In this section, the most essential terms relevant to the Selection And
Use of Instructional Materials, Assessment of Learning, and Classroom
Management and to demonstrate ULOd will be operationally defined to
establish a common frame of refence. You will encounter these terms as we
go through the study of principles of learning. Please refer to these
definitions in case you will encounter difficulty in understanding the
concepts.

Please proceed immediately to the “Essential Knowledge” part since

the first lesson is also definition of essential terms.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the
8th and 9th weeks of the course, you need to fully understand the following
essential knowledge that will be laid down in the succeeding pages. Thus,
you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

 Selection and Use of Instructional Materials (IM’s)

 Guiding Principles in the Selection and Use IM’s
Source: https://prezi.com/wfcrhfef-jnf/principles-in-selecting-instructional-media/

Learning Activities and Instructional Materials and Tools

Principles in Selecting Instructional Materials
1. Principle of Appropriateness
• IM must be either basic or supplementary to the curriculum
2. Principle of Authenticity
• IM must present accurate, up-to-date and dependable information
3. Principle of Cost
• substitutes must be considered first

52
 4. Principle of Interest
• must stimulate curiosity or satisfy the learner’s need to know
• It must have the power to motivate, encourage creativity, and imaginative
response among users.
5. Principle of Organization and Balance
• IM must be well organized and well balanced in content
• Purpose of the material must be clearly stated or perceived
• There should be logical organization, clarity and accordance with the principles of
learning such as reinforcement, transfer and application in the materials
• IM must catch the interest of the learners
• IM must promote the general and specific goals of the class
• vocabulary level
• difficulty of concepts
• methods of development
• interest appeal
 IM must be appropriate to the intended level

 Selection and Use of Instructional Materials (IM’s)

Date of Revision: February 6, 2012

Legal References: Pub. L. No. 103-227, 108 Stat. 125 (1994); 279.8 279.50, 280.3,
280.6, 280.14, Chapter 301, Code of Iowa; 281 I.A.C. 12.5(8), 12.5(16)
Source: https://www.urbandaleschools.com/policy/article-600-educational-program/627-
instructional-materials-selection-inspection-and-reconsideration/

Definition. The term “instructional materials” shall include printed materials and multi-
media materials, and shall include materials used in the classroom and available in the
libraries.
Selection and Inspection.
Persons Involved. The selection of instructional materials shall be
delegated to the licensed instructional staff, under the supervision of the
administrative staff. Parents, students, other staff and community members may
be asked to serve on selection committees. Responsibility for coordinating the
selection of text materials will rest with the curriculum committee. The Board
retains the right to approve all textbooks after receiving a recommendation from
the Superintendent. Material purchased for school libraries shall be recommended
for purchase by the licensed professional personnel of the library in consultation
with administrative staff and instructional staff. All material recommended shall be
approved by the building administrator.
Criteria. In selecting instructional materials, the following criteria should be
considered:

53
a. Instructional materials should support the educational philosophy, goals and
objectives of the District and the objectives of the curricular offering in which the
materials will be used.

b. Instructional materials should be appropriate for the age, emotional and social
development, and ability level of the students for whom the materials are
selected.
c. Instructional materials should be diverse with respect to levels of difficulty,
reader appeal, and should present a variety of points of view.
d. Instructional materials should meet high standards of quality in factual content
and presentation.
e. Instructional materials should have aesthetic, cultural, literary, or social value.
The value and impact of any literary work will be judged as a whole, taking into
account the author’s intent rather than individual words, phrases or incidents.
f. Instructional materials should foster respect for men, women, the disabled, and
minority groups and should portray a variety of roles and life styles open to
people in today’s world. Instructional materials should foster respect for cultural
diversity.
g. Instructional materials should be designed to motivate students to examine
their own attitudes and behaviors and to comprehend their own duties,
responsibilities, rights and privileges as participating citizens in a pluralistic
society.
h. Instructional materials should encourage students to utilize higher order
thinking skills and to become informed decision-makers, to exercise freedom of
thought and to make independent judgments through examination and evaluation
of relevant information, evidence and differing viewpoints.
i. Instructional materials should be selected taking into account instructional
materials already available in the District in order to meet the above criteria and
in order to replace materials worn, obsolete or no longer appropriate. Licensed
professional staff shall provide for constant and continuing renewal of the
collection not only by the addition of up-to-date material, but by the judicious
elimination of materials which no longer meet needs or find use.
j. Other criteria as developed by the licensed staff under the supervision of the
administrative staff.

Inspection. Persons may request to view instructional materials used in

the District by filing a request with the building principal. All instructional materials,
including teachers’ manuals, films, tapes, or other supplementary material which
will be used in connection with instruction on human growth and development or
which will be used in connection with any survey, analysis, or evaluation as part of
any federally-funded program must be available for inspection by parents. The
instructional materials will be viewed on District premises unless other
arrangements are made with the approval of the Superintendent.

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 Reconsideration of Instructional Material.
Persons. Any student, parent or guardian, licensed staff member, or
resident may raise an objection to or ask for reconsideration of instructional
materials or the manner in which they are being used by using the following
procedures.

Procedures.
a. The person shall first meet with the licensed staff member who is using the
instructional material in an attempt to resolve the matter informally. The licensed staff
member shall notify the building principal that a request for reconsideration has been
made. The licensed staff member may attempt to resolve the matter by offering
alternative instructional materials to a student if the student or student’s parent or
guardian files the request.
b. In the event the matter is not satisfactorily resolved, the person requesting
reconsideration must submit to the building principal a formal written request for
reconsideration on a form provided by the building principal.
c. The building principal shall appoint a temporary review committee to review the
request for reconsideration. The review committee shall be comprised of an
administrator (not from the building) as chairperson, a teacher-librarian (if the objection
or request is made to instructional material available in the library, the teacher-librarian
shall be from a different building), two teachers, including one member, if possible, from
the department where the materials are being used (but shall not include the teacher
who held the informal meeting), two residents of the District, and two secondary
students.
d. Within thirty (30) days of the filing of the written request for reconsideration, the
review committee shall meet in open session with the person requesting reconsideration
and the licensed staff member who held the informal meeting and any other person the
review committee shall request to attend. Prior to said meeting, the review committee
shall review the instructional material.
e. Following the meeting with the person requesting reconsideration and the licensed
staff member, the review committee shall deliberate and shall prepare a
recommendation to the building principal. The recommendation shall be in writing and
shall be delivered (by personal delivery or by mail) within fifteen (15) days of the
deliberation to the building principal, the person requesting reconsideration, and to the
licensed staff member.
f. The review committee may recommend that:
i. the instructional material be retained and used as planned; or
ii. all or part of the instructional material be withdrawn; or
iii. all or part of the instructional material be limited in its use; or
iv. a different method of presentation of the instructional material be utilized.
g. The building principal, within ten days of receipt of the recommendation, shall issue a
written decision on the request for reconsideration and shall deliver (by personal
delivery or by mail) a copy of the decision to the person requesting reconsideration, to
the licensed staff member who held the informal meeting, to the chair of the review
committee, and to the Superintendent for transmittal to the Board of Directors. The

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principal may adopt, reverse or modify the decision of the review committee. The
objector or licensed staff member may appeal the decision pursuant to Board policy 229
starting with the Superintendent.

