Professional Skills and Abilities Students to gain more from instruction

Teachers Incorporate these affect

of Effective Teachers and have better understanding

There are 7 skills categorized in 4 areas

of classroom instructions to be used
constantly and proficiently

Focusing and Engaging Using Instructional Time Conducting Interactive Using Feedback and
Students’ Attention Effectively Instruction Reinforcement

It is important to help students come It is important to provide students

It is important to get students’ It is important to know that students
to a clear understanding of the with information about their
attention at the beginning of the learn more when they spend more
content. academic performance.
lesson and hold their attention time engage in learning activities.
throughout the lesson
How to do that? How to do that?
How to do that?
How to do that?
Using Questions Providing Clear Instruction Providing Feedback and
Optimizing Instructional Reinforcement
Establishing Set Time Effective questions require Instructional clarity refers to
students to actively process the teacher’s ability to provide Feedback is intended to inform
Orientation Set: to capture Below are 4 levels of information and compose an instruction that helps students students about the accuracy of
their attention by providing a instructional time: answer. come to a clear understanding their performance.
framework of the lesson of the material.
Mandated Time: is the formal Effective feedback includes
How to Ask Questions:
Transition Set: to help students time scheduled for school or Preparing and Entering the information about:
1. Lower-/Higher-order
understand the new material by academic activities (a year, a Lesson: at the beginning of the 1. The criteria used to evaluate
Questions (refer to the level
relating the new material to month, etc.) which includes non lesson, teachers should inform performance
of thought required to
what they have previously -instructional activities.. students of the lesson 2. How the student’s
answer the question)
learnt objectives to help them performance relates to the
2. Convergent/Divergent
Allocated Time: is the amount incorporate the new learning standard
(require thinking that moves
of mandated time scheduled for with the previous learning more 3. How the performance can or
Evaluative Set: to determine from the specific or narrow
academic activities. accurately. should be improved.
what students already know to the general or broad, or
about a topic and how best to vice versa) Principles in providing
teach the lesson by asking Academic Instruction Time: is 3. Content/Process (refer to Introducing and Emphasizing feedback:
questions or giving a short quiz the amount of allocated time whether the expected Important Points: it can be 1. Provide feedback as
when the teaching is actually answer are drawn directly done by writing the major frequently as possible
conducting instructional from the content). points on the board and/or 2. Provide feedback as soon
Using Variety activities. have students record the, or by after performance as
How to Obtain Good Answer: it pointing them out through possible
Academic Learning Time: the is important to use wait time verbal structuring or cuing. 3. Use student’s name and
Using variation not only prevent
amount of AIT which students (after we ask the students and comment specifically on
students from becoming bored,
are actively and successfully after students respond to the Elaborating on Important Ideas their performance
they also keep them interested
engaged in learning. question; for at least 3 to 5 or Concepts: it is important to 4. Focus feedback on the
and actively involved in the
lesson seconds) and that all students assume students that all new quality of the student’s
participate. terms are unfamiliar, so we can performance.
Variation in instructional deepen students understanding
Maintaining Momentum: of the material by providing Teacher-led Feedback: through
activities: allow students to How to Follow up Students’
maintaining the flow of examples, explanations, and verbal communication or
experience the content through Responses: Follow up is used
activities and the pace of elaborations. written on students’ works.
several sense; ask them to read, any time the students fails to
teaching and learning. respond accurately or
manipulate the material so they Students-led Feedback:
can see or hear it, then ask confidently. through peer checking or
them to write a summary of The pace of instruction must be 1. Probing (asking additional Monitoring Students’ student nomination.
their observation in a small adapted to: questions of the responding Progress
group. 1. Students’ abilities or student to help expand or Reinforcement is meant to
confidences raise the level of the improve students’ motivation
Monitoring students’
Variation in teacher-student 2. Difficulty or complexity of response)
understanding can be done in a by providing some type of
interaction: ensuring that there required tasks. 2. Redirecting (asking another reward.
variety of ways:
are multiple and different steps student to answer the same
1. Formal Ways (by using tests,
to the groups’ tasks, asking question to follow up the A variety way to provide
quizzes, homework, and
questions, encouraging incorrect response) reinforcement:
projects)
comments, and breaking up the Making Smooth Transition: 3. Rephrasing (rewording the 1. Verbal Praises (by repeating
2. Informal Ways (by providing
task with some whole class transitions occur when we question to clarify a or rephrasing student’s
open environment for
conversation or discussion change the topic. question). comment or answer, or
students to ask questions or
groups’ progress. including it into classroom
clarify misunderstanding,
Plan the transition to predict Clarification Games: Make list discussion)
and watch for verbal and
points where the topics change of sentences with one word in 2. Non-verbal Expressions (like
non-verbal indications that
to make the transitions bold, ask students “what does nods or smiles, eye contact,
they don’t understand.
Fanisa Salma Maida (1202617009/ 17DA) smoother that mean?” gestures, or proximity.