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Bookmark or Share- 5 Highly Effective Teaching Practices - Edutopia1. Teacher Clarity. When a teacher begins a new unit of study or project with students, she clarifies the purpose and learning goals, and provides explicit criteria on how students can be successful. It's ideal to also present models or examples to students so they can see what the end product looks like. 2. Classroom Discussion
- Teacher Development Is Key to Closing the Achievement GapAUSL is a huge believer in focused professional development to improve teacher effectiveness -- and we're not the only ones. Aspire, which operates in California, and the Teacher Advancement Program, an intermediary working with a national network of states, districts, and schools, have also been trailblazers in developing effective teachers.
- Improving Teaching With Expert Feedback—From StudentsThey have two ways of looking at the student feedback: a four-point scale on close-ended questions and qualitative feedback from open-ended questions. The point scale highlights teacher strengths and areas of improvement, and the written feedback lets teachers know their students' experience in the classroom and how they can specifically help them.
- How to Create an Effective Professional Learning Community - EdutopiaThe answer may be found in the collaboration achieved in professional learning communities (PLCs). PLCs—which harness “an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve”—are a common and proven practice to promote teacher collaboration that increases student ...
- The Hattie Effect: What’s Essential for Effective PBL? - EdutopiaDesigning, managing, and assessing projects involves a wide range of teacher behaviors and decisions. During projects, teachers can deliberately emphasize those strategies that research shows to be highly effective -- such as formative assessment, feedback, learning from errors, setting goals, and self-monitoring.
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