EDUC 401 Directed Teaching in the Elementary12 Cr 2025

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This can look like the teacher: reading a book to the class (teacher-directed) doing a transition activity to send the children to centers (teacher-directed) having children play in centers and checking in on them to expand on their play (child-directed)
Teacher-directed activities are times when teachers may be more intentional about instruction and more likely to use strategies targeted at promoting the development of childrens language and cognitive skills.
In a teacher-directed classroom, the students are more passive. They just receive knowledge from the teacher and dont take a very active role in constructing their own knowledge. On the other side, we have a student-centered classroom where the students are active learners.
View history from a new perspective. Offering students the chance to explore things from another persons point of view can be a great way to practice critical thinking skills and promote active learning. In this exercise, students select a historical event or a period in time that interests them in some way.
In other words, teachers direct active, hands-on learning within the classroom - often via long or short-term projects. In this strategy, teachers oversee how and when students must accomplish a specific project and provide explicit instructions, explanations or examples of new concepts.
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Teacher-directed instruction is one of those. Teacher-directed instruction includes methodologies in which the teacher is the primary deliverer of instruction, in contrast to student-mediated instruction, in which students take more responsibility for their own learning and the learn- ing of their peers.
Teacher-guided play examples Molding playdough into different letters or numbers. Sticking numbers on a magnetic board in order from one to ten. Playing with foam or wooden shapes. Memory tray games (let children choose the objects for the tray) Nature walks outside. Simple jigsaw puzzles.
Course Objectives Identify current issues influencing the field of education and teacher professional development. 2. Analyze the culture of schooling and classrooms from the perspectives of language, gender, socioeconomic, ethnic, and disability-based academic diversity, and equity.

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