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Hints on the Summative. Item Clarification. Begin instruction promptly. Be punctual Start lesson promptly. Begin instruction promptly. Be punctual Start lesson promptly. Handle materials in an orderly manner .

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hints on the summative

Hints on the Summative

Item Clarification

begin instruction promptly
Begin instruction promptly
  • Be punctual
  • Start lesson promptly
slide3

Begin instruction promptly

  • Be punctual
  • Start lesson promptly
handle materials in an orderly manner
Handle materials in an orderly manner
  • Establish and teach routines to save time in distributing or collecting materials
  • Have materials ready and organized
slide5

Handle materials in an orderly manner

  • Establish and teach routines to save time in distributing or collecting materials
  • Have materials ready and organized
orient students to classwork maintain academic focus
Orient students to classwork/maintain academic focus
  • Let students know what they are going to do
  • Tell students how they are going to do it
  • Focus on one subject at a time
  • Indicate when moving from one topic or activity to another
  • Avoid responding to questions or comments that could take the discussion to unrelated areas
slide7

Orient students to classwork/maintain academic focus

  • Let students know what they are going to do
  • Tell students how they are going to do it
  • Focus on one subject at a time
  • Indicate when moving from one topic or activity to another
  • Avoid responding to questions or comments that could take the discussion to unrelated areas
slide8

Orient students to classwork/maintain academic focus

  • Let students know what they are going to do
  • Tell students how they are going to do it
  • Focus on one subject at a time
  • Indicate when moving from one topic or activity to another
  • Avoid responding to questions or comments that could take the discussion to unrelated areas
slide9

Orient students to classwork/maintain academic focus

  • Let students know what they are going to do
  • Tell students how they are going to do it
  • Focus on one subject at a time
  • Indicate when moving from one topic or activity to another
  • Avoid responding to questions or comments that could take the discussion to unrelated areas
slide10

Orient students to classwork/maintain academic focus

  • Let students know what they are going to do
  • Tell students how they are going to do it
  • Focus on one subject at a time
  • Indicate when moving from one topic or activity to another
  • Avoid responding to questions or comments that could take the discussion to unrelated areas
conduct beginning ending reviews
Conduct beginning/ending reviews
  • Ask students to recall the content of the previous lesson
  • Review the important points of the topic before moving to a new topic
  • Review content at the end of the lesson
slide12

Conduct beginning/ending reviews

  • Ask students to recall the content of the previous lesson
  • Review the important points of the topic before moving to a new topic
  • Review content at the end of the lesson
slide13

Conduct beginning/ending reviews

  • Ask students to recall the content of the previous lesson
  • Review the important points of the topic before moving to a new topic
  • Review content at the end of the lesson
questions
Ask questions one at a time

Allow pause time for thinking/responding

Specify one student to respond

Use questions that ask for facts

Use questions that require analysis or reason

Avoid non-academic questions/questions that ask for personal opinions

Reduce multiple questions and unison response

Questions
slide15

Questions

  • Ask questions one at a time
  • Allow pause time for thinking/responding
  • Specify one student to respond
  • Use questions that ask for facts
  • Use questions that require analysis or reason
  • Avoid non-academic questions/questions that ask for personal opinions
  • Reduce multiple questions and unison response
slide16

Questions

  • Ask questions one at a time
  • Allow pause time for thinking/responding
  • Specify one student to respond
  • Use questions that ask for facts
  • Use questions that require analysis or reason
  • Avoid non-academic questions/questions that ask for personal opinions
  • Reduce multiple questions and unison response
slide17

Questions

  • Ask questions one at a time
  • Allow pause time for thinking/responding
  • Specify one student to respond
  • Use questions that ask for facts
  • Use questions that require analysis or reason
  • Avoid non-academic questions/questions that ask for personal opinions
  • Reduce multiple questions and unison response
slide18

Questions

  • Ask questions one at a time
  • Allow pause time for thinking/responding
  • Specify one student to respond
  • Use questions that ask for facts
  • Use questions that require analysis or reason
  • Avoid non-academic questions/questions that ask for personal opinions
  • Reduce multiple questions and unison response
slide19

Questions

  • Ask questions one at a time
  • Allow pause time for thinking/responding
  • Specify one student to respond
  • Use questions that ask for facts
  • Use questions that require analysis or reason
  • Avoid non-academic questions/questions that ask for personal opinions
  • Reduce multiple questions and unison response
slide20

Questions

  • Ask questions one at a time
  • Allow pause time for thinking/responding
  • Specify one student to respond
  • Use questions that ask for facts
  • Use questions that require analysis or reason
  • Avoid non-academic questions/questions that ask for personal opinions
  • Reduce multiple questions and unison response
recognize response amplify give corrective feedback
Recognize response/amplify/give corrective feedback
  • Indicate that an answer is right or wrong
  • Delve, rephrase, and give clues after an incorrect response
  • Direct further discussion by modifying or applying a student’s response
  • Correct wrong answers with a brief explanation
  • Avoid sarcasm, disgust, harshness
slide22

