The district must provide students the opportunity each year to select courses in which they intend to participate from a list that includes all courses required to be offered in subsection b 2 of this section. If the school district will not offer the required courses every year, but intends to offer particular courses only every other year, it must notify all enrolled students of that fact. A school district must teach a course that is specifically required for high school graduation at least once in any two consecutive school years. For a subject that has an end-of-course assessment, the district must either teach the course every year or employ options described in Subchapter C of this chapter relating to Other Provisions to enable students to earn credit for the course and must maintain evidence that it is employing those options.
The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion. How familiar are students with important names, events, and places in history that they will need to know as background in order to understand the lectures and readings e.
How are students applying knowledge and skills learned in this class to their own lives e. To what extent are students aware of the steps they go through in solving problems and how well can they explain their problem-solving steps e.
How and how well are students using a learning approach that is new to them e. Using Specific Types of CATs Minute Paper Pose one to two questions in which students identify the most significant things they have learned from a given lecture, discussion, or assignment.
Give students one to two minutes to write a response on an index card or paper. Collect their responses and look them over quickly. Their answers can help you to determine if they are successfully identifying what you view as most important.
Muddiest Point This is similar to the Minute Paper but focuses on areas of confusion. Problem Recognition Tasks Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class.
Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem. Documented Problem Solutions Choose one to three problems and ask students to write down all of the steps they would take in solving them with an explanation of each step.
Consider using this method as an assessment of problem-solving skills at the beginning of the course or as a regular part of the assigned homework. Directed Paraphrasing Select an important theory, concept, or argument that students have studied in some depth and identify a real audience to whom your students should be able to explain this material in their own words e.
Provide guidelines about the length and purpose of the paraphrased explanation. Applications Cards Identify a concept or principle your students are studying and ask students to come up with one to three applications of the principle from everyday experience, current news events, or their knowledge of particular organizations or systems discussed in the course.
Student-Generated Test Questions A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam.
Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam. Below are some strategies that you can use to do this. Complete the assessment task yourself or ask a colleague to do it to be sure that it is doable in the time you will allot for it.
From Angelo, Thomas A.
A Handbook for College Teachers.Qualities of strong writing instruction. In order for teachers to support all students' writing ability development, certain qualities of the writing classroom must be present.
Design and planning resource for classroom teachers, instructional designers, and professors of education.
The glossary lists, describes, and provides links for over educational strategies, theories, and activities. Curriculum with Instructional Strategies and Professional Development The Writing Alive Philosophy Empowered (trained) teachers result in successful students.
writing encouraged across the curriculum: response, write in math, science to synthesize information. Students equipped to write to the purpose, anytime. Six-Trait. § Description of a Required Elementary Curriculum.
(a) A school district that offers kindergarten through Grade 5 must provide instruction in the required curriculum as specified in § of this title (relating to Essential Knowledge and Skills).
Introduction: Writing Across the Curriculum What is it? Teachers across the disciplines use writing-to-learn and writing-to– demonstrate- knowledge to. Writing Better: Effective Strategies for Teaching Students with Learning Difficulties [Steve Graham Ed.D., Karen Harris Ed.D.] on regardbouddhiste.com *FREE* shipping on qualifying offers.
Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed.