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Teachers should ask a variety of lower-order and higher-order questions to ensure wide participation from students. When asking questions, teachers should wait several seconds for a student to answer before moving on. Feedback to students should be honest, unambiguous, immediate, specific, brief, and corrective. Teachers can use other students and self-reflection as additional sources of feedback. Practice improves retention, so teachers should implement fun practice activities in the classroom.
Teachers should ask a variety of lower-order and higher-order questions to ensure wide participation from students. When asking questions, teachers should wait several seconds for a student to answer before moving on. Feedback to students should be honest, unambiguous, immediate, specific, brief, and corrective. Teachers can use other students and self-reflection as additional sources of feedback. Practice improves retention, so teachers should implement fun practice activities in the classroom.
Teachers should ask a variety of lower-order and higher-order questions to ensure wide participation from students. When asking questions, teachers should wait several seconds for a student to answer before moving on. Feedback to students should be honest, unambiguous, immediate, specific, brief, and corrective. Teachers can use other students and self-reflection as additional sources of feedback. Practice improves retention, so teachers should implement fun practice activities in the classroom.
1. What can a teacher do to make sure that they ask a variety of questions that are lower order and higher order? 2. When asking questions of students, how can you ensure wide participation among the members of the class? 3. When a teacher asks a question in class, how much time should they wait before a student should be expected to answer? 4. Chance writes in his text that feedback must be one or more of the following: a) Honest b) Unambiguous c) Immediate d) Specific e) Brief f) Corrective Select two of these types of feedback and describe what they would consist of in your content area classroom. 5. In addition to the teacher, what are some other sources of feedback for students in the classroom? 6. Are other students a reliable form of feedback? How might you use other students to give feedback in your classroom? 7. Ultimately, we may be our own best source of feedback. What sorts of things can a teacher do to or have the student do to guide the student toward improved performance? 8. Chance says that practice improves retention. What sort of practice could you do in your classroom to improve retention? 9. Chance also says that practice should be fun. What sorts of fun practice activities might you implement in your classroom? 10. Can you name some things you do personally to practice important skills and improve your academic performance or your selfconfidence?