Teaching Strategy and Pedagogy Glossary Template
Kathleen Bradley
EDSP 524
September 15, 2023
Table of Contents
Glossary Entry 1......................................................................................................................................................3
Glossary Entry 2......................................................................................................................................................7
Glossary Entry 3......................................................................................................................................................9
Glossary Entry 4....................................................................................................................................................11
Glossary Entry 5....................................................................................................................................................13
Glossary Entry 6....................................................................................................................................................15
Glossary Entry 7....................................................................................................................................................17
Glossary Entry 8....................................................................................................................................................19
Glossary Entry 9....................................................................................................................................................21
Glossary Entry 10..................................................................................................................................................23
Glossary Entry 1
Entry 1
Key Term, Teaching Strategy or
Method: Reciprocal Teaching
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☐ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
Reciprocal Teaching is a collaborative reading
comprehension method in which students take
on certain roles (summarizer, questioner, clarifier,
and predictor) to interact deeply with a book. The
goal of this strategy is to improve students'
overall reading comprehension. This method
helps to improve both their understanding and
their ability to think critically.
Definition:
According to Palincsar and Brown (1984), "Reciprocal
Teaching is an instructional activity that takes the form of
a dialogue between teachers and students regarding
segments of text for the purpose of constructing the
meaning of text."
Reference:
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching
of comprehension-fostering and comprehension-
monitoring activities. Cognition and Instruction, 1(2).
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Section 2: Information
What do I need to know about this skill/method?
Reciprocal Teaching involves four main strategies:
Summarizing: Students condense key ideas from the text.
Questioning: Students generate questions about the content.
Clarifying: Students address confusing parts of the text.
Predicting: Students make informed guesses about what comes next.
Procedure:
In reciprocal teaching, students are divided into small groups and given a piece of text to read. Each student
takes on one of the four roles: predictor, clarifier, questioner, or summarizer. They take turns discussing the
text, using their assigned roles to guide their conversation.
Strengths: Weaknesses:
Encourages active engagement and collaboration
among students.
Enhances comprehension by focusing on key
reading strategies.
Allows for differentiation as students take on
May require significant time and guidance to implement
effectively.
Students may need training to fulfill their roles adequately.
Not suitable for all types of texts or all grade levels.
different roles.
Why did I choose this strategy? Where did I encounter this strategy?
I selected reciprocal teaching because it promotes
active reading comprehension, a critical skill for
students in all subject areas.
I first encountered reciprocal teaching in a professional
development workshop on reading instruction.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
Student-created picture, Word map, Venn diagram, Graphic organizer, Word web, Concept map, or Word study. A hand-drawn picture
may be included in this section. This can be a jpg or picture taken of a NEAT and clean hand-drawn picture, concept map, etc. The
graphic does not have to be computer-generated.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
Reciprocal Teaching would be implemented in my classroom through a methodical procedure designed to help
my pupils develop strong reading comprehension and analytical thinking abilities. The four key tactics of
summarizing, asking, clarifying, and predicting would be clearly defined in the introductory instruction, which
is where I would start. I would thoroughly simulate each role using sample texts to make sure students
understood the idea and what their roles were. We would then go on to guided practice, where I would offer
assistance as students hone their skills with shorter texts or snippets. I would move students into small groups
with designated roles as they gained proficiency and implement the Reciprocal Teaching model. Each group
would actively use the designated strategy as they engaged with a text collectively. The following step is the
final phase, which entails whole-class discussions where groups present their research, conclusions, and
queries to the class as a whole. This promotes communication skills and a sense of shared learning. The
curriculum would incorporate reciprocal teaching in a number of ways, and constant monitoring and assistance
would guarantee that every student benefited from it. By adhering to this detailed strategy, I hope to establish
an inclusive classroom where Reciprocal Teaching improves communication, reading comprehension, and
critical thinking.
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How can I remember?
To remember the four main strategies of Reciprocal Teaching (Summarizing, Questioning, Clarifying,
Predicting), I'll use the acronym "SQCP." Visual cues, such as icons representing each role, would further
reinforce memory.
Word Count 30/30
Where can I go for additional information:
For more in-depth guidance on implementing
Reciprocal Teaching, I'd explore educational
journals, books on reading comprehension
strategies, and reputable educational websites.
Current APA References
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-
monitoring activities. Cognition and Instruction, 1(2), 117-175.
