Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved. 1 Chapter 12 Effective Instruction in American Schools

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.2 Cognitive Learning Theory Principles  Learning depends on experiences.  Learners construct—they do not record— knowledge in an attempt to make sense of their experiences.  Knowledge that is constructed depends on and builds on knowledge that learners already possess.  Learning is enhanced by social interaction.  Learning requires practice and feedback.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.3 Steps in Effective Planning  Identify topics  Specify learning objectives related to the topics  Prepare and organize learning activities  Plan for assessment  Ensure instructional alignment

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.4 Essential Teaching Skills  Organization  Clear communication  Focus  Questioning  Feedback  Review and closure

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.5 Teacher Organization  Maximizes instructional time and minimizes possibilities for management problems  Effective teachers: Establish routines Establish routines Prepare materials in advance Prepare materials in advance Start on time Start on time Make smooth transitions Make smooth transitions

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.6 Essential Components of Clear Communication  Language clarity: precise terminology and elimination of vague terms in questions and explanations  Thematic lessons: topics are related and lead to a specific point  Transition signals: indicate when one idea is ending and another beginning and how the two are related  Emphasis: alerts students to the most important ideas in a lesson

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.7 Characteristics of 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  Prompting: assists students when they are unable to answer

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.8 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.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.9 Effective Instruction in Urban Classrooms  Uses examples to illustrate abstract and hard-to-grasp concepts  Actively involves students through interactive questioning  Provides ample opportunities for practice and feedback

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.10 Four Basic Models of Instruction  Direct instruction  Lecture-discussion  Guided discovery  Cooperative learning

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.11 Direct Instruction  Designed to teach essential knowledge and skills needed for later learning  Implemented in four phases Introduction and review Introduction and review Developing understanding Developing understanding Guided practice Guided practice Independent practice Independent practice

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.12 Lecture-Discussion  Designed to help students acquire organized bodies of knowledge and understand the relationships of ideas within them  Organized bodies of knowledge connect facts, concepts, generalizations, and principles, and make the relationships among them explicit.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.13 Lecture-Discussion (continued)  Implemented in four phases: Introduction and review Introduction and review Presenting information Presenting information Comprehension monitoring Comprehension monitoring Integration Integration

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.14 Guided Discovery  Designed to teach concepts and generalizations through the use of examples  Provides more teacher guidance and assistance than “pure” discovery  Implemented in four phases Introduction and review Introduction and review Developing understanding Developing understanding Closure Closure Application Application

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.15 Cooperative Learning  A collection of teaching strategies that uses structured student social interaction to meet specific content goals and teach social interaction skills  Essential components Students work together in small groups. Students work together in small groups. Learning objectives direct the groups’ activities. Learning objectives direct the groups’ activities. Social interaction is emphasized. Social interaction is emphasized. Students are held individually accountable for their understanding. Students are held individually accountable for their understanding. Learners depend on one another to reach objectives. Learners depend on one another to reach objectives.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.16 Cooperative Learning (continued)  Different cooperative learning strategies Reciprocal questioning Reciprocal questioning Scripted cooperation Scripted cooperation Jigsaw II Jigsaw II Student Teams Achievement Division (STAD) Student Teams Achievement Division (STAD)

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.17 Teacher-Centered Versus Learner-Centered Instruction  Major issue: How active a role should teachers play in directing student learning?  Historically, classroom instruction has been teacher-centered, with teachers telling and lecturing, assuming major control of instruction.  In learner-centered instruction, teachers guide learners toward an understanding of the topics they study.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.18 Teacher-Centered Versus Learner-Centered Instruction (continued)  Criticisms of teacher-centered instruction Based on antiquated views of learning Based on antiquated views of learning Emphasizes student verbalization and overt performance versus true understanding Emphasizes student verbalization and overt performance versus true understanding  Criticisms of learner-centered instruction De-emphasizes learning of basic skills De-emphasizes learning of basic skills Inefficient in terms of time and energy Inefficient in terms of time and energy Not compatible with current emphasis on standards and accountability Not compatible with current emphasis on standards and accountability