chapter 10 active teaching. four primary approaches to teaching information processing information...
TRANSCRIPT
Four Primary Approaches to Four Primary Approaches to TeachingTeaching
Information ProcessingInformation Processing
PersonalPersonal
BehavioralBehavioral
Goal OrientedGoal Oriented
Teacher Behaviors Related to Student SuccessTeacher Behaviors Related to Student Success
Teachers accept responsibility for student successTeachers accept responsibility for student success
Teachers provide students sufficient time to learnTeachers provide students sufficient time to learn
Teachers manage classrooms effectivelyTeachers manage classrooms effectively
Teachers move through the curriculum rapidly in Teachers move through the curriculum rapidly in small stepssmall steps
Teacher Behaviors Related to Student Success Teacher Behaviors Related to Student Success (Cont.)(Cont.)
Teachers demonstrate skills, explain concepts, Teachers demonstrate skills, explain concepts, conduct participatory activities and review conduct participatory activities and review when necessarywhen necessary
Teachers provide opportunities for students to Teachers provide opportunities for students to practice and apply new contentpractice and apply new content
Teachers maintain a pleasant, friendly, Teachers maintain a pleasant, friendly, enthusiastic and supportive classroomenthusiastic and supportive classroom
Factors Important When Presenting Factors Important When Presenting Information to StudentsInformation to Students
ClarityClarity
Using terms within students experienceUsing terms within students experience
Establishing a purpose for the lesson and arranging lesson Establishing a purpose for the lesson and arranging lesson components in a proper sequencecomponents in a proper sequence
Defining major concepts and illustrating them with Defining major concepts and illustrating them with examplesexamples
Using effective presentation style – articulation, pace, non-Using effective presentation style – articulation, pace, non-verbal communication and visual aidsverbal communication and visual aids
Clarity (Cont.)Clarity (Cont.)Using Clear LanguageUsing Clear Language
Avoid vagueness of terms -- words such as:Avoid vagueness of terms -- words such as: Somehow, somewhere, otherSomehow, somewhere, other Not many, not veryNot many, not very About, almost, kind of, pretty much, sort ofAbout, almost, kind of, pretty much, sort of Actually, so forth , anyway , you knowActually, so forth , anyway , you know I guess, I’m not sureI guess, I’m not sure A bunch, a couple, a few, a lotA bunch, a couple, a few, a lot Kind of, sort of, type ofKind of, sort of, type of Chances are, could be, maybe, perhapsChances are, could be, maybe, perhaps Generally, often, frequently, probably, sometimes, Generally, often, frequently, probably, sometimes,
usuallyusually
EnthusiasmEnthusiasm
Teacher enthusiasm for a subject is contagiousTeacher enthusiasm for a subject is contagious
Teachers should show dynamic vigor in the Teachers should show dynamic vigor in the classroomclassroom
They should demonstrate joy, surprise, They should demonstrate joy, surprise, suspense, excitement and satisfaction with suspense, excitement and satisfaction with accomplishments accomplishments
Encouraging QuestionsEncouraging Questions
Students tend to ask very few questionsStudents tend to ask very few questions
Encouraging questions, especially at the Encouraging questions, especially at the beginning of the year is very importantbeginning of the year is very important
Warm encouragement of student questions Warm encouragement of student questions promotes a sense of a supportive community promotes a sense of a supportive community of learners in the classroom of learners in the classroom
Narrative PresentationNarrative Presentation
Effective elementary teachers use a minimum of Effective elementary teachers use a minimum of lecturelecture
They present lesson content in short segments with They present lesson content in short segments with frequent questionsfrequent questions
They embed much of the information in a narrative – They embed much of the information in a narrative – storytelling formatstorytelling format
Stories can be drawn from the teacher’s experience or Stories can be drawn from the teacher’s experience or experiences the students may have hadexperiences the students may have had
Photos, objects and props are used to support the Photos, objects and props are used to support the narrativenarrative
Narratives focus on Essential Understandings or Big Narratives focus on Essential Understandings or Big IdeasIdeas
Effective DemonstrationsEffective Demonstrations When learning processes and skills, students When learning processes and skills, students
need demonstrationneed demonstration
Focus attention at the start of the demonstrationFocus attention at the start of the demonstration Give an overview of what will happenGive an overview of what will happen Introduce and label new objects or conceptsIntroduce and label new objects or concepts Go step-by-step through the processGo step-by-step through the process Explain each stepExplain each step Go slowly enough for clarity and exaggerate actionGo slowly enough for clarity and exaggerate action Have students repeat the stepsHave students repeat the steps Correct mistakes, but do not dwell on themCorrect mistakes, but do not dwell on them
Questioning TechniqueQuestioning Technique
Effective questions scaffold students to Effective questions scaffold students to process lesson contentprocess lesson content
Effective questions help students “make lesson Effective questions help students “make lesson content their own”content their own”
Effective questions focus on key points and Effective questions focus on key points and Essential UnderstandingsEssential Understandings
Questioning Technique (Cont.)Questioning Technique (Cont.)