Glossary Entry 2
Entry 2
Key Term, Teaching Strategy or
Method: Think-Pair-Share
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
Students are encouraged to participate in the
learning process through the use of an efficient
cooperative learning technique known as think-
pair-share. It consists of three separate steps:
independent thought, conversation with a
partner, and sharing with the group. These stages
encourage deeper comprehension as well as skills
in critical thinking.
Definition: According to Lyman (1981), "Think-Pair-Share is
a structured classroom technique designed to enhance
student engagement and participation by encouraging
students to generate and exchange ideas related to a
given topic" (p. 22).
Reference: Lyman, F. T. (1981). The responsive classroom
discussion: The inclusion of all students. Mainstreaming
Digest, 3(3), 19-24.
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Section 2: Information
What do I need to know about this skill/method?
I need to know the three parts that are involved.
Procedure:
Think-Pair-Share consists of three key steps:
Think: Initially, students engage in independent thinking, reflecting on a question or topic posed by the teacher.
Pair: Following individual thinking, students are paired with a classmate to share their thoughts. This phase
promotes peer interaction and allows students to clarify and refine their ideas through discussion.
Share: Finally, students share their insights with the entire class. This collective sharing not only reinforces
learning but also encourages active participation and diverse perspectives.
Strengths: Weaknesses:
Actively engages all students, ensuring that even
the quieter ones participate.
Fosters collaborative learning and peer
interaction.
Encourages critical thinking, as students must
articulate and defend their ideas.
May require clear guidelines and time management to
ensure meaningful discussions within the time frame.
Teacher facilitation is crucial to keep discussions focused
and on-topic.
Versatile and adaptable to various subjects and
topics.
Why did I choose this strategy? Where did I encounter this strategy?
I chose Think-Pair-Share because it is an excellent
method for promoting active student engagement and
discussion.
I first encountered it during my teacher training program
and have since witnessed its effectiveness in the
classroom.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include a flowchart showing the sequential progression from
"Think" to "Pair" to "Share," illustrating how ideas move from individual reflection to group
discussion and class sharing.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
Think-Pair-Share was a fundamental component of my instructional approach that I implemented frequently in
my classroom. In the introduction, I would discuss its three separate stages as well as the significance of each
one. During the "Think" section of the activity, I would encourage students to jot down their ideas or thoughts
in their respective notebooks. During the "Pair" phase, I would ensure that each student has an opportunity to
both speak and listen by pairing students with a partner to share their reflections. I would make sure that each
student has a chance to voice their thoughts. At the end of the "Share" phase, each couple would give a
presentation to the class about the most significant insights they had gained.
For the purpose of ensuring that the implementation is carried out effectively, I would establish clear
instructions for the conversations, with an emphasis on attentive listening and polite discourse. I would also
utilize a timer to efficiently manage time, allowing each process to take the amount of time that was given to it.
Learning would thus become a more collaborative and engaging process as a result of the implementation of
this tactic, which would be incorporated into classes requiring analytical thinking, problem-solving, or
classroom debates.
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How can I remember?
I would focus on the three steps of Think-Pair-Share, which are "Think," "Pair," and "Share," and I would utilize
visual clues such as icons or a simple picture to symbolize each stage. This would help me recall Think-Pair-
Share.
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Where can I go for additional information:
For more in-depth guidance on implementing
Think-Pair-Share effectively, I'd explore
educational websites, instructional books, and
peer-reviewed articles on cooperative learning
strategies.
Current APA References
Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. Mainstreaming Digest,
3(3), 19-24.
Glossary Entry 3
Entry 3
Key Term, Teaching Strategy or
Method: Reciprocal Peer
Tutoring
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
Students work together in pairs using the
collaborative learning approach of reciprocal peer
tutoring. During this method, students take turns
being both the tutor and the learner. They
educate one another, so enhancing their own
capacity for comprehension and fostering contact
among themselves.
Definition: According to Greenwood, Delquadri, and Hall
(1989), "Reciprocal Peer Tutoring is an instructional
strategy in which students take turns as tutor and tutee,
teaching each other a specific skill or concept" (p. 227).
Reference: Greenwood, C. R., Delquadri, J., & Hall, R. V.
(1989). Longitudinal effects of classwide peer tutoring.
Journal of Educational Psychology, 81(3), 371-383.
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Section 2: Information
What do I need to know about this skill/method?
That this requires two people and can be very beneficial for those that work best in small settings.
Procedure:
Reciprocal Peer Tutoring involves students in pairs, each taking turns as both the tutor and the learner. During
their tutoring role, students explain concepts, answer questions, and provide feedback to their peers. In the
learner role, they actively engage with the material, ask questions, and seek clarification from their peer tutor.
