Teaching Principles Centrework

Full Name: _________________________________________________ Centre: _____________________________________

I acknowledge that I have:

• read the Teaching Principles manual,
• watched the Teaching Principles e-learning module in its entirety,
• answered each question in this document to the best of my ability, and
• am prepared to implement all information contained within.

Signature: ________________________________________________ Date: ___________________

Chapter 1: Philosophy and Educational Model

1. Why does Oxford focus on the development of both cognitive and academic skills?
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2. How would you explain the Oxford Difference Pyramid to a parent?

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3. What is the importance of metacognitive awareness?

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4. What are the three outcomes of metacognitive awareness? Explain each in your own words.
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 Teaching Principles Centrework

Full Name: _________________________________________________ Centre: _____________________________________

Chapter 1: Philosophy and Educational Model Continued

5. What does the Dynamic Assessment measure, and why do we need to know these things about our
students?
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6. What are Oxford’s Four Cornerstones?

1. ___________________________________ 2. ___________________________________
3. ___________________________________ 4. ___________________________________

7. Summarize each of the Four Cornerstones in your own words.

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Chapter 2: Welcome to Oxford Learning

1. The Reading Excellence program is designed for students whose reading level ranges from
_________________________ to _________________________.

2. The Core Skills program is designed for students in _________________________ who are reading at
a _________________________.

3. The Advantage program is designed for students in _________________________ who are reading at
a _________________________.

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 Teaching Principles Centrework

Full Name: _________________________________________________ Centre: _____________________________________

Chapter 2: Welcome to Oxford Learning Continued

4. Describe how student engagement with the booklets promotes both cognitive and academic skill
development.
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5. Describe the complementary roles of the Education Director and the Teacher.
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6. Why is it important that teachers fully understand each student’s program and cognitive profile?
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7. Which document should teachers consult for the most up-to-date information about each of their
students?
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8. What tools keep teachers and Education Directors connected?

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 Teaching Principles Centrework

Full Name: _________________________________________________ Centre: _____________________________________

Chapter 2: Welcome to Oxford Learning Continued

9. Describe the role of the DDP and the importance of Last Six.
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Chapter 3: Interactive Coaching in Action

1. Describe how Interactive Coaching differs from traditional teaching methods.

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2. What does it mean to “teach to the cognitive profile”?

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a) List three ways to provide extra support to a student who has a weakness in oral
language/vocabulary.
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b) What are the implications for a student with weak problem-solving skills?
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 Teaching Principles Centrework

Full Name: _________________________________________________ Centre: _____________________________________

Chapter 3: Interactive Coaching in Action Continued

c) What difficulties might a student with a weakness in auditory memory have? How can you help
them navigate these difficulties?
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d) How can you support students who have a weakness in visual perception and/or visual motor
integration?
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e) List four strategies that would be effective for a student with poor concentration skills.
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f) How can students with poor motor coordination build their skills?
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g) How can you support students with weak auditory discrimination skills?
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3. Discuss which tips for balancing three students you think would be most effective based on your
teaching style.
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 Teaching Principles Centrework

Full Name: _________________________________________________ Centre: _____________________________________

Chapter 3: Interactive Coaching in Action Continued

4. How does Oxford reframe the way that “difficult” students are characterized?
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5. What is the phrase that we encourage Oxford staff to use when interacting with students who are
acting out? How does this framing help us elicit the desired behaviour?
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Chapter 4: A Typical Oxford Teaching Experience

1. Based on your observations so far, which elements of this chapter have you seen implemented
effectively in your Centre?
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2. Reflect on the elements of this chapter that are not characteristic of your teaching or management
style. Set three goals for yourself that will help you incorporate Oxford’s philosophies into your
teaching or management style.
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