Teaching Every Student Cluster 13 Modules 35 – 37 Dr. D. L. Sturgill.
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Transcript of Teaching Every Student Cluster 13 Modules 35 – 37 Dr. D. L. Sturgill.
Focus Questions
What are the characteristics of effective teachers? When and how should teachers use instructional
objectives and themes for planning? In what situations would each of the following
formats be most appropriate: lecture, seatwork and homework, questioning, and group discussion?
How does the teacher’s role vary in direct and constructivist teaching approaches?
What is your position on the “curriculum wars” in reading and mathematics?
How can teachers’ expectations affect student learning?
Overview of Cluster 13I. Research on Teaching
II. The First Step: Planning
III. Teaching Approaches
IV. Differentiated Instruction
V. Diversity and Convergences in Teaching
What Would You Do? Review “What would you do?” on p. 553
How would you differentiate instruction for these very dissimilar students?
Do different philosophies of teaching provide different answers to this question?
How will you grade work if you have successfully differentiated instruction?
I. Research on Teaching
Who was the most effective teacher you ever had? What was it about this teacher that made her/him effective?
What do teachers need to know to be effective?
Characteristics of Effective Teachers
Clarity & Organization The clearer the presentations/explanations,
the more students learn
Warmth & Enthusiasm Teacher enthusiasm correlated with student
achievement Teacher warmth and understanding
associated with students liking the class (and the teacher)
Characteristics of Effective Teachers cont’d
Teachers’ knowledge Complicated relationship between teachers’
content knowledge and student learning Content knowledge aids in clearer
presentations and organization
Knowledge for Teaching Expert teachers have elaborate systems
of knowledge 7 areas of professional knowledge:
Content knowledge General teaching strategies Curriculum—content and age appropriate Subjects-specific knowledge Learner characteristics including cultural
background The learning setting Goals and purposes of teaching
II. The First Step: PlanningWhich of the following maxims about
teacher planning resonates with you, and why? Time is of the essence Plans are made to be broken Don’t look back A little planning goes a long way You can do it yourself One size fits all
Planning Planning influences what students will learn Several layers of planning—year, term, unit,
week, day Plans reduce uncertainty in teaching
Over-planning is associated with less learning (Why do you think that is?)
Experienced teachers collaborate and learn from one another
Reflection is an important part of planning (Why?)
Planning: A creative problem-solving process (How so?)
Objectives for Learning Instructional objectives: Intended learning
outcomes Three parts of behavioral objectives:
Describe the intended student behavior List the conditions under which the behavior is to
occur Define the criteria for acceptable performance
Cognitive objectives—starting with the general: Begin by stating the objective in general terms and then structure the plan accordingly
What are the pros/cons of each approach?
Flexible and Creative Plans—Using Taxonomies
Bloom’s taxonomy: Classification system of educational objectives The Cognitive Domain The Affective Domain The Psychomotor Domain
The Cognitive Domain Remembering (Knowledge) Understanding (Comprehension) Applying Analyzing Creating (Synthesis) Evaluating
The Psychomotor Domain
Voluntary muscle capabilities The ability to perform a specific
skill Of relevance to a wide range of
educators: Fine arts, vocational-technical education, special education, etc.
Planning from a Constructivist Perspective
Teacher and students make decisions together about content, activities, approaches
Teacher has overarching goals that guide planning
III. Teaching Approaches Two teacher-centered approaches:
Expository Teaching Direct Instruction
Expository teaching Emphasis on meaningful verbal learning Use of deductive reasoning Begins with a general advanced organizer
Comparative Expository
Teaching Approaches cont’d Steps in expository teaching
Advance organizer Present content in terms of similarities and
differences using examples Elaborate the advance organizer
Direct Instruction Best for the teaching of basic skills Relatively unambiguous tasks
Teaching Approaches cont’d
Rosenshine’s Six Teaching Functions Review and check previous day’s work Present new material Provide guided practice Give feedback and correctives Provide independent practice Review weekly and monthly
Seatwork and HomeworkSeatwork Seatwork often overused Should follow the lesson and give students
supervised practice Homework Remember that students need to understand the
assignment!
Hold students accountable (i.e. check it!)
Questioning and Discussion Types of questions:
Convergent—one right answer Divergent—many possible answers
Fitting the questions to students Different questioning patterns work better for
students of differing ages or ability levels Respond to student answers in a way that
promotes learning
How should students be selected to answer questions?
Questioning and Discussion cont’d
Advantages of group discussion Directly involves students
Disadvantages Unpredictable May digress into “exchanges of ignorance” Making sure students have adequate background
info may require a good deal of preparation Overly dominant or disengaged students
What are some steps to prevent a few students from dominating a discussion?
Teaching Reading, Writing, and Arithmetic
Whole-language approach “Authentic” Guess meaning of unfamiliar words from
context Skilled-based approach (phonics)
Alphabetic coding and awareness of letter sounds are essential skills
Knowing meaning helps determine context The best approach is probably in the
middle
Conceptual Change Teaching Science Six stages of conceptual change in
students:1) initial discomfort with own ideas2) attempts to explain inconsistencies
between their theories and the evidence3) attempts to adjust measurements or
observations to fit personal theories4) doubt5) vacillation6) conceptual change
Conceptual Change Teaching Science cont’d
Two central features of conceptual change teaching: Commitment to understanding (rather than
“covering the curriculum”) Encouraging students to make sense of
science using their current understanding
IV. Differentiated InstructionBasic idea of differentiated instruction: teachers
must take into account not only the subjects they are teaching but also the students
What are the pros and cons of ability grouping? What are the challenges of having students with
disabilities in your classroom? In what ways is it beneficial to have students with disabilities in your classroom?
How can technology improve access for students with disabilities? How could it create barriers?
Within-Class and Flexible Grouping
Within-class ability grouping Grouping students by ability within the same
classroom Concern: Ability grouping could lead to ability tracking
Concern: Students in lower-ability groups are less likely to be asked critical questions or to have choice
Flexible grouping Grouping and regrouping based on learning needs Continuous assessment to assure that students are always working within the Zone of Proximal Development
Differentiated Instruction in Inclusive Classrooms
Students with disabilities need: To learn the academic material To be full participants in the day-to-day life of
the classroom
Students with disabilities benefit from: Advanced organizers with emphasis on what
they know and/or clear objectives INCLUDE strategy
INCLUDE Strategy (Friend & Bursuck, 2002)
Identify environmental, curricular, and instructional demands of the classroom
Note students learning strengths/needs
Check for potential areas of student success
Look for potential problem areas
Use info gathered to brainstorm instructional adaptations
Decide which adaptation to try
Evaluate student progress
Teacher Expectations Expectations effects
Self-fulfilling prophesy—groundless expectation that leads to behavior that confirms the expectations
Sustaining expectations—initial assessment remains constant (fails to recognize new information)
Have you ever felt you were the subject of self-fulfilling or sustaining expectations as a student? How did it feel?
Teacher Expectations cont’d
Sources of expectations Intelligence test scores Gender Notes from previous teachers Med/psych reports Knowledge about siblings Appearance Previous achievement SES Race & ethnicity Actual behavior
Teacher-Student Interactions Teachers with high expectations of
students tend to: Ask more questions, and more difficult questions Allow more time and chances to respond Provide more cues and prompts Smile more and show greater warmth
Teachers with low expectations tend to: Ask easier questions, and allow less time for answers More likely to respond with sympathetic acceptance Praise inadequate answers Offer less genuine praise