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Effective Teaching. The way in which students learn is constantly being re-examinedMadeline Hunter developed a teaching model in the 1970'sHunter advocated instruction including various learning styles with a teacher-centered, structured classroomHunter used a specific set of steps for each lesso
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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 1970s
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 todays 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 processIt'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