CHAPTER 12 TEACHING FOR LEARNING

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CHAPTER 12 TEACHING FOR LEARNING
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Teaching for Learning

• Planning Not one model. Creative teaching
  means being flexible, however some basic points
• Instructional Objectives clear statement of
  what you want the students to accomplish
• Behavior objectives- Observables. I want you to
  be able to calculate the mean and standard
  deviation of the following. I want you to be able
  to play this piece of music. I want you to be
  able to properly execute a free throw
• Cognitive Objectives I want you to be able to
  tell me what are some of the major themes in Moby
  Dick, I want you to tell me where you stand on
  the issue of global warming ..Man made or natural
  occurrence

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Instructional Objectives

• N. Gronlund
• General statement first. I want you to be able
  to understand, solve, discover
• You then give specific examples or ask specific
  questions?
• 6th Grade mathematics real life problems
  finding sizes of areas
• Specific questions- Given the dimensions of a
  right triangle, compute its area , dimensions of
  a rectangle compute its area.

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Instructional Objectives

• N. Gronlund
• General statement first. I want you to be able
  to understand, solve, discover
• You then give specific examples or ask specific
  questions?
• 6th Grade mathematics real life problems
  finding sizes of areas
• Specific questions- Given the dimensions of a
  right triangle, compute its area , dimensions of
  a rectangle compute its area.

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BLOOM Classification/Taxonomy of Educational
Objectives

• COGNTIVE PROCESSES
• Knowledge acquisition of knowledge
• Understanding/Comprehension Understanding the
  material short answer, multiple choice.
• Applying When to use a concept to solve a
  problem.
• Analysing Breaking something down into its
  parts.- Short answer, maybe multiple choice
• Synthesizing /Creating/- Combining different
  ideas Essays, reports, projects, portfolios
• Evaluating Judging the value of the material or
  method. Essays, reports ..
• These six processes are then applied to Factual,
  conceptual, procedural and metacognitive

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AFFECTIVE DOMAIN

• Objectives of affective domain
• Receiving being aware of or attending to
  something I will listen to the argument but may
  not agree
• Responding Demonstrate some new behavior as a
  result of an expereince Applaud after the
  speech
• Valuing Show some involvement or commitment
  agree to attend a lecture by a politician
• Organization Integrating a new value into ones
  general set of values - Some sort of long term
  commitment to a new outlook
• Characterization by value acting consistently
  with new values non violent approach to problem
  solving, reduce amount of waste or pollution
  they create.
• Often the grade on subjects from the affective
  domain is on the effort rather than the outcome
  or more often no grade assigned.

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PSYCHOMOTOR

• Physical ability and coordination
• Demonstrate that they can make the jewellery box,
  play a piece of music, drag and drop a file.

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CONSTRUCTIVE PERSPECTIVE ON PLANNING

• Planning is shared between the teacher and the
  student
• You map out on the board with the students the
  various aspects of the topic you both see as
  needed to be covered.
• Teaching with themes and integrated content
  increasingly important.
• BC Ministry of Education just announced an
  addition to the Curriculum looking at Sex and
  Gender role issues. Including Gay, Lesbian,
  Bisexual and Transgendered Perspectives.
• Using primary sources, media, interviews etc..
• ASSESSMENT- Ongoing process, teacher evaluates
  effort, participation, as well as presentations ,
  portfolios , debates etc.

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TEACHER DIRECTED LEARNING

• Lecturing appropriate for communicating a lot
  of material quickly. Assists the students in
  learning how to listen, allows the teacher to
  integrate material quickly.
• Important to ask for feedback .. Do the students
  look like they are getting it.
• DISADVANTAGES
• Not all students are auditory learners
• Puts the students in a passive position
• Students learn and integrate materials at
  different rates , lecturing assumes everyone
  learns as quickly
• Limited in what type of material you can cover,
  i.e. if you want the student to write a poem or
  create a painting, lecturing not particularly
  useful.

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Seat Work Independent Classroom work

• Probably over used in our schools
• Seatwork should follow up a lesson and give the
  students the opportunity to practice what they
  have learned, but should not be the primary mode
  of instruction.

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HOMEWORK

• Should be meaningful extension/practice from
  class lessons.
• Does doing this homework, help students learn
  anything that matters?
• KEEPING THE STUDENTS ENGAGED
• Do the students understand what they are expected
  to do?
• Hold the students accountable work should be
  checked, and the students given a chance to
  correct errors

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RECITITATION AND QUESTIONING

• Teacher poses a question, students respond, you
  give feedback.
• Convergent questions one right answer. Works
  well with lower functioning students. High
  percentage probability of getting the right
  answer, lots of praise and feedback from you.
• Divergent questions - Less concrete, more
  integrative and analytical questions

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CHARACTERISTICS OF EFFECTIVE TEACHERS

• Knowledgable Do you know your material. In
  order to teach effectively you have to have a
  solid grasp of the material
• Clarity and Organization Be specific and clear
  in what your expectations are
• Planning for Clarity anticipate potential
  problems , areas of confusion. Plan a clear
  introduction , tell the students what they are
  expected to get out of the lesson and how the
  subject is going to be approached. KISS
• Clarity during the lessons ensure that the
  students grasp what the connections are between
  the various aspects of the material
• Warmth and Enthusiasm

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TEACHER CENTERED CLASSROOM

• Direct instruction, explicit teaching, active
  teaching model..
• Classroom management is effective
• Teacher maintains a strong academic focus
• Teacher uses instructional time effectively to
  initiate student activities
• Teacher maximizes student participation by
  ensuring that the material is geared to the level
  of the student
• Continuously observing student learning process
  and learning difficulties
• Providing helpful and immediate feedback and
  correction

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Rosenshines Teaching Functions

• Review and check the previous days work
• Present new material and make the purpose clear,
  teach in small steps and provide examples and
  non-examples
• Provide Guided Practice -Question students, give
  practice problems, and listen and watch for
  errors
• Give feedback
• Provide independent practice In class as well
  as homework.
• Review weekly

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TEACHING READING AND WRITING

• Whole language verse phonetic debate
• Whole language learning through authentic, real
  life examples. Emphasizes using language to
  learn. Social aspects of learning important
  parents and teachers model literacy skills
• PHONICS recognizing sounds and words does
  support reading.
• Balanced approach most effective