TEACHING STRATEGIES:

EXCELLENCE IN
TEACHING AND LEARNING

FEDERAL GOVERNMENT EDUCATIONAL INSTITUTION

(CANTT / GARRISON) DIRECTORATE RAWALPINDI

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Contents
Introduction ................................................................................................................................ 5
What is Effective Learning?........................................................................................................ 5
What is Teaching? ..................................................................................................................... 6
What is Teaching Instructional Strategies? ................................................................................ 6
1. Classroom Management ..................................................................................................... 8
2. Flexible Seating .................................................................................................................. 9
3. Webb’s Depth of Knowledge ..............................................................................................12
Level 1: Recall and Reproduction ................................................................................12
Level 2: Skills and Concepts .........................................................................................13
Level 3: Strategic Thinking ............................................................................................13
Level 4: Extended Thinking ...........................................................................................13
4. Assessment .......................................................................................................................15
4.1 Formative Assessment ....................................................................................................15
4.2 Summative Assessment ..................................................................................................16
5. Differentiated Instruction ....................................................................................................17
6. Active Learning ..................................................................................................................18
7. Culturally Responsive Teaching (CRT) ................................................................................19
8. Media Literacy ....................................................................................................................20
9. Interdisciplinary Approach ...................................................................................................21
10. Reciprocal Teaching........................................................................................................22
11. The Teacher’s Response to Intervention (TRI) .................................................................24
Tier 1: High-Quality Instruction and Proactive Assessment ......................................................24
Tier 2: Targeted Intervention.................................................................................................................. 25
Tier 3: Intensive Intervention and Evaluation ........................................................................................ 25
12. Peer Teaching.................................................................................................................25
13. Cooperative learning .......................................................................................................26
14. Knowing the Child Strategy..............................................................................................27
Strategies for Mathematics .......................................................................................................27
Annex A,....................................................................................................................................33
Annex – B..................................................................................................................................39

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 DIRECTOR GENERAL’S MESSAGE

It is the aim of FGEI system to facilitate learners in their holistic

development, taking into account their cognitive as well as psychosocial
aspects of learning. The idea is to make students socially responsible
and active members of our society.

In the present digital era, 21st century skills have become a great means of
improving the instructional quality of teachers. The focus should be on context-specific
understanding of teaching practices and meaningful ways of supporting teachers’
professional development. Classroom instructional quality and its relationship to
learning outcomes can serve as a catalyst for educational change. In addition to
instilling in students the flexibility to adapt to changing technologies, teachers must
foster a learning environment that encourages critical thinking, creativity, problem-
solving, communication, collaboration, global awareness and social responsibility.
In order to achieve the above mentioned aims, it is imperative that we develop
effective and student-centred teaching strategies at classroom level so that there is no
gap between learning outcomes and the teaching methodologies. In this connection, my
CPD team has developed a document titled as “Teaching Strategies: Excellence in
Teaching & Learning”. I believe it is a good effort, and it will go a long way in improving
the educational environment of our institutions.

Finally, I would like to acknowledge the sincerity of effort and dedication of my team for
the successful completion of this document.

Major General
Director General FGEI (C/G)
(Muhammad Asghar)

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 FOREWORD

Schools and teachers can influence the extent and quality of learning for all
students. Teacher’s beliefs, practices and attitudes are important for understanding and
improving educational processes. They are closely linked to teachers’ strategies for
managing challenges in their daily professional life. Educators can definitely influence
motivation, achievement and behaviour of students. The aim should be to create a
positive school environment and active and responsive classroom culture as part of
holistic quality education based on child rights. There is no denying that effective
teaching and good classroom management can enhance students’ learning
experiences.
It has been the objective of FGEI to facilitate students in terms of the current
global practices of quality education in the 21st century. The purpose is not only to
improve academics of FGEI students but also to address their issues regarding various
impediments in the learning process. The document “Teaching Strategies: Excellence in
Teaching & Learning” is a step to implement result-oriented teaching strategies in FGEI
system so that this student-centred approach improves the educational environment
alongwith achieving learning goals.
I commend the effort of CPD team comprising Prof. Waqas Ahmed
(Dy. Director, CPD), Dr. Tariq Javed (Assistant Director, Academics) and Dr. Ali
Bangash (Assistant Director, QEC). The dedicated effort of Mrs.Rubina Kousar
(Assistant Director, Trg) must be mentioned, whose hard work and patience have
helped develop a good, workable document.

Brigadier
Director (S A) FGEI (C/G)
(Waqar Ahmed)

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Introduction

Education is the deliberate and systematic influence exerted by the mature upon the
immature, through instruction, and the harmonious development of all the powers of
human being according to their essential hierarchy.

Innately, man is able to learn as well as to

instruct. He has been striving to modify The essence of
his behavior according to his needs. As a
formal discipline, instruction took long education is to help
way to be recognized since early
contributions of Greeks. It has been an you discover your
itching desire and dream of educationists uniqueness, teach you
and educators to find out principles and
strategies that promote learning. Though how to develop it, and
there is no magic or scientific formula yet
available for determining those exact
show you how to give
moments when pupils should be taught in it away.
ideal conditions, yet can be cultivated and
arranged which foster effective learning. Leo Buscaglia
What is Effective Learning?

Learning is a permanent positive change in mental schema, behavior and attitude. It is a

process of accepting change to adjust in new setting, new experience, new skills and
attitudes. It has the potential to increase capacity to learn more. It is a process of
acquiring new knowledge, skill, understanding, attitude and value. It takes place
formally, non-formally and even informally. All it depends upon stimulus whether it is
planned or unplanned. This is the reason sometimes formal stimuli are weaker than the
informal ones. Educationists have identified some pre-requisites for learning. These
include;

 Readiness
 Relevance
 Exercise
 Effect
 Primacy
 Intensity
 Regency
 Freedom

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What is Teaching?

Education and teaching go hand in hand. There may be learning without teaching but
effective learning is inconceivable in absence of teaching. The core of teaching process
is the arrangement of environments within which students can interact and study how to
learn (Dewey, 1916). Joyce and Weil (2003) denoted that teaching is description of
learning environment. It ranges from planning curriculum to designing lessons for
instructional purposes.

In modern era, teaching means to approach students from their view point and real
teaching makes a difference and have it realize to learners. This is the reason teaching
has been defined from different angles. Sreedhar et al (2005) opine that teaching is an
essential part of education and its special function is to impart knowledge, develop
understanding and skills.

