Effective Teaching

Teach, Manage, Assess (often neglected). All of these are intertwined

Enthusiasm, knowledge, organization, clarity teaching, vary instructional routine

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation... Three Domains of Learning: Cognitive, Affective, Psychomotor

Knowledge: Recognizing and recalling information. About 90 percent of learning doesn't get passed knowledge. Example: What is the capital of...

Comprehension: Demonstrating understanding of the materials; transforming, reorganizing, interpreting. Example: Explain in your own words OR What is the main idea of...

Application: Using information to solve a problem with a single correct answer. Example: Which principle is demonstrated in...

Analysis: Critical thinking; identifying reasons and motives; making inferences based on specific data; analyzing conclusions to see if supported by evidence. Example: What influenced the writings of OR Why was DC chosen as the capital?

Synthesis: Divergent, original thinking, proposal, design or story. Example: What's a good name for OR What would the U.S. be like if the British had won...

Evaluation: Judging the worth of an idea, notion, theory, thesis, proposition, information, or opinion. Informed opinion or decision. Example: Which U.S. senator is the most effective?

Mental operations from the lowest level of simple recall of information to complex evaluative processes. What they will be able to do in class.

Feelings, attitudes, and values from lower levels of acquisition to the highest level of internalization and action. We want them to value what they learn.

Locomotor skills, from the low-level simple manipulation of materials to the higher level of communication of ideas, and finally to the highest level of creative performance (music and art).

Being able to apply what we know. Being able to retain information. It is a change in mental processes or observable behavior. Changes in behavior due to experience. The development of understandings and the CHANGE OF BEHAVIOR resulting from experiences.

The brain processes incoming sensory data through its different regions. The brain thinks in WHOLES, not pieces. It stores in pieces however, all in different places. We retrieve in pieces- deductive process- whole to part. Example: the brain does not process every letter in a word, but rather the word as a whole. This is why checking your own research paper is tough.

Practice makes perfect is a fundamental learning tool. Base the curriculum on the different stages [7 total] students are on. Use senses to mix up learning. You will vary your instructional routine many times!

Patterns and connections that CHANGE with experiences. When triggered, the connections that have been constructed by the brain reassemble into the patterns that make up memory. With experiences, dendrites grow and make connections with other neurons: IMPLICATION: Practice makes perfect (homework is good), and new experiences increase the Brain's connections and strengthen neural associations. HOMEWORK: Important to their success. Get them to do homework by making it interesting.

The brain thinks and processes in wholes (deductive reasoning), so it is important for a student to understand the whole first, then once there is understanding, the teacher is able to move to specifics and details (inductive reasoning).

Application of material (vs. learning: change in behavior).

Facts: small bits of knowledge- must know facts in order to understand concepts. The goal is to get them to conceptualization.

Categories, sets, or classes with common characteristics. A concept has 5 characteristics: Name, definition, characteristics, examples, and place in a hierarchy. Piaget: If schema is inaccurate, students will be confused. If this is the case, the teacher has to help student change the schema.

Knowing basic facts and information

Knowing how to do something in steps- teaches mind structure and organization.

Knowing when or under what conditions to use knowledge and procedures... "If this, then this..." Logic: order of events.

You want prior learning to contribute to recent learning in a positive transfer. Large group teaching makes it impossible. Goal is to have positive transfer.

Prior knowledge interferes with new learning

Prior knowledge went away and nothing goes forward.

Pavlov, Watson, Thorndike, and Skinner

Changes in overt behavior of the learner. Examples of Teaching Strategies: Computers, games, worksheets, reading, lecture, homework, individualized learning packet.

Bandura, Moslow, Vygotsky

Changes in school achievement as well as changes in attitude and motivation. Example of Teaching Strategies: group work, role play, cooperative learning, demonstration, learning centers, and discussion.

Piaget, Gagna, Bruner, Ausubel, Erikson, Vygoslsky.

Changes in the mental structures that contain information and procedures for operating on information. Examples of Teaching Strategies: Audio-visual aide, experiments, hands-on-activities, concept maps, mnemonics, reports, and homework.

Most crime occurs between 4 pm and 7 pm. About one-fourth of the children in the U.S. live in poverty (< $18,000). More than one-half of all students in the U.S. are being raised by a single parent.

You want all children to have mastery of the content. IF they do not do well the first time, reteach the material in a different way. 1.) Teach 2.) Test/Assess 3.) Reteach 4.) Retesting (using correctives). Be sure that you alter your teaching to the students' needs. Give them a chance to prove themselves.

