Instruction in Today’s Schools EDUC 1010- Chapter 13

Motivation The energizing force behind student learning. For example: if you study hard to get high score on tests, getting high grades motivated you to study. Extrinsic – do something to get something Intrinsic – do something to be involved

The Big Questions What can teachers do to increase their students’ motivation? Attracting & focusing students’ attention at beginning of lessons Personalizing content by focusing on real-world application and student lives Promoting high levels of student involvement Be a Mr. Jensen

Research Shows: Students are more motivated academically when they have a positive relationship with their teacher. Choice is a powerful motivator in most educational contexts. For complex tasks that require creativity and persistence, extrinsic rewards and consequences actually hamper motivation. To stay motivated to persist at any task, students must believe they can improve in that task. Students are motivated to learn things that have relevance to their lives.

Planning for Effective Teaching Select topics Specify learning objectives Prepare & organize learning activities Declaration of Independence Plan for assessment Ensure Instructional alignment Planning in a standards-based environment

Essential Teaching Skills

Essential Teaching Skills Shirley’s Class: Pg.377 Pg. 385 Teacher Characteristics Pg. 387 Organization and Focus Pg. 388 Introductory Review Pg. 389-390 Questioning and Feedback Pg. 391-392 Application and Closure

Teacher Characteristics Personal Teaching Efficacy – teachers’ beliefs in their ability to help students learn, regardless of conditions of school or students’ home life. Jessica’s Example Positive Expectations – Ron Clark! Modeling & Enthusiasm

Organization and Focus Teacher actions that promote organization Starting on time Making smooth transition Preparing materials in advance Establishing routines Turn to a partner at your table and share how you have seen these principles at work in your own education.

Link student’s attention to things they already know. Introductory Review Link student’s attention to things they already know. I Know Want to learn what I Learned

Effective Questioning Frequency Actively involves all students Equitable distribution Invites all students to participate in the lesson Wait-time Gives students time to think about and answer the question Silent Signals Prompting Assists students when they are unable to answer

Benefits of Increased Wait-Time The length and quality of student responses improve. Failures to respond are reduced. Student participation in general, as well as participation from minority students, improves.

Feedback Prompt Real-Time Promotes Learning Correcting

Application & Closure How it is meaningful & applies Signals end of lesson

Four Basic Models of Instruction Direct instruction (Direct Instruction Example) Introduction and Review Developing Understanding Practice (Scaffolding Video) Lecture-discussion Presentations Questioning Guided discovery Data, patterns and questioning Cooperative learning Students work together in small groups

Steps in Effective Instruction Understanding by Design (Wiggins and McTighe) 1. Identify Desired Results 2. Determine Acceptable Evidence OBJECTIVES ASSESSMENTS 3. Plan of Action Backwards Design LESSONS

Try It With a partner, pick a topic and grade level. Within that topic Identify something that you, as a teacher, would want students to know and be able to do Think of what you could do to find out, after or during the lesson, whether or not students know or can do the particular skill or knowledge. Decide how you might teach it so that students would know the skills or knowledge.