1. Chapter 10 Active Teaching

2. Four Primary Approaches to Teaching Information Processing Information Processing Personal Personal Behavioral Behavioral Goal Oriented Goal Oriented

3. Teacher Behaviors Related to Student Success Teachers accept responsibility for student success Teachers accept responsibility for student success Teachers provide students sufficient time to learn Teachers provide students sufficient time to learn Teachers manage classrooms effectively Teachers manage classrooms effectively Teachers move through the curriculum rapidly in small steps Teachers move through the curriculum rapidly in small steps

4. Teacher Behaviors Related to Student Success (Cont.) Teachers demonstrate skills, explain concepts, conduct participatory activities and review when necessary Teachers demonstrate skills, explain concepts, conduct participatory activities and review when necessary Teachers provide opportunities for students to practice and apply new content Teachers provide opportunities for students to practice and apply new content Teachers maintain a pleasant, friendly, enthusiastic and supportive classroom Teachers maintain a pleasant, friendly, enthusiastic and supportive classroom

5. Factors Important When Presenting Information to Students Clarity Clarity Using terms within students experience Using terms within students experience Establishing a purpose for the lesson and arranging lesson components in a proper sequence Establishing a purpose for the lesson and arranging lesson components in a proper sequence Defining major concepts and illustrating them with examples Defining major concepts and illustrating them with examples Using effective presentation style – articulation, pace, non- verbal communication and visual aids Using effective presentation style – articulation, pace, non- verbal communication and visual aids

6. Clarity (Cont.) Using Clear Language Avoid vagueness of terms -- words such as: Avoid vagueness of terms -- words such as: Somehow, somewhere, other Somehow, somewhere, other Not many, not very Not many, not very About, almost, kind of, pretty much, sort of About, almost, kind of, pretty much, sort of Actually, so forth, anyway, you know Actually, so forth, anyway, you know I guess, I’m not sure I guess, I’m not sure A bunch, a couple, a few, a lot A bunch, a couple, a few, a lot Kind of, sort of, type of Kind of, sort of, type of Chances are, could be, maybe, perhaps Chances are, could be, maybe, perhaps Generally, often, frequently, probably, sometimes, usually Generally, often, frequently, probably, sometimes, usually

7. Enthusiasm Teacher enthusiasm for a subject is contagious Teacher enthusiasm for a subject is contagious Teachers should show dynamic vigor in the classroom Teachers should show dynamic vigor in the classroom They should demonstrate joy, surprise, suspense, excitement and satisfaction with accomplishments They should demonstrate joy, surprise, suspense, excitement and satisfaction with accomplishments

8. Encouraging Questions Students tend to ask very few questions Students tend to ask very few questions Encouraging questions, especially at the beginning of the year is very important Encouraging questions, especially at the beginning of the year is very important Warm encouragement of student questions promotes a sense of a supportive community of learners in the classroom Warm encouragement of student questions promotes a sense of a supportive community of learners in the classroom

9. Narrative Presentation Effective elementary teachers use a minimum of lecture Effective elementary teachers use a minimum of lecture They present lesson content in short segments with frequent questions They present lesson content in short segments with frequent questions They embed much of the information in a narrative – storytelling format They embed much of the information in a narrative – storytelling format Stories can be drawn from the teacher’s experience or experiences the students may have had Stories can be drawn from the teacher’s experience or experiences the students may have had Photos, objects and props are used to support the narrative Photos, objects and props are used to support the narrative Narratives focus on Essential Understandings or Big Ideas Narratives focus on Essential Understandings or Big Ideas

10. Effective Demonstrations When learning processes and skills, students need demonstration When learning processes and skills, students need demonstration Focus attention at the start of the demonstration Focus attention at the start of the demonstration Give an overview of what will happen Give an overview of what will happen Introduce and label new objects or concepts Introduce and label new objects or concepts Go step-by-step through the process Go step-by-step through the process Explain each step Explain each step Go slowly enough for clarity and exaggerate action Go slowly enough for clarity and exaggerate action Have students repeat the steps Have students repeat the steps Correct mistakes, but do not dwell on them Correct mistakes, but do not dwell on them

11. Questioning Technique Effective questions scaffold students to process lesson content Effective questions scaffold students to process lesson content Effective questions help students “make lesson content their own” Effective questions help students “make lesson content their own” Effective questions focus on key points and Essential Understandings Effective questions focus on key points and Essential Understandings

12. Questioning Technique (Cont.) Effective instruction includes an appropriate combination of lower level and higher level questions Effective instruction includes an appropriate combination of lower level and higher level questions Lower level questions promote: Lower level questions promote: knowledge and comprehension knowledge and comprehension Higher level questions promote: Higher level questions promote: application, analysis, synthesis, evaluation application, analysis, synthesis, evaluation

