7 Habits of Highly Effective Questioners

Friends Don’t Drink Because We Smell Fine

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Fewer

Differentiating

Depth

Breadth

Wait time

Selecting students

Feedback

Steps of Portfolio Use

Portfolios Can Collect One’s Ego and Underachievements

Purpose

Content

Criteria

Organization

Evaluated

Used

Bloom’s Taxonomy

Knives Can Assisst Assassins in Slaughtering Elves

Knowledge

Comprehension

Application

Assessment

Synthesis

Evaluation

Increasing Wait Time

Lambs Act Amazing, but Monkeys Can Ask questions

Longer

Appropriate

Analysis

More

Confidence

Achievement

 

Differentiated Instruction

PRACCGFRST

Proactive

Respectful tasks

Assess/adjust

Clear

Community

Growth

Flexible

Routine

Student-centered

Teaching “up”

Creating a Checklist

Sugar Cookies On Islands Freeze

Short

Clear

Observable

Important

Format

Writing Objectives

Given the (activity/situation) the (learner) will (accomplishment)

 

Measurable

Another person should be able to conduct lesson and know expectations

Allow for measurment during lesson

Writing Concepts

Big ideas

Organization

Factual

Simple

No “I” or “We”

Representative of child learning

 

Ex: “The Earth is a sphere”

“Plants need water to grow”

Responsive Teacher

Rubix Cubes Make Asians Smart, For Pandas Can’t Read

Reflect

Clarity

Managment

Assessment

Student-centered

Flexibility

Partners

Colleagues

Reflect

Story Buddies

SLC

social abilities

Listening

Comprehension

“Caps for Sale”

Numbered Heads Together

plan

form teams

# members

pose question

work out answer

call # of respondent

 

Ex: nursery rhymes

Think-Pair-Share

plans places for pausing/reflecting

explain strategy

form partnerships

pose questions

share

 pairs report

 

(partner, asked ?, think, share w/partner, share w/class)

Early Childhood Lesson Plan

Grade Level

Benchmark

Concept

Objective

Advanced Preparation

Intro/Motivation

Procedure

Closure

Guided Practice/Extended Activity

Source

Madeline Hunter Lesson Plan

Anticipatory set

objective

instructional input

modeling

CYU

Guided practice

independent practice

assess student understanding

closure

bibliography