Withdrawal. Instructional materials shall not be removed or withdrawn

from use during the pendency of the review process except upon three-fourths
vote of the entire membership of the review committee and approval of the
building principal, who shall state compelling reasons in writing for such action.
The review committee may recommend that a particular student or group of
students be provided alternative instructional materials during the pendency of the
review upon a majority vote of the entire membership of the review committee.
Criterion. The sole criterion for decisions shall be the appropriateness of
the material for its intended educational use.
Elimination and Replacement of Instructional Materials. The District
shall provide for the regular “culling” and elimination of instructional materials
(both classroom and library materials). The teacher-librarian may remove library
materials which are no longer important for meeting District goals and curriculum
objectives. The advice of instructional personnel, students and community
members may be sought. No materials shall be withdrawn or discarded merely
because they contain controversial opinions. Infrequently used materials should
be retained if they contribute to the excellence of the collection as a whole.
Classroom instructional materials may be removed from inventory when they are
no longer important to the instructional program, following general selection and
replacement guidelines.
Copyrights. Copyrighted materials, whether they are print or nonprint, will
not be duplicated unless such reproduction meets “fair use” standards or unless
written permission from the copyright holder has been received. The Board does
not sanction illegal duplication in any form. The four criteria for evaluating “fair
use” are:
a. The purpose and character of the use, including whether such is of a commercial
nature or is for nonprofit educational purposes;
b. The nature of the copyrighted work;
c. The amount and substantiality of the portion used in relation to the copyrighted work
as a whole; and
d. The effect of the use upon the potential market for or value of the work.
Details about “fair use” will be made available to all staff.

 Assessment of Learning
 Guiding Principles in the Assessment of Learning
Source: http://assessment.tki.org.nz/Assessment-for-learning/Principles-of-
assessment-for-learning/(tab)/Underlying-principles-of-assessment-for-learning

Principles of assessment for learning

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 What is assessment for learning? 

Assessment for learning is best described as a process by which

assessment information is used by teachers to adjust their teaching strategies,
and by students to adjust their learning strategies.
Assessment, teaching, and learning are inextricably linked as each informs
the others.

Assessment is a powerful process that can either optimise or inhibit

learning, depending on how it is applied.
Describing assessment for learning

For teachers
Assessment for learning helps teachers gather information to:
 plan and modify teaching and learning programmes for individual students, groups of
students, and the class as a whole
 pinpoint students’ strengths so that both teachers and students can build on them
 identify students’ learning needs in a clear and constructive way so they can be
addressed
 involve parents, families, and whānau in their children's learning.
For students
Assessment for learning:
 provides students with information and guidance so they can plan and manage the
next steps in their learning
 uses information to lead from what has been learned to what needs to be learned
next.
Approaches 
Assessment for learning should use a range of approaches. These may include:
 day-to-day activities, such as learning conversations
 a simple mental note taken by the teacher during observation
 student self and peer assessments
 a detailed analysis of a student’s work
 assessment tools, which may be written items, structured interview questions, or
items teachers make up themselves.
What matters most is not so much the form of the assessment, but how the information
gathered is used to improve teaching and learning.
Purposes of assessment
Teaching and learning 
The primary purpose of assessment is to improve students’ learning and teachers’
teaching as both respond to the information it provides.
Assessment for learning is an ongoing process that arises out of the interaction
between teaching and learning.
What makes assessment for learning effective is how well the information is used.
System improvement

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 Assessment can do more than simply diagnose and identify students’ learning needs; it
can be used to assist improvements across the education system in a cycle of
continuous improvement.
 Students and teachers can use the information gained from assessment to determine
their next teaching and learning steps.
 Parents, families and whānau can be kept informed of next plans for teaching and
learning and the progress being made, so they can play an active role in their
children’s learning.
 School leaders can use the information for school-wide planning, to support their
teachers and determine professional development needs.

 Communities and Boards of Trustees can use assessment information to assist their
governance role and their decisions about staffing and resourcing.
 The Education Review Office can use assessment information to inform their advice
for school improvement.
 The Ministry of Education can use assessment information to undertake policy review
and development at a national level, so that government funding and policy
intervention is targeted appropriately to support improved student outcomes.
Underlying principles of assessment for learning
Above all, assessment for learning must be underpinned by the utmost confidence that
every student can improve.
It should be driven by the concept of ako, meaning "to teach and to learn". Assessment
for learning should enable reciprocal learning where teachers and students share and
value each other’s sense-making processes.
Knowledge of the learner is vital to ensure assessment is appropriate and fit for
purpose.
Learning to learn
Good assessment should:
 focus less on “do they have the right or wrong answer?” and more on making
students’ thinking visible to both teacher and student
 help develop understanding of the strategies and patterns students have constructed
in order to make sense of the world.
The assessment for learning process can unlock the approaches used by students and
help them to become more aware of not only what they are learning, but how they are
learning it. This empowers students to take control of their own learning, by developing
their skills of self-regulation.
Students can then discuss their developing understanding with their teachers, peers,
parents, families and whānau. Independent learners like this have the ability to seek out
and gain new skills, new knowledge and new understanding, according to their own
needs and learning goals.
Building students' assessment capabilities
When students actively participate in assessing their learning by interpreting their
performance, they are better placed to recognise important moments of personal
learning. This helps them to identify their own strengths and needs, and discover how to
make ‘where to next?’ decisions.

