31 3-earthsoft-effective teaching methodologies

Making earth little softer

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Teaching effectively


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Objectives• To identify characteristics of the best teacher• Effective teaching and learning methods• Strategies to implement• Using questioning to enhance learning• Instructional coach• Designing & planning a lesson• Classroom management• About Teachers• Understanding students


Social benefits

Personal benefits

teachers

efficient & effective

equitable ?

measurable and accountable ?

regulated?

open and participatory ?

textbooks curriculum

finansing managementassessment evaluation

SCHOOL

Stake holders & entities


Input & Output

Support to teachers

Support to schools

Outcomemonitoring

Uniform plan & programm

Inspection

Uniformtextbooks

CentralizedTeacher training

Central steering framework


N E W CURRICULUM & TEXTBOOKS

PILOTPROGRAMMES

INNOVATION

PILOT SCHOOLS

Teac

her P

rofe

ssio

nal

Dev

elop

men

t

Acc

ount

able

Man

agem

ent

Training Informing

COMPETENTRESPONSIBLE

FREE CHILDREN

Act

ivity

ASSESSMENT & EVALUATION

SCHOOLNETWORK

Professional

DevelopmentLicence

Advancement

School

development

Quality

assurance

New Management

EIS

Construction


Education system• Everybody has his own perspective based on:

• Incidental knowledge• Particular experience• Own success story and of course,• Interests


30% of what we SEE

We Learn and Retain:

10% of what we READ

20% of what we HEAR

50% of what we HEAR and SEE

Higher levels of retention can be achieved through active involvement in learning.


The Pedagogical Cycle• A science & art of education aiming the full

development of the human being by skills acquisition & enhancement

• A set of actions, responses, communications that define activity in the classroom

• Structure• Question• Response• React

Define followingAction Response Communication

StructureQuestionResponseReaction


Make a difference

Realistically, can you really make a difference? Yes!

I cannot do everything but still I can do something.

I will not refuse to do which I can do, & will surely do!


“The aim of teaching is simple:

It is to make student learning possible”


What is teaching?• It's about motivating students to learn that is

relevant, meaningful, and memorable• It's about caring for students & their skills,

knowledge, intelligence & personality, having passion & conveying that passion to students

• Good teaching is also about bridging the gap between theory and practice


How do we teachWhile teaching observe the following…• Be prepared• Know the complete content• Know it like a movie• Manage time• Seek participation• Allow variety of teaching approaches • Give eye-to-eye contact during teaching


Teaching methodsTeachers to know• The most advised teaching method is the

participatory teaching method• A teacher following this is called a reflective

teacher, who believes in the constructivist learning theory


Participatory teaching method• Participatory teaching is also termed as

interactive teaching method or learner centered teaching method

• This method stresses the subjectivity of learners and the self construction of knowledge

Learners are empty plate who are supposed to be imparted with knowledge (teach concept)

Learners can construct knowledge and learn on their own if properly guided (learn concept)

Shift in approach


Participatory teaching methodQuestion and answer method: • Buzz groups• Discussion • Brainstorming • Role play • Songs and jingles (tune/ring)• Use of interactive media materials• Games • Devil’s Advocate• Case study• Field visit• Debate


Facilitate learning

Context

Skills

Critical Engagement

• Set

• Acquire & enhance

• Collaborate


Gems of Wisdom

Learning is a Social Power of IDEAS stemming from

development through the interactions with many

innovative minds


Become Part Of Learning Community

Enhance Different Skills

Ask Critical Questions

(Formal & Informal)

(Cognitive & Transferable)

(What, How, Why)

Learning


Outcomes - based learningAgreed Statement Of Learning IntentCommon (Shared) KnowledgeProcess enabling outcome To Be AchievedMethodology The Criteria For Judging AchievementApply KnowledgeEvaluate ApplicationPresent Application


Process to deliverGround Rules

Assure studentsMaterials usedLearning goals

Means of achievingFacilitate

Arrange classroomPresentation material


Problemdiagnosed

Solutions planned

Actiontaken

Outcomeevaluated

Is a special skill!