Strengths: Weaknesses:
Promotes active engagement and peer
interaction.
Reinforces understanding as students teach and
learn.
Encourages responsibility and accountability in
both roles.
Suitable for various subjects and topics.
Initial guidance is essential to ensure effective tutoring.
Some students may require more support than others
during the tutoring process.
Why did I choose this strategy? Where did I encounter this strategy?
I chose Reciprocal Peer Tutoring because it
empowers students to take ownership of their
learning and promotes collaboration.
I encountered this strategy during my teacher training
program and have observed its effectiveness in building a
supportive classroom community.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include a flowchart or diagram illustrating the process of
students taking turns as tutors and learners, with arrows indicating the exchange of roles.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
In the classroom that I teach, I would start out the process of implementing reciprocal peer tutoring by laying
down certain ground rules for the tutoring procedure. In order to facilitate fruitful learning exchanges, I would
pair students on the basis of their existing skills as well as areas in which they may improve. To begin, I would
demonstrate excellent tutoring techniques and how to actively listen.
During the process of implementation, students would constantly switch positions, creating opportunities for
each student to both teach and be taught by their peers. I would keep an eye on these exchanges and provide
feedback and direction whenever it was requested. Students would be able to teach and learn from their
classmates in a variety of classes thanks to the implementation of the method, which would be incorporated
into those classes.
To ensure that students are able to recall this strategy, I would place an emphasis on the two-way nature of
tutoring and have them develop role cards or other visual clues to help one another during the tutoring
process.
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How can I remember?
I would stress on the concept of reciprocity, in which students take turns acting as both tutors and learners, in
order to remember the Reciprocal Peer Tutoring program. Additional support for this idea could come in the
form of role cards or other visual clues.
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Where can I go for additional information:
For more resources on effectively implementing
Reciprocal Peer Tutoring, I'd explore educational
journals, research articles, and books on
cooperative learning strategies.
Current APA References
Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal
of Educational Psychology, 81(3), 371-383.
Glossary Entry 4
Entry 4
Key Term, Teaching Strategy or
Method: Problem-Based
Learning (PBL)
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
Students work together to find solutions to issues
that are based in the real world as part of the
Problem-Based Learning (PBL) instructional
methodology, which is an interactive and student-
centered approach to teaching mathematics.
They do this in order to develop critical thinking
and problem-solving skills by investigating
mathematical concepts in their natural settings.
Definition: According to Barrows and Tamblyn (1980),
"Problem-Based Learning is an instructional method that
uses carefully crafted problems as a context for students
to learn problem-solving skills and acquire knowledge
about the underlying mathematical concepts" (p. 44).
Reference: Barrows, H. S., & Tamblyn, R. M. (1980).
Problem-Based Learning: An approach to medical
education. Springer Publishing Company.
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Section 2: Information
What do I need to know about this skill/method?
This is a small group activity.
Procedure:
Problem-Based Learning engages students in solving open-ended, real-world math problems. They work
collaboratively in small groups, identifying the problem, researching and analyzing relevant information, and
proposing solutions. Teachers act as facilitators, guiding the learning process.
Strengths: Weaknesses:
Develops deep understanding of mathematical
concepts.
Fosters critical thinking, problem-solving, and
collaboration.
Encourages independent learning and inquiry.
Prepares students for real-life math applications
Requires skilled facilitation to maintain focus and guide
discussions.
May take longer than traditional instruction due to the
exploration phase.
Assessment can be challenging, as solutions may vary.
Why did I choose this strategy? Where did I encounter this strategy?
I chose Problem-Based Learning for math
instruction because it promotes active learning
and problem-solving.
I encountered this strategy during my teacher training
program and have witnessed its effectiveness in
developing students' mathematical thinking.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might consist of a flowchart illustrating the stages of Problem-Based
Learning, from problem identification to solution proposal, emphasizing student collaboration
and inquiry.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
Problem-based learning was something I used to teach in my math classroom by choosing problems that were
applicable to real-world situations. The students would collaborate in small groups to determine the context of
the problem and investigate relevant mathematical topics in order to propose potential solutions. I would be
able to offer direction, assistance, and any other required resources.
For the purpose of ensuring that the implementation is carried out effectively, I would act as a facilitator for
the talks, stimulate critical thinking, and monitor group dynamics. The assessment would place equal emphasis
on both the process (for example, different approaches to issue solving), as well as the solution itself. The use
of this strategy into mathematical instruction would give students the opportunity to use mathematics in real-
world contexts.
