EDU Midterm - TEACHING TECHNIQUES ONLY

consists of learning theories and techniques to use in the classroom

exemplar planning

teacher use examples of strong student work to plan lessons and clarify what successful work should look like, a teacher should have a copy of the work they’re giving in order to help students understand expectations, help them with they’re mistakes, and guide their learning smoothly and efficiently.

plan for error

anticipating specific mistakes our students are likely to make and planning corrective actions, the purpose is it makes it easier for the teacher to help students, and the students gain more trust in the teacher because they have the ability to anticipate the errors and correct them with purpose.

delivery moves**

specific strategies teachers use when presenting a lesson, such as pacing, tone, explanations, and questioning to communicate content effectively. the purpose is to keep students engages, make information easier to understand, and ensure that instruction supports student learning.

double plan

technique were teachers plan both what they will do during and lesson and what students will be doing at each moment. the purpose is to keep students actively engaged in meaningful learning activities and ensure that every part of the lesson supports the learning objective.

knowledge organizers

visual tools, such as charts or diagrams, that organize important information, key concepts, and vocabulary students need to learn. the purpose is to help students connect idea, remember essential information, and built a stronger understanding of the material.

replace self-report

teaching technique in which teachers check students actual understanding instead of relying on students to say whether they understand the material. the purpose is to give teachers accurate information about student learning so they can identify misunderstandings and adjust instruction when needed.

retrieval practice

technique in which students recall information they have already learned from memory without looking at their notes or learning materials. is to strengthen students memory, improve long-term retention, and help teachers identify what students understand and what they need to review.

Standardize the format

technique in which teachers establish consistent formats and procedures for presenting information and completing classroom tasks. to reduce confusion, create consistency, and help students focus on learning rather than figuring out how to complete each tasks.

active observation (activeObs)

active observation is a teaching technique in which teachers circulate around the classroom and closely monitor students work, behavior, and understanding during activities. purpose is to help teachers identify students misunderstandings, provide immediate feedback, and keep students focused and engaged in learning.

show me

technique in which students demonstrate their understanding by displaying their work or answers, such as holding up a whiteboard or pointing to a response. the purpose is to allow teachers to quickly check every students understanding and identify mistakes or misconceptions before moving on to the next lesson.

affirmation checking

teaching technique in which teachers verify that students understand directions and exceptions by asking them to explain or repeat what they are supposed to do. to ensure students understanding directions and expectations asking them to explain or repeat what they are supposed to do. to ensure students understand the task before beginning, reduce confusion, and help classroom activities run smoothly.

culture of error

technique in which teachers create a classroom environment where mistakes are treated as a normal and valuable part of the learning process. purpose is to encourage students to take acedemic risks, learn from their mistakes, and feel comfortable participating without fear of embarrassment.

show call

technique in which a teacher displays a students work for the class to analyze, discuss, and learn from. purpose is to highlight strong examples, address common mistakes, and help students understand what quality work looks like.

own and track

technique in which students take responsibility for their progress by recording, monitoring, and reflecting on their learning and performance. purpose is to help students recognize their growth, take ownership of their learning, and identify areas where they need improvement.

no opt out

technique where students whop initially cannot answer a question are given support and another opportunity to respond correctly. purpose is to build student confidence, reinforce learning, and ensure that every student is expected to participate and master the material.

right is right

technique in which teachers hold students to a high standard of accuracy by ensuring their answers are fully correct rather than accepting partially correct responses. purpose is to encourage precise thinking, strengthen students understanding, and ensure they develop complete and accurate knowledge of the material.

stretch it

technique where teachers ask follow-up questions after a student answers correctly to push them to explain their thinking, apply their knowledge, or make deeper connections. purpose is to challenge students beyond simply getting the right answer, to deepen their understanding and encourage critical thinking.

format matters

technique in which teachers require students to answer questions using complete sentences, proper grammar, and appropriate academic language. purpose is to help students communicate their ideas clearly, develop strong academic speaking and writing skills, and prepare for expectations beyond the classroom.