Problem solving skills


KNOWLEDGE

(Resources)

LEAR

NING

(A

ctiv

e Le

arni

ng)

INTERACTION

(Group Work)

Role o

f Tec

hnol

ogy


Life

Each child is living the only life he has— the only

one he will ever have. The least we can do is not

diminish it --Bill Page


Future100 years from now it will not matterWhat kind of car I drove,

What kind of house I lived in,How much I had in the bank account,Or what my clothes looked like

But the world will be a better place because I was important in the life of a child.


Effective TeachingFollowing will result in effective learning• It must have a known organization pattern and

apparent structure.• Better learning via right questioning

• Learning is partially an art and a skill• Lower order questions – factual, naming, etc.• Higher-order questions – evaluate, analyze,

compare, solve a problem….• Better classroom setting


Effective Teaching

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation


Teacher DevelopmentSurvival &

Growth

Consolidation

Renewal

Maturity


Community Knowledge• Connecting students to the outside world… • To know the students’ community..use following

• Eating in the community• Living in the community• Reading local community papers• Talking with community members• Going to meetings of the community


Teaching toolsMost developed teaching tools are:Content knowledgePedagogical skillsReflective skillsCommunication skillsManagement skillsPositive attitudeDispositions


Important to build• Pedagogical skill• An ethic of loving & caring• Content & • Knowledge• Practices• Philosophy


Ways to have effective teaching...


Organization• Things run smoothly.• Students will understand more of

what you are teaching.• Will have a set plan of what we are

going to teach to the students


Structure• An understanding of the curriculum process and

responsibilities of a state-based program of study

• Having the structure helps organization processes run smoother


Academic Structure as a Goal• Objectives• Review• Motivation• Transition• Clarification• Scaffolding• Examples• Directions• Enthusiasm• Closure


Deeply involving• It's about immersing oneself in the field deeply,

talking, consulting, assisting practitioners, and liaison with their stake holders & communities


Activities• Using activities than learning out of the book

helps students that have different learning skills.• Types of activities: hands-on, group/social work

(helps more interactions) outside work.• Within activities, you have self- discovery. • With self-discovery, “A sense of self-

determination, existed but not realized within...” • The students have a boost of confidence when

they realize that they have accomplished something by themselves.


Enthusiasm • Using enthusiasm students attention span will

increase and increase learning.


Technology• Using the sources that are available.

(Computers, phones, etc.)• Use technology just not in the classroom but

outside of the classroom as well• Helps interacting with students just not in the

class rooms


Technology • Technology getting better and newer. • Offers more opportunities to hit high points• With the students growing up new technologies

are only effective way of learning at some point


Guidance about Teaching?


Why am I Teaching?• 10 reasons for you to make students an offer

they can’t refuse; taking to students :• Allows to bring new ideas & current thinking• Stimulates your clinical reasoning skills• Enhances your career opportunities• Develops professional organizational skills• Opportunity to share expertise with colleagues• Creates and improves your links with

universities and national associations• Enhances your reputation within your workplace• Reduces your workload• Develops teaching skills• Is deeply rewarding for all involved


Questions You May Have• What can I teach?• How much we know• Whether you are a experienced clinician• How much will you have to offer a new student• When can I take the time to teach?• How can I enhance my teaching skills?


