Transcript Slide 1

Psychology of Instruction
Dr. K. A. Korb
University of Jos
Outline
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Characteristics of Expert Teachers
Meaningful Learning
Student-Centered teaching
Beneficial Teaching Practices
– Fostering students’ interest
– Teaching self-regulation skills
– Meaningful Questioning
– Feedback
Dr. K. A. Korb
University of Jos
Characteristics of Expert Teachers
• Have a deep and through understanding of the
course content
– Understands why students make mistakes
• Demonstrates enthusiasm for the topic to be taught
• Shows warmth and understanding toward students
• Is dedicated to student learning by supervising
students’ learning and being available to answer
questions
– Students are engaged 97% of the time when working with
the teacher but only 57% of the time when working by
themselves (Frick,1990)
• Engaged time: Time spent involves in a specific learning task
Dr. K. A. Korb
University of Jos
Characteristics of Expert Teachers
• Sets appropriate goals objects for students’ learning.
• Evaluates teaching performance after each class and
makes plan for improvement.
– What did I do well in this class?
– How can I improve my teaching in the next lessons so the
students learn better?
• NOTE: Do NOT critique something that is beyond your direct
control.
– What do the students not understand?
• Do I need to re-teach this in the next lessons?
• How can I more effectively teach this next time?
• Continues professional development
Dr. K. A. Korb
University of Jos
• WAEC~z
Dr. K. A. Korb
University of Jos
Meaningful vs. Rote Learning
Meaningful Learning
• Concept is fully
understood by student
• Student can relate new
information to what is
already known
Dr. K. A. Korb
University of Jos
Rote Learning
• Verbatim memorization of
new information
• No connection between
previous and new
knowledge.
Outcomes of Meaningful
vs. Rote Learning
Meaningful
• Understanding of new
information
• Understanding of
relationships between
new information and prior
knowledge
• Ability to apply the new
information to real-life
situations
Dr. K. A. Korb
University of Jos
Rote
• Memorizing new
information
• Isolated understanding of
concept
• Ability only to repeat the
new information in the
exact same context
Teaching for Meaningful
vs. Rote Learning
Meaningful
• Relate information to
common experiences
• Organized incorporation of
new knowledge with
existing knowledge
• Deliberate effort to link new
knowledge with prior
knowledge
Dr. K. A. Korb
University of Jos
Rote
• Present definitions,
formulas, and information
without explaining
relationship with students’
experiences
• Random presentation of
new knowledge into
memory
• No effort to integrate new
knowledge with existing
prior knowledge
Summary: Meaningful vs. Rote
• Very few things need to be learned by rote
(Woolfolk, 2007)
• Point of Meaningful Learning: Make materials
meaningful to learners
• To achieve Meaningful Learning: Organize
instruction to make meaningful connections to
what learners already know.
Dr. K. A. Korb
University of Jos
Meaningful Learning
• Use analogies
– Compare an unknown topic to something
common that students know well
• Tell stories to demonstrate concepts
• Ask students for their relevant experiences
• Ask students questions beyond what you have
directly taught to test their understanding
Dr. K. A. Korb
University of Jos
Students-Centered Teaching
Students-Centered Teaching
Teachers-Centered
Teaching
Assume about
Learning
Students actively construct
knowledge
Role of the Teacher
Facilitate student learning by
Explain the content in an
providing activities for students organized fashion so
to engage in the learning process students can understand
Role of Students
Answer questions, Discuss,
Brainstorm, Actively test
hypotheses, Practice skills
Teaching Methodology Discussion, Ask meaningful
questions, Experimentation,
Reading and summarizing,
Writing
Dr. K. A. Korb
University of Jos
Students learn through
experts’ descriptions
Listen, take notes
Lecturing
Teacher Centered Teaching
• Advantages
– Students are given a lot new information in a short period
of time
– Effective for large numbers of students
– Teachers has control over the flow of the class
• Disadvantages
– Difficult to promote critical thinking
– Encourage passive learning
– Not the best way for most students to learn
Dr. K. A. Korb
University of Jos
Student Centered Teaching
• Advantages
– Students are actively engaged in the learning process
– Provides real-life applications
– Fosters critical thinking
• Disadvantages
– Difficult to implement with many students
– Takes more time for learning to occur
– Not effective for all domains
Dr. K. A. Korb
University of Jos
Self Regulation
• Self Regulated Learners:
1. Set goals for their learning
2. Implement appropriate strategies to meet thir
goals
3. Monitor their progression toward their goals
Dr. K. A. Korb
University of Jos
Fostering Student’s Interest
• Students’ interest in class is correlated with:
– Attention in class
– Understanding course content
– Academic performance
• Students’ interest is increased when:
– Students have good background knowledge
– Students are involved in the lesson
– Teachers use personalized and concrete examples that
apply the content to students’ experiences
Dr. K. A. Korb
University of Jos
Strategies for Increasing Interest
• Begin the lesson with an attention-getting
introduction that is directly related to the
lesson
– Demonstration
– Discrepant event
– Charts
– Real-life problem
– Ask a through-provoking question
Dr. K. A. Korb
University of Jos
Strategies for Increasing Interest
• Increase students’ involvement in the lesson
– Ask thought-provoking questions
– Use hands-on activities
– Provide feedback