13. Questioning Technique (Cont.) When planning an appropriate mix of lower level and higher level questions, a teacher should consider question sequences. These can be: When planning an appropriate mix of lower level and higher level questions, a teacher should consider question sequences. These can be: Higher level questions followed by supporting lower level questions and concept development Higher level questions followed by supporting lower level questions and concept development Lower level questions building to higher level questions and concept development Lower level questions building to higher level questions and concept development

14. Questions to Avoid! Yes-No questions Yes-No questions If used, follow with “Why?” If used, follow with “Why?” Tugging questions (Tell me more. What else?) Tugging questions (Tell me more. What else?) Instead of asking for more response to the initial question, ask an additional question Instead of asking for more response to the initial question, ask an additional question

15. Questions to Avoid! (Cont.) Guessing questions ( How many do you think? What else could have happened?) Guessing questions ( How many do you think? What else could have happened?) Use only to encourage imagination or creative thought Use only to encourage imagination or creative thought Leading Questions (Don’t you agree? Why did you do that?) Leading Questions (Don’t you agree? Why did you do that?) Use only when you really want a unique response Use only when you really want a unique response

16. Characteristics of Good Questions Clear Clear Specify the points to which student should respond Specify the points to which student should respond Purposeful Purposeful Planned in advance to lead to instructional goals Planned in advance to lead to instructional goals Brief Brief Short, to-the-point questions are easier to understand Short, to-the-point questions are easier to understand

17. Characteristics of Good Questions (Cont.) Natural Natural Simple, normally-used language helps clarify questions Simple, normally-used language helps clarify questions Sequenced Sequenced Order of questions leads to development of skills or concepts Order of questions leads to development of skills or concepts Thought Provoking Thought Provoking Stimulate strong, thoughtful responses Stimulate strong, thoughtful responses

18. Questioning – Wait Time Rowe (1974) Rowe (1974) Most teachers waited less than one second before calling on a student to respond to a question Most teachers waited less than one second before calling on a student to respond to a question Most teachers waited only one second before calling on another student or supplying the answer Most teachers waited only one second before calling on another student or supplying the answer

19. Effects of of 3-5 Seconds of Wait Time Increase in length of student response Increase in length of student response Increase in unsolicited but correct responses Increase in unsolicited but correct responses Decrease in failure to respond Decrease in failure to respond Increase in speculative responses Increase in speculative responses Increase in appropriate student-to-student interaction Increase in appropriate student-to-student interaction Increase in students drawing inferences Increase in students drawing inferences Increase in student-initiated questions Increase in student-initiated questions Greater variety of contributions by students Greater variety of contributions by students

20. Good Questioning Technique Distribute opportunities for response equally throughout the class Distribute opportunities for response equally throughout the class Give feedback – acknowledge correct answers and give corrective feedback to incorrect answers Give feedback – acknowledge correct answers and give corrective feedback to incorrect answers Use a casual, conversational tone that avoids creating a “Quizzing” atmosphere Use a casual, conversational tone that avoids creating a “Quizzing” atmosphere

21. Discussions -- Purposes Debriefing – reflecting on understandings Debriefing – reflecting on understandings Problem-Solving – find solutions to problems Problem-Solving – find solutions to problems Explanation – analyze for understanding Explanation – analyze for understanding Prediction – consider probable effects or consequences Prediction – consider probable effects or consequences Policy – develop and justify positions Policy – develop and justify positions

22. Scaffolding Three Primary Ways Teachers Scaffold: Three Primary Ways Teachers Scaffold: Explain, demonstrate. model, tell stories Explain, demonstrate. model, tell stories Interact with students while focusing on goals Interact with students while focusing on goals Engage students in assignments and activities that allow practice or application of what they have learned Engage students in assignments and activities that allow practice or application of what they have learned

23. Homework Recent research indicates: Recent research indicates: There is little relationship between the amount of homework and student achievement in elementary grades. There is little relationship between the amount of homework and student achievement in elementary grades. There is only a modest positive relationship in secondary grades. There is only a modest positive relationship in secondary grades.

24. Homework – 10 P’s Practice * Practice * Preparation * Preparation * Personal Development * Personal Development * Peer Interactions Peer Interactions Parent-Child Relations * Parent-Child Relations * Parent-Teacher Communication Parent-Teacher Communication Public Relations Public Relations Policy Policy Punishment Punishment * Purposes recommended by Good and Brophy

25. The End