AMT LEARNING GOALS AND TEACHING GOALS

ACQUISITION MEANING TRANSFER

This goal seeks to help learners acquire factual This goal seeks to help students construct meaning This goal seeks to support the learners’ ability to transfer their
information and basic skills. (i.e., come to an understanding) of important ideas and learning autonomously and effectively in new situations.
processes.
Direct Instruction Coaching
In this role, the primary role of teachers is to Facilitative Teaching In a coaching role, teachers establish clear performance goals,
inform the learners through explicit instruction Teachers in this role engage the learners in actively supervise ongoing opportunities to perform (independent
in targeted knowledge and skills; differentiating processing information and guide their inquiry into practice) in increasingly complex situations, provide models,
as needed. complex problems, texts, projects, cases, or and give ongoing feedback (as personalized as possible). They
simulations, differentiating as needed. also provide just-in-time teaching (direct instruction) when
Strategies include: needed.
 Lecture Strategies include:
 Advance organizers  Diagnostic assessment Strategies include:
 Graphic organizers  Using analogies  Ongoing assessment, providing specific feedback in
 Questioning (convergent)  Graphic organizers the context of authentic application
 Demonstration/modeling  Questioning (divergent) and probing  Conferencing
 Process guides  Concept attainment  Prompting
 Guided practice  Inquiry-oriented approaches
 Feedback, corrections  Problem-based learning • Adapt (based on feedback) • Adjust (based on results) • Apply
 Differentiation  Socratic seminar • Create • Design • Innovate • Perform effectively • Self- assess
 Reciprocal teaching • Solve • Troubleshoot • change
• Apprehend • Calculate • Define • Discern •  Formative (ongoing) assessments
Identify • Memorize • Notice • Paraphrase •  Understanding notebook
Plug in • Recall • Select • State • determine  Feedback/corrections
 Rethinking and reflection prompts
 Differentiated instruction

• Analyze • Compare • Contrast • Critique • Defend •

Evaluate • Explain • Generalize • Interpret •
Justify/support • Prove • Summarize • Synthesize •
Test • Translate • Verify • illustrate, demonstrate,
construct, create,

EXPLORE – students are given
an open-ended problem solving
task or short mathematical
investigation and they are given
opportunity to show different ways
of solving it.
FIRM-UP – the teacher helps the students
make connections by asking them to explain
their solutions and reasoning, comment on
other’s solutions, identify those solutions that
uses the same concepts, same reasoning, same
representation, etc.
DEEPEN – the teacher consolidates
ideas and facilitates students construction
of new concept or meaning, linking it to
previously learned concepts; helps
students to find new representations of
ideas, etc.
TRANSFER – teacher challenges
students to extend the problem given
by changing aspects of the original
problem or, construct similar
problems and then begin to explore
again.
PRIMMING GROUPINGS EXPLAIN DISCUSS & MASTERY PRACTICAL APPLICATION