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Adaptive Teaching Guide for Queen Anne School

This document provides a template for an adaptive teaching guide. It includes sections for prerequisite knowledge and skills assessments, pre-lesson remediation activities, lesson introduction with expected timeframe and learning goals, the lesson presentation with formative questions, a synthesis section, assessment of student learning, and post-lesson remediation activities. The guide is intended to help teachers chunk lessons and assess student understanding throughout.

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Monica Joyce Naperi
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90 views4 pages

Adaptive Teaching Guide for Queen Anne School

This document provides a template for an adaptive teaching guide. It includes sections for prerequisite knowledge and skills assessments, pre-lesson remediation activities, lesson introduction with expected timeframe and learning goals, the lesson presentation with formative questions, a synthesis section, assessment of student learning, and post-lesson remediation activities. The guide is intended to help teachers chunk lessons and assess student understanding throughout.

Uploaded by

Monica Joyce Naperi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

QUEEN ANNE SCHOOL

STA. ROSA

ADAPTIVE TEACHING GUIDE

MET # _______________________________________________
Lesson # ______________________________________________

Prerequisite Content-knowledge: __________________________________________________________________

Prerequisite Skill: ______________________________________________________________________________

Prerequisites Assessment:

Pre-lesson Remediation Activity:


1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Introduction:
This part must articulate the following:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
4. Overview of the Lesson

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.
Chunk 1

Formative question

Chunk 2

Formative question

Chunk n

Formative question
Synthesis

RUA of a Student’s Learning:

Post-lesson Remediation Activity:

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