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Copyright 2001 by Allyn and Bacon
Teaching for Academic Learning:EDUC 202William M. Bauer, ProfessorChapter 12
Copyright 2001 by Allyn and Bacon
What sculpture is to a block of marble, education is to a human soul.
Joseph Addison
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It is not the hours you put in as a teacher that count. It is the teaching you put into those hours.
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Overview
The First Step: PlanningFormats for Teaching: Teacher DirectedFocus on the TeacherEffective Teaching in Inclusive ClassroomsFocus on the Subject: Reading Mathematics Science
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Concept Map for Chapter 13
Formats for Teaching:
Teacher Directed
Focus on the Teacher
The First Step:Planning
Teaching for Learning
Effective Teaching In Inclusive Classrooms
Focus on
the Subject
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The First Step: Planning
Plan what students will learnLevels of planningReduces uncertaintyNo single recommended model
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Objectives for Learning
Clear descriptionWhat students are intended to learn
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Mager’s Three Part System:Specific Objectives
ConditionsBehaviorPerformance criteria
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Examples: Mager
Given a worksheet of 100 multiplication problems, the students will write the correct answers for 80% of the problems.Given 10 sentences, the students will identify the subjects and verbs with 90% accuracy.See Woolfolk, Figure 13.1, p. 477.
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Gronlund: Start General
State objective first in general terms
Clarify by listing sample behaviors
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Examples: Gronlund
Students will understand aesthetics in visual and performing arts. Recognize beauty in
Impressionistic paintings Enjoy scenes from the ballet ‘The
Marriage of Figaro’
See Woolfolk, Table 13.1, p. 477.
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Benefits of Objectives
Promote student learning
Aid organization of material
Help focus students’ attention
Aid assessment & evaluation
Required by many school districts
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Guidelines for Writing Objectives
Avoid “word magic”
Match learning activities to objectives
Match assessments to objectives
See Woolfolk, ‘Guidelines’, p. 478
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Bloom’s Cognitive Taxonomy
Evaluation
Synthesis (Creating)
Analysis
Application
Comprehension (Understanding)
Knowledge (Remembering)
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Bloom’s Revised Cognitive Taxonomy for 2001
CreatingEvaluationAnalysisApplicationUnderstandingRemembering
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A Revised Taxonomy in the Cognitive Domain
The Cognitive Process Dimension
Knowledge Dimension
Remember
Understand
Apply Analyze Evaluate Create
Factual
Knowledge
Procedural
Metacognitive
See Table 13.2, p. 480, Woolfolk Textbook.
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Affective Domain
Characterization
Organization
Valuing
Responding
Receiving
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Psychomotor Domain
Non-discursive communication
Skilled movements
Physical abilities
Perceptual abilities
Fundamental movements
Reflexes
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Applications of Bloom
Writing objectives
Writing test questions
Planning assignments
Discussion questions
Task analysis
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Planning from a Constructivist Perspective
Shared/negotiated with studentsTeacher and students together decide content, activities, approachesTeacher supplies overarching goals – the “big ideas”See Woolfolk, example, p. 482.
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Topic: Immigrants to the U.S.Issues
LonelinessLanguageCulturePluralism
Nativism, DiscriminationCitizenship, Foreign Policy
Legislation ofExclusion andLimitation
PoliticalLeaders
CulturalLeaders
Colonizers asImmigrants
Immigrantsfrom Asia
Immigrantsto the U. S.
Waves ofEuropean
Immigrants
Relation to foods,music, aestheticexpression, and religious practice
Immigrantsfrom
Latin Americaand the
Caribbean
Relation toeconomy
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Integrated and Thematic Plans
Issues, concepts, big ideas are woven together with content knowledge and skillsInclude perspectives from various disciplinesAuthentic assessments often better for this kind of teaching
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Formats for Teaching: Teacher Directed
Lecturing & Explaining Large amount of material Large group instruction Less time to present
Good for Introducing new material Giving background Motivating students for self-learning Helping students learn to listen
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Seatwork & Homework
Seatwork often overusedSeatwork is supervised practiceHomework linked with higher gradesMust be meaningful & relevantConsider authentic tasksSee ‘Family & Community Partnerships’, Woolfolk, p. 489.