In order to remember this strategy, I would stress the significance of genuine problem-solving and set clear
instructions for the work that should be done in groups.
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How can I remember?
To help people recall what problem-based learning is all about, I'd point out that it places a focus on student
collaboration and real-world challenges. Memory could be improved by using visual aids such as a flowchart to
solve problems.
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Where can I go for additional information:
For further resources on implementing Problem-
Based Learning in math instruction, I'd explore
educational journals, books on inquiry-based
teaching, and online forums dedicated to math
education.
Current APA References
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-Based Learning: An approach to medical education. Springer
Publishing Company.
Glossary Entry 5
Entry 5
Key Term, Teaching Strategy or
Method: Cornell Note-Taking
System
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
The Cornell Note-Taking System is an organized
method for taking notes and arranging them in a
way that is useful for both taking notes during
lectures and when reading. It entails splitting the
sheet of paper into sections for the key concepts,
supporting details, and a summary, which assists
pupils in successfully capturing, reviewing, and
remembering information.
Definition: According to Walter Pauk, the creator of the
Cornell Note-Taking System, "This method is a systematic
format for condensing and organizing notes. It encourages
reviewing and retaining information, aiding in
comprehension and long-term retention" (Pauk, 2013).
Reference: Pauk, W. (2013). How to Study in College.
Cengage Learning.
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Section 2: Information
What do I need to know about this skill/method?
This is a little more complicated but can be great for helping students learn to take notes.
Procedure:
The Cornell Note-Taking System involves dividing your note paper into three sections:
Cues/Questions: On the left, students write questions, keywords, or cues related to the content.
Notes: In the main section on the right, students take detailed notes during a lecture or while reading.
Summary: At the bottom, students write a brief summary of the key points, which serves as a quick review.
Strengths: Weaknesses:
Encourages active listening and engagement
during lectures.
Organizes notes for easier review and studying.
Promotes critical thinking by summarizing key
points.
Requires practice to master effectively.
May not suit all learning styles.
Supports long-term retention of information.
Why did I choose this strategy? Where did I encounter this strategy?
I chose the Cornell Note-Taking System because it
empowers students to take organized and
effective notes, a critical skill for academic
success.
I encountered this method during my own college years
and have found it invaluable in improving my study habits.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include a sample page of Cornell notes, clearly showcasing the
three sections: cues/questions, notes, and summary.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
Whenever I taught courses on study skills or research in my classroom, one of the activities that I included was
introducing students to the Cornell Note-Taking System. I'd begin by discussing why it's important to keep your
notes structured, then move on to demonstrating how to efficiently make Cornell notes. During class or while
they were reading, students would put this strategy into effect.
For the purpose of ensuring that the implementation is carried out effectively, I would provide templates or
recommendations to assist students in appropriately organizing their notes. The features of summarizing and
reviewing would be strengthened by performing periodic evaluations of their Cornell notes. This approach
would be incorporated into a variety of courses, thereby assisting students in the formation of healthy study
habits.
To help you remember this approach, I will emphasize the three sections of Cornell notes as well as the
functions that each section serves.
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How can I remember?
I would concentrate on the three elements of the Cornell Note-Taking System, which are the cues or questions,
the notes, and the summary, and I would utilize visual cues such as an example page of Cornell notes to help
me recall the system.
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Where can I go for additional information:
For more in-depth guidance on implementing the
Cornell Note-Taking System effectively, I'd explore
educational websites, study skills books, and
workshops on note-taking strategies.
Current APA References
Pauk, W. (2013). How to Study in College. Cengage Learning.
Glossary Entry 6
Entry 6
Key Term, Teaching Strategy or
Method: Literature Circles
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
Literature Circles are student-led, small-
group discussions in which members read
and debate a common text on their own
time. In order to have a more in-depth
engagement with the material, each
participant takes on a certain position
within the group, such as discussion
leader, summarizer, connector, or
illustrator. This helps to foster both
comprehension and critical thinking.
Definition: According to Daniels (2002), "Literature Circles
are a student-centered reading activity where small, peer-
led discussion groups read and discuss a common book.
The approach encourages students to take ownership of
their reading and promotes thoughtful discussion" (p. 34).
Reference: Daniels, H. (2002). Literature Circles: Voice and
choice in book clubs and reading groups. Stenhouse
Publishers.
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Section 2: Information
What do I need to know about this skill/method?