Teaching RolesTeaching roles include:• Role Model – purposefully act out and articulate

professional knowledge, skills, and values• Expert – Demonstrate specific skills and

activities, direct activities, provide information• Facilitator – Provide opportunities for systematic

practice, suggest possibilities, provide feedback• Consultant – Observe and react to student

performance at student’s request


Teaching RolesSome effective techniques include:• Using the One Minute Approach• Using personal stories to engage your student• Asking effective questions• Using clinical reasoning and reflective

techniques• Maximizing teachable moments


MicroSkillsInstead of giving the student all the answers, try the following steps:• Ask for a commitment from the learner• Probe for underlying reasons• Teach general rules• Provide positive feedback• Correct mistakes


Asking Effective Questions• Another effective teaching technique is asking

student effective questions• Asking good questions --not telling• Questioning allows the preceptor to:• Determine learning needs• Stimulate thinking• Transfer responsibility for learning to the learner • Model essential professional behavior • To know both : what types of questions to ask

and how to ask questions effectively


Effective Questioning• Allow sufficient “wait time” for the student to

respond. • Wait at least 3 seconds after asking the question

and after the student stops speaking• Ask one question at a time. A barrage of

questions is confusing.


Effective Questioning• Whenever possible, ask rather than tell• Ask one question at a time & as concisely• Adjust the difficulty of question to the student’s

abilities, towards increasingly higher levels• Include questions that help students explore

their attitudes and feelings• Ask questions about processes & outcome• Model the kinds of questions you want students

to ask themselves• Avoid playing, “Guess what I’m thinking?”• Be sensitive to the needs


Types of Questions• When to use low level or high level tasks• Low-level questions ask for recall of facts,

concepts, principles, or definitions• Higher-level questions ask students to analyze,

synthesize or evaluate information and to form judgments

• Raise questions about affective feelings/issue in addition to cognitive questioning

• Know the difference between close-ended (yes/no responses) and open-ended questions

• Avoid questions that may humiliate the student


Open-Ended Questions• Open questions (divergent):• Allow a range of possible answers, invite

reflection and speculation, and stimulate problem solving.

• Require higher-level cognitive performance and elicit longer answers.

• Expose student’s thinking processes and level of expertise

• Allow students to display what they know and don’t know

• Use it often, and in a sequence that helps students build their understanding


Open-Ended QuestionsOpen questions to be used to prompt students to:• Analyse• Decide• Hypothesize• Challenge• Summarize: “What are the important topics that

emerged today?”


Sharing Stories• Teaching through stories can be an effective

way to get the bigger picture• Through telling stories about your own learning

experience, you can illustrate important aspects• You can help the student learn to tell their own

stories by: • Asking the student to tell the story: What

happened? Why do you think it happened that way?

• Helping them to analyze the story


Learning Conversations

Steps Questions to AskTell the story

What happened? Why do you think it happened? How do you feel? What was most important to you?

Help to analyze

How is this similar to your experience? How is it different? What stands out?

Incorporate learning

What would you do differently?What do you need to know more about?

• Learning conversations are a form of debriefing or reflecting on an experience.

• Three steps are involved, along with questions to guide each step as in the table below.


Teachable Moments• Maximize teachable moments!• A teachable moment is an unplanned

opportunity to connect what is happening in front of you with a broader concept.

• Teachable moments can happen anywhere, any time.

• A teachable moment occurs when:• The student’s readiness is at peak• The student is open to learn• The student is actively seeking information


Teachable Moments• When a student asks a question• When the student demonstrates knowledge that

has been acquired formally• When the student makes a provocative

statement eg. “This always happens to me.”• When the student expresses misinformation or

lack of information• When a student expresses a need for change• When you are performing a procedure• When you have a teachable moment consider,

the environment, who is present, and your approach to the student’s openness.


On the first day…• A successful teacher is ready – The teacher has

a warm, positive attitude and has positive expectations that all students will succeed!

• The work is ready – The desks, books, papers, assignments and materials are ready when the bell rings.

• The room is ready – The classroom has a positive climate that is work oriented!


Designing Lessons to Enhance Student Learning…


The Correct Question…• DON’T ASK: “What am I going to cover

tomorrow?”

• DO ASK: “What are my students going to learn, achieve, and accomplish tomorrow?”

• The role of the teacher is not to cover. The role of the teacher is to UNCOVER.


Dependency• Learning has nothing to do with what the

teacher COVERS.

• Learning has to do with what the student ACCOMPLISHES.


