BECOMING AN EFFECTIVE TEACHER
23
11.1 Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved. BECOMING AN EFFECTIVE TEACHER Teachers, Schools, and Society A Brief Introduction to Education David Miller Sadker Karen R. Zittleman Chapter 11
description
BECOMING AN EFFECTIVE TEACHER. Chapter 11. Teachers, Schools, and Society A Brief Introduction to Education David Miller Sadker Karen R. Zittleman. TIME ON TASK. HIGH SUCCESS RATE. Engaged Time + High Success Rate = Academic Learning Time. - PowerPoint PPT Presentation
Transcript of BECOMING AN EFFECTIVE TEACHER
11.1
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
BECOMING AN EFFECTIVE TEACHER
Teachers, Schools, and Society A Brief Introduction to Education
David Miller SadkerKaren R. Zittleman
Cha
pter
11
11.2
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
TIME ON TASK
Allocated Time Engaged TimeAcademic Learning
Time (ALT)Amount of time scheduled for a subject
Allocated time in which students are actively involved with subject matter
Engaged time with high student success rate
11.3
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).
HIGH SUCCESS RATE
How can you tell whether students are performing at a high success rate?
Guidelines:
• At least _____%* of teacher questions should result in accurate student answers.
(Important for younger students and for those needing more time.)
• During independent practice, the success rate should be almost _____%**.
Engaged Time + High Success Rate = Academic Learning Time
*70% **100%
11.4
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
HIGH SUCCESS RATE (Continued)
In theory…
High Success Rate = Achievement
In reality…
Students are often working at levels of failure.
In one study, 14% of the time, student answers to teacher questions were 100 percent wrong.a
Researcher Jere Brophy concludes that teachers have a tendency to assign tasks that are too difficult, rather than too easy.b
aGary Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989).
bJere Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).
11.5
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
JACOB KOUNIN’S PATTERNS TO AVOID DURING
TIMES OF TRANSITION
FLIP-FLOPS Teacher terminates one activity, begins
another, then returns to the original activity.
OVERDWELLING Teacher spends more time than is
necessary to correct an infraction of
classroom rules.
FRAGMENTATION Teacher breaks directions into choppy
steps instead of one fluid unit.
THRUSTS Teacher interrupts classroom momentum
with random, unrelated comments.
DANGLES Teacher begins a thought, then leaves it
hanging without completion.
11.6
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
PEDAGOGICAL CYCLE AND SAMPLE CLASSROOM DIALOGUE
11.7
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
BLOOM’S TAXONOMY APPLIED TO QUESTIONING LEVELS
Level I: Knowledge Recall information. Rely on memory or senses to provide answer.
Level II: Comprehension Students go beyond simple recall. Demonstrate ability to arrange and organize previously learned information mentally.
Level III: Application Apply previously learned information to answer a problem.
Level IV: Analysis Use three kinds of cognitive processes:1. Identify causes, reasons, or motives.2. Reach a conclusion.3. Find evidence to support a conclusion.
Level V: Synthesis Develop original communication, make a prediction, and solve problems with many possible answers.
Level VI: Evaluation Judge the merits of an aesthetic work, idea, or solution to a problem.
11.8
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
BLOOM’S TAXONOMY
Key Words or Examples
Level I Knowledge
Level II Comprehension
Level III Application
Level IV Analysis
Level V Synthesis
Level VI Evaluation
Student Generated Responses
11.9
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
WAIT TIME: CHANGES IN STUDENT BEHAVIOR
• Longer responses
• Statements supported with evidence
• Speculative thinking increases
• More student questions
• Fewer failures to respond
• More students participate
• Fewer discipline problems
• Better performance on higher-order thinking skills
11.10
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
WAIT TIME: CHANGES IN TEACHER BEHAVIOR
• Comments more fluent
• Discussion more logical
• More higher-order questions
• Higher expectations of students
11.11
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
TEACHER REACTIONS
11.12
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
EFFECTIVE USE OF PRAISE
Praise works best when:
• it is contingent upon student performance
• it is specific
• it is sincere
• it informs students of their competence and the
importance of their accomplishments
• it attributes success to ability or effort
• it uses past performance as context for present
performance
11.13
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
EFFECTIVE USE OF FEEDBACK
Corrective feedback works best when:
• it is specific and contingent upon student performance
• it focuses on student performance, not personality
• it provides a clear blueprint for improvement
• it is an environment that tells a student mistakes are
acceptable
• it relates eventual success to effort
• it recognizes improvements in student performance
11.14
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
COOPERATIVE LEARNING
Type
• Formal
• Informal
• Base groups
Characteristics
Student Generated Responses
11.15
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
COOPERATIVE LEARNING’S EFFECT ON STUDENTS
Higher achievement
Higher self-esteem
More motivation
Higher regard for other students
Greater acceptance of racial and ethnic differences
11.16
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
FOUR MODELS OF INSTRUCTION
TERM Student Generated Key Ideas
Direct Teaching
Cooperative Learning
Mastery Learning
Problem-Based Learning
11.17
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
TEACHING THAT WORKS
Good teachers…
• Know their subject matter
• Are enthusiastic about teaching and their subject area
• Develop deep rather than shallow knowledge
• Connect new learning to prior knowledge
• Spend the major part of class time on academic activities
• Teach content at a level that ensures a high rate of success
• Are organized
• Structure learning experiences carefully
• Ensure that students have sufficient time to practice skills
• Clearly present both directions and content information
11.18
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
TEACHING THAT WORKS (Continued)
Good teachers…
• Maintain high student interest and engagement
• Actively monitor student progress
• Involve all students (not just volunteers) in discussions
• Ask both higher- and lower-order questions appropriate to the objective of the lesson
• Use adequate wait time
• Provide clear academic feedback
• Vary student activities and procedures
• Hold high expectations for students
• Have high regard for students and treat them with respect
• Build classroom learning communities
11.19
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
HOW MUCH DO YOU THINK COMPUTERS HAVE HELPED
STUDENT LEARNING?
Source: MCI Nationwide Poll on Internet in Education, 1998.
30
40
50
60
20
0
10
Greatamount
Don’t knowresponse
Onlya little
Not atall
Moderateamount
58
31
52
5
13
25
29
49
Per
cen
tag
e
PublicTeachers
11.20
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
MONITORING STRATEGIES
How might you effectively monitor student computer work?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Student Generated Responses
11.21
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
DIRECTIONS IN TEACHING
• Develop content with deep teaching
• Organize activities based on individual distinctions for differentiated instruction
• Build a learning community highlighting social interactions
• Practice reflective teaching
11.22
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
STAGES OF TEACHER DEVELOPMENT
Stage
Stage 4
Maturity
Stage 3
Renewal
Stage 2
Consolidation
Stage 1
Survival
Attributes
Student Generated Responses
11.23
Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education. © 2007 by The McGraw-Hill Companies. All rights reserved.
SCHOOL RESOURCES AND STUDENT ACHIEVEMENT
Source: Linda Darling-Hammond, “Teachers and Teaching: Testing Policy Hypothesis From a National Commission Report,” Educational Researcher, 27, No 1, Jan-Feb 1998.
0.05
0.1
0.15
0.2
0.25
0Lowering
pupil teacherratio
0.04
0.16
0.18
0.22
Increasingteachersalaries
Increasingteacher
experience
Increasingteacher
education
Te
st
sc
ore
un
its