There are 7 stages of development. Children must go through one stage in order to get to the next stage. Degeneration of brain cells is from lack of use, not a product of age. Some teachers teaching the curriculum and students do not learn, because the curriculum is too advanced for certain stages. More experiences allow children to develop more dendrites to connect to other material. If not used, the dendrites go away. Use many different senses to allow the students to fully understand material.

Objectives must be organized and planned. Statement that describes what the student will be able to do upon completion of the instructional experience. Example: the student will be able to name all 50 states. Must be able to measure it!

1.) Help teachers plan WHAT they are going to teach (not HOW they are going to teach). 2.) Help teachers create test questions that align with what has been taught (as indicated by the objective). Plan/organize- what. objectives must match test questions.

A process that energizes and directs behavioral outcomes. Extrinsic and intrinsic.

WHAT is taught in the classroom. Usually in written form. Example: textbook. Without content knowledge, it's impossible to teach.

HOW curriculum is implemented in the classroom. Example: problem solving, puzzles, etc.

External catalyst that encourages behaviors (rewards and punishments). Begin with this and then move toward intrinsic. Examples: praise, grades, food, tokens, attention getters (how you open your lesson)

Internal catalyst that comes from within the individual; a natural tendency to seek out and conquer challenges and pursue personal interests. Learning is often the reward. This is student centered. Examples: values (parents now want values taught), self-efficacy (how they feel about themselves), goal attainment, self-actualization, real life relevance, hobbies, personal interest.

A study of 25,000 high school students determined that 3 major influences on academic achievement are: Ability (what the kid has), motivation (teacher and kid), quality of instruction (teacher-critical to children)

1.) Ability to observe objectively (making an inference. Filled with adjectives or do you cut to the chase? Do not involve adjectives), 2.) ability to communicate clearly (giving directions you must be specific), 3.) ability to infer/make assumptions (must be accurate)

1.) Anticipatory Set, 2.) The Objective and It's Purpose, 3.) Input, 4.) Modeling, 5.) Check for Understanding, 6.) Guided Practice, 7.) Independent Practice (HW), 8.) Closure

1.) Gaining Attention, 2.) Objectives, 3.) Recall of Prior Learning, 4.) Presenting the Stimulus, 5.) Providing Learning Guidance, 6.) Eliciting Performance, 7.) Providing Feedback, 8.) Assessing Performance, 9.) Enhancing Retention and Transfer

Transition is CRITICAL: Planning, Preparing, Presenting. 1.) Plan objectives and relate to relevancy and interest needs of students, 2.) Prepare the lesson sequence and allot approximate times for the lesson segments, 3.) Organize lesson: a) attention getter, b) transition-to-lesson, c) lesson, d) transition-to-activity, e) activity: teacher-prepared, student prepared, f) transition-to-closure, g) closure, 4. Determine assessment strategy.

1.) Objectives, 2.) TEKS, 3.) Attention Getter, 4.) Content Delivery (15 minutes: lecture, lesson-discussion, demonstration), 5.) Activities 6.) Closure of Lesson, 7.) Assessment. Discussion first, activity second.

1.) Objectives, 2.) TEKS, 3.) Attention Getter, 4.) Activities (introduce activities without content), 5.) Content Delivery (lecture, lecture-discussion, demonstration), 6.) Closure of Lesson, 7.) Assessment. Activity first, discussion second.

1. Compare/contrast activities, 2. Summarizing and note taking, 3. Homework and class practice, 4. Non linguistic representation (concept maps, pictures, graphs, kinesthetic activity: vary routine- humans are visual learners), 5. Cooperative learning, 6. Inference and prediction activities, 7. Connecting prior knowledge to new learning through activity/example- must connect! 8. Specific knowledge tasks (ex. Vocabulary as it relates to a certain topic)

Concept Maps, Reading Strategies, Questioning Techniques, Magic Square, Dichotomous Key, Cooperative Learning, Individualized Learning Packet, Puzzles and Information, Problem-solving activities.

Student's ability to study and comprehend is often contingent upon their ability to take notes. Best Strategies: 1. Outline (full or incomplete)- provided by teacher, 2. "T" notes created by students, 3. Picture frame notes, 4. Concept maps created by students. Require students to take notes, collect notebooks and give them a notebook grade!

