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Colección:
La Educación
Número: (117) I
Año: 1994

FIGURE 1
TEACHER CLARITY BEHAVIORS

STUDENT TEACHER HEffAVIOR
AtalO-CLKiNOTATIONS
1. Informs studelu of Ehe lesson chjectives in advance
"give objective" (GO)
2. Poilus out what is importach for the studenE to icarn
"highlighe important
points' (IP)
3. Repeats things Ehat are important
' repeaE " (R-)
4. Writes importune things on the board or chare
"use board ' (UB)
5. Summarizes material presented to the class
"summarize' (SUM)
6. Makes use of verb'd, written or pracrical examples
"give example" (E.G.)
7. Works through examples on the board and demonstr-ites
the procedure to be used
'demonstrate" (DEM)
8. Tels students rhe meaning of word.-'words with which
the studears are unfamiliar
"explain" (EXP)
9. Repeats things students do not seem to understand
"rc-explain or
rephrase" (RR)
10. After explaining sonic aspect of the instructional
content, the teacher pauses to allow studenEs to
think ibout if
"pause" (P)
11. .elsks questions to check students' understanding
"ask questions" (?)
12. Allows time for students to ask quesflons
"wall time" (WT)
13, Provides opportunities for students to pracEice
or work examples
'practice time" (PT)
14. Examines student work
"check work" (CW)