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 Students should be educated in ways that build their assessment capabilities, so they
can take increasing control of their own learning and become more effective and
independent learners.
Students make progress when they develop the ability to monitor their own work. To do
this well, they need to understand:
 what high quality work looks like (examining examples and models of quality work
helps develop this)
 what criteria define quality work (participation in the development of learning goals
and assessment criteria helps develop this)
 how to compare and evaluate their own work against such criteria (peer assessment
and self-assessment help to develop this).
Assessment-capable students can also provide better information to teachers. Better
student feedback gives teachers a clearer picture of students’ learning needs and
enables more personalised development of next teaching and learning steps.
Engagement and motivation
One of the most important purposes of assessment for learning is the role it plays in
student motivation. Knowledge and understanding of what is to be achieved is not
enough. Students must want to make the effort and be willing to keep on engaging,
even when they find the learning difficult.
Developing students' assessment capabilities engages and motivates them, and helps
them to become more independent learners.
Assessment that encourages learning promotes motivation by emphasising progress
and achievement rather than failure.
When people succeed or fail, they explain it to themselves in a variety of ways (effort,
ability, mood, knowledge, luck, help, clarity of instruction etc). It’s the teacher’s role to
shift explanations away from uncontrollable ones, towards controllable ones.
Assessment-capable students feel greater ownership of their learning and are more
likely to attribute outcomes to factors within their control. This engages and motivates
students.
Content knowledge
Knowledge of both curriculum and pedagogical content is essential for effective
assessment for learning.
Teachers require deep knowledge of the content to be taught and how students learn it.
This means having a clear understanding of the concepts, a sense of the likely
understandings and misunderstandings students will bring to the classroom and how to
best facilitate new learning.
To provide effective learning opportunities, teachers need to understand the curriculum,
its goals, and how students can progress towards them. Assessment for learning is
dependent on knowledgeable teachers who can interpret their observations and act on
those interpretations to enhance learning.
The ways in which teaching, learning, and assessment are structured by teachers are a
direct product of their content knowledge and beliefs about how students think and
learn.
Planning and communication
Assessment for learning should be built into teachers’ planning as a part of everyday
classroom practice.

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Learning goals, teaching strategies, and assessment criteria should be carefully
matched. Students should know in advance what they will learn, as well as how and
why they are to be assessed. Teachers’ planning should be flexible so that they can
make changes in response to new information, opportunities, or insights. Their planning
needs to include strategies to check that students understand the goals they are
pursuing and the criteria that will be applied in assessing their work.
How students will receive feedback, how they will take part in assessing their learning,
and how they will be helped to make further progress should also be planned.
A teacher’s planning should provide opportunities for both student and teacher to obtain
information about progress towards learning goals,and use it to direct the learning
process.

Cumulative measurement of progress

Assessment should be valid, fair, and suited to the purpose. It should measure
progress, not just achievement.
Any assessment can only provide a snapshot of achievement on a particular day.
Performance will vary from day to day depending on:
 the nature of the assessment task
 the conditions in which the assessment is undertaken
 the purpose of the assessment
 the student’s preparation
 the student’s engagement and motivation.
To make a valid and fair measure of progress over time, teachers need to analyse
information from a range of sources. It’s important that teachers gather information both
formally and informally, using a range of approaches to add to or modify their picture of
each student’s learning over time.
Support for teaching and learning goals
Teachers need to know how a given assessment should enhance learning, and how to
check if it has. Assessment should emphasise quality student–teacher learning
interactions and be fit for purpose.
Assessment for learning supports teaching and learning goals in three key ways:
1. Identifying the learning need
Assessment information helps teachers and students identify where a student is in
terms of their learning, where they want to be, and what next teaching and learning
steps can help them to achieve their goals.
This means striking a delicate balance. If the next instructional steps are too hard for the
student, frustration will be the most likely result. If they are too easy, boredom and
disengagement are potential outcomes.
Good assessment practice should identify what next teaching and learning steps are
achievable, and enable the teacher and student to move from the student’s current state
of learning towards their learning goals.
2. Feedback

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 Feedback based on assessment is one of the most powerful ingredients in teaching and
learning, and maximising the quality, appropriateness, and use of feedback should be a
core aim of all assessment practice.
There should be as much or as little feedback as is needed, using a number of
approaches if necessary. Knowledge of the learner is essential for knowing what is
appropriate and ensuring feedback is delivered in a way that empowers the learner.
Feedback can drive a loop of continuous change and improvement for both the teacher
and student, as both learn from each other.
Feedback in the assessment for learning process:
 guides the student through the next teaching and learning steps
 helps teachers assess and modify their teaching in response to student needs.
Effective feedback provides clear, descriptive, criterion-based information that enables
the student to determine where they are in a learning progression, how their level of

understanding differs from their learning goals, and what they need to do to move
towards those goals.
3. Next teaching and learning steps
To be effective in describing next teaching and learning steps, assessment for learning
should be linked to some form of learning progression.
A learning progression should clearly articulate what steps make up progress towards
an ultimate learning goal. Assessment for learning helps teacher and student locate the
student’s position along the learning progression.
Progression doesn’t necessarily always happen in a linear fashion. Students will often
move far ahead in one area while retaining significant learning needs in another.
Part of the art of teaching is supporting students to build on strengths in order to meet
needs, and providing students challenging yet achievable steps towards their learning
goals.
Recognition of social and cultural aspects of assessment
All aspects of assessment carry a social and cultural dimension.
Teachers need knowledge of their students’ cultures, backgrounds, and experiences to
ensure assessment is appropriate and effective.
Social aspects
To be effective, assessment for learning needs to take place within a positive learning
environment. Students should be encouraged to take risks and make errors, and
understand that wrong answers can assist learning just as effectively as right answers.
Encouraging a culture of listening critically to one another, responding positively and
constructively, and appreciating the different strengths, experiences, and skill sets
among peers will help create such an environment. If this can be accomplished,
students can learn to conduct effective peer assessments of each other.
Effective assessment for learning is underpinned by the concept of ako. It recognises
the knowledge, skills, and understanding that both teachers and students bring to
learning interactions, and it acknowledges the way that new knowledge and
understandings can grow out of shared learning experiences.
Cultural aspects

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In the classroom, non-judgmental exploration of teachers’ and students’ own cultural
values, assumptions, and understandings about learning and assessment may help
them to use the differences that surface to develop their own strengths, and identify
areas for improvement.
Effective assessment practice needs to recognise different values, assumptions, and
understandings and the impact they have on how students may respond to different
assessment approaches. Effective assessment practice should plan for collaborative
and collective assessment, in both formal and informal contexts, in order to reflect the
educational values of different cultures, backgrounds, and experiences.

