copyright 2001 by allyn and bacon teaching for academic learning: educ 202 william m. bauer,...

Copyright 2001 by Allyn and Bacon

Teaching for Academic Learning:EDUC 202William M. Bauer, ProfessorChapter 12


What sculpture is to a block of marble, education is to a human soul.

Joseph Addison


It is not the hours you put in as a teacher that count. It is the teaching you put into those hours.


Overview

The First Step: PlanningFormats for Teaching: Teacher DirectedFocus on the TeacherEffective Teaching in Inclusive ClassroomsFocus on the Subject: Reading Mathematics Science


Concept Map for Chapter 13

Formats for Teaching:

Teacher Directed

Focus on the Teacher

The First Step:Planning

Teaching for Learning

Effective Teaching In Inclusive Classrooms

Focus on

the Subject


The First Step: Planning

Plan what students will learnLevels of planningReduces uncertaintyNo single recommended model


Objectives for Learning

Clear descriptionWhat students are intended to learn


Mager’s Three Part System:Specific Objectives

ConditionsBehaviorPerformance criteria


Examples: Mager

Given a worksheet of 100 multiplication problems, the students will write the correct answers for 80% of the problems.Given 10 sentences, the students will identify the subjects and verbs with 90% accuracy.See Woolfolk, Figure 13.1, p. 477.


Gronlund: Start General

State objective first in general terms

Clarify by listing sample behaviors


Examples: Gronlund

Students will understand aesthetics in visual and performing arts. Recognize beauty in

Impressionistic paintings Enjoy scenes from the ballet ‘The

Marriage of Figaro’

See Woolfolk, Table 13.1, p. 477.


Benefits of Objectives

Promote student learning

Aid organization of material

Help focus students’ attention

Aid assessment & evaluation

Required by many school districts


Guidelines for Writing Objectives

Avoid “word magic”

Match learning activities to objectives

Match assessments to objectives

See Woolfolk, ‘Guidelines’, p. 478


Bloom’s Taxonomies of Objectives

CognitiveAffectivePsychomotor


Bloom’s Cognitive Taxonomy

Evaluation

Synthesis (Creating)

Analysis

Application

Comprehension (Understanding)

Knowledge (Remembering)


Bloom’s Revised Cognitive Taxonomy for 2001

CreatingEvaluationAnalysisApplicationUnderstandingRemembering


A Revised Taxonomy in the Cognitive Domain

The Cognitive Process Dimension

Knowledge Dimension

Remember

Understand

Apply Analyze Evaluate Create

Factual

Knowledge

Procedural

Metacognitive

See Table 13.2, p. 480, Woolfolk Textbook.


Affective Domain

Characterization

Organization

Valuing

Responding

Receiving


Psychomotor Domain

Non-discursive communication

Skilled movements

Physical abilities

Perceptual abilities

Fundamental movements

Reflexes


Applications of Bloom

Writing objectives

Writing test questions

Planning assignments

Discussion questions

Task analysis


Planning from a Constructivist Perspective

Shared/negotiated with studentsTeacher and students together decide content, activities, approachesTeacher supplies overarching goals – the “big ideas”See Woolfolk, example, p. 482.


Topic: Immigrants to the U.S.Issues

LonelinessLanguageCulturePluralism

Nativism, DiscriminationCitizenship, Foreign Policy

Legislation ofExclusion andLimitation

PoliticalLeaders

CulturalLeaders

Colonizers asImmigrants

Immigrantsfrom Asia

Immigrantsto the U. S.

Waves ofEuropean

Immigrants

Relation to foods,music, aestheticexpression, and religious practice

Immigrantsfrom

Latin Americaand the

Caribbean

Relation toeconomy



Integrated and Thematic Plans

Issues, concepts, big ideas are woven together with content knowledge and skillsInclude perspectives from various disciplinesAuthentic assessments often better for this kind of teaching


Formats for Teaching: Teacher Directed

Lecturing & Explaining Large amount of material Large group instruction Less time to present

Good for Introducing new material Giving background Motivating students for self-learning Helping students learn to listen


Seatwork & Homework

Seatwork often overusedSeatwork is supervised practiceHomework linked with higher gradesMust be meaningful & relevantConsider authentic tasksSee ‘Family & Community Partnerships’, Woolfolk, p. 489.