This is great for helping students to read more thoughtfully.
Procedure:
Literature Circles typically involve the following steps:
Book Selection: Students choose from a list of books.
Reading Independently: Each student reads the selected book independently.
Discussion Roles: Students take on specific discussion roles (e.g., discussion leader, summarizer, connector, or
illustrator).
Discussion Meetings: Students meet regularly to discuss the book, sharing their insights and discussing their
roles.
Reflection and Rotation: Students reflect on their reading experience and roles, then rotate roles for the next
book.
Strengths: Weaknesses:
Promotes independent reading and ownership of
learning.
Fosters critical thinking and discussion skills.
Encourages diverse perspectives through student-
led discussions.
Suitable for various age groups and literature
genres.
Requires effective facilitation to ensure meaningful
discussions.
Some students may require more guidance in the early
stages.
Why did I choose this strategy? Where did I encounter this strategy?
I selected Literature Circles because they
empower students to take an active role in their
reading and promote peer-led discussions.
I first encountered this strategy during my teacher training
and have observed its success in developing a love for
reading.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include a diagram showing the cyclical nature of Literature
Circles, with arrows indicating the flow from book selection to role rotation.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
When I was a teacher, I would begin the process of implementing Literature Circles by first exposing my
students to the idea of having peer-led conversations and the many roles that are involved in debate. I would
provide students a selection of books to choose from and offer guidance as they made their selections. During
the meetings in which we discussed various topics, I would promote having talks that were both open and
respectful.
Facilitating the early discussions, modeling productive conversation skills, and providing instructions for
discussion roles are some of the things I would do to ensure a good adoption. Reading courses would be
expanded to include literature circles, which would provide students the opportunity to discuss a variety of
texts and explore new reading material together.
To keep in mind this approach, I would stress the iterative nature of Literature Circles, in which kids take turns
reading aloud and talking about what they've read.
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How can I remember?
To ensure that I do not forget the steps involved in Literature Circles, I will concentrate on the following: book selection,
individual reading, discussion role assignments, discussion meeting attendance, and role rotation.
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Where can I go for additional information:
For more in-depth guidance on implementing
Literature Circles effectively, I'd explore
educational websites, books on literature-based
teaching strategies, and professional
development workshops.
Current APA References
Daniels, H. (2002). Literature Circles: Voice and choice in book clubs and reading groups. Stenhouse Publishers.
Glossary Entry 7
Entry 7
Key Term, Teaching Strategy or
Method: Socratic Questioning in
Math
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
It is an inquiry-based teaching style that
encourages students to think critically, investigate
mathematical topics, and improve their
understanding by asking and answering open-
ended questions. Socratic Questioning in
mathematics is a strategy that helps students to
do these things. It adheres to the principle of the
Socratic method, which consists of directing
students to seek information via their own
introspection.
Definition: According to Paul and Elder (2006), "Socratic
Questioning is a method of disciplined questioning that
can be used to explore complex ideas and promote critical
thinking in mathematics. It involves asking and answering
thought-provoking questions to stimulate intellectual
curiosity" (p. 27).
Reference: Paul, R., & Elder, L. (2006). Critical thinking: The
nature of critical and creative thought. Journal of
Developmental Education, 30(2), 34-35.
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Section 2: Information
What do I need to know about this skill/method?
This is a good way to make sure students are understanding math concepts rather than just copying down what
is shown to them.
Procedure:
Socratic Questioning in math involves the following steps:
Selecting a Mathematical Concept: The teacher chooses a mathematical concept or problem.
Asking Open-Ended Questions: The teacher poses open-ended questions that encourage students to explore
the concept independently.
Guiding Discussions: Students engage in discussions, sharing their ideas and answering questions.
Prompting Deeper Thinking: The teacher continues to ask questions that prompt deeper thinking and
exploration.
Reflecting and Summarizing: Students reflect on their insights and summarize their understanding of the
concept.
Strengths: Weaknesses:
Develops critical thinking and problem-solving
skills.
Encourages independent exploration of
mathematical concepts.
Fosters intellectual curiosity and a deeper
understanding of math.
Adaptable to various math topics and grade
levels.
Requires skilled facilitation to maintain focus and guide
discussions effectively.
May take longer than traditional instruction methods.
Assessment can be challenging as there may be multiple
valid approaches to a problem.
Why did I choose this strategy? Where did I encounter this strategy?
I chose Socratic Questioning in math because it
promotes critical thinking and independent
exploration of mathematical concepts.
