Lesson Delivery

1. Lesson Delivery Burden, P. & Byrd, D. (2010). Methods for Effective Teaching: Meeting the Needs of All Students (5thed). New York: Allyn & Bacon.

2. Degree of Structure in Lessons • Teacher-centered approaches • Lectures, demonstrations, questions, recitations, practice and drills, and reviews • Student-centered approaches • Inquiry approaches, discovery learning and problem solving, role playing and simulation, gaming, laboratory activities, computer-assisted instruction, and learning or activity centers

3. Grouping Students • Whole-group instruction – the entire class is taught as a group • Lecture, demonstrate and explain a topic; ask and answer question(s) in front of entire class; provide same recitation, practice, and drill for all students; work on the same problems • Small-group instruction – small groups enable students to be more actively engaged in learning and teachers can better monitro student progress • Independent work • Computer-assisted instruction, learning centers, learning stations, laboratories, discovery techniques, etc

4. Small-group instruction (cont.) • Cooperative learning groups • Variety of teaching methods in which students work in small groups to help one another learn academic content • Ability groups • Student similar in academic ability are grouped into classes for instruction • Between-class ability groups • Within-class ability groups • Peer tutoring • Students teaching students • Cross-age tutoring • Peer tutoring

5. Academic accountability • Grading system • variety of evaluation measures, communicate grading system to students, design gradebook, report grades to parents • Assignments • How assignments are given to students, requirements and criteria for grading • Work and Completion Requirements • Use of pen/pencil, headings, etc; due dates, late work, incomplete work, missed work; absent students and makeup work

6. Academic accountability (cont.) • Monitor progress and completion of assignments • Monitor in-class work; monitor longer projects; monitor in-class participation and performance; activities with grade and those for formative feedback for student; checking procedures • Provide Feedback • Students exchange papers on formative exercises, papers/projects for grade should be collected, grade and returned promptly; students should maintain records concerns progress; post student work

7. Managing Whole-Group Instruction • Preventing Misbehavior • Exhibit withitness – teacher’s disposition to look at all parts of the classroom at times, know who is misbehaving, and respond in an appropriate manner • Use overlapping – supervising or handling more than one group or activity at a time • Use desists – statements by teacher to stop an inappropriate action or misbehavior by asking or telling student what to do. • Avoid satiation – when students are required to stay on a learning task too long and begin to lose interest and get off task

8. Managing Whole-Group Instruction (cont.) • Movement through the lesson • Momentum refers to teachers starting lessons with dispatch, keeping lessons moving ahead, making transition among activities efficiently, and bringing lessons to a satisfactory close • Smoothness refers to staying on task in the lesson without abrupt changes, digressions, or divergences

9. Maintaining Student Attention & Involvement • Attention-getting strategies - use of stories, physical products, activities, and statements to capture student attention • Monitor attention during lessons and provide situational assistance as necessary • Stimulate attention periodically – using verbal cues to change topic or draw attention • Vary instructional media and methods – overhead projector, chalkboard, video, computer as wells as various teaching methods (demonstrations, small/large groups, lectures, etc)

10. Maintaining Student Attention & Involvement • Use humor – do not use jokes to tease or demean any student, be careful with sarcasm • Pay close attention when student talk and answer questions, including non-verbal expressions on interest • Make more positive and encouraging statements than negative statements • Terminate lessons that have gone on too long; have a backup activity for each lesson