UEDU600 Week 10

Elementary school Middle school/Junior High High School

● Detailed planning ● Detailed planning ● Detailed planning

● Setting goals
● Explicit teaching
● Working examples
● Collaborative learning
● Multiple exposures
● Questioning
● Feedback
● Adjust as needed
● ●
● Multiple
manipulatives/hands-on
for teaching the lessons
● Hands-on instruction
methods
● Formative assessments
● Interactive lessons
● Attention grabbers
● Focusing methods
● High-quality examples
● Social skills
● Direct instruction
● differentiate instruction to
meet all students’ needs
● Setting goals
● Explicit teaching
● Working examples
● Collaborative learning
● Multiple exposures
● Questioning
● Feedback
● Adjust as needed
● Questioning frequency
● Equitable distribution
● Prompting
● Wait time
● Informative and formative
assessments
● Attention grabbers
● Focusing methods
● High-quality examples
● Social skills
● Self discipline
● Personal growth
● Direct instruction
● Guided discovery
● Problem based instruction
● Cooperative learning
● Problem based instruction
● differentiate instruction to
meet all students’ needs
● Setting goals
● Explicit teaching
● Working examples
● Collaborative learning
● Multiple exposures
● Questioning
● Feedback
● Adjust as needed
● Cooperative learning
● Group instruction
● Cognitive goals
● Social-emotional learning
goals
● Productive, independent
learning
● Social skills
● Personal growth
● Self discipline
● Direct instruction
● Problem based instruction
● Cooperative learning
● Problem based instruction
● differentiate instruction to
meet all students’ needs

What criteria would you use to assess your own effectiveness as an educator as it relates to the
characteristics you listed in your columns? How does your assessment of your effectiveness as
an educator translate into the effective teaching of diverse students in urban schools?

There are several criteria that I would use to assess my own effectiveness as a teacher. These
criteria characteristics are such things as how detailed I’ve planned, the goals I’ve set for the
students’ learning experience, whether the students are engaged, learning how to problem
solve, learning how to think critically and independently. Does the classroom have consistent
and well-established routines? Do I, as the classroom teacher, know how to attract the
students’ attention and get them to think critically and problem-solve? I would also consider it
effective to teach students how to work together cooperatively and gain social skills. When
translating to diverse students, I want to meet all students’ needs. How does the problem-
based instruction relate to all students' life experiences? Is the learning experience
collaborative, allowing multiple exposures, feedback, and working examples? The text explains
that effective teaching skills are “abilities that all teachers, regardless of topic or grade level,
should demonstrate in their teaching (Kauckak, 414).”

Resources

10 HIGH IMPACT TEACHING STRATEGIES!! ARE YOU USING THESE IN YOUR

CLASSROOM?? (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=VzOi-

bO_Vkc

Kauchak, Donald P, and Paul D Eggen. Introduction to Teaching Becoming a

Professional. Boston, Pearson, 2014.