EFFECTIVE TEACHING

1. EFFECTIVE TEACHING R. Hyman

2. Effective Teaching The way in which students learn is constantly being re-examined Madeline Hunter developed a teaching model in the 1970�s Hunter advocated instruction including various learning styles with a teacher-centered, structured classroom Hunter used a specific set of steps for each lesson to follow This model allowed for a low level of knowledge to be tested

3. Hunter Model 1.� Anticipatory Set (focus) A short activity or prompt that focuses the students' attention before the actual lesson begins Used when students enter the room or in a transition A hand-out given to students at the door, review question written on the board, "two problems" on the overhead are examples of� the anticipatory set. 2.� Purpose (objective) The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. 3.� Input The vocabulary, skills, and concepts the teacher will impart to the students - the "stuff" the kids need to know in order to be successful. 4.� Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words.

4. Hunter Model 5.� Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal approach - hear/see/do. 6.� Checking For Understanding (CFU) The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7.� Independent Practice The teacher releases students to practice on their own based on #3-#6. 8.� Closure A review or wrap-up of the lesson - "Tell me/show me what you have learned today".

5. New Research In the past thirty years, research has provided new information on student learning Multiple intelligences, collaborative learning and authentic engaged learning are among the considerations that should be observed in today�s classrooms (Danielson, 1966) The challenge for administrators and teachers involves using the research on learning to implement these practices into the classroom to improve student achievement.

6. Danielson and Effective Teaching 2 Basic Approaches: Inputs, that is, what teachers do, how well they do the work of teaching Outputs, that is, what teachers accomplish, typically how well their students learn

7. Danielson and Effective Teaching 2 Ways Effective Teaching is Assessed: As judged by internal assessors, within the school or district, based on specific criteria As judged by external assessors, for example National Board Certification

8. 4 Domains of Effective Teaching Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

9. Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments

10. Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

11. Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness

12. Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

14. Slavin and Intentional Teaching Asserts that� While there is no formula for good teaching, the one attribute that seems to be characteristic of outstanding teachers is intentionality, doing things on purpose (Slavin, 2000, p. 7). "Teachers who get better each year are the ones who are open to new ideas and who look at their own teaching critically" (Slavin, 2000, p. 8). Madeline Hunter - suggests that "the problem with teaching intuitively is that intuition is sterile: It can't be passed on" (Wolfe, 2001).

15. Slavin and Intentional Teaching Intentional teachers� Maintain a "working knowledge of relevant research Are purposeful and think about why they do what they do Combine knowledge of research with professional common sense� Slavin 2000

16. Slavin and Intentional Teaching Slavin suggests five questions that teachers should consider as they plan, teach, reflect on, and revise their practices: What am I trying to accomplish? What are my students' relevant experiences and needs? What approaches and materials are available to help me challenge every student? How will I know whether and when to change my strategy or modify my instruction? What information will I accept as evidence that my students and I are experiencing success?

17. Slavin and Intentional Teaching All 5 Intentional Teacher questions should be considered during planning, before instruction begins. The first 3 questions must also be answered during pre-instruction this time. The last 2 questions require reflection and assessment during and after instruction:

18. Question 1: What am I trying to accomplish? Cognitive goals will derive from local, state, and national standards and from professional organizations Behavioral goals will be based on an understanding of students' developmental level

19. Question 2: What are my students' relevant experiences and needs? Analyzing students' relevant experiences and needs requires identifying their: Prior knowledge Prior experiences Diverse learning styles Developmental levels

20. Question 2: What are my students' relevant experiences and needs? One of the first requirements of effective teaching is that the teacher understand how students think and how they view the world (Slavin, 2000) in order to provide students with developmentally and culturally appropriate education. The intentional teacher understands various theories of cognitive, social, and moral development and uses this understanding to establish appropriate learning contexts and to create effective learning experiences.

21. Question 3: What approaches and materials are available to help me challenge every student? In order to challenge every student, a teacher must have a thorough knowledge of the subject(s) to be taught and their relevant tools of inquiry Intentional teachers have strong communication skills, including oral, written, and technological Intentional teachers are aware of school and community resources, experience supportive collegial relationships, and recognize options for classroom management paradigms and for instructional strategies

22. Question 3: What approaches and materials are available to help me challenge every student? In light of recent research into how the brain learns, the intentional teacher looks for ways to encourage dendrite formation and growth "The more we understand the brain, the better we'll be able to design instruction to match how it learns best" (Wolfe, 2001) �The brain is what we have; the mind is what it does. In other words, the "mind" is not a thing; it's a process�It's the process of making connections that counts" (Jensen, 1998, pp.15, 30) Two of the methods with which the intentional teacher should be familiar are constructivist models and direct instruction models

23. Question 4: How will I know whether and when to change my strategy or modify my instruction? The intentional teacher reflects on the success of each day's lessons and classroom atmosphere S/he uses assessment tools, collaboration with colleagues, and his/her intuition to determine the appropriateness of continuing present practice

24. Question 5: What information will I accept as evidence that my students and I are experiencing success? An inherent part of one's instructional strategy is assessment , or measuring student achievement as a result of the instruction Teachers must have objectives, a plan for what students should know and be able to do at the end of a course of study Lessons must be designed to accomplish these objectives Evaluation of students must tell them which objectives each student has actually mastered and can do by the end of the course

25. Question 5: What information will I accept as evidence that my students and I are experiencing success? Assessment plans should include formative components so that teachers can be responsive to students� progress And summative components, so that teachers can report to parents and administrators the levels of student understanding Assessment measures should be varied to allow students with various intelligences and learning styles to demonstrate their achievement The teacher should use a variety of measures to assess cognitive, moral and psychosocial growth Because development takes time, teachers should collect information that will allow them to look for long-term as well as short-term growth