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Learning Interchange
National Writing Institute

Sunday, October 1, 2023
Examples of Teacher Behaviors

Initiates the learning task. The activity should make connections between past and present learning experiences, and anticipate activities and organize student's thinking about the learning outcomes of current activities.

  • Creates interest
  • Generates curiosity
  • Raises questions & problems
  • EIicits responses that uncover students , current knowledge about the concept/topic
Provides students with a common base of experiences within which current concepts, processes, and skills are identified & developed.
  • Encourages students to work together without direct instructions from the teacher
  • Observes/listens to students as they interact
  • Asks probing questions to redirect students, investigations when necessary
  • Provides time for students to puzzle through problems
  • Acts as a consultant for students
Focus students' attention on a particular aspect of their engagement & exploration experiences, and provide opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to introduce a concept, process, or skill
  • Encourages students to explain concepts & definitions in own words
  • Asks for justification (evidence) and clarification from students
  • Formally provides definitions, explanatiots & new vocabulary
  • Uses students' previous experiences as the basis for explaining concepts
Challenge and extend students' conceptual understanding and skills. Through new experiences, the students develop  deeper and broader understanding, more information, and  adequate skills.
Expects students to use vocabulary, definitions, and explanations provided previously in new context
  • Encourages students to apply the concepts and skills in new situations
  • Reminds students of alternative explanations
  • Refers students to alternative explanations
Encourage students to assess their understanding and and abilities and provide opportunities for teachers to evaluate student progress.
Refers students to existing data & evidence and asks, What do you already know? Why do you think...?
  • Observes students as they apply new concepts and skills
  • Assesses students' knowledge and/or skills explanations
  • Looks for evidence that students changed their thinking
  • Allows students to assess their learning and group process skills
  • Asks open-ended questions such as, "Why do you think... ? What evidence do you have? What do you know about the problem? How would you answer the question?

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