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Characteristics of an effective teacher

Lesson Clarity: logical step-by-step order; clear and audible delivery

Instructional Variety: variability in materials, questioning, feedback, and teaching strategies

Task Orientation: content orientation instead of process orientation

Student Engagement: limit distractions, keep students working on content

Student Success Rate: directly related to student engagement, i.e. time on task

Characteristics of and reasoning for using Direct

Instruction Indirect Instruction (role of the teacher, teaching strategies,

when to use, etc. )—

Direct Indirect

use when teaching facts, rules, and action sequences use when teaching concepts, patterns, and relationships

Giver of information Teachers Role: Mediator

Lecture *Advanced organizers

Explicit Teaching *Conceptual Movement

Drill and Practice *Use of examples and non-examples

Compare and Contrast *Use of questions to guide search/discovery

Structured Overview *Use of student ideas

Didactic Questions *Student Self Evaluation

*Group Discussion

who, what, when, where search and discovery, deeper understanding, discussion, present contraditions

Convergent and Divergent

Convergent Questions- Closed questions that look for specific answers Divergent Questions- Open-ended questions that require dialogue and deeper thinking or problem solving

What color is the apple? What might have happened to the apple if you left it out?

Type 1 and Type 2 questions (lower and higher level)

Higher Order (Analyzing, Evaluating, Creating)

How does this knowledge apply to these facts under these circumstances?

Compare and Contrast

Lower Order (Remembering, Understanding, Applying)

What field of knowledge does this involve?

Summarize

Characteristics of cooperative learning activities

Teacher-student interaction- promote independent thinking

Student-student interaction- active participation and interdependence

Task specialization and materials- sharing, cooperation, and collaboration

Role expectations and responsibilities- facilitate the group and promote communication

Examples of, importance of and purposes for Self-directed

Learning strategies

Self-Directed Learning: an approach to teaching and learning that actively engages students in the learning process for the purpose of acquiring outcomes at higher levels of cognitive complexity (level 2)

Teacher provides information about when and how to use mental strategies for learning

Teacher illustrates how strategies are to be used in the context of real problems

Teacher provides students with the opportunity to restructure content in terms of their own thinking and prior understandings

Gradually shifts the responsibility of learning to students through activities that engage them in increasingly complex patterns of thought

Criterion- vs. Norm- referenced tests

Criterion Norm-referenced

Definition Measures the performance of test takers against the criteria covered in the curriculum;Measures the performance of one group of test takers against another

Purpose: to measure how much the test taker knows before and after instruction; Measure how much a test taker knows compared to another student

Wait time for questioning

3-5 seconds

Behavioral objectives—needed components of: ABCD and writing

A: Audience

B: Behavior

C: Condition

D: Degree

Given ______c____, the ____a____ will _____b____ with ____d_____.

ESL- English as a second language

Teaching strategies

Use manipulatives, visuals, props, games

Cooperative learning

Model activities

Hands on activities

Assessment strategies

Dictation

Cloze tests

Multiple choice tests

Strip stories

Role Play

Inductive and Deductive Reasoning and how they relate to

teaching strategies

Inductive Reasoning- making observations and then drawing conclusions based on those observations

Inductive: Evidence- Conclusion

Common in science

Deductive Reasioning- goes from conclusion to the evidence for that conclusion

Deductive: Conclusion- Evidence

Common in math

Assessing an objective

You will assess what is stated in the objective

Each lesson must have an assessment and the assessment must be something that can be touched (quiz, drawing, paragraph, observation)

Norm referenced tests

Criterion referenced tests

Formative assessments

Summative assessments

Self-directed learning strategies and importance of using

Mnemonics

Note taking

Comprehensive monitoring

Problem Solving

Project-based strategies

Cooperative Learning—planning for and grouping strategies

Specify the goal of the activity

Structure the task

Teach the collaborative process

Monitor group performance

Debrief

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