8. Pedagogy - s3.amazonaws.com · Pedagogy: Big Questions ... •What kinds of teaching work best...
Transcript of 8. Pedagogy - s3.amazonaws.com · Pedagogy: Big Questions ... •What kinds of teaching work best...
Pedagogy: Big Questions • Is there a best way to teach?•What kinds of teaching work
best for different situations? •How do teachers prepare
lessons for learning and motivation?•How is teaching subject
matter related to classroom management and student behavior?
Expository teaching• Lecture •Demonstration/modeling • Practice •Questioning (at all levels
of cognitive taxonomy) •Good for building
knowledge, concepts, vocabulary, basic skills•Useful for time constraints
Discovery learningBruner: Effective learning by experimenting and research• Study phenomenon or
problem; ask HOW or WHY •Hypothesize ➔ Research ➔ Test ➔ Report•Good for problem-solving,
upper taxonomy levels •Guided discovery to start
Organizing for expository teachingAusubel: Advance organizers to prepare minds for lesson• This is what we will learn
today • This is why it is relevant • This is how it relates to past
learning • These are the ideas and
vocabulary you will need
Learning together • Pairs or small groups share
task to research or solve • Student Team Achievement
Decisions = group decides on best solution • Jigsaw = group divides
task, then members contribute to final product
•Good to mix abilities/talents
Organize for retentionCognitive science strategies•Cluster info with categories,
hierarchies, tables etc.•Models, e.g. maps, charts,
diagrams, etc.• Elaboration with analogies,
mnemonics, acronyms, etc.• Preliminary questions to
“get juices flowing”
Tech in educationAt lower end of cognitive taxonomy • Teacher using/guiding
technology • “Drill and practice”•Demonstrations,
modeling• Virtual field trips
Tech in educationAt upper end of taxonomy • Students more in charge of
using technology •Gaming and simulations •Research and exploration•Coding, programming•Collaborate in social media ➔ Check for relevance, validity, age-appropriateness
Delivering Content •Balance curriculum scope
with pace students need• Teacher’s knowledge of
subject, including • Pedagogical content • Priorities/theories of field • Issues, controversies • Teaching to multiple
learning styles: auditory, visual, tactile, kinesthetic
Language learners 1 •Background: many years of
immigration/enculturation•Culture debated: deficit or
just different? •Current perspective:
emphasis on cultural responsiveness• Same language does not
mean same culture!
Language learners 2 Kinds of programs in schools •Maintenance = students
learn in both languages • Transitional = learn in native
language, build English skill • ESL = emphasize English
from start•BTW: bilingual ability ➔
increased cognitive ability!
SES factors in learningLow SES • Low levels healthcare • Low resources for basic
needs • Low resources for
enrichment •High levels family stress ➔ Low school preparation,
low self-efficacy, low achievement (at-risk)
SES factors in learning• Low SES students subject
to stereotyping/bias by school staff • See/confirm what you
expect to see •Offset with teacher diligence
and parent involvement • Especially important for
reading/literacy skills
Raising expectations • Famous study on teacher
expectations ➔ Changing expectations can change teacher attitude and student achievement• Expectations
communicated by level and quality of interaction, by verbal and non-verbal cues
Raising expectations Strategies that keep expectations high but accommodate all:
•Wait time when questioning •Clear descriptions of
assignments and grading criteria •Clear and quick feedback
Managing environment • Physical, cognitive, and
emotional content, not just “behavior management”• Physical: uncluttered, easy
movement, flexibly arranged•Cognitive: busy, motivating,
relevant content and activity • Emotional: supportive, fair,
safe, respectful
Managing environment Styles similar to parenting •Authoritarian: top-down rules
and decisions; goal = compliance • Permissive: friendly,
allowing, forgiving; goal = harmony, creativity •Authoritative = discussion,
explaining, consequences; goal = self-management
Self-management training• Teach to recognize own
behavior and its effect on self and others • Pause before acting,
speaking • “I” statements, not blame • Inspire personal integrity: •Responsibility for self •Respect for others
Managing environment •Rules: simple, clear, positive •Consequences: consistent,
fair, appropriate •Rewards/incentives? •Whole class • Token economy (esp. to
bring chaos to order) • Individual (contingency)
contract •Assertive discipline =
increasing consequences
Managing environment •Monitoring and
“withitness” (always see and be seen) •Routines for efficiency •Activities accomplishable,
relevant, accountable • Student ownership (chores?) •Other “teacher talk” •Reminding, explaining • I-messages and focus on
behavior, not personality
Classrooms that work •Many ways to teach/manage • Expectations high yet
realistic • Teach by showing/telling or
by inquiry/discovery •Organize information for
retention, understanding •Manage alertly, consistently,
fairly, respectfully