This document discusses the importance of instructional materials for teachers. It states that instructional materials are essential for teachers in all aspects of teaching, including lesson planning, background knowledge on subjects, and assessing students. Young and inexperienced teachers especially rely on these materials. The document explains that instructional materials help teachers supplement their knowledge and provide suggestions for lesson plans and assessment methods. It argues that it is difficult for teachers to teach effectively without instructional materials.
Early childhood teaching are regarded as the fundamental building block for mature adults. A proper basic system of education in the schools is crucial for restructuring children's self-motivated actions and developing them into responsible future citizens. A child's overall physical and mental development is impacted by their early educational experiences and journey.
1. Principals support teachers' instructional methods and their modifications of instructional approaches and materials. Principals assume a proactive role in supporting teachers' instructional efforts. They communicate directly and frequently with teachers about instruction and student needs. An example of frequent interaction with teachers is principals making a "conscious effort to interact in a positive manner with every teacher on a daily basis
2. Principals allocate resources and materials.Teachers address students' basic needs when they provide pencils and paper to students. Likewise, principals provide a service to teachers' basic instructional needs by allocating resources and materials. Teachers address students' basic needs when they provide pencils and paper to students. Likewise, principals provide a service to teachers' basic instructional needs by allocating resources and materials. When instructional leaders know what is happening in classrooms, they are better able and willing to provide resources and materials that support teachers' instructional efforts.
3. Principals frequently visit classrooms for instructional purposes. School practices of regular communication with parents promote attention to students' progress. Similarly when principals frequently visit classrooms, they provide attention to teachers' efforts and progress in instructional matters.
To gain knowledge of what is occurring in classrooms and the materials being used, effective principals frequently observe teachers' instructional methods.
4. Principals solicit and provide feedback on instructional methods and techniques. When principals interact with teachers about classroom efforts, they are communicating with teachers about the instructional process just as teachers interact with students about their progress. Such two way communication is critical in establishing a climate of collaboration. 5. Principals use data to focus attention on improving the curriculum or instructional approach to maximize student achievement.
Students greatly benefit from using computer-assisted-instruction programs that provide data-based feedback and maintain individual student records of performance. Similarly, when principals use data about trends in students' performance to adjust the curriculum or instructional practices being used, instruction is maximized.
6. Principals use data and faculty input to determine staff development activities that strengthen teachers' instructional skills.
Effective teachers determine the academic needs of students with the use of data such as reading inventories. Similarly, effective principals use data to determine areas of need for staff development activities.
To carry out these tasks, the principal must possess critical interpersonal and technical skills. Interpersonal skills include those of communication, motivation, decision making, problem solving, and conflict management. Technical skills include ways to approach goal setting, as
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This documents present an overview of effective teaching such as
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Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
TITLE : MEANING OF EFFECTIVE TEACHER SKILLS AND ABILITIES OF EFFECTIVE TEACHER
Designed By : Muhammad Atif Ali Baig ( M.Sc Physics )
CONTACT : matifalibaig@gmail.com ( 03482091331 )
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instructional accomplishment report
1. Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
Moncada South District
CALAPAN ELEMENTARY SCHOOL
Moncada, Tarlac
School Year 2013- 2014
Prepared by:
LORENJONE S. VALDEZ
Teacher
Noted:
RAUL V. MENDOZA
ESHT-III
ACCOMPLISHMENT REPORT
Grade VI
Instructional
2. Instructional materials are highly important for teaching, especially for inexperienced
teachers. Teachers rely on instructional materials in every aspect of teaching. They need
materials for background information on the subject they are teaching. Young teachers usually
have not built up their expertise whenever they enter into the field. Teachers often use
instructional materials for lesson planning. These materials are also needed by teachers to
assess the knowledge of their students. Teachers often assess students by assigning tasks,
creating projects, and administering exams. Instructional materials are essential for all of these
activities.
Teachers are often expected to create their own lesson plans. This can be difficult,
especially if the teacher has limited background knowledge on the subject. Teachers are
expected to have a wide variety of expertise in many different fields. Often, they need
instructional aides to supplement their knowledge. Instructional materials can help provide
background knowledge on the subject the teacher is planning for, and offer suggestions for
lesson plans. Lesson planning is often the most stressful aspect of teaching. Teachers are
usually dependent on them to do their job properly.
Assessing students correctly can sometimes be a challenge. There is some controversy
about the effectiveness of exams in assessing the ability of students. Instructional materials can
offer some insight into the best methods of creating exams. These materials can also help
teachers create assignments and project ideas for students. Teachers are required to use
several different methods for assess their students in order to provide the most accurate
assessments. Instructional materials often provide innovative and creative ways to assess
students’ performance. It is hard to imagine any teacher who is capable of teaching effectively
without the accompaniment of instructional materials. In addition to this, any teacher who is
deprived of instructional materials most likely experiences stress and anxiety on a daily basis.
Introduction