 Guiding Principles in Classroom Management

The Magic 10 Principles of Classroom Management by Jessica Cain at
https://earlychildtrainingcenter.com/2018/04/03/magic-9-principles-classroom-
management/
http://theaterofawesome.com/classroom-tips/

1. Reduce time spent in transition. Time moving from one activity to another is the
time when children aren’t learning or engaged, which also increases the likelihood of
adverse behaviors.
2. Improve the level of instruction. Asking children open-ended, inferential questions
and asking them to reflect on what they’ve learned or made predictions based on what
they know improves student retention of new material and better prepares them for
kindergarten.
3. Create a positive climate. Using positive language to reinforce desired behavior
rather than disapproving of specific student actions has a positive effect on children’s
ability to self-regulate.
4. Increase time teachers listen to children. Children whose teachers spent
significant time listening to them showed a stronger grasp of math concepts, letters, and
sight words. Children who spoke more frequently also had stronger self-regulation and
vocabulary skills.
5. Plan sequential activities. When children participated in events that followed a
logical order, like completing a puzzle or writing a message, they engaged in higher-
level thinking, which improved their problem-solving skills.
6. Promote cooperative interactions between children. Children who often worked
with peers were more involved in classroom activities, had better language skills, and
were better at self-regulation.
7. Foster high levels of child involvement. Children are better at reading
comprehension, vocabulary, and math when they are actively involved in an activity, like
when a teacher asks them to answer questions or make predictions about the book
she’s reading.

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8. Provide math opportunities. Children who take part in multi-part math problems
and discuss math concepts are better prepared for kindergarten and early math
success, which is a strong predictor of late elementary school achievement.
9. Provide Science Opportunities. Children need to explore to not only learn about
their environment but to be better prepared for kindergarten and understand how to
figure out and solve problems on their own.
10. Plan and Organized.  Teachers that plan and are organized run a room that is
organized and neat.  When classrooms present that children are more likely to have that
same expectation and respect their classroom and the materials in it.  This also helps
with children being less anxious and frustrated eliminating behaviors that come from
those feelings.

Steps for Managing Classroom Behavior

The reality of a poorly managed classroom is prevalent across millions of classrooms
around the world. Michael Linsin explains the fifteen steps to create a great class:
• Understanding how to provide proper freedom to students
• Demonstrating to students
• Building rapport
• The importance of proper praise
• Helping students become more independent
• Expect more and helping students meet those expectations
• Taking responsibility for the behaviors in the classroom
• Requiring students to be accountable for their actions
• Learn how to tell good stories
• Working with shy students
• Treating the cause of the problems that come up
• Involving parents appropriately
• Teach students to grow in maturity
•Keeping the classroom clean

5 Principles of Outstanding Classroom Management

By Samer Rabadi, Betty Ray (November 14, 2017)
https://www.edutopia.org/article/5-principles-outstanding-classroom-management

Effective classroom management requires awareness, patience, good timing,

boundaries, and instinct. There’s nothing easy about shepherding a large group
of easily distractible young people with different skills and temperaments along
a meaningful learning journey.
So how do master teachers do it?
To get a deeper understanding of experienced teachers’ go-to classroom
management strategies, we took an informal poll on Facebook, Twitter, and

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Instagram. Unsurprisingly, there is no silver bullet for classroom management
success. That said, as we pored over the more than 700 responses, we did see
some clear trends. Here are the most often cited and creative approaches.
1. TAKE CARE OF YOURSELF TO TAKE CARE OF YOUR
STUDENTS
As the airline safety videos say: Put on your own oxygen mask first.
To learn effectively, your students need a healthy you, said our experienced
teachers. So get enough sleep, eat healthy food, and take steps to  attend to
your own well-being. In her first year of teaching, Jessica Sachs “was working
15-hour days and was completely stressed out. My husband finally said to me,
‘The most important thing that you do at school is make decisions. If you are
too tired to do that properly, it won’t matter how well-prepared you were the
night before.’” A few deep breaths can go a long way to helping you identify
frustration before you act on it. Mindy Jones, a middle school teacher from
Brownsville,

Tennessee, notes that “a moment of patience in a moment of frustration saves

you a hundred moments of regret.”
Countless studies corroborate the idea that self-care reduces stress, which can
deplete your energy and impair your judgment. While self-care is more of a
habit or practice for your own well-being than an actual classroom management
strategy, the benefits include improved executive function, greater empathy,
and increased resilience—all qualities that will empower you to  make better
decisions when confronted with challenging classroom situations.
2. FOCUS ON BUILDING RELATIONSHIPS
This was the theme we heard the most: Building healthy student-teacher
relationships is essential to a thriving classroom culture, and even sets the
stage for academic success. The phrase “build relationships” occurred 27 times
during the Facebook and Instagram discussions, and other variants of that
wording appeared 78 times.
“Rapport is huge!” confirmed middle school teacher Kim Manzer, before adding
that she always makes the time to talk to students as a whole class or one on
one. Simple efforts like greeting kids outside the classroom before the start of
the day pay outsized dividends. “They appreciate it so much when I just stop to
listen and take interest.” Teacher Amanda Tait from Prince George, British
Columbia, adds a little spice to the ritual: “I always meet them at the door and
we do a ‘high-five, chicken-five,’ touching elbows with a ‘wing.’”
Yes! We high-five, chicken-five in agreement.
Many educators noted that a teacher’s ability to balance warmth and strong
boundaries is key to successful relationships—and classroom
management. “Be consistent but flexible. Love them unconditionally, but hold
them accountable. Give them voice but be the leader,”  said Rae Rudzinski.
3. SET RULES, BOUNDARIES, AND EXPECTATIONS (AND DO
IT EARLY)
Students don’t thrive amid chaos. They need some basic structure—and
consistency—to feel safe and to focus.

