1. Instruction in Today’s Schools
EDUC Chapter 13

2. 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

3. 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

4. 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.

5. 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

6. Essential Teaching Skills

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

8. 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

9. 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.

10. 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

11. 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

12. 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.

13. Feedback
Prompt
Real-Time
Promotes Learning
Correcting

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

15. 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

16. 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

17. 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.