Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved. PART I: TEACHERS Effective...
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Transcript of Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved. PART I: TEACHERS Effective...
Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved.
PART I: TEACHERS
Effective Teaching and Learning
Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved.
Interconnected EnvironmentsCushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach (Figure 1.1)
Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved.
Teaching that WorksSadker/Sadker, Teachers, Schools, and Society
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
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Teaching that Works (continued)Sadker/Sadker, Teachers, Schools, and Society
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 as
appropriate to the objectives 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
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Selected Personal Qualities of Effective TeachersArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.1)
Source: After Ryan, 1960, p. 366-370.
• Superior intellectual abilities
• Good emotional adjustment
• Favorable attitudes toward pupils
• Enjoyment of pupil relationships
• Generosity in the appraisal of others
• Strong interests in reading and literary matters
• Interest in music and painting
• Interest in social and community affairs
• Early experiences in caring for and liking children
• Family support of teaching as a vocation
• Strong social service interest
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Aspects of Clear PresentationsArends/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
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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
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Elements of EnthusiasmArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.4)
Source: After Collins 1978, p. 53-57.
Vocal DeliveryVaried, lilting, uplifting intonations, many changes in tone, pitch
EyesShining, frequently opened wide, eyebrows raised, eye contact with total group
GesturesFrequent movements of body, head, arms, hands and face, sweeping motions; clapping hands
MovementsMakes large body movements, swings around, changes pace, bends body
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Elements of Enthusiasm (continued)
Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.4)
Source: After Collins 1978, p. 53-57.
Facial ExpressionChanges denoting surprise, sadness, joy, thoughtfulness, awe, excitement
Word SelectionHighly descriptive, many adjectives, great variety
Acceptance of Ideas and FeelingsAccepts ideas and feelings quickly with vigor and animation
Overall EnergyHigh degree of spirit thoughout lesson
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Effective Teaching SkillsReed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 2.1)
Has knowledge of the subject matter
Has strong general background/understands subject at a high level
Understands how children/adolescents learn
Has knowledge of ethnic diversity, recognizes racism, classism, sexism
Has ability to impart instruction/understands that different approaches are appropriate in different situations
Is flexible in instructional decisions
Models what is to be learned
Sets appropriate goal levels of academic achievement
Concentrates on a few dominant goals
Has clear instructional focus
Provides overview of lesson
Explains exactly what is expected
Provides for practice
Gives feedback
Provides for review and closure
Knows how to question
Motivates students
Measurable
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Effective Teaching Skills (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 2.1)
Enriches and stimulates student learning
Limits amount of seat work
Teaches for mastery
Gives detailed lesson plans with a variety of activities
Revises/reteaches instruction based on student achievement
Has clarity of communication
Has governing powers
Uses time effectively and efficiently; most time spent on instruction and task
Limits time in transitions
Monitors student work and progress
Is organized
Has brisk instructional pace
Provides good management
Sets norms of acceptable behavior
Helps students cope with problems
Is in control and bases control on student behavior
Uses praise more than criticism
Is good decision maker
Selects and directs activities, not students
Measurable
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Effective Teaching Skills (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 2.1)
Has sound moral characterLikes children and wants to teach themIs sensitiveHas tenacityBalances the needs of the individual with the needs of the classHas self confidenceHas patienceHas energyIs empathetic and warm
Has enthusiasmSets goals for themselves and their studentsHas ability to improviseHas high expectations and believes all students can succeedIs intuitiveIs efficientTakes pride in what he doesDevotes as much time as possible to what she enjoys about teaching
Not Measurable
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Cyclical Process of Teacher ExpectationsArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.2)
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Comparison of Teacher-Directed Versus Constructivist Instructional ModelsSharp, Computer Education for Teachers (Table 7.1)
Teacher Directed Constructivist
Worksheet & Textbook based
Curriculum Fixed
Teaches Basic Skills
Teacher Transmits Knowledge
Teaches Basic Skills
Didactic Instruction
Results in a correct answer
Assessment-Testing
Stresses Individualized work
Manipulatives, primary sources
Curriculum Flexible
Concept Development
Student explores and discovers Knowledge
Large Concepts
Interactive Activities
Concern with the process of learning
Assessment-student products & student observation
Stresses Cooperative Group Work
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Twenty-Eight Categories of Influence on School LearningReed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
1. Metacognitive Processes
2. Cognitive Processes
3. Social and Behavioral Attributes
4. Motivational and Affective Attributes
5. Psychomotor Skills
6. Student Demographics
Comprehension monitoring (planning; monitoring effectiveness of attempted actions and outcomes of actions; testing, revising, and evaluating learning strategies)
Level of specific academic knowledge in subject area
Positive, nondisruptive behavior
Attitude toward subject matter instructed
Psychomotor skills specific to area instructed
Gender and socioeconomic status
Student aptitude includes gender; academic history; and a variety of social, behavioral, motivational, cognitive and affective characteristics.
