Research on Effective Teaching

Effective Teaching Late Discussion Summaries are due today on D2L Late Discussion Summaries are due today on D2L Group Presentation Self Reflections are due one week after your presentation (put PP on D2L) Group Presentation Self Reflections are due one week after your presentation (put PP on D2L) Exception: Chapters 7 & 8 due next Tuesday (Nov. 9 th ) Exception: Chapters 7 & 8 due next Tuesday (Nov. 9 th ) Chapter 9 Group Presentation Chapter 9 Group Presentation Effective Teaching Effective Teaching For Tuesday: Read Chapter 10, work on HYLA #2 (due Nov. 18 th ) and start studying for Quiz #2 (Nov. 16 th over chapters 7-10, group presentations, and in class discussion and PP).

Best Teachers (NASSP, 1997) Characteristic % Total 1. Sense of Humor Make the class interesting Knowledge of the subject Explain things clearly Spend time helping students Fairness Treat students like adults Relate well Are considerate of students’ feelings Don’t show favoritism 46.6

Worst Teachers (NASSP, 1997) Characteristic % Total 1. Are dull/ boring class Don’t explain things clearly Show favoritism Have poor attitudes Expect too much from students Don’t relate to students Give too much homework Are too strict Don’t give help/ individual attention Lack control 39.9

Effective Teachers Professional Knowledge and Skills Professional Knowledge and Skills Commitment and Motivation Commitment and Motivation

Professional Knowledge and Skills Subject Matter Competence Subject Matter Competence Instructional Strategies Instructional Strategies Planning Skills & Goal Setting Planning Skills & Goal Setting Classroom Management Skills Classroom Management Skills Communication Skills Communication Skills Cultural Awareness Cultural Awareness Technology Skills Technology Skills

Subject Matter Competence Highly Qualified Teacher Highly Qualified Teacher Has obtained full State certification or passed State teacher licensing exam Has obtained full State certification or passed State teacher licensing exam Elementary Elementary Bachelor’s degree Bachelor’s degree Passing “rigorous” State test- demonstrate subject knowledge in reading, writing, math and other areas of basic elementary curriculum (Praxis II) Passing “rigorous” State test- demonstrate subject knowledge in reading, writing, math and other areas of basic elementary curriculum (Praxis II) Middle or Secondary Middle or Secondary Completion of academic major, graduate degree, or coursework equivalent to major in each subject area teaching Completion of academic major, graduate degree, or coursework equivalent to major in each subject area teaching Passing rigorous State test in each subject area (Praxis- subject area) Passing rigorous State test in each subject area (Praxis- subject area)

Instructional Strategies Constructivist Approach (Teaching as assistance) Constructivist Approach (Teaching as assistance) Teacher directed/student-centered Teacher directed/student-centered Guided Instruction- AKA Cognitive Structuring Guided Instruction- AKA Cognitive Structuring Cooperative learning Cooperative learning Reciprocal teaching Reciprocal teaching Problem-based learning Problem-based learning Inquiry-based learning Inquiry-based learning Experiential education Experiential education Traditional Approach Traditional Approach Teacher-centered: didactic instruction Teacher-centered: didactic instruction

Planning Skills & Goal Setting Plan in advance using Standards Plan in advance using Standards Establish Clear Learning Goals Establish Clear Learning Goals Reflect and revisit Reflect and revisit

Classroom Management Skills Clear expectations Clear expectations Structured Learning Environment Structured Learning Environment Clear Limits Clear Limits Consistent Consequences Consistent Consequences Warmth and Caring Warmth and Caring The Authoritative Teacher The Authoritative Teacher

Communication Skills Clear organized presentations Clear organized presentations Communicating with parents Communicating with parents

Cultural Awareness Regional Differences Regional Differences Montana- Native Populations Montana- Native Populations Reason for the NAMS requirement Reason for the NAMS requirement OPI Website- Indian Ed Training OPI Website- Indian Ed Training

Technology Skills Use with students Use with students Parent communication Parent communication

Motivation and Commitment Emotional Intelligence Emotional Intelligence Motivational Skills Motivational Skills Empathy Empathy