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M6 Journal - Razeyah Rezayee

The document outlines effective teaching strategies, emphasizing the organization of content to engage students and meet diverse learning needs. It introduces Universal Design for Learning (UDL) principles and Bloom's Taxonomy as frameworks for enhancing instructional design and assessment. These approaches aim to foster critical thinking, inclusivity, and progressive cognitive skill development in students.

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57 views1 page

M6 Journal - Razeyah Rezayee

The document outlines effective teaching strategies, emphasizing the organization of content to engage students and meet diverse learning needs. It introduces Universal Design for Learning (UDL) principles and Bloom's Taxonomy as frameworks for enhancing instructional design and assessment. These approaches aim to foster critical thinking, inclusivity, and progressive cognitive skill development in students.

Uploaded by

yaserhosainy01
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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‭Razeyah Rezayee‬

‭Standard 3:‬
‭ tandard 3 is about the organization of content in a way that will interest students and equally‬
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‭affected their learning. Teachers ensure that lessons are aligned with state standards, linked to‬
‭the real world, and modified for students with special educational needs. They incorporate‬
‭different subjects to help students develop critical thinking skills and incorporate inclusive,‬
‭evidence-based teaching and learning materials and technology for all learners.‬
‭Instructional Design:‬
‭ his explains how teachers teach. Direct instruction is a systematic, teacher-directed method,‬
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‭and drill and practice are learning strategies for rehearsing and remembering information and‬
‭skills. Lectures are quick, but they are dull, question-and-answer, and discussions involve‬
‭students; thus, they think and participate. Mental modeling is useful for problem solving, and‬
‭inquiry-based and discovery learning is learning by doing. It helps in the development of‬
‭teamwork and social skills but should be accompanied by proper directions. Each of the‬
‭methods has its advantages, and it is clear that some of them are most effective when used in‬
‭combination to make the lesson both enjoyable and productive.‬

‭Universal Design for Learning – An Introduction:‬


‭ niversal Design for Learning (UDL) is a way of teaching that aims to enable all learners to‬
U
‭learn and be successful. UDL was originated by CAST and follows three principles:‬
‭engagement (students should be able to choose and be interested in the task), representation‬
‭(the content should be presented in different ways, including text, audio, and visuals) and action‬
‭& expression (students should be able to demonstrate what they have learned). UDL‬
‭addresses the needs and cultural background of the students, thus ensuring that every child in‬
‭the classroom has every chance to be successful.‬

‭Bloom’s Taxonomy:‬
‭ loom’s Taxonomy is a tool that was developed to help teachers when writing objectives and‬
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‭assessments as it is divided into levels of thinking skills from lower to higher order. It has six‬
‭levels: Remembering (reproducing facts), Understanding (defining concepts), Applying (using‬
‭knowledge in real life), Analyzing (looking for patterns), Evaluating (making judgments) and‬
‭Creating (coming up with new ideas). The taxonomy ensures that students progress from the‬
‭lower order thinking skills of recalling information to the higher order thinking skills. The revised‬
‭version by Krathwohl & Anderson (2001) is more student oriented and thus makes it easier for‬
‭teachers to determine the level of cognitive learning and develop a learning plan that is‬
‭progressive and balanced for all the levels of cognitive skills.‬

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