Artifact 1 TPE 10: Warm-up Routine and Reflection Summaries
I have included two daily class time routines that are effective in maximizing instructional time: warm-ups and reflections. The warm-up (see video and picture below) is what we start the class with as students enter. The warm-up questions are design to ready the students for learning as they transition into the classroom, remind students of learning intentions and success criteria, and focus their attention on current learning topics. The warm-up question can be Level 1 thinking questions that will help students recall learning from the previous day, or it could be a Level 2 thinking question. Using cues, warm ups, and questions at the beginning of the lesson focuses learning on the important content of the upcoming lesson. Using higher order questions can help students develop depth of knowledge and critical thinking skills (Dean, Hubbell, Pitler, & Stone, 2012). TPE 10 outlines the importance of allocating instructional time and minimizing transition time in order to optimize student outcome (CTC, 2013). Another way to maximize instruction time is to end the class with a reflection or summary of content covered. Below is an example of a reflection summary a student would write as a closing of daily activities. These strategies are effective because they are part of a daily routine for learning. Students are familiar with the process and expectations of the teacher. When students know daily routines and expectations, classroom management issues are minimized and effective learning time is increase. Teachers need to establish procedures for routines and transitions to increase learning and achievement in state adopted academic standards (CTC, 2013).
Dean, C. B., Hubbell, E.R., Pitler, H., Stone, B., (2012). Classroom instruction that works: Research-based strategies for increasing student
achievement. 2nd edition (p. 51). Association for Supervision & Curriculum Development. Kindle Edition.