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But maintaining a culture of mutual respect doesn’t mean your goal is to “make
pals,” noted middle school reading coach Heather Henderson. “You can’t be
their friend. You can be kind, loving, and supportive, but you still have to be
their teacher.” Establish the code of conduct early in the year, and be sure that
everyone—including the teacher—makes an effort to stay true to it.
Predictability counts: “Follow through with rewards and consequences. If you
say it, mean it. And if you mean it, say it. Be clear, be proactive, and be
consistent,” said Lori Sheffield.
There was broad consensus among educators that modeling appropriate
classroom behavior sets the tone for children: “You make the weather,” said
Diana Fliginger from Minot, North Dakota. “Your attitude as the teacher really
determines what the tone and environment of your classroom is like. If you
want calm and productive, project that to your kids.” Many others cautioned
that while enforcing rules consistently is critical, it’s important to pick your
battles too—especially if those confrontations are going to be public: “Instead,
say, ‘You and I will talk about this later,’” advises Denise Tremblay Drapeau.
“That way you can still address the issue while saving face. It completely
changed the vibe in my classroom.”
4. TAKE A STRENGTH-BASED APPROACH
In a long back-and-forth about classroom management practices, it might have
been the most memorable quote: “Find ways to make your hardest kid your
favorite kid,” said Karen Yenofsky, turning a nearly perfect phrase and
triggering an avalanche of teacher love. “When you connect with them... it
makes everything smoother.”
That’s not easy, of course. A strength-based lens means never forgetting to
look beneath the surface of behavior, even when it’s inconvenient. “Find the
root of the problem,” urged teacher Judi Michalik of Bangor, Maine. “I have
never met a student that doesn’t want to be successful. If they are misbehaving
it is kind of like when a baby cries; there is something wrong in their world. If
they are misbehaving for attention then find out why they need the attention
and how you can give them what they need.”
And don’t forget to continue to work to deepen the connection, being mindful of
the context and using language thoughtfully. “Don’t sound surprised when
remarking on struggling students’ successes,” said Jenni Park, a teacher from
Asheville, North Carolina. “Instead of saying, ‘Wow! That was amazing,’ it’s
better to say, ‘I’m proud of you, but not surprised. I always knew you could do
it.’”
Finally, cultural differences can also play an unconscious role in our
expectations of whether a student will succeed, so it’s important to reflect on
any stereotypes that come up for you.  “Don't look at a single one of your kids
as if they are deficit and in need of ‘guidance’ to become better,” says
elementary educator Elijah Moore, drawing over 230 positive reactions.
“Cultural difference does not equal cultural deficiency.”
5. INVOLVE PARENTS AND GUARDIANS
“Never forget that every student is someone’s child,” writes Molly Francis,
echoing many teachers in our thread.  “Parents/guardians/caregivers want to

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hear that you see the good in their child. A positive connection with home can
often help in the classroom.”
The popular apps Remind and ClassDojo were frequently praised, and appear
to be well on the way to replacing phone calls—both from teachers to
guardians, and in the other direction, too. “Let’s be honest,” wrote middle
school teacher Kristin Ward. “If some parents had my personal cell number
they would be calling all the time!”
The majority of teachers send home reports of both positive and negative
behaviors—it’s critical to do the former, too—and also use email and text
services to communicate about upcoming events, due dates, and student
progress. “Catch them doing good and call their parents to let them know you
noticed,“ suggests Barbara Rawson. And Kim Manzer (she’s so nice we quoted
her twice) reminds fellow teachers that the benefits of parental communication
find their way back to the classroom: “It’s important that parents are involved
and know what’s going on so they can support and reinforce at home.”

 Management of Time
Source: https://www.scholastic.com/teachers/articles/teaching-content/time-
management-strategies/

Teaching takes time. And in school, as elsewhere, there's never enough of it. Like any
executive responsible for the efforts of others, you will find that managing time — yours
and the students' — is one of your biggest challenges.
Time management is the thread running through almost all aspects of teaching —
organizing the day, organizing the classroom, deciding how long and how often to teach
various subjects, recording student progress, or keeping time-consuming behavior
problems to a minimum. Students only have so much time in your classroom.
Effective use of school time begins with efficient classroom organization and
management — and vice versa. Much of the essentials of classroom life involve time
management in some way: paring down paperwork; planning; establishing routines that
eliminate wasted time and confusion; using learning centers, independent assignments,
and seatwork to give you time to work with small groups; and creating classroom
environments that allow students and activities to move smoothly from one activity to
the next.
Increasing Teaching Time
You may have less time to teach than you think. Lunch, recess, breaks, down-time
between lessons and activities, moving from one classroom to another, interruptions,
and other periods of non-instructional time account for at least 27 percent of an
elementary school day. In many classrooms, that figure climbs beyond 40 percent.
Incredible as those statistics may sound, they have been confirmed by separate studies
at the Far West Laboratory for Educational Research and Development, and the former
Institute for Research on Teaching at Michigan State University.

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Sure, lunch, recess, and restroom breaks are important, but too much teaching time can
be lost to inefficiency. Add to that the time that slips away when students stare out the
window or are otherwise disengaged during instruction, and you get the point.
Here are some ways beginners and veterans alike can substantially increase teaching
time:
 Find out which aspects of school time you can control. In some schools,
teachers discover they can change the scheduling of class periods, pull-out
programs, extracurricular activities planning time, and outside interruptions. Ask
your principal to help you control time-wasters such as unexpected visitors and
frequent intercom announcements.
 Schedule solid blocks of teaching time for each day. You might hang a "Do
Not Disturb" sign outside your door during those times. Also, secure your
principal's help in scheduling pull-out programs around those blocks and ask
parents not to schedule medical of dental appointments then.
 Plan for smooth transitions between lessons and always try to have
materials ready for each lesson or activity.
 Assign homework to extend practice time. Homework should allow students
to practice skills they have already learned.
 Consider how and when you schedule restroom breaks for maximum
efficiency.
 Improve student attendance. Attendance has a big effect on teaching and
learning time. Impress upon parents the importance of good attendance and
teach an actual lesson on how it hurts to miss school. "At the end of each day, I
try to tell kids what we will be doing the next day," notes first-grade teacher Susie
Davis. "I emphasize the kinds of activities they look forward to, such as hands-on
activities. This seems to encourage attendance."

Delegating Tasks
Good classroom managers know how to delegate. Aides, volunteers, and students can
handle many classroom tasks and save you enormous amounts of time. Learn to use
these valuable helpers.
If you are one of the lucky ones assigned a full- or part-time aide, draw on that person's
special strengths and abilities. Aides can work with small groups or tutor individuals.
They can make instructional games and resources, keep bulletin boards current,
monitor seatwork and learning centers, read stories to the class, and assist you in
testing. They can also help with clerical and housekeeping duties (those the children
can't do for themselves). And their assistance with field trips, special programs, and
class parties is invaluable. Help your aide become increasingly responsible and
involved in the classroom.
Volunteers are another valuable asset. Volunteers generally can do anything aides do
— with your supervision and guidance, of course. Volunteer programs not only give
teachers much-deserved help, they can also improve home-school relations. Parents,
grandparents, businesspersons, and other volunteers become sympathetic to the
problems facing schools, and supportive of better budgets and improved opportunities.
Also, they learn to play an active role in educating children. It's a winning proposition for
everyone!

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 Top ten time-management tips for teachers
Source: https://www.etprofessional.com/top-ten-time-management-tips-for-teachers

Set clear goals

It’s easy to go from day to day ploughing through your workload, putting out constant
fires and feeling like there’s never an end to all this. But what are you doing this for?
Where are you going with it? What is the ultimate objective?

