Welcome to Training Teachers Online
Table of Contents

Lesson One—Instructional Leadership

  • Define instruction, instructor, and Christian instruction
  • Define and explain worldview, Christian worldview, and biblical integration
  • Define differentiated instruction
  • Define and explain instructional leadership
  • Analyze instructional leadership research
  • Define a school’s mission and vision
  • Identify key qualities of instructional leaders
  • Explain ways to improve instructional leadership in the classroom
  • Design a “start-the-school-year-off-right” instructional plan
  • Enlist parents to work with their children

Lesson Two—Goals and Objectives

  • Define goal and target performance objective
  • Explain the role of verbs and learning performances in goals and objectives
  • Write academic goals and target performance objectives
  • Number goals and target performance objectives
  • Identify the value of goals and objectives in the teaching-learning process
  • Explain the value of teaching and testing to objectives
  • Identify the errors commonly made in writing goals and objectives
  • Identify and describe Bloom’s six levels of cognitive learning

Lesson Three—Teaching Strategies

  • Define teaching strategy
  • Identify criteria for selecting teaching strategies
  • Define didactic teaching, dialectical teaching, and student-directed teaching
  • Explain four popular teaching strategies—lecture, demonstration, questioning, and discussion
  • Explain the Lecture Plan Checklist
  • Identify major teaching strategies used by Jesus
  • Define and explain parable, simile, metaphor, hyperbole, and overstatement
  • List five of Christ’s teaching objectives

Lesson Four—Pedagogy, Differentiated Instruction, and Cooperative Learning

  • Define pedagogy
  • Explain the Law of the Teacher and its pedagogical traits
  • Describe teaching rules and violations for the Law of the Teacher
  • Define differentiate
  • Explain differentiated instruction
  • Explain three types of learners—visual, auditory, and kinetic
  • Clarify differentiated instruction in relation to the three types of learners
  • List ways to differentiate instruction for diverse learning styles
  • Define cooperative learning
  • Describe the five cooperative learning components
  • Explain the range of student interdependence
  • Explain five cooperative learning models: Jigsaw, Think—Pair—Share, Roundtable, 3—2—1 Processing, and What Do You Know About . . .

Lesson Five—Instructional Duties, Lesson Plans, and Textbook Audits

  • Explain the Law of the Learner
  • List and explain four levels of attention—passive, compelled, active, and attracted
  • Identify instructional rules for gaining and maintaining students’ attention and interest
  • Identify common mistakes teachers make in gaining and maintaining students’ attention and interest
  • Explain three phrases of planning
  • Differentiate lesson plans and unit plans
  • Identify factors authors consider in selecting subject content for a textbook
  • Distinguish “teaching to textbooks” from “teaching to goals and target performance objectives”
  • Explain a textbook audit