Principles of Teaching 2

Communicating Clearly and Accurately

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ELEMENTS:Communicating Clearly and Accurately 1Expectations for Learning 2Directions and Procedures 3Explanations of Content 4Use of Oral and Written Language

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Expectations for LearningDiscussion, Examples1

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The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning. The teacher links the instructional purpose of the lesson to student interests the directions and procedures are clear and anticipate possible student misunderstanding. The goals for learning are communicated clearly to students. Even if goals are not conveyed at the outset of a lesson (for example, an inquiry-based lesson in science), by the end of the lesson students are clear about what they have been learning. Expectations for Learning

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EXAAMPLES:Expectations for Learning

The teacher says, By the end of todayslesson, youre all going to be able tofactor different types of polynomials.

The teacher says, Heres a spot where somestudents have difficulty . . . be sure to read itcarefully.

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Anticipate possible student misunderstanding.

Teacher Students(Students Teacher)

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2Directions and ProceduresDiscussion, Examples

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Directions and ProceduresStudents are clear about what they are expected to do during a lesson, particularly if they are working independently or withclassmates, without direct teacher supervision. The directions for the lesson activities may be provided orally, in writing, orin some combination of the two.

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The teacher explains procedures and directions clearly.The directions and procedures are clear and anticipate possible student misunderstanding.

Directions and Procedures

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The teacher uses a board or projection device so students can refer to the directions during an activity. While reviewing the directions for an activity, the teacher clarifies one of the steps.

EXAMPLES:

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3Explanations of ContentDiscussions,; Examples

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Teachers explanation of content iswell scaffold, clear and accurate, andconnects with students knowledge andexperience.During the explanation of content, theteacher invites student intellectualengagement.The teacher makes no content errors.Artful scaffoldingConnecting with students interests.Students contribute to extending the content

Explanations of Content

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Fountain GeyserIn the course of a presentation of content, the teacher asks students: Can anyone think of an example of that?

The teacher asks a student to explain the task to other students.

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Use of Oral and Written Language

Language; Vocabulary 4

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Teachers spoken and written language is clear and correct and uses vocabulary appropriate to the students ages and interests.The teachers vocabulary and usage are correct and completely suited to the lesson.

Extend students vocabularies.Uses rich language

Use of Oral and Written Language

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The teacher incorporates previously learned vocabulary (such as genotype and phenotype) when teaching about Punnett Squares.

The teacher pauses during an explanation of the civil rights movement to remind students that the prefix in, as in inequality, means not and that the prefix un means the same thing.

Use of Oral and Written Language

PUNNET SQUARE

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