Consider the things that you have to do and the things you want to achieve. Think short-
term as well as long-term. And using the SMART model, set yourself some clear goals.

Your goals should be:

Specific
Measurable
Achievable
Realistic
Time-bound

Now consider the activities and tasks you spend your time on everyday. How do they go
towards helping you achieve those goals. Which ones are time-wasters? What can you
do to reduce the amount of time you spend on activities that don’t go towards helping
you achieve your goals?

 Plan your time

With clear goals, you can now go about planning how you spend your time
and organising your days. For longer-term goals, consider a longer-term plan.
Download a monthly planner or use a planner app to help you get a better
overview of the steps you need to take to achieve those goals.
It also helps to be able to look ahead each day and know how you will
spend your day achieving your goals. Plan your day either the night before or the
first thing that morning. Know what is important and what isn’t, and be conscious
of what contributes to helping you achieve your goals as you prioritize your tasks
for the day.
Have a to-do list and enjoy the satisfaction of ticking each item off the list.
You’ll feel more productive, and consequently, more confident when you have a
clearer overview of what you have accomplished.

 Learn to say no

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 Don’t feel like you need to take on everything that is given to you. Consider
your priorities and how a task might or might not contribute towards your goals.
How would this new task or activity fit into your plans? If you are unsure, ask for
time to decide by saying, “Can I think about it and get back to you on that?” It’s
good to be helpful, but not to the detriment of your own health and sanity.

 Be smart about lesson planning

A lot of the teachers I meet complain about the amount of time they spend
planning their lessons. While it’s good to plan your lessons, spending hours upon
hours planning a 30-minute lesson, and then doing that day after day can really
sap the life out of any teacher.
The fancy PowerPoint presentation that took you three hours to make
might be really impressive and that Cluedo-esque card game that took you two
hours to create and another hour to print, cut and laminate might be great fun, but
how much learning is really taking place as a result of those activities?
Ultimately, our students are in class to learn and although it may be difficult
to

actually measure learning, it is nevertheless important that we consider the time-to-

learning ratio: is the time we put into preparing an activity actually going to result in
learning that is worthy of that input? Would an impressive PowerPoint actually result in
more learning than if that lesson were to be delivered on the whiteboard?
While I will not hesitate to applaud the creativity and originality of creating
the Cluedo-esque card game, for the overwhelmed teacher, those two hours
might be better spent elsewhere. There are plenty of lesson materials freely
available online for the busy teacher to print out and use, so keep an eye on
relevant Facebook groups and Twitter accounts that regularly post links to
downloadable teaching materials. Bookmark useful websites and keep an
organised folder of printouts/handouts that you’ve used so that you can re-use
them again in the future.

 Be smart about marking

The other time-consuming activity that I often hear teachers complain
about is the marking of homework and assignments. Unfortunately, there isn’t
much about marking that is enjoyable, and the best thing to do is to be smart
about it.
- If the marking is objective (e.g. there is a right or wrong answer), then have your
students do the marking. You can have them exchange papers with each other to
ensure fairness. The added benefit is that our students will probably learn more
from marking their own papers as it forces them to consider possible mistakes
and the reasons behind the right answers.
- Don’t give out lots of homework at a go. Plan and spread out the deadlines for
homework/assignments you give out so that you’re not left with multiple piles of
work to tackle all at once.
- Plan to mark a small load at a time, rather than leaving them all till the last

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 minute. Having the psychological burden of knowing you have a large pile of
marking to do is not only soul-destroying but will more than likely make you
procrastinate further.
- You don’t have to mark everything. Consider only focusing on certain points
when marking an essay and let students know beforehand. Say things like, “For
this assignment, I’ll be specifically looking at how you organise your paragraphs.”

 Be smart with technology tools

There are plenty of tech tools out there that can lighten your burden. Look
into using Google Forms and their add-ons to help with homework and marking.
Look into Jing to audio-record your feedback to their assignments, instead of
having to write everything out. Nicky Hockly’s regular feature in each issue
of ETp recommends some of the best ways to use technology tools in teaching
while Russell Stannard’s Webwatcher on the ETp website gives detailed tutorials
on some of the most useful teaching tools online.

 Eliminate time-wasters
What do you waste time on each day? Is it browsing on eBay for things you
don’t need? Is it checking Facebook updates, looking at Instagram photos, or
watching cute YouTube videos of cats? Or is it getting involved in unproductive
chats and email chains that cause nothing but frustration? Do you find yourself
splitting your attention between trying to watch something on television and
playing a game on your phone, and then feeling deeply unsettled by the stress
levels caused by dissatisfying multi-tasking?
It’s important to (a) know what it is you’re wasting your time on each time.
Remember that if you’re truly getting rest and relaxation from doing that activity,
then it isn’t a time-waster and can be categorized as having ‘me-time’. However, if
the activity isn’t really relaxing you, then it’s time to cut it out of your day.
Then, (b) proceed to set certain rules that will help you eliminate these
distractions. For instance, decide that you will remain off-line when you are
marking. Or have a no-multi-tasking rule when you’re meant to be relaxing.

 Apply the Two-Minute Rule

In David Allen’s book ‘Getting Things Done’, he proposes applying the two-
minute rule to everything we do, i.e. if it takes less than two minutes to
complete, then get it done now. It would take more than two minutes if you were
to come back to do it later.
I apply this rule to answering questions in emails and online groups (e.g.
WhatsApp, Ning, Google groups), dealing with admin requests,
photocopying/printing out handouts, and even daily household chores (e.g. taking
the bin out, washing up).

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 In addition to the traditional two-minute rule, I also apply a variation of it to
tasks that take a lot more than two minutes. When there is a bigger task ahead of
me (e.g. marking a pile of papers, writing a blogpost) and I’m lacking in motivation
to do it, I tell myself that I would start the task and do it for only two minutes. I
often end up doing it for more than two minutes, and when I am confronted with
the task the next day, I’m pleased to see that some of it has already been done
and am more motivated to finish the job, thus solving the problem of inertia.
So my addition to the two-minute rule is: If you have a task that would
take more than two-minutes, start it before the end of the day and do it for
two minutes.

 Practice being mindful of what you do and enjoy what you’re doing
When you are trundling along from one task to the next, it’s easy to feel
overwhelmed and lose sight of what it is you’re actually doing. Pay attention to
what you are doing and how you are feeling. Focus on the parts of the tasks that
you enjoy and remind yourself of why you’re doing it and how it relates to your
goals. Remember that the journey is often more important than the destination.
(I’ve written more about mindfulness in teaching here.)

