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Teacher Effectiveness
Chapter 11
Are Teachers Born or Made?
The best of the best
Sketch the best teacher you ever had? Write a sentence or two describing what made this teacher effective.
Are teachers born?
Talent: A special ability or aptitude. Naturally reoccurring patterns of thought, feeling or behavior.
Three clues to talent: Yearnings, rapid learning, and satisfaction.
Examples of talent
Matt Damon
Oprah
Ben Affleck
Tiger Woods
Are teachers made?
Knowledge: Declarative (concept based) and Procedural (procedure oriented)
Skills: Formulization of accumulated knowledge into a sequence of steps, that if followed, will lead to performance.
Talent or skill?
Ability to demonstrate subject matter knowledge
Ability to acquire and demonstrate effective pedagogy
Ability to demonstrate professionalism Ability to address the psychological, social
and cultural needs of learners Ability to address the needs of a diverse
population
What skill is it?
A. “Mrs. Seijas helped me through Algebra problems by going step by step. She helped me understand and I never got lost like I did in high school.”
Skill:
What skill is it?
B. “We were working on “their, there and they’re so that we could pass our GED essay. Most people find learning these boring, but Mrs. Seijas taught them in a way that was fun and in a way I could remember!”
Skill:
What skill is it?
C. Mrs. Seijas does not cut us any slack. If we don’t keep up, she has a private conference with us. She finds out what the problem is and then puts the responsibility back on us.”
Skill:
What skill is it?
D. Lectures are used but questions are what really helps us to think and come to a deeper understanding of concepts.”
Skill:
Skills
Effective questioning Motivation Structure/clarity High expectations
Mrs. Seijas
Does she have any talents? Does she have any skills? What is most teaching?
Most teaching is based on tried and true best practices. Most teaching takes a combination of:
Talent Knowledge Skills Dispositions
Most teachers use their knowledge, skill and disposition strengths and manage around weaknesses.
Are Teachers Born or Made
What talents, knowledge, skills and dispositions do you think you could bring to the classroom?
Academic Learning Time
What influence do teachers have over learning time?
Academic Learning Time
Hours in a year: 8,640
Hours in a school year: 1,080
Percent of time in school 12.5%
Hours in a week: 168
Hours in a school week: 30
Percent of time in school: 17.85
1978 San Francisco Study
Reading:
Teacher A: 68 minutes in reading Teacher B: 137 minutes in reading
Math:
Teacher A: 16 minutes in reading Teacher B: 48 minutes in math
1978 San Francisco Study
John Goodlad: A Place Called School
School A: 65% of learning time devoted to instruction
School B: 90% of learning time devoted to instruction
Scheduled time: Is the time formally or officially designated for students to work on a topic.
Allocated time: Time teacher schedules for a subject.
Engaged time: Time in which students are actively involved in the lesson.
Academic learning time: Engaged time with a high rate of success.
Figure 2.3. Academic Learning Time as a subset of Engaged Time
Table 2.1. Components of Academic Learning Time
Component Who Mainly Determines It in School
Who Mainly Determines It for Independent Work
Scheduled time School Administration Student
Allocated time Teacher Student
Engaged time Student Student
Academic learning time
Student Student
Academic Learning Time A Non-Example: Farris Bueller’s Day Off
How much scheduled time? How much engaged time? How much academic learning time?
Academic Learning Time:
Check for Understanding
Classroom Management:
Giving Life to Learning
Back in the day!
Management Techniques
Group alerting: Questioning Techniques to keep students involved.
Withitness: Eyes in the back of your head Overlapping: Multitask: Doing several
things at once. Least intervention: Efficiency in addressing
discipline. Fragmentation: Bumpy transitions
What classroom management strategies did you see?
Activity for pages 431 and 432
Transition Busters
Flip-flop: Ends an activity, begins a new activity and then goes back to original activity.
Over-dwelling: Preaching, nagging, wasting time. Fragmentation: Choppy transition Thrusts: Random thoughts. “Where’s Roberto?” Dangles: Not completing an action. “Did I tell you
about the speaker we are having?” How can you avoid transition busters?
Classroom Management:
Check for Understanding (File: Chapter 11: Classroom Management Checkup)
Best Management Practices:
Begins at the front door! Effective classroom managers are good
planners!
What best practices are related to:
Rules Room set up Managing misbehavior
What are best management practices?