What is a lesson plan?• Teacher’s guide• Design for the learning of the student• Series of student centered learning• Focused on what the student needs to know

and be able to do• Covers one day or several days• Allows for the teachable moment


Pre-Planning Strategies• Determine the learning styles of your students• Determine reading levels/skills of students• Inventory access to technology• Connect writing to what is being taught• Focus on academic expectations and core

content• Establish a variety of instructional strategies


Thinking It Through…• “Best Practices” in Lesson PlanningSome Guiding Principles• Think – Pair – Share• Lesson Content• Learning Level• Instructional Methods, Materials, Activities• Student Activities• Evaluation Tools, Strategies, Activities


The Lesson Plan• Academic Focus• Instructional Strategies• Student Engagement• Writing Strategy• Reading Strategy• Technology Strategy• Assessment Strategy


Thinking About Lesson Planning

How to Enhance Quality Learning

Who Am I Planning For?What Am I Supposed To Do?


Two Types of Assignments…• Ineffective Assignments:• The teacher tells the class what is to be covered

• Effective Assignments:• The teacher tells the students what they are to

have accomplished or mastered at the end of the lesson

• Teach with the end in mind


Creating Effective Assignments…• Think what you want the students to accomplish

• Write each step as a single sentence.

• Write in simple language

• Duplicate the list of steps and give it to the students


Effective Assignments…• Must have structure and be preciseStructure• The assignment must have a consistent and

familiar format that the students can recognize• The assignment must be posted daily in a

consistent location before students enterPreciseness• The assignment must state clearly and simply

what the students are to ACCOMPLISH


Using words• To teach for learning, use words, especially

verbs, that show learning has taken place.

Bloom’s Taxonomy• Knowledge• Comprehension• Application• Analysis• Synthesis• evaluation


Powerful Issue• Is a set of motivational and relevant questions

that engage students in the learning process • Connects students and teachers to larger

communities• Provides the momentum and tension for the

“curriculum participants” to work together• Facilitate students to find answers from the

service users (stakeholders) in the community • Motivate students to apply their learning to

develop community services


Experiential learning cycle

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation


About learning & curriculum

Encoding knowledge

Physical Psychological Encoded

Learning Studying

3 worlds, three knowledge-realities


Authentic learning• Learning in a realistic setting leads to real

knowledge• Learning starting from an authentic problem

leads to real knowledge• The core-concepts, ideas, problems to cover the

knowledge fields• Cooperative learning accelerates learning,

deepens insights, is more fun


To think

Solution

Plan

Knowledge

To learn

Knowledge

Reflection

Knowledge

To do

Result

Realization

Skill

ProblemTo want

Wish

Frustration

Authentic learning


Steps• Begin with a Powerful Issue• Promote discussion of service events, activities

and experiences• Include Guide Reflection• Base assessment on student’s demonstrated

learning and application of knowledge


Value-added terminology• Value-added assessment• Value-added measurement• Value-added modeling


Need for Social Skills• In order to assist the students in meeting the

needs, effective social skills instruction should be employed.

• Social Skills: Basic skills needed to successfully interact with adults, peers and children


Social Skills AssessmentSocial Skills Survey• Can be completed by student, teacher or parent• May be determined by age/maturity• Average and rank scores• Deliver necessary Social Skills Instruction


Social Skills ProgramsSecond Steps

• Skill Streaming

• Tough Kid Series

• SCORE Skills


Adult learning• Learn by doing• Learn by solving practical problems• Learn through the application of past experience• Learn best in informal environment• Through a variety of training method


Instructional Coaching• An instructional coaching is to bring evidence-

based practices into classrooms by working with teachers and other school leaders

• Builds capacity for effective instructional practices within specific content areas

• Creates a partnership approach with teachers.• Customizes professional development to match

each teacher’s needs and interests• Coaching helps the school establish a common

understanding across all teachers.


