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    4 2 It Has Not Been Taught Until It Has Been Learned

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    "It has not been taught until it has been learned," says dr. Sanjay gupta. There are numerous practices teachers can incorporate into their unit and lesson planning, he says. In practice 3 the teacher promotes high levels of student engagement. Practice 4 the teacher uses assessment for student learning. Practice 5 the teacher uses a positive behaviour management strategy.

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    4 2 It Has Not Been Taught Until It Has Been Learned

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    "It has not been taught until it has been learned," says dr. Sanjay gupta. There are numerous practices teachers can incorporate into their unit and lesson planning, he says. In practice 3 the teacher promotes high levels of student engagement. Practice 4 the teacher uses assessment for student learning. Practice 5 the teacher uses a positive behaviour management strategy.

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    4 2 it has not been taught until it has been learned

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    "It has not been taught until it has been learned," says dr. Sanjay gupta. There are numerous practices teachers can incorporate into their unit and lesson planning, he says. In practice 3 the teacher promotes high levels of student engagement. Practice 4 the teacher uses assessment for student learning. Practice 5 the teacher uses a positive behaviour management strategy.

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    © All Rights Reserved
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    27 views2 pages

    4 2 It Has Not Been Taught Until It Has Been Learned

    Uploaded by

    api-289916554
    "It has not been taught until it has been learned," says dr. Sanjay gupta. There are numerous practices teachers can incorporate into their unit and lesson planning, he says. In practice 3 the teacher promotes high levels of student engagement. Practice 4 the teacher uses assessment for student learning. Practice 5 the teacher uses a positive behaviour management strategy.

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    Discussions

    Module 4: Teaching, Styles Best Practice


    4.2: It Has Not Been Taught Until It Has Been Learned


    Post your response to the forum. Think of further questions to extend your colleagues thinking
    (at least 3 colleagues) about their responses.

    It has not been taught until it has been learned. So, the real question is how do we know when ALL
    students in our class have learned the concept or skill?
    We would like to think that we are all amazing teachers and our entire class understands what we are
    teaching but I think that many teachers have a calendar they follow and try to reach each deadline
    instead. There is a misconception that when we think the majority of the class understands the concept
    that we can move forward. Some students are really self-sufficient and can grasp the concepts and can
    self-teach themselves even further with little support. Where there are students who need a little more one
    on one support. I am guilty of moving on when I have done different forms of assessment and the majority
    of the class does understand the concept or learning goal. There are many reasons why we feel we cant
    wait for all students: classroom sizes, time, students are educated based on age and not ability, having
    open level classes with all types of learners, just to mention a few. We have to remember that we have a
    class full of all different types of learners with different strengths and abilities. The best thing we can do is
    to offer extra support for those students who don't understand. Isnt that what our lunch break is for
    According to The Center for Educational Effectiveness there are numerous practices teachers can
    incorporate into their unit and lesson planning which will allow ample opportunity for all students to be
    active and successful in their learning. There are 6 main practices:
    Practice 1
    The teacher designs effective, standards-based instruction.
    Practice 2
    The teacher delivers high-quality, student-centered instruction.
    Practice 3
    The teacher promotes high levels of student engagement.
    Practice 4
    The teacher uses assessment for student learning.
    Practice 5
    The teacher uses a positive behaviour management strategy.
    Practice 6
    There is clear evidence that students are learning.
    Obviously all-6 practices need to be in place for a strong framework for a lesson or unit and to reach high
    students achievement however, I would like to focus on Practice 3. In this practice the teachers engages
    students within creating an environment where they feel safe and promotes a high level of student
    involvement in their learning. The following are attributes to achieving this practice.
    ATTRIBUTES:
    1. Students demonstrate understanding the objectives of the lesson and the
    goals of the unit of instruction
    Good practice is to visually display the lesson learning goals for the class on the board (or any
    place in the class)
    Put the curriculum expectations in a language that students can understand
    Ask the students how and when they can use the skill being learned
    2. Students are engaged in rigorous and relevant learning,90-100%ofthe period
    Using a 3-part lesson plan
    Creating lessons with differentiated instruction
    Students to be engaged at all levels
    Reaching all learners
    Working independently and with groups

    3. Students demonstrate their learning through various modes of communication, e.g. speaking,
    writing, producing
    Differentiated instruction
    Assessment formats and feedback
    Reaching all learners
    4. The lesson utilizes instructional materials and resources suitable to the goals and objectives of the
    lesson, and engaging to the students
    End the lesson with exit cards
    Have students connect the hands-on/minds-on activity with the learning goal
    The most important thing to do when creating a lesson/unit is to have the students engaged and
    interested in the lesson. If they are engaged they will want to learn and have fun doing it.

    Resources
    The Center for Educational Effectiveness, Inc. 2007 www.effectiveness.org

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