Share High-Leverage Practices The heart of the TeachingWorks strategy is to ensure that all teachers have the training necessary for responsible teaching. These practices are used constantly and are critical to helping students learn important content.
July 11, by Kenneth Bernstein As a teacher, I cannot imagine not reflecting as a regular part of my teaching practice. Part of this is because, as a shy person who was also an extravert, I had to think about how to interact with other people.
I would even as a child take time to step back and reflect—What had I done and why? Had it achieved what I wanted? Why or why not? Was what I wanted an appropriate goal? From this I began to learn that reflecting after the fact was insufficient: I needed to think about the "why" before I did an action, and to some degree I needed to be able to be metacognitive, that is, to be able to observe and reflect even as I was acting and speaking, to take in and process visual and auditory cues, such as tone of voice and body language.
I was fortunate that, when relatively late in life I decided to become a school teacher, I wound up in a Master of Arts in Teaching MAT program at Johns Hopkins University, which required that we reflect constantly, in all of our courses.
Recently I had occasion to clean out some of the accumulated boxes and folders of papers of a lifetime I am now 67 and we were literally running out of space in our basement.
In the process, I reencountered many papers I had written in the MAT program, as well as all of the notebooks I have kept since I was In a few cases, I was able to match up notebooks written at the same time as papers and reflections for my MAT.
It was interesting to see how each fueled the other. Certainly when we plan, we who teach are thinking about what we hope to achieve. But we need to go beyond that. We need to think about why we teach. As I learned in my teacher training, "because it is in the curriculum" is an insufficient answer, and as a teacher of social studies, this reasoning will not enable me to connect the material with students in a class merely because it is a requirement for graduation.
Why is it important? Why should it matter to the students? I remember experiencing this when my mentor at Hopkins observed my student teaching as I introduced a unit on Vietnam to 10th graders.
I had not thought about that question and also was not paying close enough attention to realize that one of my students had said quietly that her grandfather had served there. I had barely considered that some students would have parents or aunts and uncles who might have been there at that time.
I had not considered the previous generation, and what that fact could mean in helping students in their early teens to connect with one of the most disruptive, and thus transformational, periods of American history.
My mentor and I spoke after that lesson. I grasped the importance and was at least partially able to recover by changing my plans for a subsequent lesson and instead used music of the period to help the students connect with it.
One essential part of the NBCT process is reflection. There are Five Core Propositions to the National Board Certification process, of which the fourth is " teachers think systematically about their practice and learn from experience.
Combining all of these together, along with a knowledge of the students one teaches and a commitment to their learning, one quality expected of an NBCT is reflection—evaluating what has worked and what has not, using the information from formal and informal assessment. That is why NBCTs question, why they try new things.
This is a necessary reflective practice of a teacher who is serving the needs of the students. As "members of learning communities" Proposition 5 teachers are themselves learners, undergoing professional development and participation in professional organizations.
In addressing this proposition, it is insufficient merely to list professional achievements without in some way demonstrating how they help the students to learn. As a result, before embarking on a particular professional development experience, or attending a specific course or conference, I ask myself what I hope to gain from this beyond the requirements of continuing education for maintaining certification.A single online location for accessing many of the digital tools, resources, and support that together, make up what we know to be the essential pieces of high-quality classroom practice: teaching and assessing, reporting, ongoing professional development, and family engagement.
Teaching practice definition: Teaching practice is a period that a student teacher spends teaching at a school as part | Meaning, pronunciation, translations and examples. Jun 09, · Practice or Practise. Discussion in 'Trainee and student teachers' started by Lozzy, Jun 7, your placement is a teaching practice because it is a thing you have to do (therefore a noun).
on your teaching practice you practise your teaching (because it's a verb, a doing word).
“Retrieval practice” is a learning strategy where we focus on getting information out. Through the act of retrieval, or calling information to mind, our memory for that information is strengthened and forgetting is less likely to occur. Teaching Channel is a thriving online community where teachers can watch, share, and learn diverse techniques to help every student grow.
Multiplication Bingo Machine (Supporting Resources) A whole class tool for finding the fraction of a set of counters. The number of counters is determined by the teacher as is the number coloured red.