A BLAST FROM THE PAST

ESSENTIAL ELEMENTS OF INSTRUCTION

Essential Elements of Instruction

Highlights of EEIThe Science of Teaching

Madeline Hunter

Question?What qualities does a good

teacher possess?

Art vs. Science of Teaching

• Total Teaching Act• Instructional Skills• Task Analysis• Teach to the Objective• Closure• The Art in Teaching will be your

own personality/style/demeanor.

Total Teaching Act (TTA)

• Human Relations Skills• Instructional Skills• Classroom Management Skills• Knowledge of Content• Use and Selection of Appropriate

Material• Planning Skills

From theTotal Teaching Act,which is the most important skill?

The most important skills are the Instructional

Skills!Other TTA skills are

important, and they are developmental.

Instructional Skills• SELECT an objective at the appropriate

level of difficulty.• TEACH to the objective.• MAINTAIN the focus of the learner on

the learning.• USE without abuse the Principles of

Learning.• MONITOR and adjust.

Select an objective at the appropriate level of difficulty?

• Task Analysis: A system of factoring the terminal (final) objective into it’s essential enroute learnings.

• Steps in Task Analysis:• Identify a terminal objective: State

Standards.• Brainstorm for possible enroute learning.• Weed Out nonessentials.• Sequence if necessary.• Form diagnostic questions.

Teach to the Objective T2O

• EXPLANATION

• QUESTIONING

• RESPONDING

• ACTIVITY

Teach to the Objective

• EXPLANATION:• Definitions• Process or steps• Examples• Models• Modeling• Content

Teach to the Objective• QUESTIONING:• Purpose• Strategy• Types:• Individual (Sampling)• Whole Groups• Open Ended, Affective, Opinion and

Thinking Questions. • In what ways (IWW) and How many

ways (HMW).

Teach to the Objective• RESPONDING:• Responding to the learner in terms

of the learning.• Purpose?• Frequency?

Teach to the Objective• ACTIVITY:• Purpose• Types:• Guided• Independent (unguided).

Maintain the Focus of the Learner on the

Learning• Those things the teacher does to

establish and keep the attention of the learner on learning.

• Components:• Anticipatory Set.• Closure.• Active Participation.

Maintain the focus of the learner on the

learning…• Anticipatory Set:• Purpose• Elements:• Statement of learning.• Involvement of the learner.• Relate learning to past, present, or future

learning.• (Wong, Jones, and Hunter) Concepts align.

Maintain the focus of the learner on the

learning…• Closure:• Purpose• Elements:• Summary of the learning.• Involve the learner.

Maintain the focus of the learner on the

learning…• Active Participation:• Purpose• Types:• Covert Behavior – Body language, facial

expressions, time on task, etc.• Overt Behavior – Observable learning,

responses, oral and written participation, etc.

Use Without Abuse the Principles of Learning

• Program for Effective Teaching:• Motivation• Retention• Reinforcement• Transfer• Principles may be used in any

order!

Use without abuse the principles of learning…

• MOTIVATION:• Interest – develop student interest.• Success – create successful activities. • Feeling tone – be positive in voice control. • Knowledge of results – student

achievement.• Tension – Be aware of students cognition.• Rewards – Success.

Use without abuse the principles of learning…

• RETENTION:• Meaning – Students understand concept.• Practice – Drill.• Degree of Original Learning – Maintain +.• Transfer – Integrated learning.• Feeling Tone – Positive.• Modeling – Student practice and activities.

Use without abuse the principles of learning…

• REINFORCEMENT:• Positive• Negative• Extinction – Teacher destroys learning.• Schedule – regular or intermittent.

Use without abuse the principles of learning…

• TRANSFER:• Positive – Authentic integration with

other content areas. • Negative – No transfer of knowledge.

Use without abuse the principles of learning…

• Four factors that help to generate positive or negative transfer:

• Similarity: Analogies - Comparisons.• Association: Integrated concepts.• Degree of original learning:

depth-breadth.• Identification of critical

attributes: key elements.

Monitor and Adjust• Observe students overt and covert

behaviors. (Hunter)• Differentiate instruction as

necessary. (Fogarty)• Use classroom management skills.

(Wong)• Work the room. (Jones)

HOW DO WE USE THE ESSENTIAL ELEMENTS

MODEL TODAY?

Instructional Skills

• SELECT an objective at the appropriate level of difficulty.

• TEACH to the objective.• MAINTAIN the focus of the learner on

the learning.• USE without abuse the Principles of

Learning.• MONITOR and adjust.

WOWBackward

Design

Select an objective at the

appropriate level of

difficulty?• Task Analysis: A system of factoring the

terminal (final) objective into it’s essential enroute learnings.

• Steps in Task Analysis:• Identify a terminal objective: State

Standards.• Brainstorm for possible enroute learning.• Weed Out nonessentials.• Sequence if necessary.• Form diagnostic questions.

*DifferentiatedInstruction*Multiple

Intelligences*Visual Literacy

WOW /Backward Design(see slides 10-14)

Maintain the Focus of the

Learner on the Learning

• Those things the teacher does to establish and keep the attention of the learner on learning.

• Components:• Anticipatory Set.• Closure.• Active Participation.

*DifferentiatedInstruction*Multiple

Intelligences*Visual LiteracyWOW /Backward

Design(see slides 15-18)

Use Without Abuse the

Principles of Learning

• Program for Effective Teaching:• Motivation• Retention• Reinforcement• Transfer• Principles may be used in any

order!

*DifferentiatedInstruction

*Multiple Intelligences*Visual Literacy(see slides 19-23)

WOW /Backward Design(see slides 19,22)

USE WITHOUT ABUSE THE

PRINCIPLES OF LEARNING…

• Four factors that help to generate positive or negative transfer:

• Similarity: Analogies - Comparisons.• Association: Integrated concepts.• Degree of original learning:

depth-breadth.• Identification of critical

attributes: key elements.

*DifferentiatedInstruction

*Multiple Intelligences*Visual Literacy

WOW /Backward Design

Monitor and

Adjust

• Observe students overt and covert behaviors. (Hunter)

• Differentiate instruction as necessary. (Fogarty)

• Use classroom management skills. (Wong)

• Work the room. (Jones)

*DifferentiatedInstruction

*Multiple Intelligences*Visual Literacy

WOW /Backward Design

HOW COULD ESSENTIAL ELEMENTS BE USED IN

THE FUTURE?