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Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
7. Classroom Management
8. Student and Teacher Social Interactions
9. Quantity of Instruction
10. Classroom Climate
Group alerting(teacher uses questioning/recitation strategies that maintain active participation by all students)
Positive student response to questions from teacher and other students
Active engagement in Learning
Cohesiveness (class members share common interests and values and emphasize cooperative goals)
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.
Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved.
Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
11. Classroom Instruction
12. Academic Interactions
13. Classroom Assessment
14. Classroom Implementation and Support
Clear and organized direct instruction
Frequent calls for substantive oral and written response
Assessment used as a frequent, integral component of instruction
Establishing efficient classroom routines and communicating rules and procedures
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.
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Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
15. Home Environment/Parental Support
16. Peer Group
17. Community Influences
18. Out-of-Class time
Parental involvement in ensuring completion of homework
Level of peers’ academic aspirations
Socioeconomic level of community
Student participation in clubs and extracurricular school activities
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.
Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved.
Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
19. Curriculum Design
20. Curriculum and Instruction
21. Program Demographics
Instructional materials employ advance organizers
Alignment among goals, content, instruction, students assignments, and evaluation
Size of instructional group (whole class, small group, one-on-one instruction)
Program Design refers to the physical and organizational arrangements for instructional delivery and includes strategies specified by the curriculum, and characteristics of instructional materials.
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Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
22. School Culture
23. Teacher/Administration Decision Making
24. Parental InvolvementPolicy
25. School Demographics
26. School Policies
Schoolwide emphasis on and recognition of academic achievement
Principal actively concerned with instructional program
Parental involvement and operation of instructional program
Size of school
Explicit schoolwide discipline policy
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.
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Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)
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.
Categories Examples of One Variable in Category
27. State-level Policies
28. District Demographics
Teacher licensure requirements
School district size
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.
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Bloom’s Taxonomy Applied to Questioning LevelsSadker/Sadker, Teachers, Schools, and Society
Level I:Knowledge
Level II: Comprehension
Level III: Application
The student is required to recall or reorganize information. The student must rely on memory or senses to provide the answer.
The student is required to go beyond simple recall and demonstrate the ability to arrange and organize information mentally. The student must use previously learned information by putting it in his or her own words and rephrasing it.
Students are required to apply previously learned information to answer a problem. At this level, students use a rule, a definition, a classification system, directions, or the like in solving a problem with a specific correct answer.
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Bloom’s Taxonomy Applied to Questioning Levels (continued)Sadker/Sadker, Teachers, Schools, and Society
Level IV:Analysis
Level V:Synthesis
Level VI:Evaluation
Students are required to use three kinds of cognitive processes:1. To identify causes, reasons,
or motives (when these have not been provided to the student previously).
2. To analyze information to reach a generalization or conclusion.
3. To find evidence to support a specific opinion, event, or situation.
Students are required to use original and creative thinking in (1) developing original communications, (2) making predictions, and (3) solving problems for which there is no single right answer.
Students are required to judge the merits of an aesthetic work, an idea, or the solution to a problem.
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Amount of Time Teachers Spend on School-Related Responsibilities in Elementary, Middle, and Secondary SchoolsArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 1.3)
Source: After Metropolitan Life, 1996, p. 67.
Hours per Week
Categories
(in percentages)
Elementary Middle Secondary Total
Fewer than40 hours
41-45hours
46-50hours
51-55hours
More than55 hours
Median40 hours
12 8 9 9
11 15 9 12
31 28 29 30
16 9 14 14
35 40 39 35
51 51 55 51
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Examples of Reasons for Dismissal of Tenured Teachers for IncompetenceArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 11.1)
Area of
Evaluation
Academic Students scoring poorly on standardized basic skills test (Scheelhaase v. Woodbury Cent. Community School District. 1974)
Mistakes in grammar and punctuation (Singleton v. Iberville Parish School Board, 1961)
Poor spoken English, mispronounced words and errors in a geography lesson (Appeal of Mulbollen, 1944; Beck v. James, 1990)
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Examples of Reasons for Dismissal of Tenured Teachers for Incompetence (continued)Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 11.1)
Area of
Evaluation
Classroom
Management
Inappropriate use of class time, irrational grading of students (Whaley v. Anoka-Hennepin Indep. School Dist. No. 11, 1982)
Inability to control a class and to plan and teach lessons effectively (Mongitore v. Regan, 1987)
Displaying a starter pistol in an attempt to gain control of a group of students (Myres v. Orleans Parish School Board, 1993)
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Examples of Reasons for Dismissal of Tenured Teachers for Incompetence (continued)Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Table 11.1)
Area of
Evaluation
Personal Deficiencies in personality, composure, judgment, and attitude that have a detrimental effect on a teacher’s performance (Hamburg v. North Penn School Dist. 1984)
Smoking in front of students, leaving the classroom unattended, and making sexual remarks to both students and teachers (Bradshaw v. Alabama State Tenure Commission, 1988)
Poor rapport with students (Whaley v. Anoka-Hennepin Indep. School Dist., 1982)