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.

PART I: TEACHERS

Effective Teaching and Learning


Interconnected EnvironmentsCushner/McClelland/Safford, Human Diversity in Education: An Integrative Approach (Figure 1.1)


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


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


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


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


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


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


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


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


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


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


Cyclical Process of Teacher ExpectationsArends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 2.2)


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


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.


Twenty-Eight Categories of Influence on School Learning (continued)Reed/Bergemann/Olson, In the Classroom: An Introduction to Education (Table 9.1)



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.





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.





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.





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.





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.





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.


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.


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.


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


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)


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)


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)

Documents

Copyright © 2001. The McGraw-Hill Companies, Inc. All rights reserved. PART I: TEACHERS Effective Teaching and Learning