I encountered this method during my teacher training and
have seen its potential to deepen students' mathematical
understanding.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include a flowchart illustrating the process of Socratic
Questioning in math, with arrows indicating the progression from selecting a concept to
summarizing understanding.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
In my math lesson, I would use the Socratic method of questioning by choosing mathematical concepts that
call for analytical thought. To begin, I would encourage students to investigate a variety of methods for
resolving issues by asking open-ended questions and facilitating group conversations on the topic.
For the purpose of ensuring that the implementation is carried out in an efficient manner, I would provide
direction on how to facilitate talks and ask questions that provoke thought. In order to solidify one's
knowledge, I believe that it is essential to engage in both introspection and summarization. Students would
benefit from developing skills in problem-solving and gaining a more in-depth understanding of mathematics if
this method was incorporated into their math classes.
In order to remember this approach, I would put an emphasis on the repeated cycle of asking questions,
having a discussion, and then reflecting on what was said.
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How can I remember?
In order to remember how to use Socratic questioning in mathematics, I would concentrate on the important
phases, which include choosing a topic, asking questions that are open-ended, guiding dialogues, stimulating
deeper thought, reflecting, and summarizing.
Word Count 36/30
Where can I go for additional information:
For more in-depth guidance on implementing
Socratic Questioning in math effectively, I'd
explore educational websites, books on inquiry-
based teaching strategies, and professional
development workshops.
Current APA References
Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of
Developmental Education, 30(2), 34-35.
Glossary Entry 8
Entry 8
Key Term, Teaching Strategy or
Method: Graphic Organizers in
Reading
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
When it comes to reading, graphic organizers are
visual aids or diagrams that assist students in
successfully organizing and comprehending the
textual content they read. The relationships
between ideas, characters, events, and other
components of a text can be visually represented
using these tools through the use of diagrams,
charts, or outlines.
Definition: According to Vacca and Vacca (2008), "Graphic
Organizers in reading are visual representations that aid
readers in understanding and analyzing textual
information. They provide a visual structure for organizing
ideas and relationships within a text" (p. 56).
Reference: Vacca, J. L., & Vacca, R. T. (2008). Reading and
learning to read. Pearson.
Word Count 52/30 Word Count 35 /30
Section 2: Information
What do I need to know about this skill/method?
This concept is very beneficial. It can really help the students be able to find the main idea of the story,
characters, and events. This can be done as the students are reading.
Procedure:
Using Graphic Organizers in reading involves several steps:
Selecting a Text: Choose a text or passage for reading.
Identifying Key Elements: Determine the main ideas, characters, events, or themes in the text.
Choosing a Suitable Graphic Organizer: Select an appropriate graphic organizer, such as a Venn diagram, story
map, or concept map, based on the reading purpose.
Filling in the Organizer: As students read, they fill in the graphic organizer with information from the text,
organizing it visually.
Analyzing and Discussing: After reading, students use the completed graphic organizer to analyze and discuss
the text's elements.
Strengths: Weaknesses:
Enhances comprehension by visually representing
textual information.
May require initial instruction and practice to use
effectively.
Supports students in identifying and organizing
key ideas.
Encourages critical thinking by examining
relationships between elements.
Adaptable to various types of texts and reading
levels.
Some students may need guidance in selecting the
appropriate organizer for a given text.
Why did I choose this strategy? Where did I encounter this strategy?
I selected Graphic Organizers in reading because
they provide a visual scaffold for understanding
complex texts.
I encountered this strategy during my teacher training
program and have witnessed its effectiveness in helping
students dissect and comprehend texts.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include examples of various graphic organizers, such as a story
map, character analysis chart, or a Venn diagram, illustrating their use in different reading
contexts.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
Before incorporating graphic organizers into my reading lesson, I would first educate my students about the
many different kinds of organizers and the functions they serve. I would model their usage using sample texts,
explaining how to identify significant parts and fill in the organizer. I would also answer any questions that the
students had.
For the purpose of ensuring that the implementation is carried out correctly, I would supply the students with
a variety of graphic organizers that are suited to a variety of reading activities. I'd advise them to pick the one
that's going to help them achieve their reading goals in the best way possible. Reading classes would be
updated to include these tools, which would provide pupils the ability to actively engage with and grasp the
texts they are reading.
I would want to draw your attention to the role that graphic organizers play in the process of visually organizing
textual material so that you can remember this strategy.
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How can I remember?