Teaching is a process in which harmonious personalities are produced and students

become physically strong, mentally alert, socially efficient, emotionally stable,
academically dynamic, spiritually enlightened, culturally refined, aesthetically beautiful
and morally upright so that they could contribute in the society positively and adjust in
their environments. The gist of the foregoing is that teaching is a task for the
development of a child. This is the reason that teaching is no more a simple activity but
highly a complex endeavor as worded by Holt and Kysilka (2006). Sreedhar et al (2005)
has listed the following ten functions of effective teaching:

a) Creating learning situations.

b) Motivating the child to learn.
c) Arranging for conditions which assist in the growth of child’s mind and body.
d) Utilizing the initiative and play urges of the children to facilitate learning.
e) Turning the children into creative beings.
f) Inspiring children with the nobility of thoughts, feelings and actions.
g) Giving information and explaining it.
h) Diagnosing learning problems.
i) Making curricular material
j) Evaluating, recording and reporting.

What is Teaching Instructional Strategies?

Instructional strategies include all methods that a teacher may take to engage students
in the learning process actively. These strategies drive a teacher's instruction as they
work to meet specific learning objectives and ensure that their students are well
equipped with the tools they need to be successful. When teachers are asked to cater
for individual differences it does not mean that every student must be given an
individual work program or that instruction on a one to-one basis. When teaching and
learning is individualized it is reflected in classroom organization and instruction. There
is a variety of a range of whole class, group and individual activities to accommodate

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different abilities, skills, learning rates and styles that allow every student to participate
and to achieve success. Effective instructional strategies meet all learning styles and
the developmental needs of all learners. Teachers must be equipped with a well-
rounded collection of effective instructional strategies to maximize their effectiveness
and to increase student learning opportunities.

Teachers are well recognized when they use a variety of instructional strategies. Variety
ensures that students are never bored. It also ensures that students will likely be
exposed to strategies that align with their preferred individualized learning style. It will
also engage the students for a longer period of time. It is also important that teachers
must select those strategies that focus on the development of knowledge,
understandings and skills, assist students to engage in the content, support and extend
students’ learning

Finally, a teacher should align the instructional strategies they are using with the
students they are serving and the content they are teaching. Not every instructional
strategy will be the perfect solution for every situation, so teachers must become expert
at evaluating which strategy will be the best fit in that particular circumstances.

New instructional strategies are always likely to be developed and implemented in

classrooms as a frequently occurring variable. Therefore, it is widely believed that the
more teachers the more teaching/ instructional strategies. We must know that there is
no single strategy or method that suits everywhere and for every subject. However,
teaching is no more a simple activity. It is highly a complex endeavor. Following are
enlisted some key strategies and techniques that will be helpful for teachers to make
teaching learning process more effective and interesting:

List of Teaching Strategies

S. No List of Strategies
1 Classroom management
2 Flexible Seating
3 Webb’s Depth of Knowledge
4 Assessment
5 Differentiated instruction
6 Active Learning
7 Culturally Responsive Teaching
8 Media Literacy
9 Interdisciplinary Approach
10 Reciprocal Teaching
11 The Teacher’s Response to Intervention (RTI)
12 Peer Teaching
13 Cooperative Learning

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14 Knowing the Child Strategy

1. Classroom management

The best and well-tested teaching strategy is “Managing Classroom Strategy”. By

adopting this strategy, a positive learning environment can be created in the class.
Following are the steps to be taken effectively:

Model ideal Being a teacher we expect from students to show a good

behavior behavior in the class. If a teacher understands the background
why a student behaves in a certain way, he/she can respond
more effectively. By modeling ideal behavior, the teacher can
teach student how to act properly in a class environment.

We can practices the good behavior by following the given

points:
 Know your students, their backgrounds & interests. If you
know them, they ll be more comfortable and will perform in
a better way.
 Dress up properly and nicely.
 Maintain an eye contact and use polite language while
talking to them. For example if you want to say stop talking,
you can ask students, can you all listen please?
 Come in the class with a good mood and smile on your
face.
 Get their attention before telling them anything.
 Listen them with full attention
 Prepare your lesson before coming to the class.
 Have some basic knowledge of learning problem .In this
way you can help students to overcome their problems.
 Do a role play on behavior with another teacher in front of
your class you want to see in your students (conversations
and interactions)
Let students help Ask your students to set acceptable behavior rules what they
establish think should be implemented in their class and abide by these
guidelines rule in the whole year.
Avoid punishing Tackle individual students’ isolated behavior instead of punishing
the class the whole class to avoid damaging your relationship with your
students.
Encourage Encourage your students to take initiatives with different ideas
initiative and make sure they present their ideas in front of the class
related to your lesson.
Offer praise At this stage the hard work of students should be openly
appreciated and they must be encouraged. This would enable
them to show ideal behavior and inspire them to move forward in

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 the class as well as in real life as education is for life.
Use non-verbal Use non-verbal communication skills like facial expressions, tone
communication of voice, body posture and gestures as these are the power full
tools to improve content delivery. It will also help students to
focus on content and process delivery of lesson.
Give tangible Give reward in kind of appreciation and small gift (chocolate,
rewards candy, pencil etc.) at the end of the class, in front of the other
students, to motivate other students to do so.
Interview Interview those students who are not engaged in studies to get
students: insight why they are not taking interest and try to manage them to
take part in class room activities.
Consider peer Pair the students by taking good and weak students together in
teaching different reading activities so that the performance of weak
students could be improved.
Address bad Please address negative or bad behavior immediately for course
behavior quickly correction better implementation of set class room rules.
Assign open- Try to encourage students to deal with open-ended projects that
ended projects will broaden their thinking and knowledge.
Give only two Do not use standard marking for formative and informal
marks for assessments. Simply say the students that they did or didn’t meet
informal expectations. If they get didn’t, then give them some more tasks
assessments to improve competency.
Build excitement Start your lesson with the exciting or interesting part, catching
for content students’ interest for the remaining part.

2. Flexible seating

Seating arrangement plays significant role in learning. The more the students are
comfortable seated the teaching – learning process would be productive. The physical
environment of the classroom should be comfortable for students of all heights and
sizes. There are so many different ways to incorporate flexible seating into your
classroom depending upon the size. Some widely practices pattern are given below for
seating arrangement:

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 3. Webb’s Depth of Knowledge

Depth of Knowledge (DOK) is a scale used to determine the amount of thinking required
for a given question or task. Aligning your questions to different DOK levels facilitates
higher-order thinking and deeper learning for your students. This strategy is basically
putting thought-provoking questions by the teachers so that students could think deeply
and critically. This way they can learn positive and permanent behaviors. Questions are
asked from easy to difficult pattern as it is a natural way to engage academically.

Level 1: Recall and Reproduction

Tasks at this level require recall of facts or rote application of simple

procedures. The task does not require any cognitive effort beyond
remembering the right response or formula. Copying, computing, defining, and
recognizing are typical Level 1 tasks.

