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Articles tagged with: Teaching Strategies


Establishing Classroom Procedures

Research supports teaching methods such as project based learning or inquiry based learning, where the teacher serves as a facilitator and students take charge of their own learning. However, before those methods can be successful, teachers need to have already established a classroom culture in which students know what is expected of them and what the consequences will be if they do not meet those expectations. This culture begins with consistent classroom management procedures.

Written by: Wendy Lipe


Opening Minds with Open Ended Math Problems in the Primary Classroom

Wait, so, what is the RIGHT answer?” “Sarah got a different answer than I did…how can we BOTH be right?” You will most likely hear all kinds of responses like this when you start to incorporate open-ended math activities into your classroom. At first, they’ll probably make your students look at you as if you have two heads. But, these kinds of reactions will begin to subside once your students have been exposed to the idea that there are many ways to solve problems, even math problems! Encouraging this kind of “endless possibility” thinking is an effective way to teach your students to challenge themselves and think outside of the “normal” problem solving thinking.

Written by: Alleah Rostohar


Improving Writing Fluency in Reluctant Writers

In a typical classroom of elementary or middle school students, writers can most likely be grouped into three categories. First (and usually the fewest in number) are those students that have a natural affinity for writing. They never have a shortage of ideas and will write for as long as you allow, often wanting more time! Then there are the students who may not love to write, but they can usually do what is required of them without much prompting. Finally, there are the reluctant writers. You know the ones…they complain they can’t decide what to write about, they use every stalling tactic ever tried, and they may even be outright defiant, simply refusing to work. This article will teach you three basic, but key, strategies that you can easily implement into any grade level classroom, which will encourage writing. The strategies include building stamina, writing across the disciplines, and writing for authentic purposes.

Written by: Wendy Lipe


Backwards Design in the Classroom: Planning with the End in Mind

Are you letting your favorite lessons design your unit instead of designing it around student goals?  Are you thinking more about what you want students to do rather than what you want them to learn?  In this article, we will take a look at what it means to plan with the end in mind and the steps needed to make your instruction more meaningful and focused for your students.

Written by: Natalie Brown


Pre-Reading Strategies: Setting the Stage for Successful Reading

What is done before a student begins to read a new text is critical to their reading and comprehension success. This article will describe important pre-reading strategies you can use in your classroom to ensure the success of your readers. In reading this article, you will learn how you can you ensure that your students get the most out of their independent reading time. Set the stage for success with practical pre-reading strategies you and your students can implement right away!

Written by: Wendy Lipe


Choosing a Skill for Explicit Instruction in Reading

Feeling overwhelmed by all of the reading standards you need to teach? Learn how to narrow your instructional focus based on the specific needs of your students!

As a classroom teacher, it can be overwhelming to see all of the curriculum standards we are responsible for teaching. Reading instruction in particular ranges from the basics of decoding words to improving oral fluency to deeper comprehension. From time to time, it is critical that we take time to step back, look at the big picture based on data and observations, and refocus our instruction on the skills that are most needed. There are often small groups of students who might not understand a concept when it is taught via whole group instruction, and those students would most likely benefit from explicit instruction that is focused on one particular skill.

Written by: Wendy Lipe


The San Diego Quick Assessment

Readers will understand the purpose of the San Diego Quick Assessment and when it is appropriate to use to help determine a student’s reading level.

If you are looking for a quick way to get a general idea of a new student’s reading level, the San Diego Quick Assessment may be the right tool for you!

Some educational diagnostic tools truly stand the test of time! The San Diego Quick Assessment is certainly one of those tools. In 1969, Margaret La Pray and Ramon Ross created 13 lists of 10 words each based on grade level. These lists range from pre-primer and primer through eleventh grade. Originally published in Journal of Reading, these word lists are now available online and can be used by educators as a method to determine a student’s reading level.

Written by: Wendy Lipe


Analyzing The Rigor of Your Math or Science Lesson

Revise and Refine your Math & Science Lesson Plans to Increase Rigor in the Classroom

This summer, take a look back at the way you structured your lesson content and analyzed word problems in math and science.  We’ll review a few areas you should consider when selecting problems for your students and determining how to deliver the lesson content in an appropriate way, aligned to the required depth for the standards.   This content corresponds to page one of our math & Science Lesson Analyzer and Lesson Plan.  Continue reading to download the Lesson Analyzer & Lesson Plan.

Written by: Shayna Pond




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