In order to recall Graphic Organizers for reading, I would concentrate on the important steps, which are as
follows: picking a text, determining its key elements, selecting an appropriate organizer, filling it in as I read,
evaluating and discussing the text, and so on.
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Where can I go for additional information:
For more in-depth guidance on implementing
Graphic Organizers effectively in reading
instruction, I'd explore educational websites,
books on reading strategies, and professional
development workshops.
Current APA References
Vacca, J. L., & Vacca, R. T. (2008). Reading and learning to read. Pearson.
Glossary Entry 9
Entry 9
Key Term, Teaching Strategy or
Method: Flipped Classroom in
Math
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
In mathematics, a teaching method known as the
"flipped classroom" is one in which students first
learn new mathematical ideas individually at
home by watching pre-recorded films or reading
assigned materials. The remainder of the class
period is then devoted to practicing, discussing,
and implementing these principles under the
direction of the instructor.
Definition: According to Lage, Platt, and Treglia (2000), "A
Flipped Classroom is a pedagogical approach in which
direct instruction shifts from the group learning space to
the individual learning space, and the resulting group
space is transformed into a dynamic, interactive learning
environment" (p. 32).
Reference: Lage, M. J., Platt, G. J., & Treglia, M. (2000).
Inverting the classroom: A gateway to creating an inclusive
learning environment. The Journal of Economic Education,
31(1), 30-43.
Word Count 53/30 Word Count 42 /30
Section 2: Information
What do I need to know about this skill/method?
This can be beneficial but may be difficult for some students because it requires students to do some work at
home.
Procedure:
Implementing a Flipped Classroom in math involves these steps:
Content Creation: The teacher creates or curates instructional materials like video lessons or readings that
cover the upcoming math concepts.
Assigning Pre-work: Students independently study the assigned materials at home before the next class.
In-Class Activities: Classroom time is dedicated to interactive activities, discussions, and problem-solving
related to the pre-worked material.
Teacher Facilitation: The teacher guides and supports students during in-class activities, addressing questions
and providing assistance.
Strengths: Weaknesses:
Promotes active learning and engagement during
class.
Allows for individualized pacing as students can
review materials at their own speed.
Encourages peer interaction and collaborative
problem-solving.
Facilitates deeper understanding of math
concepts through discussion and application.
Requires reliable access to technology for accessing pre-
work materials.
Students must be motivated and disciplined to complete
pre-work independently.
Initial planning and content creation can be time-intensive
for teachers.
Why did I choose this strategy? Where did I encounter this strategy?
I selected the Flipped Classroom approach
because it encourages active learning and allows
for more meaningful in-class interactions.
I first encountered this method during my teacher training
program and have seen its potential to improve math
instruction.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include a flowchart illustrating the Flipped Classroom process,
with arrows indicating the shift from content creation and pre-work to in-class activities.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
For the kids in my math class, I would use the Flipped Classroom methodology by either producing video
lessons or distributing reading materials that were pertinent to the subject matter for them to study on their
own at home. During class time, students would work together to find solutions to problems, participate in
group discussions, and address questions.
To make sure that the implementation goes as smoothly as possible, I would provide detailed instructions on
how to obtain and fill out the pre-work materials. Activities conducted in the classroom would put an emphasis
on applying mathematical principles and promote collaboration among students. Mathematical instruction
would be modified to incorporate this technique, which would make learning more participatory and student-
centered.
In a Flipped Classroom, the transition from individual pre-work to participatory in-class activities is something
that I would emphasize as a way to remember this method.
Word Count 145 /150
How can I remember?
In order to recall how to implement the Flipped Classroom strategy in mathematics, I would concentrate on the
major steps, which are content production, assigning pre-work, in-class activities, and instructor facilitation.
Word Count 31/30
Where can I go for additional information:
For more in-depth guidance on implementing the
Flipped Classroom approach effectively in math
instruction, I'd explore educational websites,
books on innovative teaching methods, and
professional development resources.
Current APA References
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning
environment. The Journal of Economic Education, 31(1), 30-43.
Glossary Entry 10
Entry 10
Key Term, Teaching Strategy or
Method: Mind Mapping for
Study Skills
Disability:
☒ Autism
☐ Dyslexia
☒ ADHD
☒ Speech / Language
☐ Physical Disability
☒ Visual Impairment
☒ Hearing Impairment
☐ Gifted / Talented
☒ Learning Disability
☒ Intellectual Disability
☒ Emotional
Disturbance
☒ English as Second
Lang
☐ Severe and Multiple
Disability
☐ Other __________
Section 1: Definitions
What does this teaching method
do? Personal/Original definition:
What does this teaching method do?
