Transcript Slide 1
Good Teaching is an Art Form! • The job of the teacher is to set a high standard. • Good teaching involves specific, concrete, and effective techniques. • Good teachers maximizes and leverages students’ strengths. • Good teaching includes planning objectives, then using purposeful assessments, and activities. • Good teachers introduce materials in a way that inspires and excites, then gets students to take the first step willingly. When this is done, there is no content about which you cannot invoke excitement, engagement, and deep learning among your students. What’s Good is What Works! • Some effective strategies include: Direct instruction, guided practice, and independent practice. • The responsibility for knowing and then being able to do, is gradually released from teachers to students. • We provide students the opportunities to practice doing the work on their own, giving them multiple opportunities to practice. How Will I Accomplish What I Need to Master Today? • Ask yourself- What exactly do I want my students to be able to do when the lesson is over? • Planning effective lessons includes: identifying appropriate objectives, assessing, and designing activities that align with your objectives. “I Can Get Away With It So I Will” • You must set and maintain a high standard of correctness in your classroom. • Many teachers respond to an almost correct answers by providing the missing details. • We should allow students to do their own cognitive work. • This can set a low standard for correctness and sets the tone for the class in which a student can be right even when they are not. “I Can Get Away With It So I Will” • When student answers are almost correct, it’s important to tell students the truth-that: A. They are almost there B. That you like what they’ve done so far C. That they’re closing in on the right answer D. That they’ve done good work, or made a great start E. Ask who can help get the class all the way there • By holding out for the right response, you set the expectation that the questions you ask and their answer(s) truly matter. Hold Out- Never Confuse Effort with Mastery • Teachers should repeat a student’s answer back to them so he/she can listen for what’s missing and make further corrections. • By holding out for the right answer(s), shows that you have faith in and believe in the students’ abilities in discovery of a right answer. • This faith in the quality of a right answer, sends a powerful message to students that will guide them long after they leave your classroom. No Opt Outs • Students need to know that “I don’t know is not an appropriate response.” • Questioning sequence beginning with a student unable to answer a question, ending with that student giving the right answer. • Strategies: 1. You provide the answer; the student repeats the answer 2. Another student provides the answer; the initial student repeats the answer 3. You provide a cue, your stent uses to find the answer 4. Another student provides a cue; the initial student uses it to find the answer.