chapter 11 education

while the debate is decades old, most people agree that effective teaching can result from natural artistry as well as focused training

teachers vary dramatically in the efficient use of time. wise distribution of classroom time-defined as allocated, engaged, and academic learning time- is a predictor or student achievement

the amount of time a school or individual teacher schedules for a subject

part of the allocated time in which students are actively involved with academic subject matter

engaged time with a high success rate

student achievement is also associated with effective classroom management. a well-maganged classroom includes reasonable rules for students to follow and teachers who can keep students on task through group alerting, smooth transitions, and similar skills

1. few in number 2. fair and reasonable 3. appropriate for student maturation

consists of four stages. 1. structure 2. question 3. respond 4. react the student's role is typically limited to responding, while teachers usually direct classroom discourse through structure, question, and reaction.

objectives-let students know review-help students review prior learning before presenting new motivation: intriguing question transition: connections to help them integrate old with new clarification: break down large body of info scaffolding- clues examples directions enthusiasm closure

Questioning is the foundation of effective teaching. teachers rely heavily on low-order questions, high-order questions are associated with critical thinking and should be an important part of the classroom. effective teachers use proper time to allocate questions fairly among students. when providing feedback, teachers typically use neutral acceptance, but praise, remediation, and criticism are more precise and helpful reactions.

a classification system in which each lower level is subsumed in the next higher level. this describes simple to more complex mental processes, and usually is used to classify educational objectives or classroom questions

1. knowledge: rely on memory 2. comprehension: recall and demonstrate ability to mentally arrange and organize info; putting info into own words and recognizing it 3. application: apply info to a problem 4. analysis: identify causes, reasons, analyze info to reach a conclusion, find evidence to support a specific opinion, or event 5. synthesis/creation: use original and creative thinking, make predictions, develop original communications 6. evaluation: requires student to judge the merits of an aesthetic work, an idea, or the solution to a problem

questions that require the retrieval of memorized information and do not require more complex intellectual processes

questions that require students to go beyond memory in formulating a response. these questions require students to analyze, synthesize, evaluate, and so on

the amount of time a teacher waits for a student's response after a question is asked and the amount of time following a student's response before the teacher reacts

research on wait time shows that after asking a question, typically teachers only wait a second or less for a student response; she has determined that increasing the pause after a student gives an answer is equally as important as increasing wait time

praise, acceptance, remediation, criticism

effective teachers provide variety. from discussions and debates to simulations and spot quizzes, teachers increase academic success by responding to the different learning styles in the class

hardware, software, and websites tie into effective teaching strategies. technology raises some serious concerns for teachers, including monitoring the accuracy and biases of internet material

direct teaching, cooperative learning, mastery learning, problem-based learning, and differentiated instruction

emphasizes the importance of a structured lesson in which presentation of new information is followed by student practice and teacher feedback ; role of the teacher is a strong leader, one who structures the classroom and sequences subject matter to reflect a clear academic focus

students work on activities in small, heterogenous groups, and they often receive rewards or recognition based on the overall group performance Robert Slavin- pioneer in cooperative learning- a team's work is not completed until all students on the team understand the material being studied

programs are committed to the credo that, given the right tools, all children can learn - individualized reward structure, these programs are in use from early childhood to graduate school

a specific skill or academic task to be mastered (mastery learning)

focusing on authentic or real-life problems that often go beyond traditional subject areas

responds to student differences by offering multiple options for instruction and assessment. -carol ann tomlinson defines differentiated instruction very broadly as "doing whatever it takes to ensure that struggling and advanced learners, students with varied cultural heritages, and children with different background experiences all grow as much as they possibly can

the creation of more personal collaboration between teachers and students to promote similar academic goals and values

the practice of teaching the same class for several years, over two or even more grades. the purpose is to build stronger teacher-student connections

using longer "blocks" of time to schedule classes result in fewer but longer periods given to each subject. it is designed to promote greater in-depth study

thoughtfully analyzing one's own teaching practices and classroom

what teaching strategies did i use today? what did i do to help my students think more deeply? what didi learn today? did my students teach me? can i fine-tune tomorrows or next weeks lessons based on what i learned today??

teachers provided with sufficient support can move through a series of stages: survival, consolidation, renewal, and maturity, growing from personal concerns (such as classroom management) to broader educational issues (school strategies that could enhance student learning) studies underscore that investments in teacher qualifications and training translate into improved student achievement

a formal program assisting new teachers to successfully adjust to their role in the classroom

a guide or an advisor, and a component of some first-year school induction programs designed to assist new teachers

physical considerations?? know your students?? prepare for a strong first day!- take time to plan exciting and meaningful activities -