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PART I: TEACHERS

PART I: TEACHERS. Effective Teaching and Learning. Interconnected Environments Cushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach (Figure 1.1). Teaching that Works Sadker/Sadker, Teachers, Schools, and Society. Teaching that Works (continued)

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PART I: TEACHERS

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  1. PART I: TEACHERS Effective Teaching and Learning

  2. Interconnected Environments Cushner/McClelland/Safford,Human Diversity in Education: An Integrative Approach(Figure 1.1)

  3. Teaching that Works Sadker/Sadker,Teachers, Schools, and Society

  4. Teaching that Works (continued) Sadker/Sadker,Teachers, Schools, and Society

  5. Selected Personal Qualities of Effective Teachers Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 2.1) Source: After Ryan, 1960, p. 366-370.

  6. Aspects of Clear Presentations Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 2.3) 1. Be clear about aims and main points • State goals of the presentation • Focus on one main point at a time • Avoid digressions • Avoid ambiguous phrases 2. Go Through Your Presentation Step by Step • Present materials in small steps • Present students with an outline when material is complex

  7. Aspects of Clear Presentations (continued) Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 2.3) 3. Be Specific and Provide Several Examples • Give detailed explanations for difficult points • Provide students with concrete and varied examples • Model or illustrate the idea whenever possible and remember a picture is worth a thousand words 4. Check for student understanding • Make sure students understand one point before moving on the next • Ask questions to monitor student comprehension • Ask students to summarize or paraphrase main points in their own words • Reteach whenever students appear confused

  8. Elements of Enthusiasm Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 2.4) Vocal Delivery Varied, lilting, uplifting intonations, many changes in tone, pitch Eyes Shining, frequently opened wide, eyebrows raised, eye contact with total group Gestures Frequent movements of body, head, arms, hands and face, sweeping motions; clapping hands Movements Makes large body movements, swings around, changes pace, bends body Source: After Collins 1978, p. 53-57.

  9. Elements of Enthusiasm (continued) Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 2.4) Facial Expression Changes denoting surprise, sadness, joy, thoughtfulness, awe, excitement Word Selection Highly descriptive, many adjectives, great variety Acceptance of Ideas and Feelings Accepts ideas and feelings quickly with vigor and animation Overall Energy High degree of spirit thoughout lesson Source: After Collins 1978, p. 53-57.

  10. Effective Teaching Skills Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 2.1) Measurable

  11. Effective Teaching Skills (continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 2.1) Measurable

  12. Effective Teaching Skills (continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 2.1) Not Measurable

  13. Cyclical Process of Teacher Expectations Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Figure 2.2)

  14. Comparison of Teacher-Directed Versus Constructivist Instructional Models Sharp,Computer Education for Teachers(Table 7.1)

  15. Twenty-Eight Categories of Influence on School Learning Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) Student aptitude includes gender; academic history; and a variety of social, behavioral, motivational, cognitive and affective characteristics. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  16. Twenty-Eight Categories of Influence on School Learning(continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) Classroom Instruction and Climate includes classroom routines and practices, characteristics of instruction as delivered, classroom management, monitoring of student progress, quality and quantity or instruction provided, student-teacher interactions, and classroom atmosphere. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  17. Twenty-Eight Categories of Influence on School Learning(continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) Classroom Instruction and Climate includes classroom routines and practices, characteristics of instruction as delivered, classroom management, monitoring of student progress, quality and quantity of instruction provided, student-teacher interactions, and classroom atmosphere. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  18. Twenty-Eight Categories of Influence on School Learning(continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) Context includes community demographics, peer culture, parental support and involvement, and amount of time students spend out of class on such activities as television viewing, leisure reading, and homework. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  19. Twenty-Eight Categories of Influence on School Learning(continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) Program Design refers to the physical and organizational arrangements for instructional delivery and includes strategies specified by the curriculum, and characteristics of instructional materials. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  20. Twenty-Eight Categories of Influence on School Learning(continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) School Organization refers to culture, climate, policies, and practices; includes demographics of the student body, whether the school is public or private, funding for categorical programs, school-level decision-making variables, and school-level policies, and practices. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  21. Twenty-Eight Categories of Influence on School Learning(continued) Reed/Bergemann/Olson, In the Classroom: An Introduction to Education(Table 9.1) State and District Characteristics refers to governance and administration, state curriculum and textbook policies, testing and graduation requirements, teacher licensure provisions in teacher contracts, and district-level administrative and fiscal variables. Source: M.C. Wang, G. Haertel, and H.J. Wolberg. “What Helps Students Learn? Synthesis of Research.” Educational Leadership. December/January 1994, pp. 76-77.

  22. Bloom’s Taxonomy Applied to Questioning Levels Sadker/Sadker,Teachers, Schools, and Society

  23. Bloom’s Taxonomy Applied to Questioning Levels (continued) Sadker/Sadker,Teachers, Schools, and Society

  24. Amount of Time Teachers Spend on School-Related Responsibilities in Elementary, Middle, and Secondary Schools Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Table 1.3) Source: After Metropolitan Life, 1996, p. 67.

  25. Examples of Reasons for Dismissal of Tenured Teachers for Incompetence Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Table 11.1)

  26. Examples of Reasons for Dismissal of Tenured Teachers for Incompetence (continued) Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Table 11.1)

  27. Examples of Reasons for Dismissal of Tenured Teachers for Incompetence (continued) Arends/Winitzky/Tannenbaum,Exploring Teaching: An Introduction to Education(Table 11.1)

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