Clark Deveza

Dr. Jeffrey Spanogle

Instructional Alignment 1

Febraury-April 2017

Chapter 6: Act of Teaching

ThePowerofCurriculum

InstructionalObjectives

instructionalobjectivesdescribeswhatlearnersmustknowandbeabletodo.Specificobjectives
aremuchlikebenchmarks(seepage172).

Instructionalobjectivesdifferintwoways.

1. General
2. Specific

The kinds of objectives we use result in three different kinds of learning: cognitive, affective,
psychomotor

1. Cognitive domain
2. Affective domain

The value of specific objectives.

Preparing Instructional Plans of Varying Duration

Preparing, Long-range Plans: Yearly and Semester Plans

Preparing Lesson Plans.

Collaborative, Cooperative, or Team Planning

Reflection on Chapter 6:
When I state my objectives I must try to be always specific. It is the same way as doing the
developing of lesson part of my lesson plans.

Chapter 7-8: Act of Teaching

1.Good presenters

2. Good presentations

-handouts

-closure

3. What is discussion

- its purpose

Group arrangement

Role of the teacher

When individual study should be used

For Chapter 8:

What is cooperative learning.

1. Variations on cooperative learning

2. Good cooperative learning
3. Limtiations

Discovery learning

Purposes and Characteristics of Constructivism

Direct instruction

Reflection on chapter 7-8

I would want assess my students through discussion. This can be connected to cooperative
learning wherein I can get to see my students cooperate with each other.

Chapter 9: Act of Teaching

Defining classroom assessment, measurement, and evaluation.

Assessmentistheprocessofcollecting,synthesizing,andinterpretinginformationtoaidin
decisionmaking.Thisincludesawiderangeofactivitiesfrominformalapproaches,suchas
usingquestionswithinalessonorwatchingstudentsastheyengageinsmallgroupdiscussions,
toformalapproaches,likeprojectsortests.

Accuracyofinformation

Formativeversussummativeassessment

Standardizedtestingandstandardscores

Reflectiononchapter9:

IfIdonotgivemystudentstestsasapartoftheirformativeassessment,thenIamareallybad
teacher.ToensuretheirlearningIshouldgivethemreasonabletests.

Chapter1011:ActofTeaching

EffectiveTeachers:PersonalAttributesandCharacteristics

1. Motivatingpersonality
2. Orientationtowardssuccess
3. Encouragingandsupportive
4. Professioanldemeanor
5. GodOriented
6. Serious
7. Deliberate
8. Organized
9. Adaptable/flexible

Forchapter11:

1FocusingandengagingStudentsAttention

3. UsingVariety
4. InstructionalActivitiesandmaterials
5. Interactingwithstudents
6. Usinginstructionaltimeefficiently
7. Conductinginteractiveinstruction
feedback
reinforcement
ReflectiononChapter1011

IpraythatIwillhavethepersonalattributesstatedabove.Ialsodesiretogivemystudents

reasonableactivitiesforthemnotonlytolearnbuttoseemypositivecharacterinhelpingthem

succeed.

Chapter1314:ActofTeaching

1. Whatistheproblem?
2. Affliation
3. Control

PreventingandResolvingSchoolConflict

Forchapter14:

Thanksgivingreconsidered

Characteristicsofreflectivepractioners

Benefitsofreflectingonteaching

Reflectiveteaching

ReflectiononChapter1314

Icanmaketwoconnectionsonhowtodealwithconflictandbeingareflective

practitioner.First,Ineedtosolveconflictbiblicallybypointingthetwoopposing

partiestotheWordofGod.Lastly,Ineedtoalwaysreflectonmyactivitiesasaredemptive

teacherandtrytobethebestversionofmyselfeverysingletimeforGodsglory.