Post on 23-Feb-2016
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Effective Teachers: Effective Teachers: Professional Skills and Professional Skills and
AbilitiesAbilitiesChapter 12Chapter 12
Effective TeachersEffective Teachers
Focus and Engage Students’ Focus and Engage Students’ AttentionAttention
Use Instructional Time Use Instructional Time EfficientlyEfficiently
Conduct Interactive InstructionConduct Interactive Instruction
Focusing and Engaging Focusing and Engaging Students’ AttentionStudents’ Attention
Establishing setEstablishing set Using varietyUsing variety
Focusing and Engaging Focusing and Engaging Students’ AttentionStudents’ Attention
Establishing set (providing a Establishing set (providing a context for the lesson and the context for the lesson and the instruction)instruction)
Set inductionSet induction Orientation setOrientation set Evaluative setEvaluative set
Beginning the LessonBeginning the Lesson
4 Goals of Establishing 4 Goals of Establishing an Effective Setan Effective Set
4 Goals4 Goals
1.1. Introduce topic in a way that Introduce topic in a way that makes it novel, interesting or makes it novel, interesting or relevantrelevant
2.2. Establish an interactive climate Establish an interactive climate and toneand tone
3.3. Direct learners’ attention to Direct learners’ attention to important aspects of the content important aspects of the content or communicate objectivesor communicate objectives
4.4. Link lesson with what students Link lesson with what students already knowalready know
Using VarietyUsing Variety
Instructional Activities and Instructional Activities and MaterialsMaterials
Interacting with StudentsInteracting with Students Interfacing with StudentsInterfacing with Students
Using Instructional Time Using Instructional Time EfficientlyEfficiently
Optimizing timeOptimizing time Maintaining momentumMaintaining momentum Making smooth transitionsMaking smooth transitions
Using Instructional Time Using Instructional Time EfficientlyEfficiently
Optimizing timeOptimizing time
Time on taskTime on task Mandated timeMandated time Allocated timeAllocated time Academic instruction timeAcademic instruction time Academic learning timeAcademic learning time
Academic Learning TimeAcademic Learning Time
““Engaged time”Engaged time”
Two factors are consideredTwo factors are considered
Amount of time a given student Amount of time a given student is actively engaged in the is actively engaged in the instruction/learning processinstruction/learning process
Student’s success at the Student’s success at the activityactivity
Improving Use of TimeImproving Use of Time
Use all time available for Use all time available for instruction rather than other instruction rather than other taskstasks
Begin and end on timeBegin and end on time
Have materials, equipment, and Have materials, equipment, and activities planned & readyactivities planned & ready
Enforce rules requiring students Enforce rules requiring students to be on time and prepared to be on time and prepared
Improving Use of Time Improving Use of Time cont.cont.
MonitorMonitor
Plan more than neededPlan more than needed
Establish signals for the end Establish signals for the end of the lessonof the lesson
Establish routinesEstablish routines
Give directions clearlyGive directions clearly
Conducting Interactive Conducting Interactive InstructionInstruction How to Ask QuestionsHow to Ask Questions
Require students to process Require students to process and composeand compose
Avoid rhetorical questionsAvoid rhetorical questions Ask only one question at a timeAsk only one question at a time Consider the type of question or Consider the type of question or
level of thought required of level of thought required of studentsstudents
Divergent/convergentDivergent/convergent Content/processContent/process
Obtaining Good AnswersObtaining Good Answers
Wait timeWait time Pause between the teacher’s Pause between the teacher’s
question and the student’s responsequestion and the student’s response Pause between the student’s Pause between the student’s
response and the teacher’s reactionresponse and the teacher’s reaction Ensure equal distribution of Ensure equal distribution of
answersanswers ProbingProbing RedirectingRedirecting Rephrasing Rephrasing
Providing Clear InstructionProviding Clear Instruction
Clear teachers emphasize Clear teachers emphasize important points by:important points by:
Repeating themRepeating them Writing them on the boardWriting them on the board Pausing after stating themPausing after stating them Reviewing themReviewing them
Instructional ClarityInstructional Clarity
Preparing and entering the Preparing and entering the lessonlesson
Introducing and emphasizing Introducing and emphasizing contentcontent
Elaborating on important ideas Elaborating on important ideas or conceptsor concepts
Monitoring students’ Monitoring students’ understanding and understanding and remediating when students fail remediating when students fail to understandto understand
Monitoring Students’ ProgressMonitoring Students’ Progress
Monitoring can be:Monitoring can be:
FormalFormal InformalInformal
Improving MonitoringImproving Monitoring
Moving around the roomMoving around the room
Maximizing interactive, whole-group Maximizing interactive, whole-group interactioninteraction
Using good questioning techniquesUsing good questioning techniques Calling on all studentsCalling on all students
Spending little time at your desk Spending little time at your desk or with one studentor with one student
Providing Feedback and Providing Feedback and ReinforcementReinforcement
Effective feedback includes:Effective feedback includes:
The criteria used to evaluate The criteria used to evaluate performanceperformance
How the student’s performance How the student’s performance relates to the standardrelates to the standard
Providing Feedback and Providing Feedback and ReinforcementReinforcement
More effective feedbackMore effective feedback Provide as frequently as possibleProvide as frequently as possible
Provide as soon after performance Provide as soon after performance as possibleas possible
Make as specific as possibleMake as specific as possible
Providing Feedback and Providing Feedback and Reinforcement Reinforcement cont.cont.
Focus on the quality of the Focus on the quality of the performance rather than intentions performance rather than intentions or motivationsor motivations
Allow students to assume Allow students to assume responsibility for assessing their responsibility for assessing their own progressown progress