Transcript Chapter 12 Effective Instruction in American Schools

Chapter 12
Effective Instruction in
American Schools
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
1
Cognitive Learning Theory
Principles

Learning depends on experiences.
 Learners construct—they do not record—
knowledge in an attempt to make sense of their
experiences.
 Knowledge that is constructed depends on and
builds on knowledge that learners already
possess.
 Learning is enhanced by social interaction.

Learning requires practice and feedback.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
2
Steps in Effective Planning
 Identify
topics
 Specify learning objectives related to the
topics
 Prepare and organize learning activities
 Plan for assessment
 Ensure instructional alignment
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
3
Essential Teaching Skills
 Organization
 Clear
communication
 Focus
 Questioning
 Feedback
 Review and closure
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
4
Teacher Organization
 Maximizes
instructional time and
minimizes possibilities for management
problems
 Effective teachers:




Establish routines
Prepare materials in advance
Start on time
Make smooth transitions
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
5
Essential Components
of Clear Communication

Language clarity: precise terminology and
elimination of vague terms in questions and
explanations
 Thematic lessons: topics are related and lead to
a specific point
 Transition signals: indicate when one idea is
ending and another beginning and how the two
are related
 Emphasis: alerts students to the most important
ideas in a lesson
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
6
Characteristics of
Effective Questioning
 Frequency:
actively involves all students
 Equitable distribution: invites all students
to participate in the lesson
 Wait-time: gives students time to think
about and answer the question
 Prompting: assists students when they are
unable to answer
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
7
Benefits of Increased Wait-Time
 The
length and quality of student
responses improve.
 Failures to respond are reduced.
 Student participation in general, as well as
participation from minority students,
improves.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
8
Effective Instruction in
Urban Classrooms
 Uses
examples to illustrate abstract and
hard-to-grasp concepts
 Actively involves students through
interactive questioning
 Provides ample opportunities for practice
and feedback
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
9
Four Basic Models of Instruction
 Direct
instruction
 Lecture-discussion
 Guided discovery
 Cooperative learning
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
10
Direct Instruction
 Designed
to teach essential knowledge
and skills needed for later learning
 Implemented in four phases




Introduction and review
Developing understanding
Guided practice
Independent practice
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
11
Lecture-Discussion
 Designed
to help students acquire
organized bodies of knowledge and
understand the relationships of ideas
within them
 Organized bodies of knowledge connect
facts, concepts, generalizations, and
principles, and make the relationships
among them explicit.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
12
Lecture-Discussion (continued)
 Implemented




in four phases:
Introduction and review
Presenting information
Comprehension monitoring
Integration
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
13
Guided Discovery

Designed to teach concepts and generalizations
through the use of examples
 Provides more teacher guidance and assistance
than “pure” discovery
 Implemented in four phases




Introduction and review
Developing understanding
Closure
Application
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
14
Cooperative Learning

A collection of teaching strategies that uses
structured student social interaction to meet
specific content goals and teach social
interaction skills
 Essential components

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Students work together in small groups.
Learning objectives direct the groups’ activities.
Social interaction is emphasized.
Students are held individually accountable for their
understanding.
Learners depend on one another to reach objectives.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
15
Cooperative Learning (continued)
 Different
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cooperative learning strategies
Reciprocal questioning
Scripted cooperation
Jigsaw II
Student Teams Achievement Division (STAD)
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
16
Teacher-Centered Versus
Learner-Centered Instruction

Major issue: How active a role should teachers
play in directing student learning?
 Historically, classroom instruction has been
teacher-centered, with teachers telling and
lecturing, assuming major control of instruction.
 In learner-centered instruction, teachers guide
learners toward an understanding of the topics
they study.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
17
Teacher-Centered Versus
Learner-Centered Instruction
(continued)

Criticisms of teacher-centered instruction

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
Based on antiquated views of learning
Emphasizes student verbalization and overt
performance versus true understanding
Criticisms of learner-centered instruction



De-emphasizes learning of basic skills
Inefficient in terms of time and energy
Not compatible with current emphasis on standards
and accountability
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed.
© 2008 Pearson Education, Inc. All rights reserved.
18