Recollection Reproduction
When did ____ happen? What is the formula for ____?
Who discovered ____? How would you write ____?
Can you identify ____? How would you describe ____?
What would you include on a list about ____? How can you find the meaning of _?

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Level 2: Skills and Concepts

At this level, a student makes some decisions about his or her approach.
Tasks with more than one mental step, such as comparing, organizing,
summarizing, predicting, and estimating, are usually Level 2.

Concept Reinforcing Skill Building

What steps are needed to prove your
answer for ____?
How would you estimate ____?
Can you explain, in your own words,
how ____ impacted ____?
Can you demonstrate the steps to determine
____?
Using the concept of ____, can you solve
____?
Using the method of ____, can you explain
how ____ impacted ____?

Level 3: Strategic Thinking

At this level of complexity, students must use planning and evidence, and
thinking is more abstract. A task with multiple valid responses, where students
must justify their choices, would be Level 3. Examples include solving non -
routine problems, designing an experiment, or analyzing characteristics of a
genre.

Strategic Thinking
How would you test ____?
What would happen if ____? Why?
Can you predict the outcome of ___? How?
What conclusions can you draw from ____?
What facts would you use to support the argument that ____?
What is your interpretation of ____? Support your theory or ideas.
Explain and justify the single best answer to this open question: ____?

Level 4: Extended Thinking

Level 4 tasks require the most complex cognitive effort. Students synthesize
information from multiple sources, often over an extended period of time, or
transfer knowledge from one domain to solve problems in another. Designing a
survey and interpreting the results, analyzing multiple texts to extract themes,
or writing an original myth in an ancient style would all be examples of
extended thinking.

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 Extended Thinking
Follow the scientific method to design and conduct an experiment, using ____.
What changes would you make to solve------?
How would you Improve -------------?
Apply information from one source to another source in a different subject. Develop an
argument about the overarching topic.
From this list of topics I provide, pick one you know nothing about. Research the topic
using at least __ number of sources.
Example of Depth of Knowledge (DOK)

Level One Level Two Level Three Level Four

Activities Activities Activities Activities
Recall elements Identify and Support ideas with Conduct a project
and details of story summarize the details and that requires
structure, such as major events in a examples. specifying a
sequence of narrative. Use voice problem, designing
events, character, appropriate to the and conducting an
plot and setting. purpose and experiment,
audience analyzing its data,
and reporting
results/ solutions.
Conduct basic Use context cues to Identify research Apply mathematical
mathematical identify the questions and model to illuminate
calculations. meaning of design a problem or
unfamiliar words. investigations for a situation. Analyze
Solve routine scientific problem and synthesize
multiple-step information from
problems. multiple sources.
Label locations on Describe the Develop a Describe and
a map. Represent cause/effect of a scientific model for illustrate how
in words or particular event a complex common themes
diagrams a situation. are found across
scientific concept or Determine the texts from different
relationship author’s purpose cultures. Design a
and describe how it mathematical
affects the model to inform and
interpretation of a solve a practical or
reading selection. abstract situation.

Describe the Identify patterns in Apply a concept in

features of a place events or behavior. other contexts
or people Formulate a routine
problem given data
and conditions.

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Perform routine Organize,
procedures like represent and
measuring length interpret data and
or using interpret data.
punctuation marks
correctly.

DOK is basically identical to Blooms’ learning hierarchy which has globally been
acknowledged and practiced. Through this strategy, teachers can deliver large amount
of contents in an orderly and systematical way. Please see annex A for DOK level
descriptors for different subjects.

4. Assessment

Teaching process is not complete until or unless students learning achievements are
not gauged timely and properly. Measurement of students learning is as essential as
watering plants. It is important to use a range of different assessment strategies to test
students’ knowledge and understanding. As they help to identify students strengths and
weaknesses. Assessments are an important part of the learning process as they are a
good method to use in judging students’ performance whether learning outcomes and
goals are being achieved or not. There are two types of assessments:

o Formative assessment
o Summative assessment

4.1 Formative Assessment

Formative assessment enables a teacher to judge learning pace and nature thus he/she
can modify his/her teaching style. While teaching teachers often think they are
delivering in an excellent way but it is only formative assessment which tells them how
they are being perceived by the students. It refers to a wide variety of methods that
teachers use to conduct in-process evaluations of student comprehension, learning
needs, and academic progress during a lesson, unit, or course .It is used for discovering
what students know while they’re still in the process of learning it.
Approaches for formative assessment:

Entry Ticket At the start of the lesson, ask quick questions from the previous
day’s work (e.g., what was the main theme of the previous lesson
etc.). This will focus student attention on the day’s topic or ask
students to recall background knowledge pertinent to the current
lesson. At the end of the lesson ask the students, what is their
understanding of …………..

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 Exit slips Ask some questions to the class related to the day’s lesson
concept or information few minutes before the end or beginning of
the class. Ask students to write their answers in their note books or
on the exit slip (students can use sticky note, notebook pages etc.).
For example the most interesting or important thing the student
learned that day is ____________________
Write for a At the end of the each day’s lesson, teacher can ask some
minute questions, e.g. what are the three interesting things the students’
learned, two things they are curious about, and one thing they are
unable to understand?
What is the central theme of today’s lesson?
What is new for the student in today’s lesson? Etc.
Participation Give 3 flash cards to each student and write “I agree”, “I disagree”,
card and “I don’t know” on these cards separately. In response to
teachers’ questions/statements, the students need to only show
one of the cards instead of raising hands.
Partner Quiz Pair students together and provide an open question to respond.
Once the pair has answered the question, each student can alone
work on a question related to the same concept. Gather responses
and wrap up the exercise for that day’s lesson.
Think-Pair- At the end of the lesson, for assessing comprehension, give three
Share content-processing activities to each student. Have each student
thought about a topic. Then, pair them to discuss possible answers.
Finally, each pair should share their answers with the class.
Muddiest (or At the end of the class the teacher should ask the students about
Clearest) the muddiest point or any unclear concept in that day’s lesson.
Point Then discuss it for clarity.
Low-stakes If the teacher want to know about his/her students whether they
quizzes and understand the concept of that day’s lesson as per your
polls expectations then use some quizlet, flip quiz, Gimkit etc. In this way
you can have better sense of how much they really understand
about the concept of that day’s lesson.

4.2 Summative Assessment

Summative assessments are used to evaluate student learning, skill acquisition, and
academic achievement at the end of a defined instructional period- typically at the end
of a course, semester or school academic year. Summative assessment is used to
assess students’ performance against some pre-defined benchmarks/standards. The
goal of summative assessment is to evaluate student learning by comparing it against
some standards or benchmarks. This assessment is often carried out at the end of a
‘learning and teaching’ cycle or at end of chapter or unit and covers complete content
areas. It is used to assign a grade to students’ understanding or achievement. For
further detail please see annex B.

