Guess the Pedagogy
I start as a single idea and grow through shared contributions, allowing collective knowledge-building. What am I, and how can my approach address misconceptions?
Snowball; Addressing misconceptions—peer corrections, synthesizing ideas, and refining concepts collaboratively.
I track what learners know, want to know, and learned. How can I be adapted to assess critical thinking and problem-solving rather than recall?
KWL Chart; Adaptation—add reflection on strategies or predictions for future learning.
I guide the learning process rather than judge performance. What am I, and how do I differ from my counterpart?
Formative Assessment; Counterpart—Summative Assessment, which evaluates final outcomes.
I guide students to discover patterns before rules, promoting exploration. What approach am I, and what challenges do I pose in structured learning environments?
Inductive Method; Challenges—time-intensive, requires careful scaffolding.
I encourage active exploration and collaboration, yet I require more time and adaptability from teachers. What am I, and what challenges might arise when implementing me?
Student-Centered Practice; Challenges—classroom management, resource preparation, and time constraint.
I create structured conversations where some speak, and others observe, promoting reflective thinking. What pedagogy am I, and how can I be adapted for controversial topics?
Fishbowl; Adaptation—roles like devil’s advocate or summarizer can deepen discussions.
I am quick and informal, used at the end of lessons. What strategies can make me more analytical rather than surface-level checks?
Exit Ticket; Strategies—ask learners to connect concepts to real-life applications or defend their answers with reasoning.
I determine whether learning objectives were achieved, often with high stakes. What assessment type am I, and how can I incorporate formative elements for fairness?
Summative Assessment; Incorporation—feedback-driven rubrics or performance-based assessments.
I begin with rules and move to examples, providing clarity but limiting creativity. What approach am I, and how can I encourage flexibility within my structure?
Deductive Method; Flexibility—add inquiry questions or problem-solving extensions.
I focus on delivering structured content efficiently, yet I risk limiting critical thinking and creativity. What am I, and how can my limitations be mitigated?
Teaching-Centered Practice; Mitigation—integrating small-group discussions or reflective tasks.
I push learners to generate questions and solutions through systematic exploration. What pedagogy am I, and how can my effectiveness be evaluated in inquiry-based learning?
Inquiry-Based Learning; Evaluation—rubrics for critical thinking, problem-solving tasks, and group presentations.
I activate prior knowledge but can be adapted to predict outcomes or pose questions. What formative tool am I, and how can I build inquiry skills?
Entry Ticket; Adaptation—ask learners to predict solutions to a problem or generate questions for exploration.
I focus on improving teaching and learning but require timely feedback. What challenges might I pose in large classrooms, and how can these be addressed?
Formative Assessment; Challenges—time management, addressed by peer reviews or self-assessments.
I use steps like Bridge-In, Objectives, and Practice. What lesson plan structure am I, and how do I support active learning?
BOPPPS Model; Support—focused tasks, reflections, and assessments.
I promote autonomy and critical thinking but require scaffolding to avoid leaving students overwhelmed. What approach am I, and how can scaffolding be integrated effectively?
Student-Centered Practice; Effective scaffolding—guiding questions, graphic organizers, or modeling tasks.
I act out real-life scenarios, encouraging students to explore emotions and decision-making processes. What pedagogy am I, and how can I be used to address ethical dilemmas?
Roleplay; Use—ethics debates, conflict resolution, or moral decision-making activities.
I use visual humor to identify misconceptions. What am I, and how can my effectiveness be measured?
Concept Cartoon; Effectiveness—track how misconceptions are resolved through group discussions or evidence-based reasoning.
What is the difference between measurement, assessment and evaluation?
Measurement:
Assessment:
Evaluation:
I emphasize connections between prior and new knowledge. What strategy am I, and how can I support differentiated learning?
Constructivist Approach; Differentiation—choice boards, tiered tasks, or scaffolding.
I emphasize speed and short-term gains, but my outcomes often fail to transfer to new contexts. What learning approach am I, and how can it be redesigned to promote deeper understanding?
Surface Learning; Redesign—incorporate real-world applications, inquiry-based tasks, and conceptual discussions.
I am a powerful tool, where knowledge is shared peer-to-peer. Students become teachers, and learning becomes clear. No expert required, just a willing hand to guide. What am I?
Each one teach One
I give you different color signals, but I don't tell you the destination. I provide feedback, but not a final score. I help you stay on track, but don't determine your final grade. What am I?
Traffic Light technique
Summative assessment is conducted at the end of the unit? True or false.
False. Explain the reason
I focus on flexible pathways for learners, allowing different strategies to achieve outcomes. What am I, and how can I integrate formative assessment into my framework?
Universal Design for Learning (UDL); Integration—frequent checks, journals, and peer discussions.
I am a learning process where students question, connect, and integrate ideas, but I may be time-intensive and difficult to assess quickly. What am I, and how can my success be evaluated effectively?
Deep Learning; Evaluation—portfolios, problem-solving tasks, or reflective journals.