Sunday, January 17, 2016



150 Teaching Methods
Faculty Center for Teaching and e-Learning

1.        Lecture by teacher (and what else can you do!)
2.        Class discussion conducted by teacher (and what else!)
3.        Recitation oral questions by teacher answered orally by students (then what!)
4.        Discussion groups conducted by selected student chairpersons (yes, and what else!)
5.        Lecture-demonstration by teacher (and then what 145 other techniques!)
6.        Lecture-demonstration by another instructor(s) from a special field (guest speaker)
7.        Presentation by a panel of instructors or students
8.        Presentations by student panels from the class: class invited to participate
9.        Student reports by individuals
10.     Student-group reports by committees from the class
11.     Debate (informal) on current issues by students from class
12.     Class discussions conducted by a student or student committee
13.     Forums
14.     Bulletin boards
15.     Small groups such as task oriented, discussion, Socratic
16.     Choral speaking
17.     Collecting
18.     Textbook assignments
19.     Reading assignments in journals, monographs, etc.
20.     Reading assignments in supplementary books
21.     Assignment to outline portions of the textbook
22.     Assignment to outline certain supplementary readings
23.     Debates (formal)
24.     Crossword puzzles
25.     Cooking foods of places studied
26.     Construction of vocabulary lists
27.     Vocabulary drills
28.     Diaries
29.     Dances of places or periods studied
30.     Construction of summaries by students
31.     Dressing dolls
32.     Required term paper
33.     Panel discussion
34.     Biographical reports given by students
35.     Reports on published research studies and experiments by students
36.     Library research on topics or problems
37.     Written book reports by students
38.     Flags
39.     Jigsaw puzzle maps
40.     Hall of Fame by topic or era (military or political leaders, heroes)
41.     Flannel boards
42.     Use of pretest
43.     Gaming and simulation
44.     Flash cards
45.     Flowcharts
46.     Interviews
47.     Maps, transparencies, globes
48.     Mobiles
49.     Audio-tutorial lessons (individualized instruction)
50.     Models
51.     Music
52.     Field trips
53.     Drama, role playing
54.     Open textbook study
55.     Committee projects--small groups
56.     Notebook
57.     Murals and montages
58.     Class projects
59.     Individual projects
60.     Quizdown gaming
61.     Modeling in various media
62.     Pen pals
63.     Photographs
64.     Laboratory experiments performed by more than two students working together
65.     Use of dramatization, skits, plays
66.     Student construction of diagrams, charts, or graphs
67.     Making of posters by students
68.     Students drawing pictures or cartoons vividly portray principles or facts
69.     Problem solving or case studies
70.     Puppets
71.     Use of chalkboard by instructor as aid in teaching
72.     Use of diagrams, tables, graphs, and charts by instructor in teaching
73.     Use of exhibits and displays by instructor
74.     Reproductions
75.     Construction of exhibits and displays by students
76.     Use of slides
77.     Use of filmstrips
78.     Use of motion pictures, educational films, videotapes
79.     Use of theater motion pictures
80.     Use of recordings
81.     Use of radio programs
82.     Use of television
83.     Role playing
84.     Sand tables
85.     School affiliations
86.     Verbal illustrations: use of anecdotes and parables to illustrate
87.     Service projects
88.     Stamps, coins, and other hobbies
89.     Use of community or local resources
90.     Story telling
91.     Surveys
92.     Tutorial: students assigned to other students for assistance, peer teaching
93.     Coaching: special assistance provided for students having difficulty in the course
94.     Oral reports
95.     Word association activity
96.     Workbooks
97.     Using case studies reported in literature to illustrate psychological principles and facts
98.     Construction of scrapbooks
99.     Applying simple statistical techniques to class data
100.  Time lines
101.  "Group dynamics" techniques
102.  Units of instruction organized by topics
103.  Non directive techniques applied to the classroom
104.  Supervised study during class period
105.  Use of sociometric text to make sociometric analysis of class
106.  Use of technology and instructional resources
107.  Open textbook tests, take home tests
108.  Put idea into picture
109.  Write a caption for chart, picture, or cartoon
110.  Reading aloud
111.  Differentiated assignment and homework
112.  Telling about a trip
113.  Mock convention
114.  Filling out forms (income tax, checks)
115.  Prepare editorial for school paper
116.  Attend council meeting, school boar meeting
117.  Exchanging "things"
118.  Making announcements
119.  Taking part (community elections)
120.  Playing music from other countries or times
121.  Studying local history
122.  Compile list of older citizens as resource people
123.  Students from abroad (exchange students)
124.  Obtain free and low cost materials
125.  Collect old magazines
126.  Collect colored slides
127.  Visit an "ethnic" restaurant
128.  Specialize in one country
129.  Follow a world leader (in the media)
130.  Visit an employment agency
131.  Start a campaign
132.  Conduct a series
133.  Investigate a life
134.  Assist an immigrant
135.  Volunteer (tutoring, hospital)
136.  Prepare an exhibit
137.  Detect propaganda
138.  Join an organization
139.  Collect money for a cause
140.  Elect a "Hall of Fame" for males
141.  Elect a "Hall of Fame" for females
142.  Construct a salt map
143.  Construct a drama
144.  Prepare presentation for senior citizen group
145.  Invite senior citizen(s) to present local history to class including displaying artifacts (clothing, tools, objects, etc.)
146.  Prepare mock newspaper on specific topic or era
147.  Draw a giant map on floor of classroom
148.  Research local archaeological site
149.  Exchange program with schools from different parts of the state
150.  In brainstorming small group, students identify a list of techniques and strategies that best fit their class.