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Approaches for Summative Assessment:
Use a rubric Rubrics help in assessing students against set standards that
how your class should perform in a class test. According to set
criteria the students then get grades in a particular assignment.
Design clear, Design your test by using similar language, phrases and
effective examples which should be similar to those used during lessons.
questions In this way the test would be aligned with the material you have
already conveyed to your students during your lessons.
Create a final test Always try to draft a test after the lesson or term. If you draft
after, not before, your test before the lesson then it might be different as you
teaching the planned it initially as per the demand or emphases from year to
lessons year. That’s why it is recommended to draft the test after the
completion of lesson or unit or term.
Exams - Quizzes Design/draft some quiz to assess students by using canvas,
Tool mentimeter, quizlet and quizizz. You may design these quizzes
online if students have the access to use tab or computers.
Podcast Students can develop a short podcast episode about main
concepts from each lesson.

5. Differentiated Instruction

It is a popular and effective teaching strategy in which the teacher addresses diverse
learning styles of students with adjusted content and processes. Here are some examples
given to use this technique in an effective way. In this strategy students are grouped
heterogeneously or homogeneously but on the basis of their learning styles and ability.
This is also known as Cooperative Learning.

Approaches in differentiated instruction:

Create Learning Divide your class into different groups/stations that have
Stations different activities, each helping teach a skill or concept
Use Task Cards Use flash cards and each card will contain a question or task.
Students have to complete them either individually or in pairs
Interview Take students aside during group work to ask questions about
Students their abilities and learning challenges.
Share Your Own Explain that everyone processes different skills. Share your
Strengths and personal examples (strengths and weaknesses).
Weaknesses

Use the Think- Ask each student to think about a question. Then pair the
Pair-Share students to discuss it. At the end each needs to share their
Strategy thoughts with the rest of the class mates.

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 Implement Ask each student to reflect on important lessons and set
Reflection and learning goals for upcoming days. Work on creating lessons to
Goal-Setting meet set future goals.
Exercises
Offer Different Divide the class into groups like you did in making learning
Types of Free stations and use free time to benefit other students who are not
Study Time so good in studies.

Group Students Group the students with same thinking practice to collaborate
with Similar with other groups.
Learning Styles

Assign Open- Let students work on different projects and rubrics to

Ended Projects demonstrate knowledge on any one of the project of their
interest.
Target Different Try to engage the students in activities that target their
Senses Within all senses like visual, tactile, auditory and kinesthetic etc.
Lessons

6. Active Learning

Active learning is an approach to instruction that involves actively engaging students with
the course material through discussions, problem solving, case studies, role plays and
other methods. Active learning activities may range in length from a couple of minutes to
whole class sessions or may take place over multiple class sessions.

This strategy could be the most favorite teaching technique if implemented wisely. It is a
teaching technique that increases students’ interest and engagement in daily lessons.
Before planning any activity, put yourself in your students’ position and imagine how they
might experience it. This will help you get a feel for the lesson.

Following are the questions you need to ask before designing any activity:

 What are the objectives that would be achieved after performing this activity?
 How much learners would be interested in the prospective activity?
 Would it be helpful for engaging and exiting for learners?
 Is the student placed at the center of this learning activity?
 Will this activity facilitate your students to share and discuss a topic with other
students?
 Are you giving students the chance to respond on the learning process?
 Is this activity encouraging your students to think wisely and critically about a topic or
lesson or is it simply a comprehension practice?

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 Approaches for Active Learning:

Reciprocal During an open discussion assign the students the role of teacher
questioning and let them generate their own questions about the topic of the
lesson.

Three step Encourage your students to develop active listening skills by

interviews quizzing each other, sharing their opinion, and taking notes.

The muddiest Ask students to write notes on the most unclear or most confusing
point concepts of a given tasks during the class lecture.

Devil’s Ask some students to take the different opinion of a pre dominant
advocate concept or point of view being discussed during a lesson.

Peer teaching Organize activities which enable students to use their instructional
activities skills to help their classmates. The teachers can observe critically
these skills and give feedback to improve that skill.
Game-based Use different games to add depth and differentiation to the
learning educational process encourage students to achieve their learning
platforms objectives.

Rotating chair Make sure the students listen to different selected speakers actively
group by following guiding discussion points.
discussions

7. Culturally Responsive Teaching (CRT)

Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces

student’s cultures, languages and experiences and relates them to classroom learning.
It is also called “Contextualized Instruction” or “knowing the child” strategy.
 Start by getting to know your students background
 Where do they come from?
 What do their parents do?
 What students do after-school activity?
 What are their aspirations?
 What their parents do to earn their livelihood? etc.
The acquired information then could be used in your lesson. Explain how a topic relates
to different cultures, and make sure the classroom is a place where all students feel
empowered. Encourage students to ask questions and share unique answers.

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Tips for culturally responsive teaching:

Try to relate topic with daily life activities of the students. For
example, many societies and cultures have fireworks festivals.
Establish inclusion While such a festival runs, you could teach how to calculate
speed using fireworks in sample questions.
During lesson focuses on relating content to students. For
Develop positive example, while providing clear learning goals and evaluation
attitudes criteria, encourage students to submit their own project ideas.

Enhance meaning Develop your lesson content by using links with real-world
problems, ask students to use opinions and existing knowledge
to address them.

Chat with students Encourage students to share what’s happening in their personal
lives. Try using one-on-one chats, group discussions etc.

Decorate your classroom walls in accordance to different topics.

Ask students to find topic related visuals and props from a
Classroom Walls diverse range of fields and backgrounds.

Ask your students to explore related resources to deepen their

own understanding. Distinguish materials that spread
Explore Resources stereotypes or insulting depictions of diverse communities. Try
to avoid that kind of material in your presentations.

It is also obligatory for teachers that they must have off and on
meetings with the parents of students to assign them some
roles and responsibilities as well as getting first-hand
Parental Education information about their kids. Informal and formal meetings with
parents bring very positive and desired changes in students.

8. Media Literacy

It is a contemporary strategy as it involves new gadgets and instruments which enhance

student learning. Media literacy allows students to think critically and develop basic skills to
develop understanding about day to day emerging trends and issues. Some activities you
can try in your classroom include as under:

Tips for Media Literacy:

Dissecting Ask your students to think about any logo of any famous brand
which comes to their mind. Ask them to print or draw that logo in
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 Logos the next day. Gather the class in a circle, holding each logo up one
at a time. Ask open ended questions like how did they know about
that logo that depicts/represents for that particular company?” What
will happen if that logo is filled with different color? Would they still
recognize it? Why it is important to use the same color for that
particular company? Etc. You may be surprised to see which logos
resonate most with your students.
Building a Cereal Bring different empty boxes of different cereal companies to
Brand perform this activity in the class.

