TEACHERS ARE KEY DETERMINANT OF EDUCATION QUALITY

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TEACHERS ARE KEY DETERMINANT OF EDUCATION
QUALITY

• The single most important determinant of what
  students learn is what their teachers know. . . .
  Teacher qualifications, teacher's knowledge and
  skills, make more of a difference for student
  learning than any other single factor
  (Darling-Hammond).

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Tylers Four Questions

• Ralph Tyler (1971) concluded that when
• developing curriculum, planning instruction,
• and assessing learning, there are four
• primary questions
• What is the purpose of the lesson?
• (2) What experiences are necessary to achieve the
  purpose?
• (3) How do you organize the experiences into
  meaningful learning?
• (4) What evidence is available to determine if
  you accomplished the purpose?

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Teaching Behaviors that Make a Difference . . .
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Cognitive Scaffolding

• Providing context and helping students make
  connections wherever possible
• Guiding students from lower-order thinking to
  higher-order thinking

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Cognitive Scaffolding

• Teachers do this through objectives, questioning
  strategies, learning activities, feedback, and
  assessment practices

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• Whenever possible, match learning activities with
  students learning styles to maximize results.

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Modeling

• Provide students with examples of correct
  responses
• Demonstrate the correct way to perform a skill or
  task

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Examples of Modeling in AGED . . .

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Check for Understanding . . .

• Make sure students understand the material

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Check for Understanding

• This behavior should be on-going and continual
  throughout the lesson
• Teachers should
• review and re-teach as needed

• How?

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Give Students the Opportunity to Learn Practice
and Application

• Provide time and opportunities for students to
  practice what they are learning

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Guided Practice

• Provides multiple opportunities for students to
  apply the new knowledge and to receive corrective
  feedback while being supervised by the teacher.

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Closure

• At some point near the end of the lesson, a
  systematic closing of the lesson should occur.

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Closure . . .

• Is a natural stopping point in the lesson
• Points back to the lessons objectives and
  captures their relevance
• Helps to keep the big picture in mind
• Helps to ensure that objectives are met
• and applied by students

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Closure . . .

• May raise a related question or idea for
  students to ponder in anticipation of the next
  lesson Where are we going next?
• Is like looking back on a trail so that one
  knows from which way he or she has come
• Effective closure takes time and planning
  build it into your lesson plan

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Independent Practice

• Provides opportunities for students to apply the
  new knowledge on their own (e.g., through
  homework assignments, through their SAEs, and by
  participating in various FFA activities).

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Some Key Points . . .

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• 6. . . .

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• A teacher affects eternity he or she can
  never tell where his or her influence stops.
• Henry B. James

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The preceding was taken partially from the text,
Skills for Successful School Leaders, 2nd edition.

• (Hoyle, J.R., English, F., Steffy, B., 1994)