Recognize response/amplify/give corrective feedback

  • Indicate that an answer is right or wrong
  • Delve, rephrase, and give clues after an incorrect response
  • Direct further discussion by modifying or applying a student’s response
  • Correct wrong answers with a brief explanation
  • Avoid sarcasm, disgust, harshness
slide23

Recognize response/amplify/give corrective feedback

  • Indicate that an answer is right or wrong
  • Delve, rephrase, and give clues after an incorrect response
  • Direct further discussion by modifying or applying a student’s response
  • Correct wrong answers with a brief explanation
  • Avoid sarcasm, disgust, harshness
slide24

Recognize response/amplify/give corrective feedback

  • Indicate that an answer is right or wrong
  • Delve, rephrase, and give clues after an incorrect response
  • Direct further discussion by modifying or applying a student’s response
  • Correct wrong answers with a brief explanation
  • Avoid sarcasm, disgust, harshness
slide25

Recognize response/amplify/give corrective feedback

  • Indicate that an answer is right or wrong
  • Delve, rephrase, and give clues after an incorrect response
  • Direct further discussion by modifying or applying a student’s response
  • Correct wrong answers with a brief explanation
  • Avoid sarcasm, disgust, harshness
give specific academic praise
Give specific academic praise
  • Tell why a response or work is praiseworthy
  • Reduce the use of general praise
  • Use acknowledgments
slide27

Give specific academic praise

  • Tell why a response or work is praiseworthy
  • Reduce the use of general praise
  • Use acknowledgments
slide28

Give specific academic praise

  • Tell why a response or work is praiseworthy
  • Reduce the use of general praise
  • Use acknowledgments
provide for practice
Provide for practice
  • Provide guided practice in using the concept
  • Check for academic comprehension before going to a new concept
  • Direct/model choral practice
provide for practice1
Provide for practice
  • Provide guided practice in using the concept
  • Check for academic comprehension before going to a new concept
  • Direct/model choral practice
provide for practice2
Provide for practice
  • Provide guided practice in using the concept
  • Check for academic comprehension before going to a new concept
  • Direct/model choral practice
assign check comprehension of homework seatwork assignments give feedback
Assign/check comprehension of homework, seatwork assignments/ give feedback
  • Give clear directions for homework and seatwork
  • Check for understanding of what to do and how to do it
  • Check the work and give feedback
assign check comprehension of homework seatwork assignments give feedback1
Assign/check comprehension of homework, seatwork assignments/ give feedback
  • Give clear directions for homework and seatwork
  • Check for understanding of what to do and how to do it
  • Check the work and give feedback
assign check comprehension of homework seatwork assignments give feedback2
Assign/check comprehension of homework, seatwork assignments/ give feedback
  • Give clear directions for homework and seatwork
  • Check for understanding of what to do and how to do it
  • Check the work and give feedback
circulate and assist students
Circulate and assist students
  • Move about the room helping individual /groups of students
  • Provide equal opportunity for help
circulate and assist students1
Circulate and assist students
  • Move about the room helping individual /groups of students
  • Provide equal opportunity for help
treat concepts definitions attributes examples non examples
Treat concepts-definitions/attributes/examples/non-examples
  • Define new concepts
  • Identify attributes
  • Give examples
  • Give related non-examples
treat concepts definitions attributes examples non examples1
Treat concepts-definitions/attributes/examples/non-examples
  • Define new concepts
  • Identify attributes
  • Give examples
  • Give related non-examples
treat concepts definitions attributes examples non examples2
Treat concepts-definitions/attributes/examples/non-examples
  • Define new concepts
  • Identify attributes
  • Give examples
  • Give related non-examples
treat concepts definitions attributes examples non examples3
Treat concepts-definitions/attributes/examples/non-examples
  • Define new concepts
  • Identify attributes
  • Give examples
  • Give related non-examples
discuss cause effect use linking words apply law or principle
Discuss cause-effect/use linking words/apply law or principle
  • Show cause and effect by using linking words
  • Provide problems that require the application of the laws or principles
  • Explain the laws or principles
discuss cause effect use linking words apply law or principle1
Discuss cause-effect/use linking words/apply law or principle
  • Show cause and effect by using linking words
  • Provide problems that require the application of the laws or principles
  • Explain the laws or principles
discuss cause effect use linking words apply law or principle2
Discuss cause-effect/use linking words/apply law or principle
  • Show cause and effect by using linking words
  • Provide problems that require the application of the laws or principles
  • Explain the laws or principles
state and apply academic rules
State and apply academic rules
  • Explain the rule
  • Provide problems that require the use of the rule for their solution
state and apply academic rules1
State and apply academic rules
  • Explain the rule
  • Provide problems that require the use of the rule for their solution
develop criteria and evidence for value judgment
Develop criteria and evidence for value judgment
  • State the value question
  • Develop criteria by which to examine the event or object
  • Assemble the facts to be used in the judgment process
  • Assist the students in reaching a final decision
develop criteria and evidence for value judgment1
Develop criteria and evidence for value judgment
  • State the value question
  • Develop criteria by which to examine the event or object
  • Assemble the facts to be used in the judgment process
  • Assist the students in reaching a final decision
develop criteria and evidence for value judgment2
Develop criteria and evidence for value judgment
  • State the value question
  • Develop criteria by which to examine the event or object
  • Assemble the facts to be used in the judgment process
  • Assist the students in reaching a final decision
develop criteria and evidence for value judgment3
Develop criteria and evidence for value judgment
  • State the value question
  • Develop criteria by which to examine the event or object
  • Assemble the facts to be used in the judgment process
  • Assist the students in reaching a final decision
emphasize important points
Emphasize important points
  • Indicate what is important in the lesson
  • Alert students to give special attention to important points
emphasize important points1
Emphasize important points
  • Indicate what is important in the lesson
  • Alert students to give special attention to important points
express enthusiasm verbally challenge students
Express enthusiasm verbally/challenge students
  • Present lessons with enthusiasm
  • Use statements that motivate and challenge
  • Express interest in the subject, topic, and students
express enthusiasm verbally challenge students1
Express enthusiasm verbally/challenge students
  • Present lessons with enthusiasm
  • Use statements that motivate and challenge
  • Express interest in the subject, topic, and students
express enthusiasm verbally challenge students2
Express enthusiasm verbally/challenge students
  • Present lessons with enthusiasm
  • Use statements that motivate and challenge
  • Express interest in the subject, topic, and students
speak clearly
Use simple direct sentences