Make small groups and give one empty box to each group. Ask
them to analyze the box in terms of size, text on the box, logo,
symbol and other expressions used on it. Provide a sheet of
questions to consider and write observations. This interesting
exercise opens the door to range of activities. For example,
students could watch a commercial for the cereal, analyzing it in a
similar way. They could then design their own ad, recording it using
school or personal resources.

9. Interdisciplinary Approach

It encourages students to enhance their creative and critical thinking skills and draw
information from a number of different academic disciplines. This strategy has the potential
to make students real problem solvers. In this approach the teachers’ role is not more than
a facilitator or moderator.

Tips for interdisciplinary Approach:

News Analysis A news clip is presented to students. This could be a local or national
or even international nature. They will be asked to discuss it from
different angles. There must be some sort of significance in the clip and
a challenging situation. They can volunteer to present their solutions,
answering questions. Thus their learning may take place at fast speed.
Historical Pen During this creative writing activity, each student will write historic
Pals facts which he or she faced during the past by using resources like
videos, textbooks, and other supporting material. Any student can
take a role of any historic figure like Albert Einstein or about any
other prominent personality to share his discoveries or
achievements.
All about Weather Ask the students to explore some facts about weather or climate
change. Also explore some facts that how climate change influence
on agriculture, labour and cultural practices. The students can also
point out that how weather has changed life of the people.

21
 10. Reciprocal Teaching
Reciprocal teaching involves students in reading and gets them excited to learn. It has four
building blocks. This is considered one of the most active ways of teaching as it
continuously involves learners to think, answer, act and ask in the context of delivered
materials. The reader reads very carefully, the others listen attentively. At the end of
content delivery, teacher poses critical questions and points out some students to respond.
If they remain unable to respond correctly, then others are required to correct them until
the desired response is achieved. In this way the whole class will be involved. It has the
following four stages called 4 Building Blocks (4BB).
Predicting Ask the students to guess what will happen in the text by using
title, images used in the text, or brief summary. Then suggest
what will happen in the entire text. From that quick overview
suggest what is going to happen next in the text.
Questioning By questioning the students they will be able to pay attention to
important characters and details in the lesson.
Clarifying If the students are confused by an idea or concept then try to
resolve the misconception and better understanding about the
text.
Summarizing Summarize the main idea and points of the text. Also identify
which part is fully understood by the students. During group
work, students should be able to express their summaries and
share with other class fellows.

22
.

23
 11. The Teacher’s Response to Intervention (TRI)

TRI focuses on early and continuous recognition, assessment and support of students
who have learning and behavior needs.

The Three TRI Tiers

Tier 1: High-Quality Instruction and Proactive Assessment

The first TRI tier is related to everyday teaching. This technique helps to ensure that
student struggles aren’t a result of improper teaching methods. Let’s say you finish
marking a math quiz, and notice several students struggle to multiply decimals. In class,
give a task related to decimals and multiplication, discussing and modeling key steps and
concepts with those students beforehand. This is just one approach you can take. The
most important step in this teaching strategy is to make assessments to ascertain or
gauge learning quality and pace of students. Good teachers can develop formative
assessments before teaching so that they remain focused and controlled. This “to the
point teaching” enable students to keep their arena of learning as in most of the cases
students ask irrelevant questions and drag their teachers far from the desired contents to
be learnt.

Tips for Tier 1 techniques:

Using Exit Tickets
Have Private Mid-Unit
Conversations
At the end of the lesson, allow the students to briefly
write about what they learned. Also ask them to get
prepared for tomorrow’s lesson.
At the mid of the lesson, run a fun class activity to pull
students away for few minutes to:

Review results

Note problem spots, get input about questions and

problems, in doing so, each student can measure his or
her own understanding. Plus, it helps the teacher to
determine if certain issues are isolated or widespread,
informing how you’ll deal with them.

24
Tier 2: Targeted Intervention

After the first tier, the next stage uses extensive supplementary exercises and lessons
targeted to a student’s particular needs. Normally, you would deliver these exercises and
lessons in small-group settings outside of core class time. This allows students with
common issues to work together, contextualizing and reinforcing concepts while building
prerequisite skills. After class or during recess, work with students who need help in
specific skills. Focused on clarifying prevailing issues or building underdeveloped skills,
provide exercises that require they work mutually and individually.

Tips for Tier 2 teaching techniques:

Mid-Unit Give a surprise quiz at the middle of each unit that covers all core
Evaluation skills and concepts the teacher have covered so far.

Ask each student to write their thoughts in groups and give

different color pen to each student. You have to observe those
Add a Twist to students who face difficulty in writing their points. Mark those
Mixed-Ability students and ask them to present their groups’ thoughts in front
Groups of the class. This way, they must process the content to prepare.
Improved understanding of content, better presentation skills.

Tier 3: Intensive Intervention and Evaluation

Based on the student’s learning style and needs, as well as underdeveloped skills, third
tier intervention sessions can include:
 Talking with the child about his or her specific issues, discussing ways to overcome
them
 Agreeing on solutions wholeheartedly
 Reviewing the solution from all angles
 Sharing positive and corrective feedback for course correction
 Providing diverse methods to help process content
 Recalling lessons from past units
 Setting achievement plans and goals
 Reinforce problem-solving steps

The teachers who run these sessions must record as much data as possible about the
student’s day to day progress.

12. Peer Teaching

Peer teaching is one of the best ways to teach a topic, theme, lesson or a subject. In this
teaching method a relatively high achiever student teaches another student. It is not only
popular teaching method but an effective one as it enhances students’ creativity and

25
interest. In this method novice learner confidently comfortable to ask questions if he/she
doesn’t understand any concept. Following are some benefits of this technique as it:

i. Enhances students interest in grabbing new concepts.

ii. Gives freedom to express their ideas and feelings freely.
iii. Takes away students from boring lectures.
iv. Eases the teachers burden of responsibility.
v. Instructs well as compare to classical teaching.
vi. Increases teachers’ role as monitoring the teaching-learning process.

Following are some specific intervention of this method:

Role Play Your role play will enhance your explanations and giving
students clear examples and references what you expect from
your students.

For example

Students will act out a scene after reading a passage aloud

that focuses on giving and receiving praise and feedback.
Then, explore the gaps and pair the students to try this activity
again.
Create a Reward Appreciate students behavior with some rewards to keep them
System focused.

