Chapter 9: Teaching to Enhance Learning and Development

what a teacher says or does that engages children and contributes to their learning and development.

the use of approaches that are proved to be successful based on scientific evidence and that a high probability of enhancing children's learning and development.

a behavior or activity that a teacher deliberately selects and flexibly applies to help students construct meaning

how children construct meaning in any context or situation

learning experiences in which teachers take the lead by providing explicit information and modeling or demonstrating a skill, as determined by the teacher's goals and direction

experiences that allow children to gain knowledge and skills through their own exploration and interactions with objects and other children

giving positive verbal or nonverbal attention that promotes the child's persistence and effort

verbal comments or nonverbal signs such as pats or high fives that promote the child's persistence effort

back-and-forth communication between a teacher and a child or small group of children in an effort to reach deeper understanding

showing children a skill or desirable way of behaving or speaking

showing the correct way to perform a skill or procedure while children observe the outcome

the process of children learning by observing adults and more accomplished peers performing tasks and by practicing the skills themselves with adult guidance and support

Effective teachers have a large repertoire of strategies to use in different situations.

When there is a specific skill that children need to learn, a teacher may intentionally demonstrate it for children.

Research is used to answer two sets of questions: (1) What skills and abilities predict children's later outcomes in important areas like reading, writing, and mathematics? and (2) What teaching behaviors, curriculum, and other educational interventions contribute to or inhibit gains in children's skills and abilities in these areas?

a high score on emotional climate on the class means that teachers are sensitive and responsive and have positive relationships with children.

In well-organized classrooms, teachers use positive strategies to guide children's behavior. They are well prepared in advance and manage time productively, maximizing opportunities for learning.

The class instructional climate score indicates how well teachers use a variety of teaching strategies to promote children's concept development and higher-order thinking.

providing short-term, temporary assistance to help a child achieve the next level of functioning

providing assistance that helps the child to accomplish a difficult task by making it easier

eliciting different types of responses and promoting different types of thinking

questions that require children to analyze information in some way and that have many possible answers

lower-level questions that have one right answer and usually require children to recall information or facts

the length of time that a teacher waits for a response after asking a question or responding to a comment

teaching strategy that involves thinking and working collaboratively to solve a problem

explicitly giving directions for completing a task; providing facts, verb labels, or other specific informational or providing instructions for a child's action or behavior

using a variety of strategies to support children's ability to accomplish learning tasks that they could not otherwise accomplish independently

mental models that connect new learning to prior knowledge, enhance memory, and deepen understanding

ways of introducing new information that serve as a bridge between what the student already knows and the new learning

an advance organizer strategy in which teachers ask children what they already know (K) about the topic of study, what they want (W) to know, and then what they learned (L)

systems teacher use to help children build concepts by identifying similarities and differences or by comparing and contrasting objects and ideas

the process of depicting thought and ideas through drawing, modeling, or other media

activities that engage children in thinking and reflecting about their own learning

requires children to make intentional choices and encourages them to identify their goals, consider the options for achieving them, make predictions, and anticipate consequences; helps build children's higher-level thinking and problem solving

teaching strategy in which teacher help children go beyond remembering what they did to becoming aware of what they learned, what was interesting, how they felt about experience, and what they can do to build on and extend the experience

a strategy that promotes' children's reading comprehension and higher-order thinking by engaging them in summarizing, questioning, clarifying, and predicting

applying previously acquired knowledge to a new situation by making a prediction and then observing and reflecting on the outcome

method of beginning with a hypothesis, testing it with an experiment, making observations and gathering data, and then confirming or disconfirming the initial hypothesis

teachers act as the audience for children's play

teachers set the stage for children's play by providing the probe and theme and being available to respond to children's requests

teachers actually join in and take an active role in children's play

teachers participate in children's play; includes making deliberate attempts to enrich and extend the play episode

a piece of equipment or product that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities