Beyond Effective Teaching

8/2/2019 Beyond Effective Teaching

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SGDC 5033/5034

Models of Instruction

Prepared by:

Nur Fatirah Mohd Dzahir 808994

Khazami Muhamad 809107

Essential Teaching Skills andthe Teaching of Thinking


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Essential Teaching Skills andthe Teaching of Thinking

Essential teaching skills

Teaching for thinking and

understanding

Higher order and critical

thinking


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Behaviours essential teaching skills: some teacher behaviours

increase the amount students learn more than others.

WHAT AREESSENTIAL TEACHING SKILLS?

Analogous to basic skills

can be described as the critical

teacher attitudes, skills, and strategies necessary to promote student

learning.

Interdependent

Not effective alone (need to combine with others)Need to be appropriately (critical) integrate with the application


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Essential Teaching Skills

Teacher Characteristics

Organization

Communication

Instructional Alignment

Focus

Feedback

Monitoring

Questioning

Review & Closure


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Teacher characteristicsvery critical to set the emotional tone for the classroom, designinstruction, implement learning activities, assess student progress

Teaching efficacy- Personal teaching efficacy which is the belief that teacherscan have and positive effect on students (Bruning et al., 1999)- accept students and their ideas

- using praise rather than criticism- persevering with low achievers- use time effectively- student centered- spend more time on learning activities

- tend to be more flexible- adopt new curriculum materials- change strategies more readily


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SGDC 5033 6

Modeling and Enthusiasm- Modelingoccurs when ppl imitate behaviours they observe inothers (Bandura, 1986)- shows teachers beliefs and attitudes about teaching andlearning.-statements below give no useful purpose and will demotivatestudents to learn;

Iknow this stuff is boring, but we have to learn it.Thisisntmy favorite topic, either.

instead, use thesebutwhats most interesting about all of this is that whatwere studying has ramifications for the entire world,eventoday

- model enthusiasm to show interest in the topics through theirbehaviours. This could increase learners beliefs in theimportance of effort and in their own capabilities and increasetheir achievement (Pintrich & Schunk, 1996).- this also to induce in students the feeling that the information

is valuable and worth learning (Good & Brophy, 1997)


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Teacher caring- learners relationship with the teacher could promotemotivation (Stipek, 1996).- learners will be motivated when they feel safe, trust, and insupportive environments with caring adults who could see theirunique potential.- Caring refers to teachers abilities to emphatize with andinvest in the protection and development of young ppl (Chaskin& Rauner, 1995).- Ts are committed to students growth and competence and

attemp to do their best for the ppl under their care.

Positive teacher expectations-are the positive inferences that teachers make about the futurebehaviour, academic achievement, or attitude of their students

(Good&Brophy,1997).- the effects can be grouped into four areas;

Emotional supportTeacher effort and demandsQuestioning

Feedback and evaluation


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SGDC 5033 8

Communication-link with student achievement and satisfaction with instruction-clear communication can be classified into four elements;

Precise terminology

teacher defines ideas clearly and eliminate vague termsfrom presentations and answers to students questions.

avoid the use of terms like perhaps, maybe, might, and soon, probably, and usually.

Connected discourseteachers lesson is thematic and leads to a point.

major obstacles: (1) the presentation can be sequencedinappropriately, or (2) information can be added to thediscussion without clearly indicating how it relates to the

topic.

Transition signals

a verbal statement that communicates that one idea isending and another is beginning.Will focus students attention, increasing the likelihood toconcentrate on the topic.


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ContEmphasis

Alerts students to important information in a lesson and canoccur through vocal and verbal behavior or repetition(Eggen&Kaucak,1999).

Could increase the clarity of communication and helpsstudents follow the theme of the lesson.

Repeat the point to show that its important

Language and knowledge contentTeachers should try monitor their own speech to ensure thepresentations are clear and logical.Teachers should thoroughly understand the content theyteach.

Methods to improve like videotaping, reviewing, anddeveloping lessons with many questions to keep studentsinvolve


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Organization-Time-prepare materials in advance-begin class with warm-up activities-having students trained to perform routine tasks without being told

Instructional alignment-refers to the match between objectives and learning activities (Cohen,1987).-understand concept and practice HOTS and CTS.


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SGDC 5033 11

Focus

-Attracts and holds students attention throughout the learning activity-Its a process that teachers use to attract and maintain attentionthroughout the lesson. Focus exists in two forms;

Introductory focus

the set of teachers actions designed to attract students

attention and provide an umbrella for the rest of the lesson.its attention getting and motivational by arousing curiosity.

Sensory focus

The use of stimuli concrete objects, pictures, models,materials displayed on the overhead, and even informationwritten on the chalkboard to maintain attention.


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Feedback-Information about current behaviour that can be used to improve futureperformance (Eggen&Kauchak, 1999).-This will give students information they can use to assess the validity of

their understanding.-Effective feedback has 5 characteristics;

Immediate

Specific

Provides information

Depends on performanceHas a positive emotional tone

Monitoring-The process of checking students verbal and nonverbal behaviour for

evidence of learning progress.-Important during all learning activities.-Being aware of students reactions during learning activities.-Also means the ability to be flexible and responsive to students.-Teacher will also recognize when students become inattentive and bringthem back into lessons.


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SGDC 5033 13

Review and Closure-Review:

summarizes previous work and forms a link between what hasbeen learned and what is coming.

Emphasize important points and can occur at any point in alearning activity.Help in deeper understanding of a concept.

-Closure:

a form of review that occurs at the end of lesson.Summarized, structured and completed.