For example, provide proper feedback and give students a

blank ticket. You can give blank tickets every time they
successfully implement feedback. At the end of each week,
count students tickets and hold a balloting. Give some prize to
winners.
Reverse the Standard Peer teaching strategies typically see high-performing students’
Peer Teaching Model tutor with low performing classmates, but occasionally
reversing the roles can have benefits. When low performing
students are encouraged to help others that can boost their
confidence and improve their communication skills.

13. Cooperative learning

Cooperative learning is a teaching strategy to make teaching–learning process
enjoyable and easier. It is a process of breaking a classroom of students into small
groups so they can discover a new concept together and help each other learn. It is
nearer the teaching strategy of individualized instruction. This strategy if implemented
wisely can yield many dividends as it enhances not only learning achievements but also
26
enhance level of confidence, responsibility and team work. It is very useful where
number of students is larger and apparently uncontrollable.

In cooperative learning groups are made either heterogeneously or even

homogeneously as both are workable. In each group different tasks are assigned to
each member of the group. Similarly, each group is given different themes/ topics and a
challenge. Teachers facilitate by taking rounds. Teachers’ close supervision is highly
important in this strategy. Cooperative learning is based on following four principles:

i. Positive interdependence
ii. Individual accountability
iii. Equal participation and
iv. Simultaneous interaction

14. Knowing the Child Strategy

Knowing the child as teaching strategy is very interesting but quite natural way to
engage students in learning process. The advocates of this strategy believe that the
more you know a child the more you would be a successful as teacher. If a teacher
knows the family background, his likes and dislikes, strengths and weaknesses, socio-
economic status, education of parents, brothers and sisters etc. he/ she would better
handle the children. Then his teaching styles would be aligned to the needs and
requirements of those children.

When a teacher knows the learning styles of the students, he would certainly teach
such students according to their priorities. Therefore, educationally sane are of the view
that have maximum knowledge of students so that you could teach accordingly. This
strategy enables teachers to understand limitations and delimitations of students for
better teaching which would lead towards greater successes. It also has very positive
effect on student’s personalities as well during and after teaching.

Strategies for Mathematics

Like teaching strategies for other subject, mathematical strategies can also play an active
role in engaging students for exiting learning. Following are some examples to use
mathematical strategies:

Around the Block:

Ask students to sit in a circle. The teacher will have a list of questions. The teacher will
pass the ball to a student and ask a question. If the student correctly answers then he or
she chooses the next student. If the student incorrectly answers then the teacher will
pass the ball to someone else. This activity will continue until the whole topic is revised
in the class.

27
Math Baseball:
Divide the class into two teams. Then write some questions on three pieces of papers.
On one page the questions should be easy. On the second page the questions should
neither be easy nor difficult. On the third page the questions should be difficult. The
easy questions will be worth 1 point and the medium ones will be worth 2 points. The
hard ones will be worth 3 points. First one team will bat. If the team answers 1 question
incorrect then the other team can answer. If the opponent team answers correctly then
the other team gets a strike. If they get 3 strikes then the other team will bat. If any team
secure 15 points that will be the winner.
Bouncing Sums:
Divide your class into 4 different groups. Then take a ball and attach labels on it. The
labels will have integers and decimals written on it such as -2, +8, and 1.5 and so on.
First, hand over the ball to one of the group. The students will throw the ball to one
another and whatever label is under the child’s thumb, when he catches the ball, will be
added or subtracted or multiplied to the previous number. The time limit will be 60
seconds. The team with the highest score wins.
Math’s fact Race:
Divide the class into different groups. He / she will attach a grid sheet in front of each
group. To practice multiplication, the teacher will read a number such as 14. Then one
student from each group will run to the sheet and mark a dot on the grid where the
number on the x axis will be 2 and the number on the y axis will be 7. Then the teacher
will read another number and this time other students will mark the spots. If needed,
then a student can correct a previous student from his group. The first group to finish
wins.
101 and Out:
Divide your class into two equal halves. Give one half a dice and a piece of paper and
pencil. Students will take turns to roll the dice. The number that lands can be multiplied
by 10 or it can be kept the same depending on the student’s choice. The team that
comes closest to 101 without going over is the winner.
Math’s Fact Bingo:
First the teacher will make bingo cards for students. These cards will contain answers for
different multiplication tables. Bingo cards can be made by constructing a 5 by 5 table as
shown below. The teacher will then read a statement such as 8 multiply by 6 or 18 divided
by three. The student will then cross that number. First student to cross numbers of a
whole row or column wins. The cards will have different numbers written at different
places. Both cards will have the same numbers but only the position of the numbers will be
changed.

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4 48 7 21 25

6 32 9 16 8

60 18 12 90 100

36 88 54 81 14

27 50 56 72 20

One Meter Dash:

Divide students into groups. Each group will get a meter long stick. Then the students will
have 30 seconds to look around the classroom for 2 to 4 objects that they think are one
meter long. Then the teacher will measure their estimations and see who came the
closest.
Back to Back:
Divide the students into groups of three. Two students will stand in front of the white board
with their backs turned against one another. The two students will write any number of
their own choice from between 1 to 15. The third student will say the product or the sum of
the numbers. Based on the product or the sum the two students in front of the white board
will have to guess the others number first. The one who guesses it first wins.
Math Tic Tac Toe

Divide the students into pairs. Then on one sheet of paper draw three vertical by three
horizontal squares. Fill those with questions. First student to fill out an entire row wins.

Simon Says Geometry:

Give direction to the students such as make a right angle with your arms. But the teacher
will have to say Simon says before everything such as Simon says make an acute angle
with your arm. If the teacher doesn’t say Simon says before and the kid’s moves or makes
whatever the teacher said then he’s out. Last child playing is the winner. Stand up, Sit
down: The teacher will ask a question from the students. He / she will ask a random thing
for example is the answer greater than 10? If yes then the student will stand. If the answer
was not greater than 10 and a student stood up then they are out. Last one playing wins.

29
True or False:

This is a quick and easy multiplication game. The teacher will give each student’s one true
and one false card. Then the teacher will ask a question such as is 12x6=56? If the
answer is true then the students will raise the true card. If the answer is false then the
students will raise the false card. A correct answer is 1 point and an incorrect answer will
deduct a point. Student with first 10 points wins.

Beanbag Race:

Place two baskets and divide the class into two groups. Each group will stand behind the
baskets. The teacher will then place small colored beanbags in front of the class. The
beanbags will be of different colors and each color will represent a number such as the
orange one is worth 20 and the blue one is worth 12. The teacher will then read a question
and the children will put the answer in their baskets by collecting the beanbags. The
question could be of multiplication or addition.

War:

Split the class into pairs. Then the students will receive a deck of cards. Each card will
have numbers such as 4, 8, 9 and etc. Each student in a pair will select two cards and take
their product. The one with the highest product takes the other players two cards. The one
who takes all the cards wins. If the product is same then the two players have a war. They
both select two more cards and the winner of that round takes all 8 cards.

