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A BLAST FROM THE PAST. ESSENTIAL ELEMENTS OF INSTRUCTION. Essential Elements of Instruction. Highlights of EEI The Science of Teaching Madeline Hunter. Question?. What qualities does a good teacher possess?. Art vs. Science of Teaching. Total Teaching Act Instructional Skills
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A BLAST FROM THE PAST ESSENTIAL ELEMENTS OF INSTRUCTION
Essential Elements of Instruction Highlights of EEI The Science of Teaching Madeline Hunter
Question? What qualities does a good teacher possess?
Art vs. Science of Teaching • Total Teaching Act • Instructional Skills • Task Analysis • Teach to the Objective • Closure • The Art in Teaching will be your own personality/style/demeanor.
Total Teaching Act(TTA) • Human Relations Skills • Instructional Skills • Classroom Management Skills • Knowledge of Content • Use and Selection of Appropriate Material • Planning Skills
From theTotal Teaching Act,which is the most important skill?
The most important skills are the Instructional Skills!Other TTA skills are important, and they are developmental.
Instructional Skills • SELECT an objective at the appropriate level of difficulty. • TEACH to the objective. • MAINTAIN the focus of the learner on the learning. • USE without abuse the Principles of Learning. • MONITOR and adjust.
Select an objective at the appropriate level of difficulty? • Task Analysis: A system of factoring the terminal (final) objective into it’s essential enroute learnings. • Steps in Task Analysis: • Identify a terminal objective: StateStandards. • Brainstorm for possible enroute learning. • Weed Out nonessentials. • Sequence if necessary. • Form diagnostic questions.
Teach to the Objective T2O • EXPLANATION • QUESTIONING • RESPONDING • ACTIVITY
Teach to the Objective • EXPLANATION: • Definitions • Process or steps • Examples • Models • Modeling • Content
Teach to the Objective • QUESTIONING: • Purpose • Strategy • Types: • Individual (Sampling) • Whole Groups • Open Ended, Affective, Opinion and Thinking Questions. • In what ways (IWW) and How many ways (HMW).
Teach to the Objective • RESPONDING: • Responding to the learner in terms of the learning. • Purpose? • Frequency?
Teach to the Objective • ACTIVITY: • Purpose • Types: • Guided • Independent (unguided).
Maintain the Focus of the Learner on the Learning • Those things the teacher does to establish and keep the attention of the learner on learning. • Components: • Anticipatory Set. • Closure. • Active Participation.
Maintain the focus of the learner on the learning… • Anticipatory Set: • Purpose • Elements: • Statement of learning. • Involvement of the learner. • Relate learning to past, present, or future learning. • (Wong, Jones, and Hunter) Concepts align.
Maintain the focus of the learner on the learning… • Closure: • Purpose • Elements: • Summary of the learning. • Involve the learner.
Maintain the focus of the learner on the learning… • Active Participation: • Purpose • Types: • Covert Behavior – Body language, facial expressions, time on task, etc. • Overt Behavior – Observable learning, responses, oral and written participation, etc.
Use Without Abuse the Principles of Learning • Program for Effective Teaching: • Motivation • Retention • Reinforcement • Transfer • Principles may be used in any order!
Use without abuse the principles of learning… • MOTIVATION: • Interest – develop student interest. • Success – create successful activities. • Feeling tone – be positive in voice control. • Knowledge of results – student achievement. • Tension – Be aware of students cognition. • Rewards – Success.
Use without abuse the principles of learning… • RETENTION: • Meaning – Students understand concept. • Practice – Drill. • Degree of Original Learning – Maintain +. • Transfer – Integrated learning. • Feeling Tone – Positive. • Modeling – Student practice and activities.
Use without abuse the principles of learning… • REINFORCEMENT: • Positive • Negative • Extinction – Teacher destroys learning. • Schedule – regular or intermittent.
Use without abuse the principles of learning… • TRANSFER: • Positive – Authentic integration with other content areas. • Negative – No transfer of knowledge.
Use without abuse the principles of learning… • Four factors that help to generate positive or negative transfer: • Similarity: Analogies - Comparisons. • Association: Integrated concepts. • Degree of original learning: depth-breadth. • Identification of critical attributes: key elements.
Monitor and Adjust • Observe students overt and covert behaviors. (Hunter) • Differentiate instruction as necessary. (Fogarty) • Use classroom management skills. (Wong) • Work the room. (Jones)
WOW Backward Design Instructional Skills • SELECT an objective at the appropriate level of difficulty. • TEACH to the objective. • MAINTAIN the focus of the learner on the learning. • USE without abuse the Principles of Learning. • MONITOR and adjust.
*Differentiated Instruction *Multiple Intelligences *Visual Literacy WOW /Backward Design (see slides 10-14) Select an objective at the appropriate level of difficulty? • Task Analysis: A system of factoring the terminal (final) objective into it’s essential enroute learnings. • Steps in Task Analysis: • Identify a terminal objective: StateStandards. • Brainstorm for possible enroute learning. • Weed Out nonessentials. • Sequence if necessary. • Form diagnostic questions.
*Differentiated Instruction *Multiple Intelligences *Visual Literacy WOW /Backward Design (see slides 15-18) Maintain the Focus of the Learner on the Learning • Those things the teacher does to establish and keep the attention of the learner on learning. • Components: • Anticipatory Set. • Closure. • Active Participation.
*Differentiated Instruction *Multiple Intelligences *Visual Literacy (see slides 19-23) WOW /Backward Design (see slides 19,22) Use Without Abuse the Principles of Learning • Program for Effective Teaching: • Motivation • Retention • Reinforcement • Transfer • Principles may be used in any order!
*Differentiated Instruction *Multiple Intelligences *Visual Literacy WOW /Backward Design USE WITHOUT ABUSE THE PRINCIPLES OF LEARNING… • Four factors that help to generate positive or negative transfer: • Similarity: Analogies - Comparisons. • Association: Integrated concepts. • Degree of original learning: depth-breadth. • Identification of critical attributes: key elements.
*Differentiated Instruction *Multiple Intelligences *Visual Literacy WOW /Backward Design Monitor and Adjust • Observe students overt and covert behaviors. (Hunter) • Differentiate instruction as necessary. (Fogarty) • Use classroom management skills. (Wong) • Work the room. (Jones)