Deliberate Acts of Teaching
It is a “given” that effective teacher:
- actively teach skills, content & key competencies;
- co-construct learning intentions with learners;
- know what they are teaching & why;
- understand the learning progressions;
- plan relevant, interesting learning activities;
- provide opportunities for learners to reinforce & practise new learning;
- provide effective feedback & feed-forward;
- are flexible & responsive;
- are flexible, organised & collaborative;
- use language the learner understands.
- Prompting (encouraging)
- ask another question;
- rephrase the question;
- give hints & clues;
- provide thinking time/wait time;
- encourage learners to use what they already know;
- scaffold the next learning steps;
- actively listen;
- understand learning styles.
- Feedback (how, why & next step)
- provide specific feedback & feed-forward;
- acknowledge the skills & processes learned;
- make links to the learning intention;
- understand learning progressions;
- give immediate feedback;
- provide an opportunity for learners to follow up & action the feedback / feed-forward.
- Directing (giving a specific instruction)
- clearly state the learning intention & displays clarity of purpose;
- makes connections between prior & new learning;
- directs learners to discuss, compare, understand & learn from others’ ideas;
- directs learners to other resources.
- Modelling (showing how)
- use a variety of: approaches, appropriate language, question types, strategies / formats / technologies / structures, recording
- formats, relevant contexts, grouping structures, …;
- make displays of learners’ work to include strategies, recording, language & thinking used;
- display exemplars of learning;
- paraphrase, clarify, discuss & model what learners say;
- model themselves as a learner;
- model & articulate desired to learn attributes including thinking skills, repeated attempts, enjoyment, risk-taking, generalising,
- connections to previous learning, listening, challenge.
- Questioning (asking the right question)
- ask a variety of questions;
- allow for prediction, explanation & reflection;
- challenge thinking & learning;
- provide wait time;
- question the learner to reveal & extend thinking processes & strategies;
- encourage learners to ask questions;
- create discussion opportunities;
- expect response & commitment from the respondent.
- supply, give or tell what the learner needs;
- fills a gap so learning can progress;
- gives information;
- reminds the learner of prior knowledge;
- provides language needed.
- Explaining (give a reason why)
- use “because” to justify their reasoning;
- use a variety of ways to explain a learning opportunity;
- use explicit, relevant explanations;
- use language learners understand;
- are alert to the teachable moment.
Based on research from: “The Effective Literacy Handbook Years 5 – 8″. Please contact us to find out more!