Math Riddles:

Math riddles are very effective as they enhance the students thinking and basic math skills.
An example of math riddles is “How many times can you subtract 6 from 30”. Many
students may answer 5 but the correct answer is 1. This is so because after you have
subtracted 6 from 30, the next time you will subtract it from 24.
Addition and Subtraction
This is an easy way to add three digit numbers. For example 300+98 is much easier to
solve than 336+62. Both of these questions have the same answer. We start by making
the number on the left simple such as 336+62 = 300+(62+36).The students will then solve
the right part which will become 300+98. This is much easier to solve and the answer will
be 398.
This is an easy way of subtraction. If the students get a question like 360-78, then the
students can add 40 to 360 to make it 400 and then they can subtract 40 from 78. This will
make the question 400-(78+40). Since the numbers in the bracket are getting multiplied by
minus the question will become 400-78-40. Then it will become 400-118 which equals to
282.

30
Math Crossword Puzzles:

Students can practice addition, multiplication, subtraction and division easily with this
game and students can also enjoy it. Instead of words, students use numbers to fill the
crossword as shown below. This is fun and informative.

Multiplication
This is an easy way to solve multiplication problems with 9. The first step is to round up the
9 to 10. For example 9x54 will become 10x54.Then we will multiply this and subtract the
number we multiplied with 10. In this case it becomes 540-54. The answer is 486. This is a
quicker way to solve multiplication questions with 9.
This is also an easy way to multiply numbers by 5. First divide the number that you are
multiplying with 5 by 2. For example if we were multiplying 6 with 5 then 6 will become 3.
Then we will add a zero to the right side of 3 (In this case). The answer is 30 which is
correct.
This is an easy way to multiply odd numbers with 5. Firstly subtract 1 from the number
getting multiplied with five. For example 5x17 becomes 5x16. Then spilt the second

31
number into half and add a five on the right of it which means that 5x16 will become 85
which is the correct answer.
This is an easy way to square two digit numbers ending with 5. Firstly the end digits will
always be 25. To determine the first digits we will multiply the first number with the integer
that’s one higher than it. For example, find the square of 85. The last two digits are 25 and
the first digits are 8x9 which is equal to 72. Therefore the square of 85 is 7225.
This is an easy way to calculate percentages. If we want to know 35%of 125 then we can
simply multiply 35 and 125. Then we will move the decimal two places to the left. This
gives us the answer which is 43.75.
Fractions
There are three easy steps to divide fractions. The first step is to take reciprocal.
Reciprocal is when we change the division sign into a multiplication sign. For example 5/6
÷ 8/9 will become 5/6 x 9/8. The second step is to multiply the numerator with the
numerator and the denominator with the denominator. This will become 45/48. Then the
final step is to simplify. After simplification the answer will be 15/16.

32
Annex A,

Depth-of-Knowledge Level Descriptors for English

English
Level 1 Level 2 Level 3 Level 4
Requires students Requires Requires students Requires extended
to recall, observe, processing beyond to go beyond text. higher order
question or recall and Requires students processing.
represent facts or observation. to explain, Typically requires
simple skills or Requires both generalize and extended time to
abilities. comprehension and connect ideas. complete task, but
subsequent Involves inference, time spent not on
processing of text. prediction, repetitive tasks.
Involves ordering, elaboration and Involves taking
classifying text as summary. Requires information from
well as identifying students to support one text/passage
patterns, positions using and applying this
relationships and prior knowledge information to a
main points. and to manipulate new task. May
Connect ideas themes across require generating
using ideas using passages. Students hypotheses and
simple develop performing complex
organizational compositions with analyses and
structures. multiple connections among
Requires some paragraphs. texts. Examples:
scrutiny of text.
Requires only Use contextual Determine effect of Analyze and
surface clues to identify author’s purpose on synthesize
understanding of unfamiliar words text elements information from
text often multiple sources
verbatim recall or
slight
paraphrasing.
Use conventions
of Standard
English
Examples: Predict logical Summarize Examine and
Support ideas by outcome information from explain alternative
reference to multiple sources perspectives across
specific details in sources
text
Use dictionary to Construct or edit Critically analyze Describe and
find meaning compound or literature illustrate common
complex sentences themes across a

33
 variety of texts
Use punctuation Construct or edit Edit writing to Create
marks correctly compound or produce logical compositions that
complex progression synthesize,
sentences analyze, and
evaluate
Identify figurative Identify and Compose focused,
language in summarize main organized,
passage points. coherent,
Identify correct Compose accurate purposeful prose
spelling or summaries
meaning of words

Sample Depth-of-Knowledge Level Descriptors for Reading

Reading
Level 1 Level 2 Level 3 Level 4
Read words orally Use context Explain, Compare or
in isolation cues or generalize, or analyze multiple
resources to connect ideas, works by the
identify the using supporting same author,
meaning of evidence from including author’s
unfamiliar words the text or from craft
other sources
Read words orally Predict a logical Draw inferences Compare or
in connected text outcome based on about author’s analyze multiple
information in a purpose, author’s works from the
reading selection message or theme same time period
(explicit or implied) or from the same
genre
Read multi- Make basic Make and support Gather, analyze,
syllabic words inferences or inferences about organize, and
draw basic implied causes and interpret
conclusions effects information from
about information multiple (print and
presented in text non-print) sources
(e.g., According for the purpose of
to this report, drafting a reasoned
what caused report
Locate or recall Recognizing Describe how word Evaluate the
facts or details appropriate choice, point of relevancy and
explicitly presented generalizations view, or bias affects accuracy of
in text about text (e.g., the interpretation of information from
possible titles, a reading selection multiple (print and
main ideas) non-print) sources

34
 (e.g., verifying
factual information
or assertions with
other sources;
researching the
source of
information)
Identify or describe Identify and Summarize or
characters, setting, summarize the compare
sequence of events major events, information within
problem, solution, and across text
conflicts in a passages
literary text
Use language Determine Analyze
structure whether a text is interrelationships
(pre/suffix) or word fact or fiction among elements of
relationships the text (plot,
(synonym/antonym) Distinguish subplots,
to determine between fact and characters, setting)
meaning of words opinion

Select appropriate Describe the Analyze or interpret

words to use in characteristics use of author’s craft
context (e.g., or features of (literary devices) to
content-specific various types of analyze or critique
words, shades of text a literary text
meaning) when
intended meaning Obtain
is clearly evident information
using text
features of
informational
text (e.g., Table
of Contents,
sidebar, chart)

Organize
information
presented in
informational
text using
mapping,
charting, or
summarizing

35
 Locate
information to
answer
questions
related to explicit
or implicit central
ideas in
informational
texts
Identify use of
literary devices
(e.g., imagery,
idioms,
exaggeration,
alliteration, etc.)

