Hints on the Summative

1. Hints on the Summative Item Clarification

2. Begin instruction promptly • Be punctual • Start lesson promptly

3. Begin instruction promptly • Be punctual • Start lesson promptly

4. Handle materials in an orderly manner • Establish and teach routines to save time in distributing or collecting materials • Have materials ready and organized

5. Handle materials in an orderly manner • Establish and teach routines to save time in distributing or collecting materials • Have materials ready and organized

6. Orient students to classwork/maintain academic focus • Let students know what they are going to do • Tell students how they are going to do it • Focus on one subject at a time • Indicate when moving from one topic or activity to another • Avoid responding to questions or comments that could take the discussion to unrelated areas

7. Orient students to classwork/maintain academic focus • Let students know what they are going to do • Tell students how they are going to do it • Focus on one subject at a time • Indicate when moving from one topic or activity to another • Avoid responding to questions or comments that could take the discussion to unrelated areas

8. Orient students to classwork/maintain academic focus • Let students know what they are going to do • Tell students how they are going to do it • Focus on one subject at a time • Indicate when moving from one topic or activity to another • Avoid responding to questions or comments that could take the discussion to unrelated areas

9. Orient students to classwork/maintain academic focus • Let students know what they are going to do • Tell students how they are going to do it • Focus on one subject at a time • Indicate when moving from one topic or activity to another • Avoid responding to questions or comments that could take the discussion to unrelated areas

10. Orient students to classwork/maintain academic focus • Let students know what they are going to do • Tell students how they are going to do it • Focus on one subject at a time • Indicate when moving from one topic or activity to another • Avoid responding to questions or comments that could take the discussion to unrelated areas

11. Conduct beginning/ending reviews • Ask students to recall the content of the previous lesson • Review the important points of the topic before moving to a new topic • Review content at the end of the lesson

12. Conduct beginning/ending reviews • Ask students to recall the content of the previous lesson • Review the important points of the topic before moving to a new topic • Review content at the end of the lesson

13. Conduct beginning/ending reviews • Ask students to recall the content of the previous lesson • Review the important points of the topic before moving to a new topic • Review content at the end of the lesson

14. Ask questions one at a time Allow pause time for thinking/responding Specify one student to respond Use questions that ask for facts Use questions that require analysis or reason Avoid non-academic questions/questions that ask for personal opinions Reduce multiple questions and unison response Questions

15. Questions • Ask questions one at a time • Allow pause time for thinking/responding • Specify one student to respond • Use questions that ask for facts • Use questions that require analysis or reason • Avoid non-academic questions/questions that ask for personal opinions • Reduce multiple questions and unison response

16. Questions • Ask questions one at a time • Allow pause time for thinking/responding • Specify one student to respond • Use questions that ask for facts • Use questions that require analysis or reason • Avoid non-academic questions/questions that ask for personal opinions • Reduce multiple questions and unison response

17. Questions • Ask questions one at a time • Allow pause time for thinking/responding • Specify one student to respond • Use questions that ask for facts • Use questions that require analysis or reason • Avoid non-academic questions/questions that ask for personal opinions • Reduce multiple questions and unison response

18. Questions • Ask questions one at a time • Allow pause time for thinking/responding • Specify one student to respond • Use questions that ask for facts • Use questions that require analysis or reason • Avoid non-academic questions/questions that ask for personal opinions • Reduce multiple questions and unison response

19. Questions • Ask questions one at a time • Allow pause time for thinking/responding • Specify one student to respond • Use questions that ask for facts • Use questions that require analysis or reason • Avoid non-academic questions/questions that ask for personal opinions • Reduce multiple questions and unison response

20. Questions • Ask questions one at a time • Allow pause time for thinking/responding • Specify one student to respond • Use questions that ask for facts • Use questions that require analysis or reason • Avoid non-academic questions/questions that ask for personal opinions • Reduce multiple questions and unison response

21. Recognize response/amplify/give corrective feedback • Indicate that an answer is right or wrong • Delve, rephrase, and give clues after an incorrect response • Direct further discussion by modifying or applying a student’s response • Correct wrong answers with a brief explanation • Avoid sarcasm, disgust, harshness

22. Recognize response/amplify/give corrective feedback • Indicate that an answer is right or wrong • Delve, rephrase, and give clues after an incorrect response • Direct further discussion by modifying or applying a student’s response • Correct wrong answers with a brief explanation • Avoid sarcasm, disgust, harshness

