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Gaps in the Teaching Process

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by

Kyle Garza

on 27 September 2012

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Transcript of Gaps in the Teaching Process

What happens when teachers leave out certain parts of the teaching process? Gaps in the Teaching Process Objective: SWBAT explore and discuss areas of weakness in different lessons by identifying different gaps in the teaching process. Agenda 1. Direct Instruction: Gaps in the Learning Process
2. Guided Practice: How good are these lesson plans?
3. Independent Practice: Lesson Plan Evaluations
4. Assessment: Journal Entry 1. Plan
2. Direct Instruction
3. Guided Practice
4. Independent Practice
5. Assessment
6. Debrief Assessment Can you remember what each step is and why we use it? What if a teacher only used direct teach? Allows the teacher to present information that is not readily available to the students from other sources or by other means
Excellent way for a teacher to communicate enthusiasm for the subject and arouse the students' interest
A teacher may use direct instruction to focus the students' attention on relevant content
A teacher may use direct instruction to assist the students in connecting new information to current knowledge and past experiences Advantages Disadvantages Direct instruction is limited in its ability to help students to fully develop their abilities to think critically and to work well in a group setting.
Retention of how to solve the problems is low, because the students have not struggled with the problem themselves.
Direct instruction as an instructional method works for only a small per centage of students, not for a great variety.
Learners can’t learn at their own pace What can happen if you are unprepared and don't have a plan? What if we did not have Guided Practice? They say practice makes perfect, but really practice makes permanent. Independent practice time in the classroom after guided practice allows the teacher to observe his students to ensure that they are practicing correctly. This prepares them for their individual practice at home (homework). This practice will make their knowledge permanent. Can a student really learn without Independent Practice? If the teacher is not practicing FORMATIVE ASSESSMENT, he will not know if his students are grasping the content. They might move onto another topic before most or any students feel comfortable with the information they have just learned.
If the teacher is not practicing SUMMATIVE ASSESSMENT, he will not know if his students have mastered the content they are expected to now. All the time spent teaching the subject might have been wasted. How would a lack of Formative and/or Summative Assessment negatively impact a student's learning? If a teacher does not debrief the assessments they have given the students (whether Formative or Summative), they will not be able to give their students feedback.

Students may think that they have an understanding, and if their understanding is wrong, will misuse information.

Students may also think that they are not understanding correctly, when in fact they are, and will not be able to recognize that they have grasped/mastered a concept. How does Debriefing an Assessment prevent gaps in learning? Students would not be able to benefit from the knowledge and understanding of the other students.
Teachers would miss out on a huge resource for Formative Assessment.
A well scaffolded lesson would be missing one of its most important steps. How good are these lesson Plans? You will be given a few lesson plans to evaluate in groups of 4.

1. Look over each one. On the lesson plan itself, discuss and label each part according to the Teaching Processes that you have learned in this class. (5 minutes)

2. Discuss with your group which parts of the teaching process are missing if any. (5 minutes)

3. On a seperate sheet of paper, write 2 - 3 sentences describing how the teacher could add that process into his lesson. (10 minutes) Lesson Plan Evaluations
Rubric A (90-100) Every Part for every lesson has been labeled correctly. The group correctly identified all missing parts for all four lessons, and came up with great examples to fill in those gaps. The group worked well together setting up norms and having little conflict.

B (80-89) Most parts for at least 3 of the lessons has been labeled mostly correct. The group identified most missing parts for at least three lessons, and came up with good examples to fill in those gaps. The group worked well together, having little conflict.

C (70-79) Most parts for at least 2 lessons has been labeled mostly correct. The group identified some missing parts for at least 2 lessons, only a few examples to fill those gaps are given. The group had limited conflicts.

F (50 -69) Many labels are missing. The group incorrectly identified many missing parts for all four lessons, and came up with little to no examples to fill in those gaps. The group worked poorly together with many conflicts. 1. Pick two of the following Teaching Processes and explain the purpose and importance of that step.

Plan, Direct Instruction, Guided Practice, Independent Practice, Assessment, Debrief Assessment

2. Write a paragraph explaining how knowing the Teaching Process can be valuable to a student. Exit Ticket: Journal Entry 10 minutes Teaching Process
Plan, Direct Instruction, Guided Practice, Independent Practice, Assessment, Debrief Assessment
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