Instructional Theory Into Practice

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Instructional Theory Into Practice
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IT MAY BE
DANGEROUS TO
TEACH AS YOU
WERE TAUGHT!
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Questions to Ask Teaching Staff
What model of instruction are you presently
using in the classroom?
Cite the researcher
Does your model promote learning?
Does your model increase achievement?
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Art of Teaching
Art Form - work of living art to be shared and
passed along Artists First - Technicians second
Steps in the Teaching Act
1. Introduce the lesson in a manner calculated to
arouse student interest.
2. Clearly state the objectives for the lesson.
3. Teach to the objective.
4. Illustrate or model the concept or skill
learned.
5. Check for student understanding during the
course of the lesson.
6. Provide students with guided practice and
feedback on the concept or skill.
7. Provide students with independent practice in
the concept or skill they have learned.
8. Bring lesson to closure.
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ESSENTIAL ELEMENTS OF INSTRUCTION
Use Principles of Learning
Principles of learning are propositions that have
been proven to increase the rate and degree with
which we learn. Throughout the lesson teachers
consider and employ theories of
Motivation
Reinforcement
Practice
Retention
Modeling
Wait Time
Active Participation
Anticipatory Set
Closure
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Instructional Theory Into Practice (I.T.I.P)
By Madeline Hunter (UCLA)
TEACHING A series of professional decisions that
influence student learning
3 Areas
Content
What to teach, Objective, Task Analysis
Learning Behavior
What student will do or say to show they have
learned
Demonstrate his/her learning
Specific Teacher Behaviors
What teacher can do to increase learning
-Emphasizes planning by objectives
-Improves teacher presentation
-Emphasizes checking for understanding
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Modeling
TO MAXIMIZE THE EFFECTIVENESS OF UNING A MODEL IN
A LESSON, CONSIDER INCORPORATING ALL FOUR STEPS
OF MODELING
ILL DO IT
YOU HELP ME
ILL HELP YOU
YOU DO IT
INTRODUCTORY IN NATURE AND THE MOST
IMPORTANT PART OF THE LESSON
CHECK FOR UNDERSTANDING IN THE PROCESS
TEACHER AVAILABILITY IS ESSENTIAL
INDEPENDENT PRACTICE- STRIVING FOR AN
OVERALL 80-85 SKILL MASTERY
MODELING---------------------gt I DO IT!
GUIDED PRACTICE------------gt WE DO IT!
INDEPENDENT PRACTICE------gt YOU DO IT!
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CHECK FOR COMPREHENSION
I TAUGHT THE LESSON BUT THE STUDENTS DID NOT
LEARN IT
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INSPIRE -- NOT PERSPIRE
THREE COMMON ERRORS
OK - LETS MOVE ON!
ANY QUESTIONS
YOU UNDERSTAND, DONT YOU
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SIGNALED ANSWERS
FINGERS
TECHNIQUES
THUMBS UP
CHORAL RESPONSES
PROBLEMS COAT TAILS, SOME DONT ANSWER
SAMPLING
BEAM TO WHOLE CLASS
BRIGHT
AVERAGE
SLOW
WRITE SHORT RESPONSE
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GUIDED PRACTICE
KNOWING HOW SOMETHING SHOULD BE DONE AND BEING
ABLE TO DO IT
1. Help student be correct
2. How to improve performance
FEEDBACK - Am I correct?
1. What needs to be improved
2. How to improve performance
NEW LEARNING - Wet Cement- Can be easily
damaged!
Minimize chance of error
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4 TECHNIQUES OF GUIDED PRACTICE
1. Guide students through each step in practice
- small steps, verbally guide
4 6 24
48 67 3216
489 674 329,586
2. Monitor group responses - Give feedback
Unison response
Signalled response - fingers - fist
Composite response - sequence story
3. Sampling - through individuals response
able / average / least able
4. Monitor each individuals written response
chalkboard / response board
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OPPORTUNITIES FOR CLOSURE
At the end of the lesson.
At the point of transition between two
learnings.
At the beginning of a lesson to check retention.
After an interruption
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SUPER 3
CHECK FOR COMPREHENSION
SAMPLING - POSE QUESTION TO THE WHOLE GROUP
SIGNALED RESPONSES - USE FINGERS, THUMBS UP OR
DOWN OR TO THE SIDE.
INDIVIDUAL PRIVATE RESPONSE - WRITTEN OR
WHISPERED TO THE TEACHER.
TEACHER TELLS THE STUDENT HOW THEY ARE DOING
FEEDBACK -
TEACHER OBTAINS INFORMATION
CHECKING -
RETEACH OR MOVE ON
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BENEFITS OF CLOSURE
Adds meaning to lesson.
Check for understanding.
Bring students back to tasks.
Adds emphasis to the concept of students
responsibility for their own learning.
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WHAT IS AN EFFECTIVE TEACHER?
THREE CHARACTERISTICS
1. An effective teacher has positive expectations
for student success.
2. An effective teacher is an extremely good
classroom manager.
3. An effective teacher knows how to design
lessons for student mastery.
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WHEN CLASS STARTS
The students must have an assignment.
They must know where to find the assignment.
They must know why they are doing the assignment.
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THE EFFECTIVE TEACHER
1. Has the discipline plan posted when the
students arrive on the first day of school.
2. Posts a maximum of 3 to 5 rules or
responsibilities.
3. Explains the posted rules and is willing to
make changes as the class situation requires.