Session Five Presentation

8/2/2019 Session Five Presentation

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CHRISTIANTEACHING


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Basic Components of Teaching

I. Select the Passage/Topic

II. Determine the Objective

III. Teaching to the Objective(T2O)

IV. Keep Learners Attention

V. Teacher-Learner ContinuumVI. Monitor and Adjust


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Explanation of Each Component

I. Select the Passage/Topic

A.

Follow denominational literatureor

Determine the needs or interests

of the audience to be taught.


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B. This will be the platform for

teaching theme/titleC. This will be the context from

which to write the lesson objective.


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II. Determine the Objective

A. Definition: A statement of what it is

you want the learner to learn (a specificlearning outcome).


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Examples of Objectives:

Given paper and pencil the learnerwillwrite the three parts of an

objective with 100% accuracy.

Without using any helps the learner

willrecite the Lords Prayer with80% accuracy.


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When called upon the learner willdescribe the interior of the temple.

(Performance is understood)


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Final thoughts:

1. After the objective is determined it isgood to put it in sentence form takespractice.

2. To check your teaching- turn objective into

a question and answer the question yesor

no.

Remember: You generally want to tell yourstudents what you are trying to accomplish

(objective).

*


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III. Teach to the Objective (T2O)

Definition:

Everything that the teacher does in theclassroom in order to accomplish the

objective both covert and overt...


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Methods/Ways T2O:

A. Explanation1. Modeling (visual)-from abstract to

concrete

2. Telling (non-visual)


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3. Ways to explain

a. Give content/conceptsb. Definitionsc. Examplesd. Steps and processes


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B. Questioning1. Why

a. Assess teaching.b. Allows learner to assess understanding.c. Keeps learners on task.

2. Is an often overlooked, misused, and anassumed skill that is essential tolearning.

3. Learners think at different rates so

they need time in answering questions.


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4. A good questioning method is...Ask, Pause, and Call (APC).


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C. Relating to the learner

1. Giving feedback2. Keeping learner connected


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3. Methods

a. Questionsb. Movement toward learner

c. Do a relevant activity


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D. Activity

1. Definition: what teacher has thelearner doing to demonstrate learning.


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2. Guidelines

a. Must involve everyone.b. Must be relevant.


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3. Activities should be planned andused as often as appropriate.

4. Using activities increases:a. Student attentionb. Transfer

c. Speed/degree of learning


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Teaching Line

III. T2OPlanning for

I, II

Start of class

Class Time


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B. Encourage1. Bringing lesson to a conclusion2. Seals the learning


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3. Methodsa. Questioningb. Activityc. Reviewd. One minute papere. Share with a neighbor


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Teaching Line

T2OPlanning for

I, II

Start of class

Teaching Line

T2OPlanning for

I, II

Start of class

IV. Engage IV. EncourageIII.

Class Time

Use of T2O Methods


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V. Teacher-Learner ContinuumA. Four parts

1. Attitude2. Motivation3. Retention

4. Application


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B. All of the parts overlap andintertwine.


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Explanation of the continuum parts

1. Attitude a way of thinking or feelingtoward a person, subject, or cause.

a. Involves1. Teacher2. Learner

b. Is personal and self-controlled


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Attitude Matrix

Attitude Matrix


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Field of Study1

2

3

Teacher's Attitude

1. Toward teaching2. Toward the subject3. Toward the learner

4. Decides what infois presented tolearner

4

6

Learner's Attitude

5. Material not received bylearner

6. Material received by learner

7. Information applied to life

Teaching

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Attitude Matrix


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Bad attitude by teacher: Learnerloses something.

Positive attitude by teacher: Learnergains something.


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Bad attitude by learner: Learnerloses something.

Good attitude by learner: Learnergains something.

Attitudes help determine whetherthe learner is the winner or the

loser!


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2. Motivation (amount of desire to satisfya need)

a. Motivation come from within anindividual

b. Teachers are motivation changers


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b. What teacher controls1. Own attitude

2. Interest creating activities

3. The art of teaching4. Amount of feedback

5. Teaching methods used

6. Methods of interactionwith individual students


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Covert items that greatly effect motivation ofstudents

1. Level of Teacher Concern

2. Feeling tone of teacher


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LEVELS OF TEACHER CONCERN

*No Tension

Apathy

Some Tension creates positiveconcern

*Too Much

Anxiety

*Result: No long term learning occurs


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FEELING TONE

Respect for student, yet an understanding ofthe importance of accomplishing teaching objectives

*Little Respect *Too Accommodating

PON Gushy/Silly

*Result: No long term learning occurs


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3. Retention Factors that influence:

a. Reinforcement

b. Must acknowledge and deal with thedegree of original learning.


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c. Practiced. Relate learning to learners knowledge

or experiencee. Meaning How learner connects the

lesson to their life.


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Retention Activity

l


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plyjkebtegdakiltunxonevrpiblwf


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mudpuntondonefix

gohatbook

airsay


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hat

glovescoatboots

pantsshirtshoesbeltskirt

jacket


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Summary

1. Doing everything else correctly but not understanding how feeling tone and levels of concernaffect students motivation will negate much of whatis done correctly - very similar to I Corinthians 13concepts.

2. Information that has meaning to an individual ismore likely to be retained and put into practice,


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4. Application Factors that influence:

a. Transfer - Ability to use previous learningin some other area

b. Understanding of essential elements(absolutes)

c. Modeling Are there people around the

learner who model the objective oflesson?


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Final Component

VI. Monitor and Adjust


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VI. Monitor and Adjust

A. This is what makes teaching teaching.

B. Definition:

Teacher watches (monitors) the learnersthroughout the class time and then changes(adjusts) lesson to bring focus of learnerback to the learning.


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C. How it is done1. Observe behavior either overt or covert.2. Interpret behavior based oninformation

(learning material) taught3. Determine if a lesson adjustment isneeded.4. Take action or do nothing.


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When to take action:

1. Learning is not happening2. Internal event Something happenswithin classroom setting3. External event something outside ofclassroom occurs

V.


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Teaching Line

T2OPlanning for

I, II

Start of class

Teaching Line

T2OPlanning for

I, II

Start of class

IV. Engage IV. EncourageIII.

Class Time

Instruct

VI.


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Fitting It All Together


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Including All Components

1. Components I and II are done prior toactual teaching.

2. Planning for components III and IV aredone prior to teaching.

3. Components III,IV, V, and VI are done

during teaching.

Fitting the Instructional Skills


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Fitting the Instructional SkillsTogether On a Teaching Line

Engage EncourageEducate

T2O

III, IV, V, and VIIII,IV III, IV and V


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All elements of teaching should bedeveloped around an understanding

of Blooms Taxonomy.


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Blooms Taxonomy has six tiers which are

approached in ascending order from:1. Easy to Difficult2. Simple to Complex

The Tiers:


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Create

Evaluate

Analyze

Apply

Understand

Remember

The Tiers:


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Reference List

Anderson, Lorin, and David R. Krathwohl. 2001. A taxonomyfor learning teaching and assessing. Longman.

Bruggemann, Walter. 1982. The creative word. FortressPress.

Hunter, Madeline. Ethnographic study of the characteristicsof effective teachers. From personal notes of K. Webb

Talbot, LaVerne. 2000. Teaching Like Jesus. Zondervan.Webb, Katheryn. Personal notes.

Wlodkowski, Raymond J. 1999. Enhancing adult motivationto learn. Jossey-Bass.

Documents

Session Five Presentation