Instructional Strategies. A teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Instructional Strategies. The Employer is responsible for approving the instructional strategy for each course in the educational programs of the College. The strategy for each course must be set forth in the approved course syllabus. A permanent change in an existing strategy for any course may be proposed by employees normally assigned to teach the course or by the Employer. Any change that may result from a proposal submitted by employees shall be implemented only after mutual written agreement between the employees’ department and the Employer. Any permanent change in instructional strategies proposed by the Employer shall be implemented only after consultation with the affected department. When a new course proposal is developed, the strategy will be determined by mutual written agreement between employees who prepare the syllabus, in consultation with their department, and the Employer. A temporary change in strategy for one or more sections of a course may be made by the Employer or requested by employees assigned to teach the course(s). The change must be set forth in writing and implemented only after mutual agreement between the employees and Employer. A temporary change will automatically expire at the end of the semester in which the course(s) is taught.
Instructional Strategies. Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Prepares for class/lesson instruction Presents lesson in an organized manner Provides appropriate instructional materials and activities to the class Exhibits knowledge of subject matter Uses appropriate questioning techniques Provides clear and concise directions and explanations Utilizes appropriate instructional materials Monitors pupil progress
Instructional Strategies. The teacher delivered comprehensive instruction for students. Key indicators include: Using a variety of strategies to engage and challenge students, incorporating strategies to differentiate and scaffold instruction, engaging student in higher order thinking skill
Instructional Strategies. The teacher delivered comprehensive instruction for students. Ineffective Progressing Effective Highly Effective The evidence indicates that the teacher did not or infrequently used strategies and available technologies to engage students in the learning process. The evidence indicates that the teacher used some strategies and available technology to engage and challenge students. The evidence indicates that the teacher regularly used a variety of strategies including available technology to engage and challenge students in a variety of learning situations. The evidence indicates that the teacher consistently and effectively used a variety of strategies including available technology to engage and challenge students in a variety of learning situations. The evidence indicates that the teacher did not or infrequently used strategies for differentiating instruction. The evidence indicates that the teacher incorporated limited strategies to differentiate instruction. The evidence indicates that the teacher regularly used strategies to differentiate and scaffold information so it is accessible to all students. The evidence indicates that the teacher consistently and effectively incorporated strategies to differentiate and scaffold information so it is accessible to all students. The evidence indicates that the teacher did not or infrequently engaged students in the learning process. The evidence indicates that the teacher began to engage students in higher order thinking skills. The evidence indicates that the teacher regularly engaged students in higher order thinking skills. The evidence indicates that the teacher consistently and effectively engaged students in higher order thinking skills. Comments: Sources of Evidence for Delivering Comprehensive Instruction for Students What You Want to Demonstrate Possible Evidence Performance Considerations Used a variety of strategies to engage and challenge students in a variety of learning situations Professional growth log Lesson plans Observations Evidence from lesson plans consistently shows use of strategies to engage students in worthwhile content learning activities. Incorporated strategies for differentiation and scaffolding for all students Teacher reflection Lesson plans showing how strategies were used for scaffolding/differentiation Teacher consistently develops assignments that provide students with a variety of options and submission schedules. Engaged students in higher order thinking Student work sampl...
Instructional Strategies. (2) Academic Intervention Strategies;
Instructional Strategies. The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
Instructional Strategies. (a) Develop and implement lesson plans that fulfill the requirements of district’s curriculum program and show written evidence of preparation as required.
Instructional Strategies. Main lesson During Main Lesson, there are three distinct stages of learning: Stage One generally takes place over one day. The teacher guides students through specific learning activities from whole-to-part. The children experience this with minimal abstraction so they can absorb the new information deeply. For example, at the beginning of a sixth grade geometry lesson students might observe and then draw natural phenomena such as flowers. As they discover the innate patterns, geometrical concepts emerge. This method is in contrast to teaching that is too abstract or isolated from context, which can then become discouraging and indigestible. Stage Two usually occurs the next day. After literally “sleeping-on” the previous day’s content, the children summarize it in their own words with minimal but conscious input from the teacher. In Classroom Instruction that Works, Xx. Xxxxxx Xxxxxxx established that summarization and effective questioning boost student achievement more than nearly any other known teaching strategies.48 Research in cognitive psychology has found that long-term memory is greatly improved if students process material in a deep and meaningful way. Self-generated elaboration (as happens when a child retells or summarizes information) leads to better recall than mere study of material, as it establishes a long-term memory trace. In this way, the content becomes “owned” and “reconstructed” in new ways by the students. Retelling during Stage Two is consistently more vivid and integrated. The literal process of sleep is seen as an essential part of learning. Research corroborates that the brain processes sensory information in significant ways during phases of deep sleep.49 Stage Three may take place over ensuing weeks and leads further towards the development of analytical thinking capacities. In this third stage there is emphasis on promoting deep understanding at the conceptual level through the use of critical thinking strategies. In the example above, the sixth grade geometry students have now worked with complex theorems and can solve challenging math problems since their learning has been appropriately scaffolded. Teachers work hard to present information from whole to parts and in thoughtful, thorough ways. They understand if teaching is too detached, unstructured or chaotic; students will not engage which could lead to boredom, frustration, and underachievement. Teacher Art: Teachers use chalkboard drawings to spark student storytell...
Instructional Strategies a) Uses auditory, visual, and manipulative materials; provides models and examples; relates content to prior knowledge; provides for practice of new concepts; distributes follow up practice for reinforcement; uses peer learning techniques.