Definition quoted from a source:
Mind mapping is a visual note-taking approach
that involves generating a hierarchical diagram to
represent and organize the material that is being
mapped out. Mind mapping can be used for
improving study skills. It is an efficient technique
for studying and remembering knowledge
because it helps pupils synthesize, comprehend,
and remember difficult concepts.
Definition:
According to Buzan (1974), "Mind Mapping is a powerful
graphic technique that can help students enhance their
learning and memory. It involves creating a visual
representation of information, allowing for a clearer
understanding and recall" (p. 15).
Reference: Buzan, T. (1974). Use both sides of your brain:
New mind-mapping techniques. Plume.
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Section 2: Information
What do I need to know about this skill/method?
This is a useful approach but I believe it may be too difficult for many students.
Procedure:
Procedure:
Using Mind Mapping for study skills involves these steps:
Identifying Key Concepts: Begin by identifying the main ideas, keywords, and concepts related to the topic.
Creating a Central Idea: Place the central idea or main topic in the center of the page.
Branching Out: Create branches radiating from the central idea, each representing a subtopic or key concept.
Adding Details: On each branch, add details, keywords, or phrases that expand on the subtopic.
Visual Elements: Use colors, images, symbols, and connections to enhance visual appeal and understanding.
Strengths: Weaknesses:
Enhances comprehension and memory through
visual representation.
May require practice to create effective Mind Maps.
Some students may prefer traditional note-taking
Encourages active engagement with content.
Promotes organization and simplification of
complex information.
Adaptable for various subjects and study
purposes.
methods.
Why did I choose this strategy? Where did I encounter this strategy?
I selected Mind Mapping for study skills because
it offers a creative and effective approach to
summarizing and retaining information.
I encountered this strategy during my own academic
journey and have found it valuable in improving study
habits.
Section 3: Visual, Graphic Organizer or Concept Map
Visual representation of the term/teaching method demonstrating understanding.
A visual representation might include an example of a Mind Map, showcasing a central idea
with branching subtopics, keywords, and visual elements.
Section 4: Analysis and Implementation
In this section, describe how you would utilize this teaching method in your classroom.
Mind Mapping for study skills would be implemented in my classroom in an organized manner to help pupils
master this essential method. I'll start by explaining Mind Mapping and its benefits for summarizing difficult
information, organizing thoughts, and enhancing memory. I'd introduce Mind Maps by emphasizing the main
idea surrounded by branching subtopics.
I would demonstrate by constructing a Mind Map in real time for a simple curricular topic after the
introduction. This video shows students how to start a Mind Map with a primary idea, construct subtopic
branches, and use keywords and visuals. I'd actively urge students to ask questions and participate.
Students then created Mind Maps for textbook subjects or chapters in guided practice, either individually or in
small groups. I'd provide them templates or instructions and provide feedback and support to start this habit.
Mind Mapping's collaborative feature might also benefit from peer review and participation. Students could
evaluate and discuss each other's Mind Maps, boosting peer learning and visual representation creativity. This
collaborative procedure would stimulate critical thinking as students evaluate Mind Maps' ability to summarize
complex topics.
Students would naturally include mind mapping into their study regimens. This method should be used for
summarizing lessons, reading, and studying for exams. I'd supply Mind Maps for different disciplines and study
goals to enable this integration.
As they get more skilled at Mind Mapping, students should experiment with colors, images, and symbols to
improve their maps' efficacy and appearance. This strategy would encourage innovation and allow study tool
customization to suit different learning styles.
Periodic assessments would evaluate students' Mind Mapping use in their study routines, concentrating on the
quality and usefulness of their information summarization and retention Mind Maps. Students should also
reflect on how Mind Mapping has affected their learning and outcomes.
By adopting this systematic strategy, students will learn Mind Mapping skills and appreciate its importance in
improving study skills and understanding complex subjects.
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How can I remember?
In order to remember how to use Mind Mapping as a study technique, I would concentrate on the major
processes, which are as follows: determining important concepts, developing a primary idea, branching out,
adding details, and making use of graphic components.
Word Count 41/30
Where can I go for additional information:
For more in-depth guidance on using Mind
Mapping effectively for study skills, I'd explore
educational websites, books on study techniques,
and online Mind Mapping software.
Current APA References
Buzan, T. (1974). Use both sides of your brain: New mind-mapping techniques. Plume.
