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What Is Effective Classroom Teaching? Kevin M. Johnston MSU TA Programs [email protected] http://tap.msu.edu

Effective Teaching

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Page 1: Effective Teaching

What Is Effective Classroom Teaching?

Kevin M. JohnstonMSU TA Programs

[email protected]://tap.msu.edu

Page 2: Effective Teaching

Today’s Presentation Goals

2009 TASEM - What is Effective Classroom Teaching?

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• Introduce Multiple Principles• Prompt Thinking About Class Organization• Provide Guidelines for Presentations and Discussion

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What Questions Do You Have Right Now?

TA Seminar Binder – Section II (pgs. 35 – 75)

MSU TA Sections II - IV

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Is the “old” way of teaching the best way?–Teaching and Learning Research

–Teacher (Presenter) - centered vs. Audience (Student)- centered Approaches

–Multiple Principles of Instruction

There is NO ONE CORRECT Teaching Style

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Principles of Powerful Instruction

Steve Yelon, (1996) MSU Professor Emeritus Meaningfulness, Prerequisites

Open Communication Organized, Essential Ideas Learning Aids Novelty Active Practice Safe Spaces/Encouraging

Places Consistency

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Professor Yelon’s Presentation Principles

Involve (To the Extent You Can)

Review/Summarize Explain Demonstrate Question Share Feedback

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The ART of Presenting art \ärt\ noun: skill acquired

by experience, study, and observation

Set attainable goals – ORGANIZATION

Use the best format/materials to meet those goals - IMPLEMENTATION

Assess your progress regularly – SUMMARY and EVALUATION

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Setting Presentational Goals

What is your point?Why is it important?What should your audience know?

There Is NO ONE Instructional Format that is Best for All Course Objectives

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Key Principles of Good Presenting

CLEARLY IDENTIFIED OBJECTIVES : Identify Key Points First!

SENSITIVITY and ADAPTABILITY: Show interest, listen, be open to change

PERIODIC SUMMARY: What have we just covered? Why was it important?

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The Three “Knows” of Presenting Effectively

Know your SubjectKnow your AudienceKnow the Context in which

you’re presenting

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Knowing Your SUBJECT Content (Is it enough?) Content Organization (Is it

Clear Enough?) Content Understanding (How

Do You Know THEY know enough?)

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Knowing Your Audience Does AUDIENCE Matter, Really? How Can We Know Them?

- Why are they there?- Why are you there?

Is Audience “Preparation” Possible?

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Know the Context

WHERE Are You Presenting? WHAT Are You Presenting? HOW & With or FOR Whom Are

You Presenting?

How Do Different Contexts Shape Your Presentation Goals? Strategies?

Approach?

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What Great Teachers DO!

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Ken Bain - 2004

• They are accomplished researchers• Their teaching is serious scholarship• They have high expectations• Create “Natural Critical Learning Environments”• They trust their students and are open with them.• Employ systematic and varied evaluation

Teaching Matters…Students Can Learn

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Possible Presentation “Stages”

Introduction – including connections to other material

Material Body – 15-minute segments Periodic Summary – after each 15-

minute segment Conclusion – End with a bang,

reconnect to main points ,connect to upcoming materials,

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What About Other “Basics?”

Clothes? Body Language? Establishing Rapport?

(Pre -presentation, During, Post - presentation)

What About Using Technology? When?

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Present Like You Mean It !

Prepare and Practice – But Be Willing To Let Learning Happen

Share Your Passion – And Recognize the “Light Bulb” When it Goes Off.

Enjoy the “Space” that Good Presenting and Good Teaching Creates for You and Your Students.

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Stimulating Effective Classroom Discussion

Start out strong Allow time It’s not about you Develop and implement ideas Set goals and meet expectations

Chris Womack - JMU

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Taking Risks in the Classroom

What’s RISKY? For you? For the class? A little PAIN is a good thing (?). (Or

not?) The First Day of class is a fine place To

start (but…) SPACE can happen (If you let it).

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Chickering and Gamson (1987)

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• Encourages Student-Faculty Contact• Encourages Cooperation Among Students• Encourages Active Listening• Provides Prompt Feedback• Emphasizes Time on Task• Communicates High Expectations• Respects Diverse Talents and Ways of Learning

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What’s Next?

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Powerful Principles of Instruction

- Yelon 1996 Meaningfulness/Prerequisites (Context) Open Communication (Relationship) Organized, Essential Ideas (Main Points) Learning Aids (Technology) Active Practice (Work with Information) Safe Spaces/Encouraging Places (Comfort) Consistency (Dependability)

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First – Order Principles- Robert Boice, Ph.D.

(1996) Set a good classroom

environment/Avoid negative thinking Wait/Have Patience/Stop Begin before feeling ready Surrender commitment to content

coverage Welcome change Let Others do some of the work

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What do these 2 Lists Share? Environmental Concerns Preparation Concerns Pacing Concerns Relational Concerns Content Concerns

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Classroom Management Concerns: Creating “Workable” Space

http://tap.msu.edu/PDF/TT2009.pdf

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Who Do You Want To Be Professionally?

http://tap.msu.edu/faseb2008/teachingphilosophydevelopment /