Module 3 Revision

Question 1

What are the
considerations
when teaching?

Answer 1

Consider
–The children
–The context
–The resources
•Physical (equipment)
• Human (parent helpers)
–The time available

Question 2

Why plan?

Answer 2

* Your lesson plan is a road map that 
helps you to find the best route on the 
intended learning journey.
• The lesson plan enables you to 
articulate exactly what it is you want 
the students to achieve.

Question 3

Before starting
the lesson what
to consider?

Answer 3

• Motivate
• Engage
• Provided a context for the 
activity
* Clear instructions

Question 4

How to
introduce the
lesson?

Answer 4

• Use a photograph
  • Show an item related to the topic/take a
  number of related items from a box/use a
  mystery box
  • Play some music/listen to some sounds
  • Read/tell a story
  • Ask a focussing question

Question 5

How to make
the task
relevant?

Answer 5

Students need to see relationships between classroom tasks
and real life experiences for them to view the task as
meaningful.
 Students should be actively engaged in worthwhile academic
activities

 If task is too difficult students may become frustrated →
opportunity for them to exhibit unacceptable behaviour.
Students should experience success

 If task is too simple and unchallenging → similar exhibitions
of frustration and boredom may occur.
 Students should be challenged at their appropriate level of
ability

Question 6

How to provide
explanations and
give instructions?

Answer 6

• Demonstrate
• Children practiced
• Repeated instruction
• Language that children can understand
• Observe students to make sure that they are on task.

Question 7

What to
consider during
the body of the
lesson?

Answer 7

• Consider
– What prior knowledge or skill will students need?
– What instructions will you need to give? *
– How will you develop intended objectives?
• What explanations will be needed? *
– How will you monitor progress and behaviour?
– What will students do?
• Plan questions
• Plan for assessment

Question 8

What to do
during the
conclusion?

Answer 8

Often the weakest part of a lesson 
– Run out of time 
– Lose track of intended outcomes 
– Focus on clearing away 
• The conclusion is vital
– Leave enough time 
– Make explicit 
– Use to judge how well specific learning objectives have 
been achieved 
– Obtain feedback for follow up lessons

Question 9

How to close

a lesson?

Answer 9

Creating this opportunity for reflection allows
children to step back from the activity and think
about what they have done and found out.

• For the teacher, it provides time for quality
assessment.
This is where learning becomes memory

Question 10

Define
assessment,
compare them to
education?

Answer 10

This definition encompasses ASSESSMENT as a process of
collecting information and gathering evidence about what a
child knows and/or is able to do, and EVALUATION which is
bringing meaning to that data through interpretation, analysis
and reflection.

Question 11

What is an
educative
assessment?

Answer 11

Educative assessment aims to inform and
improve student progress rather that audit
performance.
• Educative assessment helps teachers to identify
and describe learning - what does the student
know versus what mark did the student get?
• Educative assessment provides direction to
students so that they know their strengths, and
know what they need to do to improve.

Question 12

How Assessment
and Planning are
extrinsically
linked?

Answer 12

Assessment and planning are inextricably linked
– We must assess what we plan to teach.
– Therefore, we must have a clear idea of what we
plan to teach at the outset of every lesson
– Our assessments should inform future planning
to continue the Plan → Teach → Assess cycle.
– Our assessments should inform students about
their progress.
This is known as educative assessment

Question 13

What to assess
in children v
self?

Answer 13

Children

• Progress
• Skills
• Knowledge

Self

• Strategies for teaching
• Collaboration
• Effectiveness

Question 14

When to

assess?

Answer 14

• Before Start of the lesson
• While the work is in progress
• Quarterly Basis

Types of Assessment
Diagnostic —- find out what the child knows and
use this as a starting point (i.e. before you plan)
• Formative —-on the spot (i.e. during the activity – photos, anecdotal notes, practical task)
• Summative —–final goal of an activity (i.e. after – checklist, rubric, work sample, test results)

Question 15

What are the
assessment
strategies and
tools?

Answer 15

• Rubrics
• Checklists
• notes
• Journals

Question 16

What are the 8
aboriginal ways
of learning?

Answer 16

• Story-telling
• Non-Verbal and Verbal
• Maps
• Symbols and Images

Question 17

How can one
teacher meets the
needs of every
student in the
classroom?

Answer 17

Differentiation is an approach to
teaching that expects student diversity
and believes that teaching can be
adapted to these differences.

Question 18

Why are there
differences in
students?

Answer 18

* Prior knowledge and experiences
• Differences in cognitive ability 
• Home environment 
• Maturity level 
• Self-efficacy 
• Culturally determined perceptions of 
school and learning 
• Interest, strength, or talent

Question 19

What are some
strategies that
teachers can
use?

Answer 19

* Opportunities for students to select 
topics of study.
• Modification of the complexity in the 
area of study.
• Tasks that can be completed at 
different levels.
• Opportunities for students to present 
what they have learned in different 
ways.

Question 20

Why is
differentiation
about balance?

Answer 20

Some children will require an individual
plan but differentiation is not about
planning individual programs for every
child.
• It is about providing every child with the
opportunity to succeed.

Question 21

What
approaches
should the
teachers use in grouping?

Answer 21

Find out what your students know and can do
already.
• Use flexible grouping.
• Focus on what students must learn rather
than tasks that must be completed.
• Foster an atmosphere of trust.
• Have high expectations.