Planning for Effective Teaching

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Planning for Effective Teaching
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Planning for Effective Teaching

• Effective teaching MIGHT result in student
  learning.
• Teaching and learning are not necessarily
  related.
• Consistently good learning rarely occurs without
  effective teaching.
• The best, most effective, teachers are those who
  establish conditions most conducive to learning.
• There are two basic types of conditions
• Basic
• desirable

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Basic Conditions for Learning

• Meaningful Application
• Manageable Tasks
• Examples of Expected Performance
• Opportunities to Learn

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Basic ConditionMeaningful Application

• Learning tasks should be related to situations
  with which students are now familiar or to those
  which they can reasonably expect to encounter in
  the future. Information and skills should be
  shown as useful to students.

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Basic ConditionManageable Tasks

• Learning tasks should be organized so that
  students have the prerequisite skills for what
  they are asked to do. Tasks should be arranged
  systematically and set at a difficulty level
  appropriate for the student.

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Basic Condition Examples of Expected
Performance

• Students should have access to examples which
  illustrate how tasks are to be performed. There
  should be examples of optimum, "error-free"
  performance (if possible) and examples of what is
  acceptable achievement in various situations.

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Basic ConditionOpportunities to Learn

• Students should be able to practice learning
  what they are expected to learn. This practice
  may take place in situations which are either
  identical, equivalent, or analogous to those
  situations in which students will need to apply
  or demonstrate what they have learned.

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Basic ConditionKnowledge of Results

• Students should have information on how well
  they are progressing. They need to be aware of
  the errors they make, how to go about correcting
  those errors, and the extent to which they are
  succeeding.

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Desirable Conditions for Learning

• Opportunities for Choice
• Opportunities for Success
• Active Involvement
• Supportive Environment

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Desirable Condition Opportunities for Choice

• Enabling students to make choices about what and
  how they learn encourages their participation in
  the learning tasks. If students lack
  opportunities to make decisions about their own
  learning, they will seldom take responsibility
  for it.

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Desirable Condition Opportunities for Success

• Students should have more than one opportunity
  to complete a learning task successfully. They
  should be able to make errors without always
  facing a penalty for failure.

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Desirable Condition Active Involvement

• Learning tasks should engage students and hold
  their attention. Students need not be
  entertained, but they should be able to
  participate actively in the learning process.

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Desirable Condition Supportive Environment

• Students may be threatened or discouraged by
  what they are expected to learn. The
  instructional context should be such that they
  can get assistance in working through the
  problems they encounter.

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Teaching for learning is enhanced when students

• understand what is expected of them
• are fully engaged in their work
• get recognition for their work
• learn quickly about their errors
• learn from their errors
• receive guidance for improvement work under a
  suitable classroom atmosphere
• class discipline
• openness to learning

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Basic Conditions for Learning(taken from an
article of the same name by D. Rhodes)