beyond effective teaching
TRANSCRIPT
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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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Essential teaching skills
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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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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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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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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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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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Essential teaching skills
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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Teaching Thinking: An Enduring Concern
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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Teaching Thinking: An Enduring Concern
Nikerson (1988);
Unable to provide evidences (examples)
Unable to apply to the real life problems
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Teaching Thinking: Increasing Learner
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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Teaching Thinking: Increasing Learner
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