TRICONEX 3625A模块备件

TRICONEX 3625A

她或他教的所有科目。
•教师定期实施各种针对特定主题的教学策略，以提高
学生是知识的内容。
•教师定期强调关键概念和方法
并将其作为联系其他人的基础
强大的想法。
•有限内容的讲授深度足以：
允许理解的发展。
•教师展示知识的准确内容
他或她教的所有科目。
•教师有时实施特定科目
提高学生学习能力的教学策略
知识的内容。
•教师有时会强调关键概念
并将其作为联系的基础
其他强大的想法。
•教师展示未开发的内容
多学科领域的知识。
•教师很少实施特定科目
提高学生学习能力的教学策略
知识的内容。
•教师不理解关键概念和
学科中的思想，因此呈现
以不连接的方式提供内容。
教师
知识
学生
•教师实践展示了对每一项的理解
学生预期的学习困难。
•教师定期将学生纳入其中
利益和文化遗产。
•教师定期提供不同的培训
教学方法和内容，以确保：
孩子们有机会掌握什么是正确的
正在接受教育。
•教师实践显示出对某些知识的理解
这个学生预计会有学习困难。
•教师实践有时会将学生纳入其中
利益和文化遗产。
•教师有时会提供不同的培训
教学方法和内容，以确保：
孩子们有机会掌握什么是正确的
正在接受教育。
•教师实践证明，这是低限度的
学生预期学习的知识
困难。
•教师实践很少吸收学生
兴趣或文化遗产。
•教师实践很少证明这一点
教学方法或方法的差异
所容纳之物
深入思考，教师会教授两种或更多类型的知识
思考：
o分析思维，学生在其中进行分析，
比较和对比，评估和分析
解释信息；
o实践思维，学生在其中使用、应用，
并将他们在现实生活中学到的东西付诸实施
情节；
o创造性思维，学生在其中创造，
设计、想象和假设；和
o研究性思维，学生在哪里
探索和回顾各种想法，
模型和问题的解决方案。
教师为学生提供以下机会：
o提出各种想法和备选方案；
o从多个角度分析问题
和观点；和
o监控他们的想法，确保他们
了解他们在学习什么，是吗
关注关键信息，并且：
了解他们的学习策略
使用和为什么。
老师彻底传授了一种思维方式：
o分析思维，学生在其中进行分析，
比较和对比，评估和分析
解释信息；
o实践思维，学生在其中使用、应用，
并将他们在现实生活中学到的东西付诸实施
情节；
o创造性思维，学生在其中创造，
设计、想象和假设；和
o研究性思维，学生在哪里
探索和回顾各种想法，
模型和问题的解决方案。
教师为学生提供以下机会：
o提出各种想法和备选方案；
和
o从多个角度分析问题
以及观点。
教师没有实施任何学习经验
彻底教授任何类型的思维。
教师在下列情况下不提供任何机会：
学生：
o提出各种想法和备选方案；
或
o从多个角度分析问题
和观点

TRICONEX 3625A

TRICONEX 3625A
all the subjects she or he teaches. • Teacher regularly implements a variety of subjectspecific instructional strategies to enhance student content knowledge. • The teacher regularly highlights key concepts and ideas and uses them as bases to connect other powerful ideas. • Limited content is taught in sufficient depth to allow for the development of understanding. • Teacher displays accurate content knowledge of all the subjects he or she teaches. • Teacher sometimes implements subject-specific instructional strategies to enhance student content knowledge. • The teacher sometimes highlights key concepts and ideas and uses them as bases to connect other powerful ideas. • Teacher displays under-developed content knowledge in several subject areas. • Teacher rarely implements subject-specific instructional strategies to enhance student content knowledge. • Teacher does not understand key concepts and ideas in the discipline and therefore presents content in an unconnected way. Teacher Knowledge of Students • Teacher practices display understanding of each student’s anticipated learning difficulties. • Teacher practices regularly incorporate student interests and cultural heritage. • Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught. • Teacher practices display understanding of some student anticipated learning difficulties. • Teacher practices sometimes incorporate student interests and cultural heritage. • Teacher sometimes provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught. • Teacher practices demonstrate minimal knowledge of students anticipated learning difficulties. • Teacher practices rarely incorporate student interests or cultural heritage. • Teacher practices demonstrate little differentiation of instructional methods or content. Thinking The teacher thoroughly teaches two or more types of thinking: o analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; o practical thinking, where students use, apply, and implement what they learn in real-life scenarios; o creative thinking, where students create, design, imagine, and suppose; and o research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. The teacher provides opportunities where students: o generate a variety of ideas and alternatives; o analyze problems from multiple perspectives and viewpoints; and o monitor their thinking to insure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why. The teacher thoroughly teaches one type of thinking: o analytical thinking, where students analyze, compare and contrast, and evaluate and explain information; o practical thinking, where students use, apply, and implement what they learn in real-life scenarios; o creative thinking, where students create, design, imagine, and suppose; and o research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems. The teacher provides opportunities where students: o generate a variety of ideas and alternatives; and o analyze problems from multiple perspectives and viewpoints. The teacher implements no learning experiences that thoroughly teach any type of thinking. The teacher provides no opportunities where students: o generate a variety of ideas and alternatives; or o analyze problems from multiple perspectives and viewpoints