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Embed Effective Teaching in the Classroom

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  1. Module Introduction
    5 Topics
  2. Introduction to Embedding Effective Teaching in the Classroom
    21 Topics
    |
    3 Tests
  3. Placement Assessment and Preparing for Learning
    22 Topics
    |
    3 Tests
  4. Delivering Instruction and Modelling Techniques (Part 1)
    22 Topics
    |
    3 Tests
  5. Checking for Mastery and Model Techniques (Part 2)
    20 Topics
    |
    3 Tests
  6. Lead Techniques 1
    19 Topics
    |
    3 Tests
  7. Lead Techniques 2
    22 Topics
    |
    3 Tests
  8. Independent Work
    18 Topics
    |
    3 Tests
  9. Check for Mastery and Administering Program Assessments
    22 Topics
    |
    3 Tests
  10. Differentiating Effective Instruction to Reach all Learners
    21 Topics
    |
    3 Tests
  11. Embedding Parent Engagement
    19 Topics
    |
    3 Tests
  12. Module Completion Survey
    1 Topic

Tests

Participants 259

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Self-Reflection on Preparing for Learning

Educators reflecting on their preparation for learning is crucial for enhancing instructional effectiveness. This reflection prompts educators to evaluate how efficiently they organise materials before each lesson and assess whether these practices contribute to seamless transitions and minimal disruptions in the classroom. Preparation routines impact student engagement and overall learning outcomes. Identifying areas for improvement and developing strategies to enhance preparation processes can optimise classroom engagement and instructional time. Through this reflective process, educators can create a well-prepared learning environment that maximises teaching and learning experiences for all participants.

Here are some questions to facilitate your reflection:

  • Am I confident in delivering lesson content seamlessly at the required pace due to thorough preparation?
  • Do I find that my preparation efforts contribute to minimising distractions and disruptions, thus maximising instructional time?
  • Are my students able to participate fully and maintain focus on their learning tasks due to my preparation efforts?
  • Do they have ample time to practise and consolidate their skills during class?
  • Do I review each lesson beforehand to determine the necessary materials and resources?
  • How effectively do I organise and place resources in accessible locations for students?
  • Am I using routines for resource distribution and collection to streamline classroom processes?
  • Do I regularly check that all materials are stored properly and in good condition?
  • Have I established clear routines for students to collect and return resources as they enter and exit the classroom?
  • Are students prepared with necessary materials, such as whiteboards, when needed for learning activities?
  • Do students know how to submit work quietly and efficiently, without disrupting the class flow?

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