1 Chapter 6 Effective Instruction

2 Part I: The Curriculum Curriculum has come to mean a sequence of learning experiences, or the plan of study to be followed to reach educational goals, (formal ). Curriculum is also defined as all experiences in the educational setting (informal). Teaching Today, 8e Armstrong, Henson and Savage Copyright © 2009 by Pearson Education, Inc. All Rights Reserved

3 Part II: Instruction The question of how important knowledge can be taught to the young is important to teachers because Research indicates that teachers are the most significant variable that influences academic performance Effective teaching requires expertise in instructional design and delivery (Good & Brophy, 2003). Teaching Today, 8e Armstrong, Henson and Savage Copyright © 2009 by Pearson Education, Inc. All Rights Reserved

4 Instructional Expertise and Teachers’ Dispositions Teachers are generally judged most on their instructional effectiveness Therefore, teachers should be taught the methods of effective instruction Teacher Dispositions Perceptions and attitudes that shape a teacher’s behavior

5 Instructional Expertise and Teachers’ Dispositions Teacher Dispositions Teacher beliefs should include: Your learners are worthy individuals Education is more than just preparation for work Your relationships with your learners should be characterized by mutual respect Diversity represents the strength of American education and American society All students and teachers should be lifelong learners Learners should feel competent and worthy Lessons should encourage learners to become actively involved in creating their own knowledge

6 Active Teaching Teachers directly leading the class in roles such as: Motivating students Presenter of new information Monitor of learner progress Planners of opportunities for learners to apply content Reteacher of content

7 Active Teaching Program Planning Matching instruction to learner characteristics Engaging in task analysis Specifying learning intentions (lesson objectives)

8 Active Teaching Effective Lesson Presentation Stimulating and maintaining interest Teachers should motivate learners Initial motivation Within-the-lesson motivation End-of-the-instructional-sequence motivation Sequencing lessons Pacing Within-lesson checks for understanding Monitoring progress

9 Constructivist Teaching Belief that students “learn” not from exposure to new experiences but from the personal interpretations they make of these experiences Helps develop metacognitive powers Learners determine if processes used to problem solve are appropriate with given learning encounters

10 Constructivist Teaching Thinking Aloud Teacher talking students through the process of analyzing an assignment Visualizing Thinking “Learners use diagrams to examine the requirements of an assigned task, to consider the nature of thinking they will need to complete it, and to identify specific kinds of information they will need to finish it.” (Armstrong & Savage, 2002)

11 Teacher Clarity Verbal and Nonverbal Style Paralanguage Voice intonation Precision of articulation Rate of speaking Nonverbal behaviors Gestures Body language Can confuse learners if not consistent with intent

12 Teacher Clarity Lesson-Presentation Structure Advance organizer – the way a large amount of information will be covered Connected discourse – smooth, point-by- point development of the content you are introducing Internal summaries – allows learners to stop and reflect on what has been taught (learned) to that point Providing Explanations

13 Teachers’ Questions Lower-Level Questions Teacher asks Learner responds Teacher reacts to response Higher-Level Questions Open-ended, probing questions Give adequate time for learners to process Model responses you expect to hear Phrase in terms of questions that may stump learners on standardized tests

14 Teachers’ Questions Learner-Initiated Questions Clarity of Questions Probing Questions Cue students to think about premature assumptions Wait Time Average is one second Three seconds increases achievement levels Waiting allows learners to continue interacting with the information

15 Homework and Learning Research supports 30-year cycles Varying beliefs on homework

16 Part II: Instruction Homework and Learning What is the role of homework in learning? Can too much homework be detrimental to learning? How? How can you determine how much homework to assign? How can you gain support from parents for homework policies? Teaching Today, 8e Armstrong, Henson and Savage Copyright © 2009 by Pearson Education, Inc. All Rights Reserved

17 Observing In The Classroom Event or Time Sampling Narrative Approach Writing down everything that is observed Selective verbatim – writing down specifics that fall into a category Frequency counts Coding system Seating chart systems