Chapter 11

1. Instruction in Today’s Schools; Becoming an Effective Teacher Chapter 11

2. The effective teachers plan for instruction • The kinds of personal characteristics effective teachers possess • The instructional strategies effective teachers use • How effective teachers manage their classrooms to create productive learning environments • How effective teachers assess their students • The theories of learning on which effective teachers base their instruction Chapter Objectives

3. Students who are actively involved, focused on learning are much less likely to misbehave than those who are sitting passively or who don’t understand the topic. A guiding principle for your instruction should be, ………………….All students want to learn, and they want to participate through real world applications. Engage the Learner! Effective MOTIVATIONAL Strategies Engaged

4. Student’s ….attention/interest • Personalizing Content • Real World Application • Involving Students…application Motivating & learning:

5. If they act like they don’t want to answer, it’s because they’re afraid…lack “Rick-Taking” • “The more active they are in trying to learn the topic, the more likely they are to truly understand it.” Knowledge of Learners and Learning Teachers understand the students they work with and how they learn.

6. Think: Write down 10 characteristics of an effective teacher. • Pair: Discuss w/a buddy • Share: What did you come up with? • Those who can, do; • those who can do magic, • TEACH! Think-Pair-Share

7. What teachers do in both high-and low-achieving classes! There is a body of knowledge describing the different teacher behavior ........of both high and low low-achieving classes. Define Effective Teaching

8. Dimensions of Effective Teachers Personal characteristics Planning Teaching skills-Instruction Classroom Environment Assessment

9. What do teachers in both high-and low-achieving classes do? (2 of 6) • 1) Select Topic • ....These differences are commonly revealed in the way teachers plan…what is important? • 2) Teacher objective: • The Learner Will (TLW).... understand or be able to do ......when the lesson is completed… next slide • Lesson Plan Template Stated or written on the board Teacher Planning

10. A Taxonomy of Learning

11. A. Select topics B. Specify learning objectives C. Prepare and organize learning activities D. Plan for assessments E. Ensure instructional alignment F. Planning in a standards-based environment Planning for effective teaching

12. Is the process of gathering information and making conclusions about student learning. • Done to promote clear and deep understanding of the topics students study. • Examples of effective assessment: • Listening to students • Thumbs up • Homework • Quiz • Lab observation • formal and informal Assessment

13. directly measure student performance through “real life” tasks. • Performanceassessments ask learners to demonstrate their competence in a lifelike situation. • Portfolios are collections of student work that are judge against preset criteria. Alternative Assessment

14. Instructional Alignment: • Refers to the congruence between goals, • learning activities, • practice in the form of assignment and homework, and • assessment. • (ex) Maps and matrices are used as a framework to guide the students.

15. Examples and Demonstrations • Connect examples to student situations • Interactive Instruction • Lectures and seatwork are passive • Feedback and Application • Detail discussion of results Essential Teaching Skills for Diversity

16. Questioning can be an exhilarating intellectual experience for both you and your students. • Effective and less effective teachers differ in four areas: • Frequency, (often) • Wait-time, (period of silence) • Appropriate level of difficulty, and • Equitable distribution (calling on all students). • Prompting, (cueing) Teacher Questioning

17. The length and quality of student responses improve. Failures to respond are reduced. Student participation in general, as well as participation from minority students, improves. …Jacob Kounin Benefits of Increased Wait-Time

18. View of Learning View of Learners Role of the Teacher Behaviorist Increase in number of desirable responses resulting from reinforcement. Passive recipients of stimuli (reinforcers and punishers) from the environment. Present reinforcers to increase desirable behaviors, and present punishers to decrease undesirable behaviors. Cognitive Developing understanding by searching for patterns in the world. Constructors of knowledge through actively processing information from the environment. Guide learners in their efforts to make sense of the world. Instructional strategies

19. Learning is ……………………………….. a change in observable behavior occurring as the result of experience. • Desired responses to questions. • Teacher designs activities that require students to produce specific, observable responses to questions and exercises. T-centered:…….. Behaviorism

20. Behaviorists often view memorization of facts as a foundation or …..prerequisite for more complex behaviors. • Multiplication tables • Solving word problems • Pronounce words quickly • Comprehension when they read • (Students change their behavior in response to reinforcers and punishers. Behaviorists (MASTERY)

21. Designed to teach essential knowledge and skills needed for later learning 1. Introduction and review 2. Developing understanding 3. Guided practice 4. Independent practice T-centered :…… “Direct Instruction”

22. Implemented in four phases: • Introduction and review • Presenting information • Comprehension monitoring • Integration Strength and Weakness? Lecture-Discussion

23. Technology Provides an Effective Way to Provide Practice & Feedback Drill & Practice Software Gives Students Immediate & Response-specific Feedback Tutorials Provide Integrated Instructional Sequences Technology & Teaching

24. Learners don’t passively respond to the environments; they actively seek to make sense of it. • Students try to “make sense” of it and link it to what they already know….background knowledge • Learning is a change in a person’s …..mental representations of the world that may or may not result in an immediate change in ……behavior. • Learner-Centered instruction • Guided Discovery Learning • Cooperative learning Cognitive Views of Learning

25. Designed to teach concepts and generalizations through the use of examples and/or content goals • Provides more teacher guidance and assistance than “pure” discovery • Teacher presents data and assists students in …..finding patterns • Experiments • Character trees Guided Discovery

26. A collection of teaching strategies that uses structured student social interaction to meet specific content goals and teach social interaction skills. • Essential components • Students work together in small groups. • Learning objectives direct the groups’ activities. • Students are held individually accountable for their understanding. • Learners depend on one another to reach objectives. Cooperative Learning

27. Different cooperative learning strategies • Reciprocal questioning • Scripted cooperation: elaboration in pairs • Jigsaw II: experts • Student Teams Achievement Division (STAD) Cooperative Learning StrategiesStudent participation & Engaged learning..p. 372

28. Narrowing the achievement requires Diversity Instruction: • The vision that all students can learn • Specific and demanding goals • Regular/ thorough assessments of students’ progress The Achievement Gap and Effective Teaching with Diverse Students, which are all students • …actively involved, real world applications & examples, feedback & application