Role of coach• Resource Provider• Data Coach• Curriculum Specialist• Instructional Specialist• Mentor• Classroom Supporter• Learning Facilitator• School Leader• Catalyst for Change• Learner


Coaching big four• Content

• Instructional Practices

• Assessment for Learning

• Classroom Management


Coaching ComponentsEnroll

Teachers

Identify Need

Effective Teaching Strategies

Collaborative Reflection

Co-Plan and Co-Teach

Model LessonDemonstration

Observe

Collaboratively Explore Data

(CED)


Presentation


Powerful InstructionsPrinciples of Powerful Instruction• Meaningfulness, Prerequisites• Open Communication• Organized, Essential Ideas• Learning Aids• Novelty• Active Practice• Safe Spaces/Encouraging Places• Consistency


Presentation Principles• Involve (To the Extent You Can)• Review/Summarize• Explain• Demonstrate• Question • Share Feedback


ART of Presenting• The ART of Presenting• art noun: skill acquired by experience, study,

and observation• Set attainable goals – ORGANIZATION • Use the best format/materials to meet those

goals - IMPLEMENTATION• Assess your progress regularly – SUMMARY

and EVALUATION


Good PresentingKey Principles of Good Presenting• Clearly identified objectives : Identify key points

first!• Sensitivity and adaptability: show interest, listen,

be open to change• Periodic summary: what have we just covered?

Why was it important?


Presentation “Stages”• Introduction – including connections to other

material• Material Body – 15-minute segments• Periodic Summary – after each 15-minute

segment• Conclusion – End with a bang, reconnect to

main points ,connect to upcoming materials


What About Other “Basics?”• Clothes?• Body Language?• Establishing Rapport?• (Pre -presentation, During, Post - presentation)• What About Using Technology? When?


Present Like You Mean It !• Prepare and Practice – But Be Willing To Let

Learning Happen• Share Your Passion – And Recognize the “Light

Bulb” When it Goes Off.• Enjoy the “Space” that Good Presenting and

Good Teaching Creates for You and Your Students.


Common Mistakes• Avoid excessive bullet points• Let your key message stand out• Many people do not run spell cheek before

finalising presentation - BIG MISTAKE! Nothing makes you look stupider then spelling errors.


Who am I?


• Who am I? • What are my values? • What have I learned about myself through this

experience? • Do I have more/less understanding or empathy

than I did before volunteering? • In what ways, if any, has your sense of self been

impacted or altered through this experience? • Your values, • Your sense of "community," • Your willingness to serve others• Your self-confidence/self-esteem

Who am I?


• Have your motivations for volunteering changed? In what ways?

• How has this experience challenged stereotypes or prejudices you have/had?

• Any realizations, insights, or especially strong lessons learned or half-glimpsed?

• Will these experiences change the way you act or think in the future?

• Have you given enough, opened up enough, cared enough?

• How have you challenged yourself, your ideals, philosophies, concept of life or the way you live?

About me


• Making a difference in student’s lives• School atmosphere is full of new ideas & hope• To be able to collaborate with teachers and

help students• Rewarding: to be able to make an impression

on others

Why love teaching?


Introspect• Analyse, describe your experience, what would

you change about situation if you were in charge• What have you learned about this agency, these

people, or the community? • Moments of failure, success, indecision, doubt,

humor, frustration, happiness, sadness? • Do you feel your actions had any impact? What

more needs to be done? • Does this experience compliment or contrast

with what you're learning in class? How? • Has learning experience taught you more, less,

or the same as the class? In what ways?


Know the path• From your service experience, are you able to

identify any underlying or overarching issues which influence the problem?

• What could be done to change the situation?• How will this alter your future

behaviors/attitudes/and career? • How is the issue/agency you're serving

impacted by what is going on in the larger political/social sphere?

• What does the future hold? What can be done?


