eq-ees-teacher-evaluation

Technique 31: Binder Control
Care enough about and the importance of what you teach to build a system for the storage, organization and recall of what students have learned.
Teacher
Student
Have a required place for notes; have the required place be in a binder (ideally provided by Maintains all notes and materials in an organized manner consistent with all of the other
you that maybe even stays in the classroom at night); have a required format for organizing students.
papers (perhaps assign a number to all materials).
Change the Pace
Use a variety of activities to accomplish your objective and move from one to the other throughout the course of a lesson
Teacher
Student
People of all ages tend to lose focus after ten minutes, so do something new to engage Is energized as a part of the learning process
them.
Feels as if they are moving quickly from activity to activity
Creation an illusion of speed by using a variety throughout the lesson
Look Forward
Mild suspense creates tension, excitement and anticipation around learning
Teacher
Student
Make your pacing feel more vibrant by building in some type of mild suspense into your Is motivated to see the learning through to the end (how it turns out)
learning objective
Wants to know what is coming next
One at a Time
Ask one question at a time
Teacher
Student
Although questions tend to come in sequences, ask only one question at a time to help Develops one idea at a time in response to the specific question you asked
students focus on developing one idea at a time and to focus you on questioning with a
specific goal or purpose in mind.
Simple to Complex
Ask questions that progress from simple to complex
Teacher
Student
Effective questions initially engages students’ thinking about a topic in contained and Activates their memory of relevant facts and details to support their opinions; develops and
concrete ways and then pushes them to think more deeply and broadly
reflects on ideas, turning them into insights before being called on to share them in public
Stock Questions
Similar sequences of questions applied over and over in different settings
Teacher
Student
Don’t make questions up as you go, instead decide to ask a sequence of questions
Answers are linked to answers provided before and after the one they answered
Hit Rate
The rate at which students answer the teacher’s questions correctly (or adequately and thoroughly if there’s no firm right answer)
Teacher
Student
If the hit rate is 100%, it’s probably time to ask harder questions (unless you’ve just wrapped Is challenged with questions that are not too hard or unfair, but are not too easy either
up a review) and if it is below 2 out of 3 (67%) there is a problem with how you presented Stretches their thinking without being impossible; students are bored with easy content
material or how aligned your questions are to that material.