Answer the quiz before reviewing materials and doing activities. Then answer afterwards to see how your level of knowledge on these concepts and terms have developed. This video will provide many answers to questions you may find useful once you are in a teaching environment.
Source: Susie Munday
Teacher created resource by Susie Munday
Directions:
Match topic headings that fit the text sets and then put in an order that identifies their significance to you.
Topic Headings:
A. Characteristic of Giving Productive Feedback; B. Rules for Presenting Concepts; C. Negative Impacts on Independent Practice
Topic Heading Title:_________________________ How important this is to me:___________
(1 to 3, where 1 is the most important)
-Review the skill or knowledge with the student.
-Tell the student what s/he did correctly.
-Tell the student what s/he did incorrectly.
-Model the skill or knowledge with example and non-example.
Topic Heading Title:_________________________ How important this is to me:___________
(1 to 3, where 1 is the most important)
- Order the examples from easy to difficult.
- Select examples that differ from one another.
-Compare and contrast examples and non-examples.
Topic Heading Title:_________________________ How important this is to me:___________
(1 to 3, where 1 is the most important)
-When guided practice responses do not show students can do a task.
-instructional questions are unclear to students.
-if examples presented are different than the assignment given.
Source: Teacher made: Susette Munday form reading of Slavin's, EDU PSY 11th ed.
Using the three areas of learning probes discussed and explored write two to three ways for each to be applied in a lesson.
A. Calling Order
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B. Wait Time
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C. All-Pupil Response
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Source: Teacher made: Susette Munday form reading of Slavin's, EDU PSY 11th ed.
