NetAPT Module 4: Teaching Foundations

Module 4, Teaching Foundations, focuses on implementing the pedagogical knowledge and skill acquired in prior modules. After revisiting learner profiles and student data, participants will implement strategies to increase learner motivation and apply lesson essentials to hone the instructional craft.

Module 4 competencies include:

I modify instructional methods and activities to address diverse student needs, learning characteristics, and interests.

Identify student strengths, needs, and interests.
Integrate student interests into instruction.
Adapt instructional strategies to meet diverse strengths and needs.

I provide students with an understanding of why the content or skill is being taught, why it is important for them to master, and how it will impact them in their own lives.

Ensure content is meaningful to students.
Highlight the “why” of the lesson.

I use student directed learning experiences and activities that encourage student inquiry, curiosity, and exploration.

Utilize student-directed learning as an engagement strategy.
Integrate opportunities for inquiry, curiosity, and exploration.
Provide real-life examples during instruction.

My activities and materials are sufficiently challenging and offer options to sustain student attention.

Identify ways to identify and teach within students’ Zone of Proximal Development.
Integrate options for student engagement.

My activities and materials provide opportunities for student-to-student interaction.

Identify options for student-to-student interaction.
Integrate opportunities for student collaboration.

My activities and materials incorporate resources beyond the school curriculum text, including multimedia and technology.

Use technology to integrate options for engagement by recruiting interest (UDL Engagement, Guideline 1)
Use technology to integrate options for engagement by sustaining effort and persistence (UDL Engagement, Guideline 2)
Use technology to integrate options for engagement by promoting self-regulation (UDL Engagement, Guideline 3)

I communicate learning objectives that are aligned to state content standards, clear for students to understand, and connected to prior learning.

Develop learning objectives that are aligned with state standards.
Communicate learning objectives clearly for students to understand.
Identify learning objectives based on students’ prior knowledge and learning.

My expectations for student performance are clear and appropriately demanding; I model these expectations for my students.

Communicate expectations with students clearly.
Set expectations that are appropriately demanding.
Model expectations for students.
Expectations provide opportunity for students to demonstrate mastery.

My lessons contain a beginning, middle, and end and provide opportunities to connect concepts and reflect.

Include a beginning, middle, and end for instructional activities in a lesson plan.
Provide students with opportunities to connect key concepts and reflect.

My lessons start promptly and I maintain an appropriate instructional pace throughout (not too slow, not too fast).

Discuss the importance of appropriate instructional pacing.
Start a lesson promptly and maintain appropriate pacing throughout a lesson.

I make smooth transitions when starting a lesson, distributing materials, changing activities, and closing a lesson.

Identify examples of smooth transitions in lessons.
Plan smooth transitions (e.g., starting a lesson, distributing materials, changing activities, and closing a lesson) when designing a lesson

I circulate during instructional activities to support engagement and monitor student work.

Monitor student progress by circulating a classroom during instructional activities.
Provide support to students during instructional activities to increase engagement.

I provide appropriate wait time when prompting students.

Identify the benefits of providing appropriate wait time.
Utilize appropriate wait time during lesson.

I ask questions of volunteers and non-volunteers balancing ability, sex, linguistic diversity, prior knowledge, and experience.

Provide sufficient opportunities to respond by asking questions of volunteers and non-volunteers.
Ask questions with the consideration of student ability, gender, linguistic diversity, prior knowledge, and experience.

I utilize a variety of grouping arrangements and compositions (e.g., whole class, small groups, pairs, individual; hetero- or homogenous ability; demographics) to enhance student understanding and learning efficiency.

Implement a variety of grouping arrangements and compositions.
Decide an effective group arrangement to improve student understanding and learning efficiency.

I set expectations and hold students accountable for knowing their roles, responsibilities, and group work expectations.

Share expectations with students to inform them of their roles, responsibilities, and group work expectations.
Implement strategies for holiding individuals and groups accountable for content and process skills.
Plan ways to help students manage conflict that might arise when working in groups.

Module Assessment

Participants demonstrate mastery of Module 4 through a 1) a portfolio of lesson plans, videos, and reflections highlighting strategies for motivating learners and utilizing lesson essentials that lead to increased time on task and 2) examples of various grouping arrangements and effective communication with students.

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Competencies

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Competencies