Effective Teachers: Professional Skills and Abilities Chapter 12

Effective Teachers Focus and Engage Students’ Attention Focus and Engage Students’ Attention Use Instructional Time Efficiently Use Instructional Time Efficiently Conduct Interactive Instruction Conduct Interactive Instruction

Focusing and Engaging Students’ Attention Establishing set Establishing set Using variety Using variety

Focusing and Engaging Students’ Attention Establishing set (providing a context for the lesson and the instruction) Establishing set (providing a context for the lesson and the instruction) Set induction Set induction Orientation set Orientation set Evaluative set Evaluative set

Beginning the Lesson 4 Goals of Establishing an Effective Set an Effective Set

4 Goals 1. Introduce topic in a way that makes it novel, interesting or relevant 2. Establish an interactive climate and tone 3. Direct learners’ attention to important aspects of the content or communicate objectives 4. Link lesson with what students already know

Using Variety Instructional Activities and Materials Instructional Activities and Materials Interacting with Students Interacting with Students Interfacing with Students Interfacing with Students

Using Instructional Time Efficiently Optimizing time Optimizing time Maintaining momentum Maintaining momentum Making smooth transitions Making smooth transitions

Using Instructional Time Efficiently Optimizing time Optimizing time Time on task Time on task Mandated time Mandated time Allocated time Allocated time Academic instruction time Academic instruction time Academic learning time Academic learning time

Academic Learning Time “Engaged time” “Engaged time” Two factors are considered Two factors are considered Amount of time a given student is actively engaged in the instruction/learning process Amount of time a given student is actively engaged in the instruction/learning process Student’s success at the activity Student’s success at the activity

Improving Use of Time Use all time available for instruction rather than other tasks Use all time available for instruction rather than other tasks Begin and end on time Begin and end on time Have materials, equipment, and activities planned & ready Have materials, equipment, and activities planned & ready Enforce rules requiring students to be on time and prepared Enforce rules requiring students to be on time and prepared

Improving Use of Time cont. Improving Use of Time cont. Monitor Monitor Plan more than needed Plan more than needed Establish signals for the end of the lesson Establish signals for the end of the lesson Establish routines Establish routines Give directions clearly Give directions clearly

Conducting Interactive Instruction How to Ask Questions How to Ask Questions Require students to process and compose Require students to process and compose Avoid rhetorical questions Avoid rhetorical questions Ask only one question at a time Ask only one question at a time Consider the type of question or level of thought required of students Consider the type of question or level of thought required of students Divergent/convergent Divergent/convergent Content/process Content/process

Obtaining Good Answers Wait time Wait time Pause between the teacher’s question and the student’s response Pause between the teacher’s question and the student’s response Pause between the student’s response and the teacher’s reaction Pause between the student’s response and the teacher’s reaction Ensure equal distribution of answers Ensure equal distribution of answers Probing Probing Redirecting Redirecting Rephrasing Rephrasing

Providing Clear Instruction Clear teachers emphasize important points by: Clear teachers emphasize important points by: Repeating them Repeating them Writing them on the board Writing them on the board Pausing after stating them Pausing after stating them Reviewing them Reviewing them

Instructional Clarity Preparing and entering the lesson Preparing and entering the lesson Introducing and emphasizing content Introducing and emphasizing content Elaborating on important ideas or concepts Elaborating on important ideas or concepts Monitoring students’ understanding and remediating when students fail to understand Monitoring students’ understanding and remediating when students fail to understand

Monitoring Students’ Progress Monitoring can be: Monitoring can be: Formal Formal Informal Informal

Improving Monitoring Improving Monitoring Moving around the room Moving around the room Maximizing interactive, whole-group interaction Maximizing interactive, whole-group interaction Using good questioning techniques Using good questioning techniques Calling on all students Calling on all students Spending little time at your desk Spending little time at your desk or with one student

Providing Feedback and Reinforcement Effective feedback includes: Effective feedback includes: The criteria used to evaluate performance The criteria used to evaluate performance How the student’s performance relates to the standard How the student’s performance relates to the standard

Providing Feedback and Reinforcement More effective feedback More effective feedback Provide as frequently as possible Provide as frequently as possible Provide as soon after performance as possible Provide as soon after performance as possible Make as specific as possible Make as specific as possible

Providing Feedback and Reinforcement cont. Focus on the quality of the performance rather than intentions or motivations Focus on the quality of the performance rather than intentions or motivations Allow students to assume responsibility for assessing their own progress Allow students to assume responsibility for assessing their own progress