– Tell interesting, personalized stories that illustrate
key points
Dr. K. A. Korb
University of Jos
Teaching Study Strategies
1. Develop and activate prerequisite skills
2. Teach the strategy
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Explain the benefits of the strategy
Explain the steps of the strategy
3. Model the strategy
4. Help the students memorize the strategy
5. Provide scaffolding as students use the strategy
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Reminders, Feedback, Remodeling
6. Provide independent practice in the strategy
Dr. K. A. Korb
University of Jos
Self Regulation
• Self Regulated Learning: Learning that is
guided by metacognition, strategic action, and
motivation to learn
• Self Regulated Learners:
– Know their academic strengths and weaknesses
– Use effective study strategies
– Set goals for their learning and monitor
progression toward their goals
Dr. K. A. Korb
University of Jos
Self Regulation
Forethought
1. Set Goals
2. Strategy to
meet goals
Performance
1. Implement
strategies
2. Record progress
toward goal
SelfReflection
Compare performance
to goal
Dr. K. A. Korb
University of Jos
Self Regulation
• Self Regulation is developed by:
– Teaching students to set learning goals
– Teach study strategies
• Direct instruction of study strategies
• Model positive learning
• Coaching of when to apply particular study strategies
– Provide opportunities for students to monitor
their progress
Dr. K. A. Korb
University of Jos
Teaching Self Regulation Strategies
• Study strategies focus and enhance effort
• Steps in teaching a study strategy
– Introduce the strategy, including the rationale
– Model the strategy
• Think aloud while solving a task
– Give the students practice in using the strategy
– Provide scaffolding so students can properly apply the
strategy
– Point out future opportunities to apply the strategy
Dr. K. A. Korb
University of Jos
Study Strategies: PREP for Class
• PREP: A metacognitive strategy to increase class
participation (Ellis, 1989)
– Prepare materials
• Notebook, pencil, textbook
– Review what is known
• Review notes from previous class
• Mark questions from the previous lessons that they do not
understand
– Establish a positive mindset
• Focus attention on the lesson
• Minimize distractions
– Pinpoint goals
• Decide what is to be achieved in this lesson
Dr. K. A. Korb
University of Jos
Study Strategies: Reviewing Notes
• RCRC: Improve memory and comprehension of
content (Archer & Gleason,1989)
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Read: the material twice
Cover: the material with your hand
Recite: Summarize what your have read
Check: lift your hand to check
• If you forget something important, begin again
• Resources for other study strategies:
– www.unl.edu/csi/study/shtml
Dr. K. A. Korb
University of Jos
Questioning
• “Effective questioning techniques may be among the
most powerful tools that teachers employ during
lessons” (Woolfolk, 2007, p. 493)
• Purpose of Questions
– Helps students rehearse information to put in long-term
memory
– Help the teacher to assess students’ understanding
– Identify gaps in knowledge to spark curiosity
– Serve as a cue to remind novices of knowledge already
learned
Dr. K. A. Korb
University of Jos
Types of Questions
• Convergent Questions: Require one right
answer
– Best for young and low-ability students
• Divergent Questions: Many possible answers
– Best for average and high-ability students
Dr. K. A. Korb
University of Jos
Types of Questions
• Rhetorical question requires no meaningful
responses from students
• Yes/no question
• Short-answer question where the answer was
previously provided in class
• Though-provoking question that requires
students to think beyond information
presented in class
Dr. K. A. Korb
University of Jos
Asking Good Questions
• Use sufficient wait-time after asking the question
– Students give longer and more thoughtful answers when
teachers wait at least 5 seconds before calling on a
students respond
• Avoid repeatedly calling on the same students
• Ask guiding questions if students have difficulty
responding
• Provide meaningful feedback after the response
• Do not criticize a student for an incorrect answer
Dr. K. A. Korb
University of Jos
Responding to Answers
• Teacher-Centered Responding
– Reject student’s response
– Confirm student’s response
– Clarify or interprets student’s response
• Students-Centered Responding
– Ask student to clarify or elaborate
– Uses student’s response or idea
Dr. K. A. Korb
University of Jos
Feedback
• Feedback: Information about the accuracy of
answers in class, as well as CA and exams
performance
– Grade are not sufficient feedback for student to learn
• Benefits of feedback
– Provides information to student about the validity of their
schemas
– Motives students by demonstrating increasing competence
– Satisfies students’ need to know
– Provides information about student’s progress to meet
their goals
Dr. K. A. Korb
University of Jos
Effective Feedback
• Provided shortly after the response
– Correct answer
– Rationales for both the incorrect and correct
responses
• Specific information about how to correct
inaccurate responses
• Positive emotional tone
Dr. K. A. Korb
University of Jos
Revision
• Describe characteristics of expert teachers.
• What specific practices can you engage in so your
students engage in meaningful learning?
• Compare and contrast student-centered teaching
with teacher-centered interest.
• What are specific practices you can engage in to
foster your students’ interest?
• How can teaching self-regulation skills?
• Describe meaningful questions to ask in the
classroom.
• What is good feedback and why is it important?
Dr. K. A. Korb
University of Jos