Introduction to Teaching

Take this scenario: For a month Tony is struggling in class academically. He sits in the back of the class and barely takes notes. You notice often times he does not pay attention during whole group instruction. What should you do?

• Move his seat to the front row.

• Have a conversation with him to identify how you can best help the student.

• Allow more tiem to pass to gather more data.

The principal sat in your class for 10 minutes and their feedback was this: "I only saw whole group instruction. Please utilize independent and partner work more often." You have a follow up meeting with the principal tomorrow. What should you say?

• My students can't handle partner work. They get too off task so I don't do any partner work.

• After whole group instruction my students complete an independent formative assessment and then I move onto partner work for 15 minutes.

• My students needed extra time in whole group instruction that day. At the end of the period I gave then independent work and had them submit an exit ticket to show me if the mastered the skill.

How are formative assessments used in the classroom?

• At the end of the unit like a test.

• After whole group instruction. Students complete a one or two problem check.

• An exit ticket at the end of the class period.

Define a summative assessment.

• Problems completed at the beginning of the class.

• A test at the end of the unit.

• Students participating during whole group instruction.

How are brain breaks utilized in the classroom?

• Allowing students homework time at the end of the period.

• A break in the middle of class. Usually a fun task.

When should you stop independent or partner work and resume whole group instruction?

• When students are making similar mistakes.

• When students are progressing through the activity well.

Why should learning activities take about 15-20 minutes.

• To retain student engagement and give the students the sense of accomplishment.

• Because class times are too short.

• You can teach or have students work on multiple skills within one class period.