Effective Teachers: Professional Skills and Abilities Chapter 12

1. Effective Teachers: Professional Skills and AbilitiesChapter 12

2. Effective Teachers • Focus and Engage Students’ Attention • Use Instructional Time Efficiently • Conduct Interactive Instruction

3. Focusing and Engaging Students’ Attention • Establishing set • Using variety

4. Focusing and Engaging Students’ Attention • Establishing set (providing a context for the lesson and the instruction) • Set induction • Orientation set • Evaluative set

5. Beginning the Lesson 4 Goals of Establishing an Effective Set

6. 4 Goals • Introduce topic in a way that makes it novel, interesting or relevant • Establish an interactive climate and tone • Direct learners’ attention to important aspects of the content or communicate objectives • Link lesson with what students already know

7. Using Variety • Instructional Activities and Materials • Interacting with Students • Interfacing with Students

8. Using Instructional Time Efficiently • Optimizing time • Maintaining momentum • Making smooth transitions

9. Using Instructional Time Efficiently • Optimizing time • Time on task • Mandated time • Allocated time • Academic instruction time • Academic learning time

10. Academic Learning Time • “Engaged time” • Two factors are considered • Amount of time a given student is actively engaged in the instruction/learning process • Student’s success at the activity

11. Improving Use of Time • Use all time available for instruction rather than other tasks • Begin and end on time • Have materials, equipment, and activities planned & ready • Enforce rules requiring students to be on time and prepared

12. Improving Use of Time cont. • Monitor • Plan more than needed • Establish signals for the end of the lesson • Establish routines • Give directions clearly

13. Conducting Interactive Instruction How to Ask Questions • Require students to process and compose • Avoid rhetorical questions • Ask only one question at a time • Consider the type of question or level of thought required of students • Divergent/convergent • Content/process

14. Obtaining Good Answers • Wait time • Pause between the teacher’s question and the student’s response • Pause between the student’s response and the teacher’s reaction • Ensure equal distribution of answers • Probing • Redirecting • Rephrasing

15. Providing Clear Instruction • Clear teachers emphasize important points by: • Repeating them • Writing them on the board • Pausing after stating them • Reviewing them

16. Instructional Clarity • Preparing and entering the lesson • Introducing and emphasizing content • Elaborating on important ideas or concepts • Monitoring students’ understanding and remediating when students fail to understand

17. Monitoring Students’ Progress • Monitoring can be: • Formal • Informal

18. Improving Monitoring • Moving around the room • Maximizing interactive, whole-group interaction • Using good questioning techniques • Calling on all students • Spending little time at your desk or with one student

19. Providing Feedback and Reinforcement • Effective feedback includes: • The criteria used to evaluate performance • How the student’s performance relates to the standard

20. Providing Feedback and Reinforcement • More effective feedback • Provide as frequently as possible • Provide as soon after performance as possible • Make as specific as possible

21. Providing Feedback and Reinforcement cont. • Focus on the quality of the performance rather than intentions or motivations • Allow students to assume responsibility for assessing their own progress