The Continuous Teaching Cycle
Welcome to the home page for the Continuous Teaching Cycle (CTC) Project at the University of South Florida. The Continuous Teaching Cycle was designed by a group of faculty in the College of Education, based on the work done at Western Oregon called the Teacher Work Sample Methodology. The CTC is being piloted with several groups, including experienced teachers, and students at various levels of internships.
This site contains and overview of the CTC with rationales for the steps, frequently asked questions about the CTC, the instructions for completing a CTC report and samples from portions of pilot CTC reports. The instruction included are a detailed and include all of the expectations for a CTC report that would be done in a final internship. As you go through your program you may do more than one CTC, or you may do portions at different times as you are learning the skills. Keep in mind that by your final internship you will be able to tie all of those skills together to do a complete CTC report.
Good
teachers go through a continuously repeating process of assessing student
needs, planning instruction, delivering instruction, assessing outcomes,
and then determining student needs again. For experienced teachers, much
of this is done internally. In this project, we are asking you do to it
explicitly, and to report on your work.
The instructions below explain each part of the Teaching Cycle Project and Report. You should follow these guidelines carefully. Your write-up must be typed (except for copies of student work) and must follow the format below. Sections should be titled and numbered, consistent with these directions, and pages should be numbered.
The Continuous Teaching Cycle
To learn more about the CTC choose from the underlined links below.
A PowerPoint Overview and Rationale for the CTC
The master checklist of items to include in the Teaching Cycle Report
Directions for each step in the CTC:
Step 1 Description of your students and the learning environment
Step 2 Identifying the topic you will teach and its relationship to the larger curriculum
Step 3 Identifying the specific learning objectives
Step 4 Selecting the pre- and post-assessment strategies
Step 6 Report on the pre- and post-instructional student performance
Step 7 Reflection on the effectiveness of your instruction
Step 9 Reflection on what you learned by completing the Teaching Cycle Project
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