Depth-of-Knowledge Level Descriptors for Science

Science
Level1 level2 Level3 Level4
Define kinetic and Construct a model Research the Analyze and
potential energy that demonstrates fastest US roller synthesize
and list 3-5 the changes from coasters and draw information from
everyday objects potential to kinetic conclusions about multiple sources to
that illustrate energy. their speed vs create a new
each form of levels of incline. rollercoaster for a
energy theme park
opening in your
area. Prove that
your rollercoaster is
both safe and fast:

Identify the Predict the Design and analyze

physical and outcome in regards Develop a scientific the process of
chemical to physical and investigation to test rusting and
properties of chemical changes hardness and describe how this
matter. to the following magnetism of given process can affect
items when left items. different materials.
outside for a period
of time: penny,
tree, wagon, nail,
water or operations
Recall and Describe examples Design Develop and work
identify basic, and non-examples investigations on an inquiry

36
grade-level of scientific around scientific project that focuses
appropriate concepts; questions on solving a
scientific terms, problem
procedures, and
tools,
Represent
scientific
relationships
using words or
diagrams
Describe Interpret data from Justify conclusions Design and
examples and charts, graphs, and based on conduct an
non-examples of other graphic experimental data experiment,
grade-level displays with reasoning and analyze its data,
appropriate evidence and report results
scientific or solutions
concepts

Depth-of-Knowledge Level Descriptors for Mathematics

Mathematics
Level1 level2 Level3 Level4
Requires students Requires students Requires Requires complex
to recall or to make decisions reasoning, planning reasoning,
observe facts, of how to approach or use of evidence planning,
definitions, or a problem. to solve problem or developing and
terms. Involves Requires students algorithm. May thinking. Typically
simple one-step to compare, involve activity with requires extended
procedures. classify, organize, more than one time to complete
Involves estimate or order possible answer. problem, but time
computing simple data. Typically Requires spent not on
algorithms (e.g., involves two-step conjecture or repetitive tasks.
sum, quotient). procedures. restructuring of Requires students
Examples: Examples: problems. Involves to make several
drawing connections and
conclusions from apply one approach
observations, citing among many to
evidence and solve the problem.
developing logical Involves complex
arguments for restructuring of
concepts. Uses data, establishing
concepts to solve and evaluating
non-routine criteria to solve
problems. problems.
Examples: Examples:

37
Recall or Specify and explain Apply mathematical
recognize a fact, relationships Analyze similarities model to illuminate
term or property between facts, and differences a problem, situation
terms, properties or between
operations procedures
Represent in Select procedure Formulate original Conduct a project
words, pictures or according to criteria problem given that specifies a
symbols in a math and perform it situation problem, identifies
object or solution paths,
relationship solves the problem,
and reports results
Perform routine Solve routine Formulate Design a
procedure like multiple-step mathematical mathematical
measuring problems model for complex model to inform and
situation solve a practical or
abstract situation

38
Annex – B

A. Writing a narrative:

Criteria Marks Marks

given
Did the student include an orientation (beginning) section 2 marks
(setting, time, main character)?
Have the major e vents been presented sequentially and 4 marks
logically?
Has a problem been identified which requires resolution? 2 marks
Is there a suitable resolution (ending) to the problem 2 marks
presented?
How well did the students use punctuation and spelling? 2 marks
How well has the narrative been presented (handwriting, 2 marks
neatness)?

Teacher Observations:
B. Story time – oral reading:
Criteria Grading
Strong average weak
How fluently is the student reading?
How well is the student using expression?
How well is the student pronouncing the words read?
Can the student answer simple questions from the text?

C. Rubric for Science Project

Areas Great Work! Good Job! Getting There! Not quite
Assessed 4 3 2 1
Organization All materials Most materials Some materials Materials are
are neat and are neat and are neat and not neat and
information is most some are difficult to
easy to information is information is understand.
understand easy to easy to
understand. understand.
Content Subject area Subject Basic End result
mastery is understanding understanding project
demonstrated is of subject area demonstrated
through end demonstrated material is met lack of
result project. through end through end understanding
result project. result project. of subject area.

39
Teamwork Each group Most group Some group Few group
member made members members members
contribution to contributed to contributed to contributed to
project material project project project
and materials and materials and materials and
presentation. presentation. presentation. presentation.
Presentation Information is Information is Information is Information is
presented with presented with presented with unclear or
knowledge and acceptable limited lacking and is
creativity. knowledge and knowledge and presented with
creativity. minimal little creativity.
creativity.

D. Math Grading Rubric

5 4 3 2 1
Distinguishe Accomplishe Proficient Developing Needs
d d Improve
ment
Format Name, date, All parts but Some Heading or Heading
class, topic one (name, parts answers are or
and answers date, class, (name, missing answers
are clearly topic) and date, more than are
written in the answers are class, and two parts missing
correct place clearly written topic) and (name, more
and work is in the correct answers date, class, than
organized. place. are written topic) three
in the parts
correct (name,
place. date,
class,
topic) and
/ or may
not be
written in
correct
place.
Legibility Writing is neat Writing is Writing is Writing is Writing is
and completely mostly mostly illegible
completely legible. legible. illegible. and
legible. unclear.
Accuracy - Accurate - Some - Work - Work is - Work
and formulas are accurate may/may incomplet does
Completio used. formulas not be e. not
n - Logical used. accurate; - Incorrect reflect
abbreviation - Logical formulas use of class

40
 and symbols abbreviation and/or formulas informa
are used. s and symbols or tion.
- Notes have symbols are may not symbols.
been made. used. always
- Key words - Some key be used.
have been words have - Some
highlighted been words
and / or highlighted are
underlined. or abbreviat
- Revisions or underlined. ed
additions are - Partial - No use
made in a revisions/add of
different itions are highlighti
color. made in a ng or
different underlini
color ng.
- No
revisions
have
been
made
Academic - Answers - Answers - Answers - Answers - Answer
level of show show are basic are limited s are
answers understandi understandin and may and do not complet
ng and g and reflect accurately ely
directly directly notes. reflect inaccur
reflect class reflect notes. - Most notes or ate or
discussions - A few answers class missing
and notes. answers are are lower work. .
- Answers lower level level.
include with most
- Higher order being higher-
thinking. order.
Overall - Answers - Answers - Answers - Answers - No
Indication indicate indicate restate restate learning
of learning by learning by notes notes and evident.
Learning effectively effectively and do not
identifying identifying indicate indicate
all main some main some learning.
ideas with ideas. learning.
supporting
details – the
WHY, not
just the
what.

41
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