profesionalisme guru- 10 best teaching practices
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8/14/2019 PROFESIONALISME GURU- 10 BEST TEACHING PRACTICES
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10 Best Teaching Practices
Based on the book byDonna Walker Tileston.
10 Best Teaching Practices. (2000)
Corwin Press, Inc. Thousand Oaks,CA.
ISBN:07619-7585-3
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1.Threats that impact learning
Stress
Embarrassment
Deadlines
Different learning styles
Classroom culture
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B. Encouragement
Active learning
CreativityConnections
Learning is respected
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C. Enriched Environment
Dendrites are an indicator of increased brain processing
Long term dendritic connections = long termmemory and more connections of materials
More dendrites – more learning
Experiment:Young rats with toys - higher number of dendritesYoung rats + old rats- young rats not allowed to play -
lower number of dendrites
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D. Sense of belonging
High level of support
Sense of empowerment
15 minutes activity period for
students that students misused
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E. On ramps
create lots of them to keep students on
track Keep students engaged
Provide choices
Be aware of multiple intelligences
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2.Teaching strategies to help
student learning Three types
Visual – information stored in the occipital lobeof brain
Kinesthetic – information stored in the motor
cortex and cerebellum
Auditory – information stored in the temporal
lobe
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3. Making connections
Effect of old and new learning
Looking for connections in new material - frustrating
without guidance Giving ownership
‘last week we talked about’
‘have you ever seen….’
‘what do you know about’ ‘what do you want to know’
‘what have you learned’
‘this is similar to’
“The brain processes meaning not random information”Eric Jenson 1998
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4. Teaching for long term
memory cram – ace test – forget quickly
30 second telephone number – brain tosses
information into memory or out in 30 sec.
Working memory – information processed
Pre-schoolers – 2-3 chunks at a time
Pre-adolescents – 3 – 7
Through adulthood – 7 – 9
Long term memory – info must be processed within
20 min.
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Teaching for long term memory cont
Try to ensure students are putting info in long term
memory by providing tools to facilitate the process
Interesting information
Emotional connections
Relevant
Applicable
Demonstrate a love for learning
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5. Higher order thinking skills
needed/wanted Reward and encourage
critical thinking creative thinking
problem solving
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Higher order thinking skills needed/wanted
cont.
Develop assessment methods that includeanalysis and above
Cause and effect
Making inferences
Deductive thinking opportunities
Raise the bar, the students will follow
Practice in the class then follow up on exams
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6. Collaborative learning
Be the coach, leader, guide
Types of communication a. between teacher and student
b. student – student
c. communication with others d. communication among teachers
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Collaborative learning cont
Create an environment where communication is the
driving force.
Act as a catalyst not a textbook
Allow students to work together, form groups,
listen to each others ideas, develop concepts
This develops mutual respect
Social skills are developed
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Collaborative learning cont
Use indicators of higher order thinking such
as making distinctions, applying ideas,forming generalizations, raising questions,
not just reporting facts, definitions, or
procedures.
Students should be actively engaged not
passive receivers.
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7. Consider ALL learners (but wewill never get 100 % success)
All students are not equal: – In preparation for college
In their interest level In the motivation to learn In their priorities They have different cultural needs and incentives
Make the class supportive.
Create relationships.
Do not have hidden agendas.
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8. Authentic Assessment – achievement that is significant and
meaningful
Needs to reflect what you want the student to be able
to do at the end of the course
what should be measured? Process?
Product?
Both? Do your assessment methods truly reflect student
learning or just memorization?
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Authentic Assessment – cont.
Assessment should:
a. be continuous and part of the instruction
b. connect directly to learning
c. do more than require simple memorization
(require students to develop math formulae, write
essays, create sculpture, etc). d. Be driven in part by student questions
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Authentic Assessment – cont.
Authentic achievement allows
1. students to construct meaning and produce
knowledge
2. use disciplines inquiry to construct meaning
3. movement toward production of discourse,
products or performances that have value andmeaning beyond success in school
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Authentic Assessment – cont.
Quote from Ron Bryant 1993
“ as long as you are determined to cover everything
you actually insure that most students are not going
to understand. You’ve got to take enough time to
get students deeply involved in something so that
they can think about it in lots of different ways andapply it ----- not just at college but at home and on
the street and so on.”
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Authentic Assessment – cont.
We can’t teach students everything
We must give them the tools to be successful
Problems solving skills
Research retrieval skills
Then we must assess if they have learned these
skills Set high expectations but give guidance and support
Guidance allows the student to ‘get it right the firsttime and every time’
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Authentic Assessment – cont.
Help students demonstrate understanding but
using learning in different contexts
Allow them to make meaningful products
Help them develop inquiry skills
Tie assessment to rubrics or guidelines for success
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9. Real world applications
Relevance
Use authentic situations
Tie information to what students already know – create
connections Allow time (or situation) for
emotional attachment to reflect on learning What, So what, and Now what – use to facilitate
reflection What (have you learned)? So what (difference does it make)? Now what (can I do with it)?
Increased depth of understanding and application results
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10. Use of technology
Good or bad?
When and where?
Assessment
Communication
Research rich environments Use of the web
The world becomes the classroom