Connect ideas clearly

Utilize correct grammar and pronunciation

Avoid vague words

Avoid vulgar language

Speak clearly
speak clearly1
Use simple direct sentences

Connect ideas clearly

Utilize correct grammar and pronunciation

Avoid vague words

Avoid vulgar language

Speak clearly
speak clearly2
Use simple direct sentences

Connect ideas clearly

Utilize correct grammar and pronunciation

Avoid vague words

Avoid vulgar language

Speak clearly
speak clearly3
Use simple direct sentences

Connect ideas clearly

Utilize correct grammar and pronunciation

Avoid vague words

Avoid vulgar language

Speak clearly
speak clearly4
Use simple direct sentences

Connect ideas clearly

Utilize correct grammar and pronunciation

Avoid vague words

Avoid vulgar language

Speak clearly
modulate speech
Modulate speech
  • Speak in an audible voice
  • Avoid speaking in a monotone
  • Avoid a shrill, high pitched or loud, grating voice
modulate speech1
Modulate speech
  • Speak in an audible voice
  • Avoid speaking in a monotone
  • Avoid a shrill, high pitched or loud, grating voice
modulate speech2
Modulate speech
  • Speak in an audible voice
  • Avoid speaking in a monotone
  • Avoid a shrill, high pitched or loud, grating voice
use body behavior that
Use body behavior that…
  • Shows interest
  • Indicates enthusiasm
  • Avoids frowns, deadpan facial expressions, or lethargic behavior
slide64

Use body behavior that…

  • Shows interest
  • Indicates enthusiasm
  • Avoids frowns, deadpan facial expressions, or lethargic behavior
slide65

Use body behavior that…

  • Shows interest
  • Indicates enthusiasm
  • Avoids frowns, deadpan facial expressions, or lethargic behavior
stop misconduct
Establish and enforce classroom rules

Know what everyone is doing, all the time

Praise correct behavior

Stop misbehavior before it spreads

Suggest alternatives to misbehavior

Deal with the worst disturbance, first

Avoid overreacting

Remain calm

Stop misconduct
slide67

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
slide68

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
slide69

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
slide70

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
slide71

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
slide72

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
slide73

Stop misconduct

  • Establish and enforce classroom rules
  • Know what everyone is doing, all the time
  • Praise correct behavior
  • Stop misbehavior before it spreads
  • Suggest alternatives to misbehavior
  • Deal with the worst disturbance, first
  • Avoid overreacting
  • Remain calm
maintain instructional momentum
Maintain instructional momentum
  • Keep the lesson moving
  • Ignore irrelevancies
  • Control interruptions
  • Provide structure for students who finish early
  • Avoid downtime
slide75

Maintain instructional momentum

  • Keep the lesson moving
  • Ignore irrelevancies
  • Control interruptions
  • Provide structure for students who finish early
  • Avoid downtime
slide76

Maintain instructional momentum

  • Keep the lesson moving
  • Ignore irrelevancies
  • Control interruptions
  • Provide structure for students who finish early
  • Avoid downtime
slide77

Maintain instructional momentum

  • Keep the lesson moving
  • Ignore irrelevancies
  • Control interruptions
  • Provide structure for students who finish early
  • Avoid downtime
slide78

Maintain instructional momentum

  • Keep the lesson moving
  • Ignore irrelevancies
  • Control interruptions
  • Provide structure for students who finish early
  • Avoid downtime