 Allocate time for yourself

All work and no play makes Jack a dull boy. Allow yourself time to relax,
time to exercise and time to sleep. Keep a check on your work-life balance and
engage in activities that nourish your body, your mind and your soul. And
remember that a happy teacher will inspire happy students.

Establishing Classroom Routine

How to Establish Classroom Routines?
Source: https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1886-
how-to-establish-classroom-routines
Establishing effective classroom routines early in the school year helps
keep your classroom running smoothly and ensures that no time is wasted while
students wonder what they should be doing during times of transition. Classroom
routines can be established for many activities, including entering the classroom
in the morning, transitioning between activities and preparing to leave the
classroom. The basic procedures for establishing solid routines remains the same
regardless of the routine procedure that you are teaching your students.
Explain the routine to your class. Tell your students why the routine is
important and what you expect them to do as part of the routine. If you want your
students to enter the classroom quietly in the morning and select a book to read,
explain how entering the room this way helps get the day started quickly; define
what quietly means, because without clarification, some students may consider
quietly to mean a whisper voice while others will take it to mean no talking. Allow

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 students to ask questions about the routine and your expectations.
Model your expectations. Act out, in detail, what you expect from
students when completing a routine. Break the routine down and narrate what you
are doing. Show each step of the routine and how it should be properly
completed.
Have students practice the routine. Select one or two well-behaved
students to demonstrate the routine first, allowing the class to see how the routine
should be completed by a student. Once students all understand what is
expected, have the whole class practice the routine. Younger students may
benefit from completing the routine one step at a time before practicing the whole
routine at once. Have students practice the routine until the class feels
comfortable completing the routine without teacher assistance.
Implement the routine in your day. Once students understand the routine, have them
complete it during the day. As you implement the routine, remind students of the proper
procedure and your expectations, making your reminders less detailed until they are
able to complete the task completely on their own.
Review your routine as necessary. If the class struggles to remember
the routine or has trouble completing the routine after a break from school, review
your expectations and have students practice the proper way to complete the
routine again.

More Classroom Routines

Source: https://www.dailyteachingtools.com/classroom-routines.html

Traffic Flow
With the exception of computer labs and science labs, there doesn't seem
to be a lot of essential variation from classroom to classroom within the same
school.  But, the location of the entry door is sometimes in the left corner, the right
corner, or even in the middle. 
How do you want your kids to enter and exit your classroom? 
If you channel them all in one direction, you won't have to worry about
them swarming in, knocking stuff off the teacher's desk, and otherwise acting
chaotic. 
In my case, my classroom door was in the left corner of the room and my desk was
located directly across from it.  As a result, I determined that students entering the room
should immediately turn right, proceed to the back of the room, turn left, continue to the
appropriate aisle, and then move forward to their assigned seats. 
When exiting the classroom, students would follow the same movement pattern in
reverse.
Preparing Students for Entry 
What do you want your kids to accomplish before they enter your
classroom? 

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I think that we would all agree that students should be prepared for learning when they
enter your classroom.  They should have already visited the restrooms.  They should
have already had a turn at the water fountain. 
But most importantly, they should have made that visit to their lockers to
get what they need for your class:  textbook, paper, something to write with, and
anything else that you require them to bring to your class. 
As a language arts teacher, not only did I inform them of what I expected
them to bring to my class, I also posted daily reminders on the hallway bulletin
board right outside the classroom door. 
If you make this clear to your kids from the very beginning, you won't find
yourself in the position of having to write hall passes throughout the class period
instead of facilitating learning.  Unless there is a true emergency, I remind
students, no one will be allowed to leave my classroom. 
If that sounds a little draconian, remind students that we are in the
business of success.  Success requires full participation, attention, and sincere
effort.  The kinds of things that they are likely to learn in the hallway, will not likely
contribute to their chances of being successful.
Obtaining Classroom Materials
What additional materials will students need after they have gotten to your
class, and how will they obtain them? 
On Mondays in my class, for example, students know that they need their
reading journals for Readers Workshop.  Their reading journals are actually file
folders containing their written responses to writing prompts, a list of prompts to
write about, and the rubric to guide their efforts. 

Without these folders, students will have nothing to do during work time.  As
a result, I keep these file folders in my classroom so that they will not magically
disappear in lockers or end up under beds.
Organizing Classroom Materials 
When they enter my classroom on that particular day and they have gotten to the
rear of the room, they get their folders from a document holder that I have labeled to
match their seat numbers.  Document holders are relatively inexpensive and can be
purchased in your local office supply store. 
Because I have five classes, each numbered slot contains as many as five
folders.  To prevent them from standing there sorting through folders to find theirs, I
color code the folders. 
Everyone in my first period class has blue folders.  The only blue folder in slot
number eight belongs to my first period student, Andrew Garcia.  As a result, Andrew is
able to select his folder quickly and then proceed to his seat.  Time for horseplay is
radically minimized. 
Boxes of color file folders are slightly more expensive than manila folders, but
they are well worth it.  Other than blue, I normally use green, red, yellow, and purple. 
The color doesn't matter so much as long as each member of the class has the same
color. 

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 Can you imagine the chaos that would ensue if students had to sort through a big
stack of manila file folders to locate their own? 
On Tuesdays in my class, students know that they will need their writing journals.  Their
journals are actually standard composition books that their parents buy for them before
the beginning of school.  I store these journals in a bookcase at the back of the
classroom that is labeled "Writing Journal Library." 
Once again, I use color coding.  Most composition books have black
spines, but there are a few odd variations.  I tape large stick-it notes near the
bottom of each spine and direct students to write their assigned seat numbers on
the notes so that they are visible when approaching the Writing Journal Library. 
The composition books rest on the shelves like regular books--spines placed
vertically in a row, organized by color. 
All of my first period students now have a blue file folder and a blue
composition book, and they are able to locate them quickly and easily. 
Managing the Pencil Sharpener
As I'm sure you will agree, the pencil sharpener can be the bane of our
existence as teachers.  If you allow it, the pencil sharpener becomes the social
gathering point within the classroom.  It can also be a primary location for
conflicts.  So, it is imperative to include sharpener management as part of your
classroom routines. 
Unless you are a math teacher, consider requiring students to use ink only. 
However, ink pens can be a tool for classroom disruption--they get "leaky" or busy
fingers somehow find ways to break them open, depositing ink all over fingers,
clothing, desks, and the floor. 
Now they have an emergency.  They have to go to the restroom to clean
up.  Now you have to summon the custodian. 