Recitation & Questioning

Teacher questions, students answer

Structure Solicitation or

questioning Reaction

Kinds of questions Convergent Divergent

Match questions to students


Questioning

Wait timeRephrasing questionsLevels of questions (Bloom)Calling on students


Reacting to Student Responses

Correct answerPartially correct answerCorrective feedbackSilly or careless answers

Yes, Horaldo, E does = mc2.

However, in this instance…..


Group Discussion

Similar to instructional conversation (See chapter 9, p. 346)Teacher as facilitatorUse of probing – responding to a question with a questionUseful for understanding complex conceptsCan be unpredictable!See Guidelines, Woolfolk, p. 493


Focus on the Teacher


Characteristics of Effective Teachers

KnowledgeOrganization and clarityWarmthSee Guidelines, Woolfolk, p. 497


The Teacher in Teacher-Centered Instruction

Direct instruction / explicit teaching / active teachingFocus on basic skillsDirect instruction

Rosenshine’s Six Teaching Functions

Hunter’s Mastery Teaching Program


Rosenshine’s Six Teaching Functions

Review & check previous day’s work.

Present new material. Provide guided practice. Give feedback and correctives. Provide independent practice. Review weekly and monthly.


Hunter’s Mastery Teaching Program

Get students set to learn. Create anticipatory set - gain student

attention. State the lesson objectives.

Present information effectively.Check for understanding & give guided practice.Allow for independent practice.

See Table 13.9, Woolfolk text, p. 499


Criticisms of Direct Instruction

Limited to lower level objectivesBased on traditional teaching methodsIgnores innovative modelsDiscourages students’ independent thinkingBased on a wrong theory of student learning


The Teacher in Student-Centered Instruction


Constructivist Teachers:Encourage student autonomy

Use primary sources

Use terms like ‘classify’, ‘analyze’, ‘predict’, ‘create’

Allow students to drive lessons

Inquire about student understanding

Encourage student dialogue

Encourage student inquiry

Probe student responses

Actively engage students

Allow wait time

Help students discover relationships and develop metaphors

See Table 13.10, Woolfolk Text, p. 500


Effective Teaching in Inclusive Classrooms


Effective Teaching in Inclusive Classrooms

Using IEP’s with individual studentsResource roomRegular class room teachers collaborating with special education teachersRegular class room teachers team teaching with special education teachersUsing computers with special students


Focus on the Subject


Learning to Read & Write

Whole languageImportance of skills and phonicsBeing sensible: See Table 13.11, Woolfolk, p. 509.


Learning & Teaching Mathematics

Focus on thinking processesTopics considered in depth rather than covering many topicsAssessment is ongoing and shared by the students


Constructivist Approach to Mathematics: Five Components

Promote student’s autonomy.Develop students’ reflective processes.Construct a case history of each student.If a student is unable to solve a problem, intervene by negotiating a solution.When the problem is solved, review the solution. See Table 13.12, Woolfolk, p. 511.


Learning ScienceExisting misconceptionsTeach student self-examination: Does the concept make sense?Goal: conceptual changeSee Guidelines, Woolfolk, p. 512.


Criticism of Constructivist Teaching

Basic skills may be overlooked

Constructivist methods may not work for all students


Reflection Questions

Explain the benefits and limits of whole-language and code-based approaches to teaching reading.How does the teaching of reading skills affect the teaching of mathematics? How does the teaching of reading skills affect the teaching of science?


Conceptual Change Stages

Initial discomfortAttempts to explain inconsistenciesAttempts to adjust measurements or observations to fit personal theoriesDoubtVacillationConceptual change


Summary

The First Step: PlanningFormats for Teaching: Teacher DirectedFocus on the TeacherEffective Teaching in Inclusive ClassroomsFocus on the Subject: Reading Mathematics Science


Review Questions

What are the levels of planning and how do they affect teaching?What is an instructional objective?Describe the three taxonomies of educational objectives.Describe teacher-centered and student-centered planning.Describe the lecture format.


Review QuestionsDistinguish between convergent and divergent and high-level versus low-level questions.What are the use and disadvantages of group discussion?What methods have been used to study teaching?What are the general characteristics of good teaching?Contrast teaching in direct and student-centered instruction.


Review Questions

What characterizes effective teaching for exceptional students?What resources do teachers have to work effectively with exceptional children?Describe the debate about learning to read.Describe constructivist approaches to mathematics and science teaching.


End Chapter 13

copyright 2001 by allyn and bacon teaching for academic learning: educ 202 william m. bauer,...

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