without apology

technique in which teachers present academic content confidently and communicate that the material is important and worth learning, without apologizing for its difficulty or relevance. purpose is to build students confidence in challenging material, maintain high academic expectations, and show students that learning is valuable even when it is difficult.

do now

teaching technique in which students begin a short, independent academic task immediately upon entering the classroom. the purpose is to establish a productive classroom routine, maximize learning time, and prepare students minds for the lesson.

take the steps

teaching technique where teachers breakdown a complex task or skill into smaller, clearer, more manageable steps that students can follow. purpose is to make challenging material easier to understand, helps students build the skill gradually, and support them better to complete the tasks independently.

board = paper

technique in which students copy information, notes, or examples from the board into their own notebooks or papers. purpose is to help students organize notes, follow the lesson closely, and create a reliable reference for studying and reviewing material later.

independent reading

technique in which students read on their own to practice skills, build fluency and engage with texts at an appropriate level. the purpose is to strengthen reading comprehension, expand vocabulary, and develop students ability to read and understand texts independently.

FASE reading

technique that breaks complex tasks and readings into structured phases to help students actively engage with a text, process information and build understanding. purpose is to improve reading comprehension, encourage critical thinking, and help students understand and remember what they read.

circulate

technique in which teachers move around the classroom while students work to monitor their progress, check understanding, and provide support. purpose is to keep students engaged, identify mistakes early, and provide immediate feedback to improve learning.

exit ticket

technique where students complete a short question or task at the end of a lesson to demonstrate what they have learned. the purpose is to asses students understanding, identify areas of confusion, and help teachers plan future instruction based on students needs.

change the pace

technique in which teachers vary the speed, activities, or instructional methods during a lesson to maintain students’ attention and engagement. purpose is to prevent boredom, keep students focused, and adjust instruction to support student understanding and learning.

brighten the lines

technique in which teachers make the boundaries between different levels of work, expectations, or performance clearer so students can recognize what success looks like. purpose is to help students understand academic expectations, identify the difference between strong and weak work, and improve the quality of their own performance.

all hands

technique where teachers use strategies that require every student to participate and respond, rather than allowing only a few students to answer. purpose is to increase participation, keep all students engaged, and help teachers check the understanding of the entire class.

work the clock

technique where teachers plan and manage lesson time carefully to keep activities moving efficiently and minimize wasted instructional time. to maximize learning time, maintain student engagement, and ensure that all important lesson objectives are covered within the allotted time.

every minute matters

technique where teachers make purposeful use use of every moment of class time to support and avoid unnecessary downtime. purpose is to maximize instructional time, keep students actively engaged, and ensure that every part of the lesson contributes to student learning.

phrasing fundamentals

technique in which teachers use clear, precise, and intentional language to give directions, ask questions, and explain information to students. purpose is to make instructions easier to understand, reduce confusion, and help students focus on the most important information during a lesson.

Wait Time

technique where teachers intentionally pause after asking a question to give students time to think before answering. purpose is to encourage deeper thinking, improve the quality of student responses, and give all students an opportunity to participate.

cold call

technique where a teacher asks a question and call on a student to answer regardless of whether they volunteered. purpose is to keep all students engaged and accountable for learning while encouraging everyone to prepare to participate in classroom discussions.

call and response

technique in which the teacher says a phrase, asks a question, or give a cue that students respond together as a class. purpose is to reinforce important information, increase students engagement, and build classroom energy through active participation.

means of participation

technique in which teachers use different methods, such as hand signals, written responses, or partner discussions, to give students ways to actively participate in learning. purpose to increase students involvement, give every student an opportunity to contribute, and help teachers assess understanding throughout the lesson.

break it down

technique in which teachers ask follow-up questions to help students explain their reasoning and show how they arrived at an answer. purpose is to uncover students thinking, check their understanding, and help them develop stronger reasoning skills instead of simply giving the correct answer.