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BECOMING AN EFFECTIVE TEACHER. Chapter 11. Teachers, Schools, and Society A Brief Introduction to Education David Miller Sadker Karen R. Zittleman. TIME ON TASK. HIGH SUCCESS RATE. Engaged Time + High Success Rate = Academic Learning Time.
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BECOMING AN EFFECTIVE TEACHER Chapter 11 Teachers,Schools,andSociety A Brief Introduction to Education David Miller Sadker Karen R. Zittleman
HIGH SUCCESS RATE Engaged Time + High Success Rate = Academic Learning Time How can you tell whether students are performing at a high success rate? Guidelines: • At least _____%* of teacher questions should result in accurate student answers. (Important for younger students and for those needing more time.) • During independent practice, the success rate should be almost _____%**. *70% **100% Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).
HIGH SUCCESS RATE (Continued) In theory… High Success Rate = Achievement In reality… Students are often working at levels of failure. In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989). bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).
BLOOM’S TAXONOMY Student Generated Responses
WAIT TIME: CHANGES IN STUDENT BEHAVIOR • Longer responses • Statements supported with evidence • Speculative thinking increases • More student questions • Fewer failures to respond • More students participate • Fewer discipline problems • Better performance on higher-order thinking skills
WAIT TIME: CHANGES IN TEACHER BEHAVIOR • Comments more fluent • Discussion more logical • More higher-order questions • Higher expectations of students
EFFECTIVE USE OF PRAISE Praise works best when: • it is contingent upon student performance • it is specific • it is sincere • it informs students of their competence and the importance of their accomplishments • it attributes success to ability or effort • it uses past performance as context for present performance
EFFECTIVE USE OF FEEDBACK Corrective feedback works best when: • it is specific and contingent upon student performance • it focuses on student performance, not personality • it provides a clear blueprint for improvement • it is an environment that tells a student mistakes are acceptable • it relates eventual success to effort • it recognizes improvements in student performance
Type Formal Informal Base groups Characteristics COOPERATIVE LEARNING Student Generated Responses
COOPERATIVE LEARNING’S EFFECT ON STUDENTS Higher achievement Higher self-esteem More motivation Higher regard for other students Greater acceptance of racial and ethnic differences
TEACHING THAT WORKS Good teachers… • Know their subject matter • Are enthusiastic about teaching and their subject area • Develop deep rather than shallow knowledge • Connect new learning to prior knowledge • Spend the major part of class time on academic activities • Teach content at a level that ensures a high rate of success • Are organized • Structure learning experiences carefully • Ensure that students have sufficient time to practice skills • Clearly present both directions and content information
TEACHING THAT WORKS (Continued) Good teachers… • Maintain high student interest and engagement • Actively monitor student progress • Involve all students (not just volunteers) in discussions • Ask both higher- and lower-order questions appropriate to the objective of the lesson • Use adequate wait time • Provide clear academic feedback • Vary student activities and procedures • Hold high expectations for students • Have high regard for students and treat them with respect • Build classroom learning communities
58 60 Public 49 Teachers 50 40 31 29 30 Percentage 20 13 10 5 5 5 2 2 0 Great amount Moderate amount Only a little Not at all Don’t know response HOW MUCH DO YOU THINK COMPUTERS HAVE HELPEDSTUDENT LEARNING? Source: MCI Nationwide Poll on Internet in Education, 1998.
MONITORING STRATEGIES Student Generated Responses How might you effectively monitor student computer work?
DIRECTIONS IN TEACHING • Develop content with deep teaching • Organize activities based on individual distinctions for differentiated instruction • Build a learning community highlighting social interactions • Practice reflective teaching
Stage Stage 4 Maturity Stage 3 Renewal Stage 2 Consolidation Stage 1 Survival Attributes STAGES OF TEACHER DEVELOPMENT Student Generated Responses
0.25 0.22 0.2 0.18 0.16 0.15 Test score units 0.1 0.04 0.05 0 Lowering Increasing Increasing Increasing teacher teacher teacher pupil teacher ratio salaries experience education SCHOOL RESOURCES AND STUDENT ACHIEVEMENT Source: Linda Darling-Hammond, “Teachers and Teaching: Testing Policy Hypothesis From a National Commission Report,” Educational Researcher, 27, No 1, Jan-Feb 1998.