Thursday, January 14, 2016

Build a Sentence Relay

Divide your class into teams of five to six students. Explain that the object of the game is to be the first team to write a complete sentence on the board. Direct the first player on each team to go to the board, write one word, and return to his team. In the same manner, instruct each remaining member of the team to contribute one word or punctuation mark to form a complete sentence. If a complete sentence—including its end punctuation—has been formed when the last team member takes his turn, have that team indicate that fact by sitting down. The first team to complete the task wins that round. If a complete sentence has not been written after every team member has had a turn, require that team to play until it does have a complete sentence. Appoint a new player to start the next round, explaining that a different sentence must be written. For a more challenging game, require the first player to write a word other than the first word of the sentence. Or have team members write the sentence backward, beginning with the first player writing the last word in the sentence!
Divide your class into teams of five to six students. Explain that the object of the game is to be the first team to write a complete sentence on the board. Direct the first player on each team to go to the board, write one word, and return to his team. In the same manner, instruct each remaining member of the team to contribute one word or punctuation mark to form a complete sentence. If a complete sentence—including its end punctuation—has been formed when the last team member takes his turn, have that team indicate that fact by sitting down. The first team to complete the task wins that round. If a complete sentence has not been written after every team member has had a turn, require that team to play until it does have a complete sentence. Appoint a new player to start the next round, explaining that a different sentence must be written. For a more challenging game, require the first player to write a word other than the first word of the sentence. Or have team members write the sentence backward, beginning with the first player writing the last word in the sentence! - See more at: http://www.themailbox.com/magazines/editorial/build-a-sentence-relay#sthash.VS1p4sco.dpuf


No Child Left Behind Comes to an End with the Passage of the Every Student Succeeds Act
In the News bog post by Andrew M.I. Lee

After 13 years and much debate, the No Child Left Behind Act (NCLB) has come to an end.
A new law called the “Every Student Succeeds Act” was enacted on December 10. It replaces NCLB and eliminates some of its most controversial provisions.
The Every Student Succeeds Act responds to some of the key criticisms of NCLB. One is that NCLB relied too much on standardized tests. Another is that schools faced harsh penalties when all of their students weren’t on track to reach proficiency on state tests.
At the same time, the new law keeps some aspects of No Child Left Behind. For example, states are still required to report on the progress of traditionally underserved kids. This includes kids in special education.
The new law is over 1,000 pages. But here are some of the most important things to know:
State Authority: Under the new law, the job of holding schools accountable largely shifts from the federal government to the states. But the federal government still provides a broad framework. Each state must set goals for its schools and evaluate how they’re doing. States also have to create a plan for improving schools that are struggling or that have a specific group of students who are underperforming.
Annual Testing: States still have to test students in reading and math once a year in grades 3 through 8, as well as once in high school. Students with IEPs and 504 plans will continue to get accommodations on those tests. And only 1 percent of all students can be given “alternate” tests.
Accountability: Under the new law, states may now consider more than just student test scores when evaluating schools. In fact, they must come up with at least one other measure. Other measures might include things like school safety and access to advanced coursework. But student performance is still the most important measure under the law.
Reporting: States have to continue to publicly report test results and other measures of student achievement and school success by “subgroups” of students. That includes students in special education, minorities, those in poverty and those learning English.
Proficiency Targets: From now on, states are required to set their own proficiency targets. They will also come up with a system of penalties for not meeting them. But the federal government will no longer require states to bring all kids to the proficient level on state tests. States also won’t have to meet federal targets for raising test scores. These changes will eliminate the harsh federal penalties schools faced under NCLB.
Comprehensive Literacy Center: The new law calls for the creation of a national center that focuses on reading issues for kids with disabilities. That includes dyslexia. The center will be a clearinghouse for information for parents and teachers.
Literacy Education Grant Program: The law authorizes Congress to give up to $160 million in literacy grants to states and schools. The grants will fund instruction on key reading skills, such as phonological awareness and decoding.
Opt-Out: Opt-out is when parents decide not to have their child take a standardized test. The new law doesn’t create a federal opt-out option for parents. But it also doesn’t stop states from having their own opt-out laws if parents don’t want their children to take state tests.
With the new law, states will have a bigger role in holding schools accountable. You can find out about your state’s laws and policies through your state’s Parent Training and Information Center.


February
February Fun Facts
February is the shortest month and the only month with fewer than 30 days. This year, it has 29.
A “leapling” is a person born on February 29. The odds of being a leapling are 1 in 1,461.

Dates to Know
2 Groundhog Day
4 Rosa Park’s birthday (1913)
8 Chinese New Year
11 Thomas Edison’s birthday (1847)
12 Abraham Lincoln’s birthday (1809)
14 Valentine’s Day
15 President’s Day
20 John Glenn, Jr. orbited Earth (1962)
22 George Washington’s birthday (1732)
26 Introduce a Girl to Engineering Day
29 Leap Day




Wednesday, January 13, 2016


Reading Resolutions
From The Mailbox
The new year is a great time for students to set new reading goals. Give each student a paper triangle (party hat) and direct the child to write on it a reading goal he or she would like to work toward, such as the number of minutes to read each day, the number of books to read each week, or the kinds of books to read. Next, provide time for each child to decorate the hat before sharing his or her goals aloud with the class. Post the hats on a display titled "Our Reading Resolutions." Then, once a week, pose one of the questions shown and direct each student to write a response in his or her journal. For younger students, pose a question to lead a class discussion.
• What have you done this week to reach your reading goal?
• How do you feel about your efforts to reach your reading goal?
Explain.
• Do you need to adjust your reading goal? Why or why not?
• What have you learned this week as you've worked toward your reading goal?
• What was the best thing you read this week while working toward your reading goal? Describe it.