Benchmarked against Teacher Standards for the UAE and KSA Teacher Standards and Professional Development Pathways
Throughout a lesson, teachers draw out students thinking through carefully chosen questions, attend to what students say and do and considers alternative interpretations of the student’s ideas and methods. Module 3, Eliciting, Interpreting and Diagnosing Student Thinking examines the instructional strategies which elicit, interpret and diagnose the thinking of students.
Learning Outcomes:
To demonstrate instructional approaches for eliciting, interpreting and diagnosing student thinking.
The Pedagogical Praxis Series (PPS) are a series of modules aimed at developing teaching praxis in relation to a variety of research based high leverage practices (HLP’s). These practices cover the basic fundamentals of teaching, used across subject areas, grade levels, and contexts. They are considered high leverage not only because they matter to student learning but because they are basic for advancing skill in teaching, no matter who you are teaching.
Praxis is a term used to describe teaching in action. This stems from the understanding that when knowledge and reflection are not followed by action they are worthless. So too, when action does not stem from knowledge and reflection it is uninformed. These Modules provide in service teachers with the opportunity to select from a ‘menu’ of competencies, to custom design a professional development experience pertaining to their own specific needs and development areas.
The PPS Modules are:
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