EDFD Teacher Tool Kit Erla Yanes

Name Description C -I- A Purpose

Concept attainment Indirect strategy that instruction Designed to clarify
used structured inquiry ideas and introduce
process. aspects of concept.
Formulates concepts
through the use of
illustrations, word
cards, or examples
Conference One-to-one interaction Instruction Individuals needs
between teacher and and problems can be
learner discussed,
diagnoses,
evaluation, and
prescription
Cooperative learning Process in which Instruction Students build
members of class relationships and
working cooperatively work collaborative
rather than individually towards a common
goal. Creates
leadership
Debate Students are assigned to Instruction Develop skillful
defend their citizen who can
points/arguments/beliefs intelligently analyze
with and against peers and take positions
on various issues
Discussion Pupils, under teacher Instruction Assess student
and/or pupil direction, ability to justify their
exchange points of view answers and engage
concerning a topic, with curriculum, as
question, or problem to they form their own
arrive at a decisions or responses
conclusion
Drill Orderly, repetitive learning is repeated
leaning activity intended until it becomes
to help develop a fix a automatic
specific skill or aspect of
knowledge
Experimentation Procedure done to make Instruction Build relationships
a discovery, test a with peers and
hypothesis or answers the “what
demonstrate a known if” questions
fact.
EDFD Teacher Tool Kit Erla Yanes

Scope and sequence Scope: the depth and Curriculum Describe and
breadth of content organize the
Sequence: determines organization of a
the order of curriculum course/content
content
Role play Students (sometimes instruction Allows visual
teachers) act out or learners and non-
perform skit or scene to visual learners to
solve a problem look at concept in
different approach
Quiz/mastery Informal, teacher-made Assessment Assess students’
assessment on factual information,
concept/skill concepts, and skills
Lecture Educator gives an oral Instruction Kinesthetic input of
(sometimes supported writing utensil for
with powerpoint) students to
presentation of facts, remember
content, curriculum, or information. good
principles while students way to present all
take notes information all
Field trip (virtual Educational trip to places Instruction Students engage in
field trip) where students can instruction in an
study the content of interactive way as
instruction directly in its content comes
functional setting relevant to real life
situations/examples
independent study Student proposes a study Instruction Student enrichment
project, investigation, on particular
research, or production content/curriculum,
of something which they assess knowledge,
will carry on largely and usually a
independently of other particular interest
class work on in lieu of for the student.
class work in course
Manipulative and Activity by which pupils Instruction Develop
tactile activity sue the movement of manipulative and/or
various muscles and the perceptual skills.
sense of touch to
develop manipulative
and/or perceptual skills.
Media/Technology Activities range from Instruction Engage in learning
Usage very passive (as may be through the use of
true in viewing technology
EDFD Teacher Tool Kit Erla Yanes

television, video clip, or

listening to audiotapes)
to very active (as in using
engaging apps).
Modeling activity frequently used Instruction Students use
for instruction in speech, multisensory
in which the pupils listen learning observing
to and observe a model other students and
as a basis upon which to the appropriate
practice and improve approaches
their performance.
3-2-1 Students list 3 things Assessment Check for
they learned, 2 things understanding
they found interesting
and 1 record one
questions

Gallery walk Teams generate ideas on Assessment Using cooperative

a topic and share it with learning and
the class while everyone teamwork sills, or
else walks around independence
looking at others work students actively
engage in work of
others and see the
different
approaches.
Simulation experience provides the Instruction experience provides
learner with an the learner with an
opportunity to respond opportunity to
to a life like situation and respond to a life like
through feedback of situation and
information to see the through feedback of
consequences of his/her information to see
action. Examples may be the consequences of
in-classroom grocery his/her action.
store with fake money
practicing counting
money skill
Synectic’s Two strategies of Instruction strategy to increase
teaching are based on the creativity of
Synectic’s procedures: individuals working
creating something new in groups through
by using metaphors to metaphor building.
see old problems, ideas,
EDFD Teacher Tool Kit Erla Yanes

or products in a new
light; making the strange
familiar by using familiar
analogies.
Work-Based and Students actively Instruction Activities in this
Service Learning participate in work category connect the
Opportunities: experiences, sometimes student to the
fully paid, through community or the
clinical, co-ops, youth world of work.
apprenticeships, or
public service activities.
Analogy prompt Present students with an Assessment Prompts students to
analogy prompt: (a justify answers in
designated concept, cause and effect
principle, or process) is
like ________ because
______
One-minute essay One-minute Assessment Assess learning by
essay/question is a students justifying
focused on specific goal their answer in
that can, in fact, be written language
answered in one minute
or two
Misconception Present students with Assessment Check for
check common or predictable understanding.
misconceptions about Assess if students
concept. Ask them can distinguish what
whether they agree of is right and what is
disagree and explain not
why. Can be presented in
multiple choice or true
or false
Observation Walk around the Assessment Teacher notes
classroom and observe students strengths,
students as they work to areas of growth,
check for learning: performance
anecdotal records,
conference, checklist
Idea spinner Teacher creates spinner Assessment Check for
marked with 4 quadrants understanding. Can
and labeled “predict, students justify their
explain, summarize, answers/reasoning.
evualate”. After new Assess in creative
EDFD Teacher Tool Kit Erla Yanes

material is presented the manner than

teacher spins spinner traditional
and students must assessments
answer question based
on location of spinner
Oral questioning Teachers asks purposeful Assessment Check for
questions that prompt understanding,
students prompt students,
Ex: provide framework
How is ____ for conversation and
similar/different from discussion
___?
What are the
characteristics/parts of
___?
How does ____ relate
to___?
Project Activity that has Instruction Students apply what
educational meaning and students know in a
is aimed at one or more creative manner.
goals of understanding Develops students
and learning objectives abilities to work with
peers, teamwork,
group skills, or
independently.
Cubing Display 6 questions from Assessment Students work with
lesson. have student in peers and justify
groups of 4. Each group answers. Build on
has one die. Each knowledge, expand,
student rolls die and reinforce, and
answers the question enrichment of
with the correspond content.
number. If umber is
rolled more than once
student may elaborate
on previous response or
roll again
Quick write Learners respond in 2-10 Assessment Check for
minutes to an open- understanding, build
ended question or writing skills and
prompt posed by teacher reasoning skills.
independent work
for students to get
creative
EDFD Teacher Tool Kit Erla Yanes

RSQC2 In two minutes, students Assessment Collaborative work,

recall an d list in rank check for
order the most understanding,
important ideas from a teacher observes
previous day’s class; in areas of growth and
two minutes they areas of
summarize those points improvement
in single sentence, then
one major question they
want answered then
identify a thread or
theme to connect this
material to the course’
major goal
Likert scale Provide 3-5 statements Help students reflect
that aren’t clearly true or on a text and engage
false but are somewhat in discussion with
debatable. These scales tier peers
focus on genitalizations afterwards. Help
about characteristics, student analyze,
themes, conflicts, synthesis, evaluate
symbolism. There are no information
clear-cut answers in the
book.
Take and pass Students write a Assessment Cooperative group
response, then pass to activity used to
the right, and their share or collect
response to next paper, information from
continue until they their each member of the
paper back, then group group.
debriefs
Student data Students respond to: Assessment Tool for students to
notebooks where I’m I now? How track their learning
will I get there? Where
do I want to be?
anecdotal notes