1. Good teaching is the goal of the WSSU M. Ed. in elementary education E. D. Bell

2. Potential Barriers to Student Learning Please left click your cursor on the video to your right Please left click your cursor on the video to your right

3. Definition of Good Teaching Slavin (2006) believes that good teaching involves a number of components (see Figure 1), but intentionality and teacher efficacy are key components. Slavin (2006) believes that good teaching involves a number of components (see Figure 1), but intentionality and teacher efficacy are key components.

4. Figure 1

5. Intentionality Doing things for a specific reason. The teacher derives the reason from an analysis of the students’ prior learning, their developmental needs, their learning styles, national standards in the discipline, and state curriculum standards. Doing things for a specific reason. The teacher derives the reason from an analysis of the students’ prior learning, their developmental needs, their learning styles, national standards in the discipline, and state curriculum standards.

6. Teacher Efficacy The sense that their own efforts determine the success of their students. This is based on a deep understanding of the processes and necessary conditions of effective teaching and learning that are illustrated in Figure 1. The sense that their own efforts determine the success of their students. This is based on a deep understanding of the processes and necessary conditions of effective teaching and learning that are illustrated in Figure 1.

7. Processes of Effective Teaching Self-Knowledge and Self- Regulation Self-Knowledge and Self- Regulation Decision Making Decision Making Reflection Reflection Application of Educational Research Application of Educational Research

8. Self-Knowledge and Self- Regulation How do you prefer to learn and communicate information? How do you prefer to learn and communicate information? What are your strengths and weaknesses in classroom management? What are your strengths and weaknesses in classroom management? What are your strengths and weakness in collaboration? What are your strengths and weakness in collaboration? What are your strengths and weaknesses in leadership? What are your strengths and weaknesses in leadership?

9. Decision Making This involves selecting instructional strategies based knowledge of the subject, teaching resources, knowledge of the students, knowledge of national and state standards, knowledge of best practices, and knowledge of self. This involves selecting instructional strategies based knowledge of the subject, teaching resources, knowledge of the students, knowledge of national and state standards, knowledge of best practices, and knowledge of self.

10. Reflection This process involves looking at what you intended, what actually happened, how it happened, why it happened, and what can be done to improve the instruction in the future. This process involves looking at what you intended, what actually happened, how it happened, why it happened, and what can be done to improve the instruction in the future.

11. Application of Educational Research Educational psychology can provide a prism through which you can look at what happens in the teaching and learning process in your classroom and school. Educational psychology can provide a prism through which you can look at what happens in the teaching and learning process in your classroom and school. Educational research can recommend instructional practices for you to consider. Educational research can recommend instructional practices for you to consider.

12. Application of Educational Research (continued) Action research (a type of descriptive research) can help you develop a deeper insight into what goes on in your classroom and school. Action research (a type of descriptive research) can help you develop a deeper insight into what goes on in your classroom and school. These four processes are based on four necessary conditions for good teaching. These four processes are based on four necessary conditions for good teaching.

13. Necessary Condition of Good Teaching Knowledge of subject and teaching resources. Knowledge of subject and teaching resources.

14. Necessary Conditions of Good teaching Critical thinking and problem- solving skills Critical thinking and problem- solving skills

15. Necessary Conditions of Good teaching Teaching and communication skills Teaching and communication skills

16. Necessary Conditions of Good teaching Knowledge of students and their learning. Knowledge of students and their learning.

17. Summary The WSSU M. Ed. in Elementary Education addresses the four necessary conditions: knowledge of subject and teaching resources, critical thinking and problem-solving skills, teaching and communication skills, and knowledge of students and their learning. The WSSU M. Ed. in Elementary Education addresses the four necessary conditions: knowledge of subject and teaching resources, critical thinking and problem-solving skills, teaching and communication skills, and knowledge of students and their learning.

18. Summary (continued) As well as the four processes: self-knowledge and self- regulation, decision making, reflection, and application of educational research As well as the four processes: self-knowledge and self- regulation, decision making, reflection, and application of educational research To produce the type of intentionality and efficacy that produces good teaching. To produce the type of intentionality and efficacy that produces good teaching.

19. Reference Slavin, R. E. (2006). Educational Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8 th ed. Boston, MA: Pearson-Allyn and Bacon. Psychology: Theory and Practice, 8 th ed. Boston, MA: Pearson-Allyn and Bacon.