This document discusses key strategies for teaching secondary students. It outlines six main strategies: creativity and innovation, managing impulsivity, collaborative work, making inferences, metacognition, and empathetic listening. For each strategy, an example is provided of how it could be implemented in a classroom. The strategies include allowing students to be creative in labs and designs, using "wait time" to manage impulsivity, assigning collaborative problem-solving activities, having students apply concepts to real-world examples, incorporating self-reflection activities, and observing empathetic listening among students. The overall document provides research-based teaching methods and gives classroom-level examples of implementing each strategy.

1. Kenyatta Moore
Secondary Teaching Methods
MED/560

2.  Creating, Imagining,& Innovating
 Managing Impulsivity
 Thinking Interdependently
 Inference & Application in new situations
 Metacognition
 Empathetic Listening & Understanding

3.  Creativity should be welcomed in all classrooms and students should
be encouraged to complete all task.
 Teachers should be able offering constructive criticisms in a positive
manner where students are receptive and make continuous
improvements.
 Examples/Support:
◦ Within a science classroom, I foster creativity, imagining, and innovation
by allowing my students to hypothesize for labs, create imaginative
organisms for biodiversity, create new organisms by combining
organism’s DNA (transgenic organisms). Students are able to collaborate
and design organisms (false) and justify the organism’s habitat and niche.

4.  Students having discipline and being knowledgeable of how
to conduct themselves to think before they speak or complete
 Possessing this attribute is conducive to collaborative group
work, class discussion.
 Examples/Support:
◦ I employ the strategy of “Wait Time,” which is after I pose a
question to the class, it is mandatory that students wait at least
10 seconds before they can raise their hand to be identified to
answer.

5.  Globalization and interconnectedness of all
mankind has integrated us to solve real world
issues that caused us to be interdependent.
 Example/Support:
◦ In my classroom, I observe listening, empathy, and
students working cooperatively . This characteristic may be
expounded in the classroom by assigning problem-based
learning assignments and research-based activities.

6.  Students need to learn how to apply what they already know
(inference) when learning new information. I considered this
to aid in conceptualization.
 Students should have relevance between what they learn in
class and associate that learning to real world experiences.
 Example/Support:
I introduced the unit on
macromolecules, (carbohydrates, lipids, protein, & nucleic acid). I
had students to design a poster group of each molecule and now
identify how those same molecules are what all living things are
composed of.
Students were able to identify and apply this to the statement, “You
are what you eat.”

7.  Reflecting upon one’s own thinking can
improve one’s thinking as well when it comes
to planning and assessing oneself or others.
 Example/Support :
 In my class, I allow students to do self-reflective
journaling, portfolios, and self-assessment
activities such as learning style inventories, and
group peer assessments using rubrics. I feel this
help student expertise and see exemplars of what
is high-quality work.

8. Kellough, R. D., Kellough, N. G. (2011). Secondary school
teaching: A Guide to Methods and Resources (4th ed.)