Transferable Skills
What do we call skills that can be used in many different settings?
Transferable skills.
What is the purpose of a curriculum?
It provides a framework or roadmap for instruction and learning.
What is differentiated instruction?
Adjusting instruction or learning experiences to respond to students' different needs.
What is student engagement more than simply being busy?
Attention, participation, effort, and connection to learning.
A teacher posts the goal, steps, materials, and what finished work should include. What problem is this helping prevent?
Confusion about directions and expectations.
A student listens, explains an idea, and responds respectfully. Which transferable skill is being practiced?
Communication.
What is one example of something teachers use to guide what they teach?
Standards, curriculum materials, school expectations, or learning goals.
A teacher gives students a graphic organiser to help plan their writing. Name one kind of support.
A process support/scaffold; it can also be an accommodation depending on context.
Name one strategy that can invite students to participate
Choice, collaboration, discussion, hands-on practice, real-world connection, or active thinking.
Students work in groups, but one person does everything. What could the teacher add?
Clear roles, shared responsibilities, or individual accountability.
A group divides responsibilities and works toward one shared result. Name the skill.
Teamwork or collaboration.
Put these in a sensible planning order: evidence of learning, learning goal, learning experience.
Learning goal -> learning experience -> evidence of learning.
A student may record an explanation instead of writing it, while meeting the same target. What has changed?
The product or way of demonstrating learning.
Why can a real-world connection make a lesson more meaningful?
It helps students see why the learning matters and where it can be used.
Students must explain a concept. One uses a labeled diagram with captions; another writes a paragraph. What matters most when judging the work?
Whether both demonstrate the same learning goal and required understanding.
A student notices a plan is not working, compares options, and tries a new approach. Which skill is this?
Problem-solving or adaptability.
True or False: If an activity is fun, it automatically belongs in the curriculum.
False.
A student is ready for more complexity. What could a teacher provide without simply giving more busywork?
An extension task requiring deeper analysis, comparison, or justification.
A teacher asks students to predict an outcome before showing a demonstration. What kind of engagement does this encourage?
Active thinking and participation.
A substitute teacher is covering a lesson. What details make the activity easier to run?
A clear goal, materials, step-by-step directions, grouping/roles, timing, and expected outcome.
Name two transferrable skills a student could practice while planning a class event.
Examples: planning, communication, teamwork, time management, budgeting, problem-solving, etc.
Why should a teacher check the local context before comparing curricula in two countries?
Education systems and responsibilities differ; avoid assuming all schools in a country are the same.
What should remain clear when a teacher modifies an activity for different learners?
The shared learning goal and what counts as evidence of meeting it.
A class activity has high energy but students cannot explain what they learned. What should the teacher reconsider?
Whether the activity is aligned to a clear learning goal and includes reflection or evidence of learning.
A teacher has a meaningful goal, offers access supports, connects the topic to students' lives, and asks students to collaborate. Name the four lesson-planning ideas represented.
Curriculum, differentiation, engagement, and transferrable skills.