Rules– Rules should be few in number– Fair and reasonable– Appropriate for student maturation
Room to set up (Page 436)– Eye to eye– Hands on supplies– Avoid Congestion Digestion– Best seat in the house– Teach to reach: Good classroom
management must be taught!
Managing misbehaviors– Choice: Options (Between stimulus and
response, giving students the power to choose)
– Responsibility: Making learning meaningful– Voice: Listening: There was a reason we
have one mouth and two ears
“While maintaining a pleasant classroom atmosphere, these teachers keep planning on how to organize, manage, and control activities to facilitate instruction.”
GATES PLAN
Mrs. Toliver:
What makes this an effective lesson?
The Pedagogical Cycle: 85%
Structure: Provides information, directions and introduces topics.
Question: The teacher asks a question.
Respond: The student answers a question or tries to.
React: The teacher reacts to the student’s answer and provides feedback.
Clarity and Structure
Start of the Lesson Objectives: Letting students know what the
purpose of the lesson is. Review: Helping students recall background
information Motivation: Anticipatory set Transition: Connecting old and new
information
Clarity and Structure
During the Lesson Clarification/chunking: Breaking down
information Scaffolding: Practice and skills that support
learning. Examples: Explain points and ideas
Clarity and Structure
End of the Lesson Directions: Check for understanding. Closure: Close with a review or activity Enthusiasm: Show interest (Always)
Using the Clarity and Academic Structure cards, place the cards where you think they would naturally fall in a lesson:
Beginning During End
Questioning
“A good question will get you half way to the answer.” John Dewey
Questioning: What Research Says
Thumbs Up and Thumbs Down
Research says that the number of questions asked of boys as well as girls is roughly equivalent.
Because female students to be dominated by male aggressive answering techniques, equity is achieved by teachers asking female students more questions than male students.
Boys answer more questions than girls because they are more noncompliant.
Boys answer more questions than girls because they are assertive in grabbing the teacher’s attention.
Boys are often reprimanded for their assertive and aggressive questioning techniques.
Girls are more likely to be reprimanded than boys for answering questions without raising their hands.
Non-white students are asked more questions than white students.
The goal of the teacher should be to have all students answer questions.
A protocol is the best way to ensure that all students have an opportunity to respond to questions.
Why Don’t We Ask Better Questions? (Systems Thinker)
Western culture is focused more on the right answer than the right question.
Our educational system focuses on memorization and static answers rather than on the art of seeking new possibilities through dynamic questioning.
Quizzes, examinations and aptitude tests all reinforce the value of correct answers.
Why Ask Questions? (Hannel)
Helps us to assess on a moment to moment basis.
Can help us find what is missing and then help us reconnect so students can scaffold their learning.
Improves teachers’ understanding of a lesson by considering how the student perceives the information at hand. (See example on page 22 of Hannel)
Engagement of reluctant learners
Questioning Strategies
Pose question select reciter with wait time. Pose question select reciter without wait
time. Within and after student response pause
time Unison/choral response
Pose question select reciter with wait time.
Example: Why do you think it would be important for a
teacher to provide wait time?
Pose question select-reciter without wait time
Example: Tell me one questioning strategy. Another one. Another one. Another one.
Within and after student response pause time
Example: ____________, why is it important to provide students with time after they are initially called upon?
Unison/Choral Response
Example: Let’s say the continents together from smallest to largest.
Pair Share
Pose question select reciter with wait time. Pose question select reciter without wait
time. Within and after student response pause
time Unison/choral response
How does wait time (pose question select reciter) impact students?
More students participate in discussion. Fewer discipline problems disrupt the class. The length of student response increases
dramatically. Students are more likely to support their statements
with evidence. Speculative thinking increases. There are more student questions and fewer failures
to respond. Student achievement increases on written tests that
measure more complex levels of thinking.
How does wait time impact teacher behavior?
Teacher comments are less disjointed and more fluent.
Teachers ask more sophisticated, higher order questions.
Teachers begin to hold higher expectations for all students.
Blooms Taxonomy
Reaction or Productive Feedback
Praise: Positive comments about student work. Acceptance: Teacher comments that acknowledge
that student answers are acceptable. These are not as strong as praise.
Remediation: Comments that encourage a more accurate response.
Criticism: Clear statement that an answer or behavior is inappropriate.
