Organizing and Planning for Instruction Sample Clauses

Organizing and Planning for Instruction. The Teacher: • Draws on a broad base of knowledge in planning for instruction • Has a plan for the year that takes into account the relationships among topics and creates continuity with previous and subsequent courses or units. • Is aware of how the content relates to other fields and why it is appropriate for students of a given age and ability. This perspective informs planning for daily lessons. • Formulates goals. • Designs a sequence of activities. • Incorporates evaluative measures. • Considers a balance among many aspects of a topic—skills and concepts, history and applications. • Designs lessons to further major school goals such as development of problem solving, analytical thinking, and communication. • Plans in a way that reflects developmental variation, including variety of learning styles and abilities of students. • Uses varying teaching techniques. • Takes into account appropriate materials and resources, including technology. • Creates an environment supportive of learning.
Sample 1
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Organizing and Planning for Instruction. Prior to or subsequent to a lesson being taught, a teacher should be able upon request to explain to an evaluator the content of the lesson, its appropriateness, both in relation to the particular students involved and the scope and sequence of the curriculum, and the particular teaching methods that will be used. This would include broad objectives for units of study as well as more specific objectives for shorter blocks of time and individual lessons. The effective teacher designs instruction to facilitate learning consistent with the needs and interests of learners. To meet this criterion, the effective teacher will demonstrate that h/she:
Sample 1

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