1. Mary Holt and Jordan Gilbert

2.  Assessments that are on-going and are to see
how a student is comprehending the
information. Many of these are informal.
 This includes quizzes and reviews. It can
also be as simple as just seeing how the
student is performing in class and seeing if
they understand the material.
 This helps the teacher to see which areas
they need to do more work in.
 (Formative vs. Summative)

3.  Thisis done at the end of a topic or at the
end of the year to see how the program has
done. These are done at a predetermined
time.
 These can be state standardized tests,
exams, SAT or ACT, and others.
 These are also done to see what areas the
student needs work in.
 (Formative vs. Summative)

4.  Put the students into groups and number
each student in the group from one to max
number in group. Have the groups think
about a question or problem, and then call
out a number randomly, and that person has
to answer in each group. This way each
student has to know and understand the
answer, because they do not know which
number is going to be called.
 (Numbered Heads Together)

5.  This makes the students discuss what they
have learned with others
 Group learning methods encourage students
to take greater responsibility for their own
learning and to learn from one another, as
well as from the instructor (Terenzini &
Pascarella, 1994).
 Cooperative learning has been shown to
increase student achievement, race
relations, acceptance of special needs
students, and self-esteem (Slavin, 1995).
 (Numbered Heads Together)

6.  Have the students make out a chart that says what I
know, what I want to know, and what I learned at the
top of three columns. Have the students fill out the
first two columns before you start working on the
topic and have them fill out the last column during
and after the topic is covered. These can be done
individually or as a whole classroom
 This procedure helps students activate background
knowledge, combine new information with prior
knowledge, and learn technical vocabulary related to
a thematic unit. Students become curious and more
engaged in the learning process, and teachers can
introduce complex ideas and technical vocabulary in
a nonthreatening way.
 (Tompkins 2010)

7.  This helps students activate background
knowledge, learn academic vocabulary, and
connect information
 This method helps students become more
interested in what they are learning and helps
involves them in the learning process.
 (Tompkins 2010)
K W L
What you know? What do you want to What did you learn?
know?

9.  Lecture is when an instructor is the central
focus of information transfer.
 Typically, and instructor will stand before a
class and present information for the
students to learn.
 Very little exchange occurs between the
instructor and the students during a lecture.

10.  Formal Lecture
 Used when presenting information to a large
audience
 One way communication from instructor to students
 Student participation is limited
 Informal Lecture
 Involves active student participation
 Achieved through the use of questions
 Effective two way communication process
 Preferred over formal lecture

11.  Lectures are straightforward way to impact
knowledge to students quickly.
 Instructors also have a greater control over what
is being taught in the classroom because they
are the sole source of information.
 Students who are auditory learners find that
lectures appeal to their learning style.
 Logically, a lecture is often easier to create than
other methods of instruction.
 Lecture is a method familiar to most teachers
because it was typically the way they were
taught.
 Because most college courses are lecture-based,
students gain experience in this predominant
instructional delivery method.

12.  Students strong in learning styles other than
auditory learning will have a harder time being
engaged by lectures.
 Students who are weak in note-taking skills will
have trouble understanding what they should
remember from lectures.
 Students can find lectures boring causing them
to lose interest.
 Students may not feel that they are able to ask
questions as they arise during lectures.
 Teachers may not get a real feel for how much
students understand because there is not much
opportunity for exchanges during lectures.

13. Formative vs. Summative Assessments. Classroom Assessment. Retrieved January 23,
2012, from http://fcit.usf.edu/assessment/basic/basica.html
Kelly, M. (n.d.). Lecture pros and cons. Retrieved from
http://712educators.about.com/od/lessonplans/p/lecture.htm
Method of instruction. (n.d.). Retrieved from http://www.drillpad.net
Numbered Heads Together. Teacher Vision. Retrieved January 23, 2012, from
http://www.teachervision.fen.com/group-work/cooperative-learning/48538.html
Tompkins, G.E. (2010) K-W-L Charts. Education.com. Retrieved January 23, 2012, from
http://www.education.com/reference/article/K-W-L-charts-classroom/