23. Recognize response/amplify/give corrective feedback • Indicate that an answer is right or wrong • Delve, rephrase, and give clues after an incorrect response • Direct further discussion by modifying or applying a student’s response • Correct wrong answers with a brief explanation • Avoid sarcasm, disgust, harshness

24. Recognize response/amplify/give corrective feedback • Indicate that an answer is right or wrong • Delve, rephrase, and give clues after an incorrect response • Direct further discussion by modifying or applying a student’s response • Correct wrong answers with a brief explanation • Avoid sarcasm, disgust, harshness

25. Recognize response/amplify/give corrective feedback • Indicate that an answer is right or wrong • Delve, rephrase, and give clues after an incorrect response • Direct further discussion by modifying or applying a student’s response • Correct wrong answers with a brief explanation • Avoid sarcasm, disgust, harshness

26. Give specific academic praise • Tell why a response or work is praiseworthy • Reduce the use of general praise • Use acknowledgments

27. Give specific academic praise • Tell why a response or work is praiseworthy • Reduce the use of general praise • Use acknowledgments

28. Give specific academic praise • Tell why a response or work is praiseworthy • Reduce the use of general praise • Use acknowledgments

29. Provide for practice • Provide guided practice in using the concept • Check for academic comprehension before going to a new concept • Direct/model choral practice

30. Provide for practice • Provide guided practice in using the concept • Check for academic comprehension before going to a new concept • Direct/model choral practice

31. Provide for practice • Provide guided practice in using the concept • Check for academic comprehension before going to a new concept • Direct/model choral practice

32. Assign/check comprehension of homework, seatwork assignments/ give feedback • Give clear directions for homework and seatwork • Check for understanding of what to do and how to do it • Check the work and give feedback

33. Assign/check comprehension of homework, seatwork assignments/ give feedback • Give clear directions for homework and seatwork • Check for understanding of what to do and how to do it • Check the work and give feedback

34. Assign/check comprehension of homework, seatwork assignments/ give feedback • Give clear directions for homework and seatwork • Check for understanding of what to do and how to do it • Check the work and give feedback

35. Circulate and assist students • Move about the room helping individual /groups of students • Provide equal opportunity for help

36. Circulate and assist students • Move about the room helping individual /groups of students • Provide equal opportunity for help

37. Treat concepts-definitions/attributes/examples/non-examples • Define new concepts • Identify attributes • Give examples • Give related non-examples

38. Treat concepts-definitions/attributes/examples/non-examples • Define new concepts • Identify attributes • Give examples • Give related non-examples

39. Treat concepts-definitions/attributes/examples/non-examples • Define new concepts • Identify attributes • Give examples • Give related non-examples

40. Treat concepts-definitions/attributes/examples/non-examples • Define new concepts • Identify attributes • Give examples • Give related non-examples

41. Discuss cause-effect/use linking words/apply law or principle • Show cause and effect by using linking words • Provide problems that require the application of the laws or principles • Explain the laws or principles

42. Discuss cause-effect/use linking words/apply law or principle • Show cause and effect by using linking words • Provide problems that require the application of the laws or principles • Explain the laws or principles

43. Discuss cause-effect/use linking words/apply law or principle • Show cause and effect by using linking words • Provide problems that require the application of the laws or principles • Explain the laws or principles

44. State and apply academic rules • Explain the rule • Provide problems that require the use of the rule for their solution

45. State and apply academic rules • Explain the rule • Provide problems that require the use of the rule for their solution

46. Develop criteria and evidence for value judgment • State the value question • Develop criteria by which to examine the event or object • Assemble the facts to be used in the judgment process • Assist the students in reaching a final decision

47. Develop criteria and evidence for value judgment • State the value question • Develop criteria by which to examine the event or object • Assemble the facts to be used in the judgment process • Assist the students in reaching a final decision

48. Develop criteria and evidence for value judgment • State the value question • Develop criteria by which to examine the event or object • Assemble the facts to be used in the judgment process • Assist the students in reaching a final decision

49. Develop criteria and evidence for value judgment • State the value question • Develop criteria by which to examine the event or object • Assemble the facts to be used in the judgment process • Assist the students in reaching a final decision

50. Emphasize important points • Indicate what is important in the lesson • Alert students to give special attention to important points