Reaction or Productive Feedback
Feedback Percent used
Acceptance 50%
Remediation 33%
Praise 11%
Criticism 5%
PowerPoint 11.11
(Effective Use of Praise)
Praise and Feedback Matching Game
Effective Use of Praise
Praise should be:• Contingent upon student performance• Specific• Sincere• Informative• Praise ability and effort• Makes use of past performance as a context
for describing present performance
Variety in Process and Content
What activities can teachers use to promote and maintain student interest? (Popcorn)
See page 448
Models of Effective Instruction
For each model describe the model and how it
would benefit students.Direct teaching: 449-450Cooperative Learning: 450-451Mastery Learning: 451-452Problem Based Learning: 452-454Technology: 454-459
Direct Instruction
Daily review Introduce new material Provide guided practice Specific feedback is provided Independent practice Week and monthly review
Cooperative Learning
Cooperative Learning
Is a successful teaching strategy in which small teams (3 to 4 members) each with students of different levels of ability
(heterogeneous), use a variety of learning activities to improve their
understanding of a subject, each member of a team is responsible (individual
accountability) not only for learning what is taught but also for helping teammates learn,
thus creating an atmosphere of achievement within a specified time.
Why use Cooperative Learning?
Research has shown that cooperative learning techniques:
Promote student learning and academic achievement. Increase student retention. Enhance student satisfaction with their learning
experience. Help students develop skills in oral communication. Develop students’ social skills. Promote student self-esteem. Help to promote positive race relations.
5 Elements of Cooperative Learning
It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts.
Those conditions are:
Positive Interdependence (sink or swim together)
Each group member’s efforts are required and indispensable for group success.
Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities.
Face-to-Face Interaction(promote each other’s success)
Orally explaining how to solve problems. Teaching one’s knowledge to others. Checking for understanding. Discussing concepts being learned. Connecting present with past learning.
Observing each group and recording the frequency with which each member-contributes to the group’s work.
Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers.
Having students teach what they learned to someone else.
Interpersonal & Small-Group Skills
Social skills must be taught:– Leadership– Decision-making– Trust-building– Communication– Conflict-management skills
Group Processing
Group members discuss how well they are achieving their goals and maintaining effective working relationships.
Describe what member actions are helpful and not helpful.
Make decisions about what behaviors to continue or change.
Class Activities that use Cooperative Learning
Most of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. For resources and professional development information on Kagan Structures, please visit:
www.KaganOnline.com
Jigsaw – Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these “expert” groups the original groups reform and students teach each other. (Wood, pg. 17) Tests or assessment follows.
Think-Pair-Share
Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.
RoundRobin Brainstorming
(Kagan)- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the “think time,” members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.
Three-minute review
Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.
Team Pair Solo
(Kagan)- Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.
Circle the Sage
(Kagan)- First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room.
The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is a disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.
Partners
(Kagan)- The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve and process.
Mastery Learning: Benjamin Bloom
First step is specific learning behavioral objectives. “Students will be able to….”
Students work at their own pace. Alignment between what is taught and what is
tested. Mastery is a student responsibility. All students can
learn. The role of teacher is to be a facilitator Teachers and students have positive attitudes
towards this approach.
Problem-Based Learning
Known as experience based, project based and real world learning (See examples on page 452)
Problem based learning fosters:- Leaner cooperation- Higher-order thinking- Cross-disciplinary work- Artifacts and exhibits
Problem-Based Learning: Examples
How could we decrease the number of discipline referrals in our school?
How can we increase the writing achievement of our fourth grade students?
Given a budget of $500, develop a plan to improve the front of our school building?
Develop incentives that would ensure that students would stay in school.
Technology as a Tool for Effective Teaching
Problem-based learning Cooperative learning and scaffolding Mastery learning Direct teaching
Effective and Reflective Teaching
Reflection is the key to effective teaching Good teaching narrows what is taught but
develops it sufficiently so students can gain in-depth knowledge
Differentiated instruction is organized around needs of students, not around content standards. This is accomplished through a variety of teaching and learning modes.
Effective and Reflective Teaching
Learning communities are utilized Looping promotes teachers with students Block scheduling increases student content
time
Effective and Reflective Teaching
Reflective teaching What did I do today? Was it effective? Can I
do better? Were my students engaged and motivated? How do I assess student learning today? How can I build on today for later classes?