Statements, sometimes inferential in nature, that describe a relationship between two or more concepts. A law or principle is a generalization that is accepted as truth. Must be able to transfer information to other things- application.

1.) There is value in recognizing cultural diversity and a richness added to learning and culture that was not present previously in American culture. 2.) All students should have a full and equal opportunity to learn. 3.) Educational reform seeks to break down barriers to education regardless of culture, ethnicity, and gender. 4.) American cultural diversity is defined by the knowledge, rules, traditions, attitudes, and values that guide behavior in a particular group.

KWL- What do I already KNOW, What do I WANT to know, End of the reading/activity, what have I LEARNED. READS- REVIEW headings and subheadings, EXAMINE boldface words, ASK, "what do I expect to learn?", DO it-read, SUMMARIZE in your own words- focuses their attention and helps them to review readings and subheadings.

Reading Strategy: Who are the CHARACTERS, what is the AIM of the story, what PROBLEM happens, how is the problem SOLVED?

Designed to teach reading comprehension strategies. SUMMARIZING the content of a passage, ASKING a question about the central point, CLARIFYING the difficult parts of the material, and PREDICTING what will come next. Have them read the statement to the class.

PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW: Teach them how to look for the main points.

Organization of information through visual representations: concept maps, graphic organizers, webs, advanced organizer, schematic, Venn diagram.

Cause and Effect Organization, Sequence Chart, Main-Idea Organizers, Network Diagrams, Magic Square, Dichotomous Key.

Strategy used to help students categorize attributes of a specific concept (e.g. hurricanes, gulf coast region, verbs, etc.) In advance of the lesson, the teacher must determine: the name of the concept, concept definition, conceptual attributes, examples of the concepts, creating a checklist of "yes" and "no" attributes for student activities.

In any type of problem solving, the student is actively involved in deriving a solution to a problem/dilemma posed by the teacher. Problem solving can take many forms in a classroom situation: geographical mapping, experiments, scavenger hunts, timelines, webquests, "if... then..." fact or fiction etc.

Crossword puzzles, word searches, cryptograms, anagrams

A puzzle with a hidden meaning

Word or phrase formed from rearranging letters. Example: Elvis=lives, horse=?

Questions should be posed by the teacher that guide reflective thought and critical thinking. They should move beyond rote memory answers.The best approach is to: PLAN and WRITE your questions in advance of classroom discussion (so students don't take you down rabbit trails), use Bloom's Taxonomy as a guide for organizing questions from simple to complex, wait time for a STUDENT RESPONSE= 5 seconds

Cooperative learning (ability group ~ 5 members), learning centers, group work, think-pair-share, jigsaw, panel discussion, symposium (members present their side), debate, round table.

Each person has a different role. Most effective group collaborative out there, Jobs vary depending on the assignment. Individual and group accountability. Individual grades, peer evaluations, assess at the end of every day! 80% retention

Teacher creates curriculum and activities for a student who is allowed to progress at his/her own rate. To create this: write content section (length varies from paragraph to 1-2 pages); number of content sections varies, content is followed by comprehension check, feedback section provides answers, solutions to each comprehension check section.

Targets his/her audience and writes it for specific needs of the individual, provides for individual accomplishment and differentiation in students, and requires inordinate amount of time to create.

How to communicate, observe and infer.

20 seconds

No more than 22 seconds

15 minutes

20 minutes per 50 minute period

The oldest most widely used form of curriculum broken into 3 categories: Common Content, Special Content, and Elective Content.

Content as it relates to student interests and real life.

Values or behaviors that students learn indirectly over the course of their schooling because of the structure of the educational system and the teaching methods used. Teachers must educate the "whole student" not just the part of the student that they encounter in class. Factors outside of the classroom dictate how a student learns.

To define, to distinguish, to recall, to recognize, to develop, to outline, to identify

To translate, to prepare, to interpret, to distinguish, to conclude to predict, to estimate, to differentiate, to recognize, to explain, to summarize, to demonstrate, to paraphrase, to indicate, to make predictions

To apply, to employ, to relate, to predict, to use

To distinguish, to discriminate, to analyze, to detect, to recognize, to infer, to categorize, to choose, to select

To create, to propose, to integrate, to plan, to design, to synthesize, to formulate, to perceive, to organize, to prepare, to develop, to compile, to incorporate, to visualize

To select, to judge, to assess, to compare, to appraise, to distinguish, to evaluate, to decide, to determine

One activity