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Chapter 5 - The Professional Teacher

Chapter 5 - The Professional Teacher. Dr. Thomas G. Ryan Nipissing University. Classroom Management is:. A dimension of curriculum, instruction, and school climate. 1. Classroom Management involves,. the establishment and maintenance of effective learning environments. 2.

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Chapter 5 - The Professional Teacher

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  1. Chapter 5 - The Professional Teacher Dr. Thomas G. Ryan Nipissing University

  2. Classroom Management is: A dimension of curriculum, instruction, and school climate 1

  3. Classroom Management involves, • the establishment and maintenance of effective learning environments 2

  4. Basics of Effective Teaching • Lesson Design - Clarity • Introduction - ‘Hook’ • Coached Practice - “Like this” • Closure - draw together • Independent Practice - U try • Review - A,B,C,D. . . 3

  5. Student Motivation • Interest level - ballet vs nintendo • Student Needs - hunger - food • Novelty - field trip • Variety - Success - Win, play, win, play. • Tension - Affective state • Feeling tone - climate • Feedback - coaching 4

  6. Teacher’s Classroom Questioning ? • Effective questions are clear, purposeful, brief, naturally sequenced, and thought provoking. • Cognitive levels - list to evaluate • Call on volunteers/nonvolunteer • Wait 3-5” • Multiple student responses before feedback - OK! • Be Positive - tell student why answer is good • Extend answer via probing questions. 5

  7. Maximizing Learning Time • Good Teaching(Instruction) + Good Tasks = Learning • Time on tasks = Teacher directed(Coaching) + individual practice time = progress, example Sports Skills • Student Misconceptions problematic - See p. 109 bottom - read carefully - Lets discuss this as a class! 6

  8. Constructivism • Active construction of knowledge by learner • Teacher coaches, guides, supports, facilitates, questions socratically • Prior knowledge informs current growth • restructuring prior learning is key to new learning • Knowledge is socially constructed • Thinking skills, Critical thinking, Multiple Intelligence's 8 7

  9. Teaching for Understanding • Deep Understanding - Howard Gardner • Explain in your own words • Make Predictions • Apply concepts to new context • Find exemplars in new situations • So - Cover less curricula but go deeper rather that wider and shallow

  10. Authentic Instruction • Higher Order Thinking Skills HOTS emphasis • Depth of coverage • Connection to ‘real world’ • Achievement via trial and error/risk taking • Emergent teaching style - self regulation develops

  11. Emphasis on Thinking & Problem-Solving • Thinking Dimensions (5) • 1 Positive attitudes/perceptions - Physical - Psychologically comfortable - Order/Routine • 2 Acquiring new knowledge/skills - relate new to old • 3 Extension & Refinement of knowledge using HOTS • 4 Using knowledge in meaningful and productive habits of mind - self-direction - long term projects

  12. Create Community • Cooperative learning activities • Face-to-face interaction • Positive interdependence (team approach/sink or swim together) • Individual accountability (we are all responsible)

  13. Multiple Intelligences = MI • 8 types at present – • linguistic • logical-mathematical • spatial • body-kinesthetic • musical • inter-personal • intra-personal • nature - ecology - environment

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