4Fs - Roger Greenaway

Future

Facts

Feelings

Findings


Teachers’

training

Purpose

Integration

Personal sense of efficacy


Workshop plan

Next stepsmaybe

Incentive:Career

development

Structure, Organisation,

Content

Broaden offer & choice : case multiculturalism

Recommend


Good practices• Teacher has to be provided with more choices• Find good balance• Use self-assessment of teachers as input• Use parents and community view as input• Better flow of information on INSET• Evaluation from other teachers, etc… • Modernisation of topics• Selection of teacher students


PraiseBen Bissell (1992)

• Authentic• Specific• Immediate• Clean• Private


Teacher’s career• Define clear levels of progression• Define role & responsibility and key result areas• Define goals & objectives and measure• Link with finances i.e. Salary increase• Precise instructions for progression (in terms of

competencies & procedures)• Create motivating procedures (in order to

reward best teachers)• Connect ma people in teaching professions• Ensure equal access for all teachers


Why use teaching aids?• Teaching aids are useful to:• Reinforce what you are saying• Ensure that your point is understood• Signal what is important/essential• Enable students to visualise or experience

something that is impractical to see or do in real life

• Engage students’ other senses in the learning process, facilitate different learning styles


Teachers training• One of the most neglected aspects of teacher

training is thorough preparation in the diverse communication skills

To re-set the conceptions, models and practices of teacher training according to:• a new paradigm of personal and professional

development• a new perception of teaching proficiency• alternative methodologies

• focused on teaching contents• different from traditional models of schooling

training


To reach this aim, it will be important:• To conceive new methodologies of teacher

training• To promote and implement innovating methods

of teaching-learning• To produce pedagogical materials• To produce theoretical deepening• To describe methodologies to implement good

practices on “historical recreation as a pedagogical project”

What is needed


Objetives• To develop knowledge• Thus to increase pupil motivation• To promote students creativity and artistic

expressions• To implement various projects• To implement active cultural education

promoting tolerance, accepting cultural and human differences

• To promote the participation of families and other members of the community in school projects


EvaluationProject Report has contextualization, objectives, contents, activities, methodology, resources and evaluationTeachers to present a Project Report including: • Teaching materials• Sheets for group work• Learning guides• Project methodology guides• Study visit guides• Film analysis• Record of activities and final products


Students


Kids are easily attract to new technologies like computers, IPAD, smart phones, mainly because they talk the same language…the language of games and fun, rich colors and movement . They also think the same way:• Not linearly• Always search for new and interesting things, • Looking for multiple options, • Doing multiple things, pursuing great

achievements.This close relationship between kids and technologies has created a new type of teachers.

Students liking


Preparation (of classroom materials) - How often do you make hands-out for students using a computers?

Professional use of e-mail - How often do you use email communication with school and district administration?

Delivering Instruction - e.g. How often do you use a computer to deliver instruction to your class?

Students liking


• Accommodation (of materials to students needs) - e.g. How often do you adapt an activity to students individual needs using a computer?

• Student Use (of technology during class time) - e.g. During class, how often students work individually using a computer, this year?

• Student (use for creating) Products - e.g. How often do you ask students to produce a multimedia project using technology?

• Grading (teachers’ use of technology for grading) - e.g. How often do you record students grades using a computer?

Students assets


Teachers who are ready maximize student learning

and minimize student misbehavior


Conclusion• There is no single teaching method that is

suitable for all learners. • All these teaching and learning methods are to

be used interchangeably. • It is advised that a teacher should use a variety

of teaching and learning methods in a single period so as to provide a great variability


Thank You

Steve Yelon, (1996) MSU Professor Emeritus2009 TASEM - What is Effective Classroom Teaching?Jim Knight, University of Kansas

Todd Whitaker (2004)Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan FarazAdopted from: Book by Stephen R Covey

A powerpoint presentation byMarney sobel & Mary anne lapenna

Keith Lakes, Behavior ConsultantLisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?Kevin M. JohnstonMSU TA Programs

http://grad.msu.edu/PREP

31 3-earthsoft-effective teaching methodologies

Education

Transcript of 31 3-earthsoft-effective teaching methodologies