How do PLC’s help improve student learning?, What is the difference between classroom procedures and classroom expectations? Why are each important to student learning?, What does effective classroom management look like, especially with particularly challenging students?, How do we get students invested in the classroom behavioral expectations?, What is the difference between Inquiry-based Instruction (IBI) and Direct Instruction (DI)? Under what conditions is it appropriate to use each?, What is the teacher’s role regarding students’ Social Emotional Learning (SEL)?, What can teachers do to foster students’ metacognitive abilities?, What should content standards influence curriculum and instruction?, How can teachers balance effective use of formative and summative assessment?, Why is providing feedback so important to student learning? What constitutes effective feedback?, What are some examples of effective use of formative assessment practices with the age group/content area you anticipate teaching?, What are some common mistakes teachers make when designing multiple choice questions for students?, How can/should teachers use student work samples/data to adjust their instruction?, What is higher-order thinking, and what are some examples of it being used in the classroom with your anticipated age group/content area?, How can success criteria and rubrics be used to communicate high expectations to students?, What are the essential elements of lesson planning?, What is the BEST instructional model for teachers to use?, What role should technology play in classroom instruction?, What can teachers do to foster student motivation and engagement?, How can teachers ensure that they behave and interact with others ethically and responsibly inside and outside of the classroom/school?.

ED 361 Final Interview

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