I require my students as they enter the classroom to use the sharpener

once before the beginning of class.  The sharpener is located near the Writing
Journal Library, so crossing to the other side of the classroom is not necessary. 
Once they have sharpened their pencils for the first time, they're done--any future
sharpening must be accomplished with handheld sharpeners at their desks.
Movement During Class
Students have arrived prepared for your class.  They have obtained the
necessary materials as you have prescribed, and they have sharp pencils. 
Because they have found their seats and begun the warm-up activity, class
begins right at the tardy bell. 
There is no need for further movement during class, unless an activity requires it.  No
one gets up to throw away trash--trash is kept at each desk for deposit in the trash can
at the end of class.  No one balls up paper in preparation for a visit to the trash can.  If
they "mess up their paper," they put aside the whole sheet for disposal at the end of
class. 
Please consider structuring classroom routines for specific activities during the
instructional day by using the CHAMPs Management System.

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 Dismissing the Class
Establishing effective classroom routines for the dismissal of students is
crucial.  The last thing you probably want is for everyone to jump up at the bell
and run out of the classroom. 
About three minutes before the final class bell, I call section by section for
students to return their materials to their proper locations, deposit trash, and come
back to their seats.  When the bell does ring, everyone is prepared to go. 
Students exit in the reverse order that they entered.  Everyone has cleared the room,
and I am ready to greet the next group of students.
Implementing Classroom Routines
I begin implementing classroom routines on the second day of school. 
Normally on the first day of school,  it is impossible to accomplish much more than
to introduce the first warm-up activity, assign seats, check the roll, and explain the
first assignment.  Please see the First Day of School page for more details. 
But, I reserve the entire second day of school to explain my classroom
routines.  I demonstrate each routine for them.  I step out into the hallway, re-
enter the room, and go through it step-by-step.  At the end of my demonstration, I
quiz them about what they have just observed. 
I present this quiz in the form of a simple PowerPoint presentation which I
display on the classroom television.  There are fifteen multiple-choice questions
and five true or false statements.  I include a bonus question at the end.  I explain
that if they get the bonus question correct, it will add 10 points to their scores.  If
they get it wrong, no points are deducted from their scores. 
It's a win, win situation.  After all, I explain, we are in the business of
success. 

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
•Check the powerpoint presentation of Irvin Ecalnir entitled Guiding Principles in
the Selection and Use of Instructional Materials at
https://www.slideshare.net/IrvinEcalnir/guiding-principles-in-the-selection-and-use-
of-instructional-materials
•Download and Read the pdf entitled SELECTION, ADOPTION AND USE OF
INSTRUCTIONAL MATERIALS at https://brookhurst.org/view/10254.pdf
•Download and Read the pdf entitled Guiding principles in the selection and use
of teaching strategies by Judith Almendral at
https://www.academia.edu/16153829/Guiding_principles_in_the_selection_and_u
se_of_teaching_strategies
•Check the powerpoint presented by Christian Sebastian entitled Guiding
principles in the assessment of learning at
https://www.slideshare.net/channshann/guiding-principles-in-the-assessment-of-

75
 learning
•Check the prezi presentation presented by Shingo Uryuu
Updated Aug. 15, 2015 at https://prezi.com/l20ijisbox7e/guiding-principles-in-the-
assessment-of-learning/
•, Download and Read the pdf entitled GUIDING for Taylor Institute Guide Series
of STUDENTS’
ASSESSMENThttp://studentassessment.ucalgaryblogs.ca/files/2017/06/Guiding-
Principles-for-Assessment-of-Student-Learning-FINAL.pdf
•Download and Read the pdf entitled Guiding Principles in the Assessment of
Learning at
https://www.academia.edu/31781712/Episode_1_Guiding_Principles_in_the_Ass
essment_of_Learning_My_Target
•Check the powerpoint presented by Jasmine Pascual (2015) entitled Guiding
Principles in Classroom Management at
https://www.slideshare.net/JasminePascual1/ed-3-pro-inter
•Check the prezi presentation presented by jayvie sangcanan (2015) entitled
Guiding principles in Classroom Management at
https://prezi.com/a9iigcgsg3h0/guiding-principles-in-classroom-management/
•Download and Read the pdf entitled Time Management in the Classroom at
https://tatp.utoronto.ca/wp-content/uploads/sites/2/Time-Managment-in-the-
Classroom.pdf
•Download and Read the pdf entitled Establishing Classroom Routines at
https://www.kyrene.org/cms/lib/AZ01001083/Centricity/Domain/42/Art%20and
%20Science/Enhanced%20Developmental%20Scales/
Enhanced_Developmental_Scale_E4.pdf

Let’s Check
 Activity 1. Now that you know the most essential terms in the study of the Selection
and Use of Instructional Materials, Assessment of Learning, and Classroom
Management, let us try to check your understanding of these terms. In the space
provided, write a comprehensive definition of each of the given terms in your own
words.
1. Instructional Materials-
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Assessment of Learning-
___________________________________________________________
___________________________________________________________
___________________________________________________________

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 3. Classroom Management-
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Time Management-
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. Classroom Routine -
___________________________________________________________
___________________________________________________________
___________________________________________________________

Let’s Analyze

Activity 1. Getting acquainted with the essential terms in the study of the
Selection and Use of Instructional Materials, Assessment of Learning, and
Classroom Management is not enough, what also matters is you should
also be able to explain its inter-relationships. Now, I will require you to
explain thoroughly your answers.

1. Why is it important to consider the guidelines in selecting, preparing, using and

keeping the instructional materials?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What factors should you consider in assessing the learning of your students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. How does the teacher’s classroom management affect the student learning?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

77
 ________________________________________________________________
________________________________________________________________
4. What if there are no established routines? What are the possible scenarios?
Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

In a Nutshell

Activity 1. The study of the Selection and Use of Instructional

Materials, Assessment of Learning, and Classroom Management is indeed
essential for every individual to value since they are the emerging arts in our
century.

Based from the definition of the most essential terms in the study of the
Selection and Use of Instructional Materials, Assessment of Learning, and
Classroom Management and the learning exercises that you have done,
please feel free to write your arguments or lessons learned below. I have
indicated my arguments or lessons learned.

1. Instructional Materials are very much important as it aids the delivery

of the lesson and it affects the achievement of its objective.
2. Managing the classroom is one of the most important skill to be
mastered by a teacher in his or her profession.

Your Turn

3.

4.

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5.

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