Product

Process

Apply skills

Formative or
Summative

Educative
learning Direct
experiences observation

Real world Scoring rubric

scenarios

SUPPORT COMPLEX
LEARNING PROCESSES

MONITOR STUDENT
PROGRESS MOTIVATE LEARNERS

Hands on task
Apply skills
PLAN/TEACH/ASSESS

ENHANCE LEARNING
EXPERIENCES

Performance
Authentic Assessment
Assessment

ALIGN WITH CURRICULUM

OUTCOMES
ICT CAPABILITIES

LONG TERM RETENTION

REDEFINITION

MODIFICATION

Instructional
strategies

AUGMENTATION

Gather
information
Venn Diagram
Rotational Lessons
Mind Map Concept Map Fish Bone
SUBSTITUTION SAMR

Alignment

Visual
Develop organisation 21st Century
literacy skills

Active
Response Participants
Opportunity
Discipline
Physiological
Special Needs Learning
Collaborative
Input Needs
Learning

Engaging Teacher

Planning Instruction
Feedback
Self Safe &

Assessment Interactive Inclusive

Behaviour
Regulation Accountable

Safety Management

Know
Inclusiveness
Climate Students

Resources
Positive Kounin
Belonging
Cohesive (1960)
ICT Assessment Strategies Love
Bonding

Check for Winning Over

Withitness Ripples Over-
understanding Self Esteem Effect lapping

Collaboration Scaffolding
Self
Actualisation Maslow's
Hierarchy of
Same Needs (1970)

learning
goal Building Relationships

Ask for
help/Try
Best
Learning
Jigsaw/ difficulties/ Hungry/Tired
Active
Participation
disabilities
Informal Placemat/Y- Safe & Assumed
Respect

Chart Secure Inclusive Strategies for Creating Emotionally Safe

& Inclusive Environments
Disability
School
property
Family
Problems Bullied = Low
Self Esteem Respect
Others

Long term Follow

class rules
collaboration Emotional/ Revenge Suspension &
Sexual abuse Poverty Ready &
Willing
Termination

Critical & Formal Design & Safe Classroom

NEGATIVE BEHAVIOUR Student
Expectations
Positive Collaboration

Creative Monitor Approach

thinking
Accountability
Sense of Power
Positive Formal
belonging learning Competence
Agreement
Points of Teacher
Expectations Support
environments

view A ctive Attention

Goals of Autonomy
Participation Social Misbehaviour
management Social Structural Transitions

interaction Generating Approach Group Use Signals

Informal Chat
Cohesiveness
Discussion activities Routine
Belonging

Classroom Management Strategies: Classroom Code

Prevention of Conduct Timetable
Expectations,
Communication Reinforcements
Rules & Routines

Rules
Norms Defusing Power
Struggle
Attraction Intrinsic
Motivation
Leadership
Expectations
Group Extrinsic
processes Motivation

Attentive
Right to Pass Mutual Respect Appreciation
Listening
Implied
Choices

Status & Instructional Multi-ability Complex

Accountability instruction
Process Provide
Strategies curriculum
Approach Choices

Squaring off

Low key
Bump response
Continuum

David & Roger

Individual Johnson
Collaboration accountability
Group Positive
Face to face
skills
interdependence interaction
processing
Classroom Management Strategies: Response Teacher
observation
Informal/
Formal Affirming

Formative

Objective
Effectiveness
True/False & Objective & Subjective Assessment Strategies Student Future
Oriented
Multiple choice Summative achievement
Moderation

Standardised
Predetermined Non- Tests
Subjective Assessment Strategies: Quality Principles, Feedback & Norm Groups Justifiable
answer Referenced
Moderation
Quality
Drill & Modeling & Direct
Questioning Mini lectures assurance
Repetition Demonstration Instruction Written Criterion
Competency
Pre-established
Educative
objectives
Short answer/
essay Quality Strategies
Provide No correct
feedback answer Principles
Group marking
Oral
Balanced
Bloom's Sequential
Encoding Taxonomy Visual aids
Lessons Feedback Types
(Kivjuna, Descriptive Corrective Motivational Evaluative
2015)
Shared Educative Modeling
understanding Rubrics Quantitative
Measure Higher level of
student memory thinking
Rehearsal Remember Pictures Appropriate
Silence
pacing
Curriculum Meaningful Qualitative
outcomes Feedback
Fair
Clarity Immediacy Embedded
Characteristics Regularity Accessibility Individualised

Evidence of
Validity learning Understand Graphic Check/Review
Elaboration Break up info Modeling Assessments Explicit
Organisers

Reliable
Critiquing

Valid

Rubric to Steps/
Organisation Apply
Fair means of increase Procedures Scaffolding Concept Maps
assessment reliability

Analyse Samples of Model Interactive

work Behaviours questioning

Evaluate
Individual Differentiating
questioning seating

Create
Motivates
Feedback

Created using Inspiration 9 International English Edition by Inspiration Software, Inc.