In learning, it pulls together the lesson content and signals theend of a lesson.Important to avoid misconceptions that can be difficult to

eliminate.


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Questioning

-To promote interaction between teacher student and studentstudent.-Helps students see connections between the ideas theyrestudying and helps them see how abstract ideas relate to real-

world examples.-Helps to maintain sensory focus, emphasize concepts throughrepetition.-Effective to informally assess student understanding.-To ensure success, involve reluctant and inattentive students.-Enhance students self-esteem.

C


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Cont..

-Effective questioning has four characteristics;

frequency refers to number of questions teachers ask. Interactivequestions increase student involvement.

equitable distribution a questioning pattern in which all studentsin the class are called on as equally as possible. Need to be directedto particular students to prevent call-outs by aggressive/higher-achieving students.

prompting a teacher question or directive that elicits a studentresponse after the student has failed to answer or has given incorrector incomplete answer.

wait-time period of silence, both before and after a studentresponds. Also called thinktime, ideally about 3 to 5 seconds. Thereare at least 3 benefits for this practice; (1) improves and responsesfrom cultural minorities increase as teachers become more responsiveto students from equitable distribution, (2) students give longer andbetter responses, and (3) voluntary participation increases, and fewerstudents fail to respond.


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and classroom

management:Creating Productive

Learning Environments

Organizationand

Classroom

Order

ClassroomOrder and

StudentInvolvement

Involvement,Order, and

StudentMotivation

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Organization and Classroom Order

Teachers ability to maintain orderly classrooms. create task-waiting for students

develop well-established routines

Classroom Order and StudentInvolvement

have a great deal of interaction happens throughout the lesson.

students spend their time as much as possible focused on learning

Involvement, Order, and StudentMotivation

to establish effective learning environment an effective teacher should be an effective manager

include effective instruction to maintain order


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The abilities that every teacher should possess.

Challenges; Working memory(conscious part of our cognitive

system) is limited in capacity and because of this, it canonly process a certain amount of info at a time. Whensome info is lost or ignored to reduce the load, it iscalled cognitive overload. Commonly happen tostudents who havent mastered basic math and readingskills.

Teachers need to maintain order, reengange inattentivestudents, maintain the pace and flow of the lesson, andstudents clarify ideas they dont understand in a single

learning activity. Solution;

Automaticity[mental operations which require littleawareness or conscious effort (Bloom, 1986; Case,1978)] requires practice like driving a car.

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Essential teaching skills: A

Theoretical Perspective


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Beyond Effective Teaching:

Teaching for Thinking andUnderstanding

Teaching Thinking: An Enduring Concern

Teaching Thinking: Increasing Learner

Motivation

A Climate for Thinking


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Introduction

Effective teaching provides foundation of excellencies

Expert teachers construct lessons to help students for adeep and thorough understanding

Generative knowledge; learning both content and

thinking skills knowledge that can be used to interpret new

situations, to solve problems, to think and reason, and to

learn(Resnick & Klopfer, 1989)

Learning is a consequence of thinking. Retention,

understanding and the active use of knowledge can bebrought about only by learning experiences in which

learners think about and think with what they are

learning. (David Perkins, 1992)


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John Goodlad (1984):

Currently;

Instructions were only to possess information.

About facts to be learnt Should be;

Understanding implications

Exploring possible applications

Arise students curiosity

Solving related problems

Adaptation and exploration


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Nikerson (1988);

Unable to provide evidences (examples)

Unable to apply to the real life problems


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Motivation

To think effectively requires a great deal of generativeknowledge.

(Bransford et. al., 1991; Nickerson, 1988; Resnick & Klopfer,1989)

Learners motivation increases as critical thinking increases.

(Brown, 1988; Stipek, 1998)


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Motivation

The Teri Bowden teaching (American History Class)

Initially, students gave the answer they taught she wantedto hear.

Teri allowed her students to;

Intellectually liberating; freedom to express theirthought

Defends their thoughts with evidences

power and satisfaction combined will lead to the intellectuallyexciting and motivating.


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A Climate for Thinking

Maehr (1992)safe feeling and willing to take risk is the typeof classroom climate for thinking and learner motivation.

Refers to Teris classroom climate:

Provide information and start with open-ended,nonthreatening questions.

Spirit of cooperation vs competition and avoid comparisons

Improvement vs showing offSuccess = improvements and progressions


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Critical Thinking

Critical Thinking; Attitudes and Dispositions

Critical Thinking in Day-to-Day Living


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Critical Thinking?

A complex activity

The ability and disposition (personality) to make and assessconclusion based on evidences

Examples;

Confirming conclusions with facts/evidences

Identifying bias, stereotypes, clichs and progandaIdentifying unstated assumptions

Recognizing overgeneralizations and undergeneralizations

Identifying relevant and irrelevant information.


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Critical Thinking; Attitudes and

Dispositions

Three major components:

AttitudesDispositions

Inclinations

Required practices to develop inclinations.


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Critical Thinking in Day-to-Day Living

Developing attitudes and inclination of critical thinking;

A desire to be informed and look for evidences

Open-mindedness and healthy skepticismTendency to reserve judgment

Respects for others opinion

Tolerance for ambiguity.

Students learn through

Teacher modeling

Classroom experiences


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Thats all from us for today.

Thank you for your attention

First Presenter

Nur Fatirah Mohd Dzahir

Second Presenter

Khazami Muhamad

Presentation

Group 1 (b)

Models of Instructions

Documents

Beyond Effective Teaching