Effective instruction includes an appropriate Effective instruction includes an appropriate combination of lower level and higher level combination of lower level and higher level questionsquestions
Lower level questions promote: Lower level questions promote: knowledge and comprehensionknowledge and comprehension
Higher level questions promote:Higher level questions promote: application, analysis, synthesis, evaluationapplication, analysis, synthesis, evaluation
Questioning Technique (Cont.)Questioning Technique (Cont.)
When planning an appropriate mix of lower level and When planning an appropriate mix of lower level and higher level questions, a teacher should consider higher level questions, a teacher should consider question sequences. These can be:question sequences. These can be:
Higher level questions followed by supporting lower Higher level questions followed by supporting lower level questions and concept developmentlevel questions and concept development
Lower level questions building to higher level Lower level questions building to higher level questions and concept developmentquestions and concept development
Questions to Avoid!Questions to Avoid!
Yes-No questionsYes-No questions
If used, follow with “Why?”If used, follow with “Why?”
Tugging questions (Tell me more. What else?)Tugging questions (Tell me more. What else?)
Instead of asking for more response to the initial Instead of asking for more response to the initial question, ask an additional questionquestion, ask an additional question
Questions to Avoid! (Cont.)Questions to Avoid! (Cont.)
Guessing questions ( How many do you think? Guessing questions ( How many do you think? What else could have happened?)What else could have happened?)
Use only to encourage imagination or creative Use only to encourage imagination or creative thoughtthought
Leading Questions (Don’t you agree? Why did Leading Questions (Don’t you agree? Why did you do that?)you do that?)
Use only when you really want a unique responseUse only when you really want a unique response
Characteristics of Good QuestionsCharacteristics of Good Questions
ClearClear Specify the points to which student should respondSpecify the points to which student should respond
PurposefulPurposeful Planned in advance to lead to instructional goalsPlanned in advance to lead to instructional goals
BriefBrief Short, to-the-point questions are easier to Short, to-the-point questions are easier to
understandunderstand
Characteristics of Good Questions (Cont.)Characteristics of Good Questions (Cont.)
NaturalNatural Simple, normally-used language helps clarify Simple, normally-used language helps clarify
questionsquestions
SequencedSequenced Order of questions leads to development of skills Order of questions leads to development of skills
or conceptsor concepts
Thought ProvokingThought Provoking Stimulate strong, thoughtful responsesStimulate strong, thoughtful responses
Questioning – Wait TimeQuestioning – Wait Time
Rowe (1974)Rowe (1974)
Most teachers waited less than one second before Most teachers waited less than one second before calling on a student to respond to a questioncalling on a student to respond to a question
Most teachers waited only one second before Most teachers waited only one second before calling on another student or supplying the answercalling on another student or supplying the answer
Effects of of 3-5 Seconds of Wait TimeEffects of of 3-5 Seconds of Wait Time
Increase in length of student responseIncrease in length of student response Increase in unsolicited but correct responsesIncrease in unsolicited but correct responses Decrease in failure to respondDecrease in failure to respond Increase in speculative responsesIncrease in speculative responses Increase in appropriate student-to-student Increase in appropriate student-to-student
interactioninteraction Increase in students drawing inferencesIncrease in students drawing inferences Increase in student-initiated questionsIncrease in student-initiated questions Greater variety of contributions by studentsGreater variety of contributions by students
Good Questioning TechniqueGood Questioning Technique
Distribute opportunities for response equally Distribute opportunities for response equally throughout the classthroughout the class
Give feedback – acknowledge correct answers Give feedback – acknowledge correct answers and give corrective feedback to incorrect and give corrective feedback to incorrect answersanswers
Use a casual, conversational tone that avoids Use a casual, conversational tone that avoids creating a “Quizzing” atmospherecreating a “Quizzing” atmosphere
Discussions -- PurposesDiscussions -- Purposes
Debriefing – reflecting on understandingsDebriefing – reflecting on understandings
Problem-Solving – find solutions to problemsProblem-Solving – find solutions to problems
Explanation – analyze for understandingExplanation – analyze for understanding
Prediction – consider probable effects or Prediction – consider probable effects or consequencesconsequences
Policy – develop and justify positionsPolicy – develop and justify positions
Scaffolding Scaffolding
Three Primary Ways Teachers Scaffold:Three Primary Ways Teachers Scaffold:
Explain, demonstrate. model, tell stories Explain, demonstrate. model, tell stories
Interact with students while focusing on goalsInteract with students while focusing on goals
Engage students in assignments and activities that Engage students in assignments and activities that allow practice or application of what they have allow practice or application of what they have learnedlearned
HomeworkHomework
Recent research indicates:Recent research indicates:
There is little relationship between the amount There is little relationship between the amount of homework and student achievement in of homework and student achievement in elementary grades.elementary grades.
There is only a modest positive relationship in There is only a modest positive relationship in secondary grades.secondary grades.
Homework – 10 P’sHomework – 10 P’s
Practice *Practice * Preparation *Preparation * Personal Development *Personal Development * Peer InteractionsPeer Interactions Parent-Child Relations *Parent-Child Relations * Parent-Teacher CommunicationParent-Teacher Communication Public RelationsPublic Relations PolicyPolicy PunishmentPunishment
* Purposes recommended by Good and Brophy* Purposes recommended by Good and Brophy