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Recitation & Questioning
Teacher questions, students answer
Structure Solicitation or
questioning Reaction
Kinds of questions Convergent Divergent
Match questions to students
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Questioning
Wait timeRephrasing questionsLevels of questions (Bloom)Calling on students
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Reacting to Student Responses
Correct answerPartially correct answerCorrective feedbackSilly or careless answers
Yes, Horaldo, E does = mc2.
However, in this instance…..
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Group Discussion
Similar to instructional conversation (See chapter 9, p. 346)Teacher as facilitatorUse of probing – responding to a question with a questionUseful for understanding complex conceptsCan be unpredictable!See Guidelines, Woolfolk, p. 493
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Characteristics of Effective Teachers
KnowledgeOrganization and clarityWarmthSee Guidelines, Woolfolk, p. 497
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The Teacher in Teacher-Centered Instruction
Direct instruction / explicit teaching / active teachingFocus on basic skillsDirect instruction
Rosenshine’s Six Teaching Functions
Hunter’s Mastery Teaching Program
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Rosenshine’s Six Teaching Functions
Review & check previous day’s work.
Present new material. Provide guided practice. Give feedback and correctives. Provide independent practice. Review weekly and monthly.
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Hunter’s Mastery Teaching Program
Get students set to learn. Create anticipatory set - gain student
attention. State the lesson objectives.
Present information effectively.Check for understanding & give guided practice.Allow for independent practice.
See Table 13.9, Woolfolk text, p. 499
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Criticisms of Direct Instruction
Limited to lower level objectivesBased on traditional teaching methodsIgnores innovative modelsDiscourages students’ independent thinkingBased on a wrong theory of student learning
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Constructivist Teachers:Encourage student autonomy
Use primary sources
Use terms like ‘classify’, ‘analyze’, ‘predict’, ‘create’
Allow students to drive lessons
Inquire about student understanding
Encourage student dialogue
Encourage student inquiry
Probe student responses
Actively engage students
Allow wait time
Help students discover relationships and develop metaphors
See Table 13.10, Woolfolk Text, p. 500
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Effective Teaching in Inclusive Classrooms
Using IEP’s with individual studentsResource roomRegular class room teachers collaborating with special education teachersRegular class room teachers team teaching with special education teachersUsing computers with special students
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Learning to Read & Write
Whole languageImportance of skills and phonicsBeing sensible: See Table 13.11, Woolfolk, p. 509.
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Learning & Teaching Mathematics
Focus on thinking processesTopics considered in depth rather than covering many topicsAssessment is ongoing and shared by the students
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Constructivist Approach to Mathematics: Five Components
Promote student’s autonomy.Develop students’ reflective processes.Construct a case history of each student.If a student is unable to solve a problem, intervene by negotiating a solution.When the problem is solved, review the solution. See Table 13.12, Woolfolk, p. 511.
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Learning ScienceExisting misconceptionsTeach student self-examination: Does the concept make sense?Goal: conceptual changeSee Guidelines, Woolfolk, p. 512.
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Criticism of Constructivist Teaching
Basic skills may be overlooked
Constructivist methods may not work for all students
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Reflection Questions
Explain the benefits and limits of whole-language and code-based approaches to teaching reading.How does the teaching of reading skills affect the teaching of mathematics? How does the teaching of reading skills affect the teaching of science?
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Conceptual Change Stages
Initial discomfortAttempts to explain inconsistenciesAttempts to adjust measurements or observations to fit personal theoriesDoubtVacillationConceptual change
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Summary
The First Step: PlanningFormats for Teaching: Teacher DirectedFocus on the TeacherEffective Teaching in Inclusive ClassroomsFocus on the Subject: Reading Mathematics Science
Copyright 2001 by Allyn and Bacon
Review Questions
What are the levels of planning and how do they affect teaching?What is an instructional objective?Describe the three taxonomies of educational objectives.Describe teacher-centered and student-centered planning.Describe the lecture format.
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Review QuestionsDistinguish between convergent and divergent and high-level versus low-level questions.What are the use and disadvantages of group discussion?What methods have been used to study teaching?What are the general characteristics of good teaching?Contrast teaching in direct and student-centered instruction.
Copyright 2001 by Allyn and Bacon
Review Questions
What characterizes effective teaching for exceptional students?What resources do teachers have to work effectively with exceptional children?Describe the debate about learning to read.Describe constructivist approaches to mathematics and science teaching.
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