eq-ees-teacher-evaluation
eq-ees-teacher-evaluation eq-ees-teacher-evaluation
Technique 16: Break it Down In regards to student error or guess, conceptualize the original material as a series of smaller, simpler pieces; build a student’s knowledge back up from a point of partial understanding. Teacher Student Go back and ask a question or present information that bridges the part of the material that Commits error but whose learning is then facilitated to result in a correct answer they think most likely caused the error Provide the smallest hint possible and yet still enable a student to answer correctly Provide an answer, context, rule or missing (or first) step; rollback (repeat answer back); eliminate false choices (take away incorrect possibilities). Technique 17: Ratio Push more and more of the cognitive work out to students as soon as they are ready, with the understanding that the cognitive work must be on-task, focused, and productive. Teacher Student Unbundle (sharing more with more students and forcing them to react with one another); Engages in increased doses of cognitive work as soon as they are ready (but not before) half-statement (students complete the idea); what’s next? (asking about process and Engages in larger and larger shares of the right work – focused and productive product both); feign ignorance (pretend you don’t know); repeated examples (especially rigorous when you set the terms for how it must be different than the one that proceeded it); rephrase or add on (improving an answer); whys and hows (explaining the thinking); supporting evidence (constantly ask about the evidence that supports it); batch process (allow a short series of student comments to be made directly following and in response to, one another); and discussion objectives (focus discussions on the most productive and rigorous points). Technique 26: Everybody Writes Set students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing. Teacher Student Ask all students to prepare for more ambitious thinking and discussion by reflecting in Is challenged intellectually and is engaged writing for a short interval. Benefits include selection of effective responses by circulating The quality of the ideas and their writing improves and reading over shoulders; you know everyone is prepared with something to share; allows you to involve everyone; processing thoughts refines them; steers students in a direction you think especially fruitful; and students remember twice as much. 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
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Stock Questions<br />
Similar s<strong>eq</strong>uences of questions applied over and over in different settings<br />
Teacher<br />
Student<br />
Don’t make questions up as you go, instead decide to ask a s<strong>eq</strong>uence of questions<br />
Answers are linked to answers provided before and after the one they answered
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