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Teaching for Academic Learning: EDUC 202 William M. Bauer, Professor Chapter 12
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What sculpture is to a block of marble, education is to a human soul.
Joseph Addison
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It is not the hours you put in as a teacher that count. It is the teaching you put into those hours.
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Overview
The First Step: Planning
Formats for Teaching: Teacher Directed
Focus on the Teacher
Effective Teaching in Inclusive Classrooms
Focus on the Subject:
Reading
Mathematics
Science
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5. Concept Map for Chapter 13
The First Step:
Planning
Focus on
the Subject
Teaching
for Learning
Formats
for Teaching:
Teacher Directed
Effective Teaching In Inclusive Classrooms
Focus on
the Teacher
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6. The First Step: Planning
Plan what students will learn
Levels of planning
Reduces uncertainty
No single recommended model
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7. Objectives for Learning
Clear description
What students are intended to learn
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8. Mager’s Three Part System: Specific Objectives
Conditions
Behavior
Performance criteria
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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.
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10. Gronlund: Start General
State objective first in general terms
Clarify by listing sample behaviors
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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.
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12. Benefits of Objectives
Promote student learning
Aid organization of material
Help focus students’ attention
Aid assessment & evaluation
Required by many school districts
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13. Guidelines for Writing Objectives
Avoid “word magic”
Match learning activities to objectives
Match assessments to objectives
See Woolfolk, ‘Guidelines’, p. 478
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14. Bloom’s Taxonomies of Objectives
Cognitive
Affective
Psychomotor
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15. Bloom’s Cognitive Taxonomy
Evaluation
Synthesis (Creating)
Analysis
Application
Comprehension (Understanding)
Knowledge (Remembering)
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16. Bloom’s Revised Cognitive Taxonomy for 2001
Creating
Evaluation
Analysis
Application
Understanding
Remembering
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17. A Revised Taxonomy in the Cognitive Domain
The Cognitive Process Dimension
Knowledge
Dimension
Remember
Understand
Apply
Analyze
Evaluate
Create
Factual
Procedural
Metacognitive
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See Table 13.2, p. 480, Woolfolk Textbook.

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Affective Domain
Characterization
Organization
Valuing
Responding
Receiving
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Psychomotor Domain
Non-discursive communication
Skilled movements
Physical abilities
Perceptual abilities
Fundamental movements
Reflexes
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Applications of Bloom
Writing objectives
Writing test questions
Planning assignments
Discussion questions
Task analysis
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21. Planning from a Constructivist Perspective
Shared/negotiated with students
Teacher and students together decide content, activities, approaches
Teacher supplies overarching goals – the “big ideas”
See Woolfolk, example, p. 482.
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22. Planning with a Topic Map
Immigrants
to the U.S.
Loneliness
Language
Culture
Pluralism
Legislation of
Exclusion and
Limitation
Issues
Nativism, Discrimination
Citizenship, Foreign Policy
Political
Leaders
Cultural
Leaders
Relation to
economy
Colonizers as
Immigrants
Immigrants
from Asia
Immigrants
to the U. S.
Waves of
European
Immigrants
Immigrants
from
Latin America
and the
Caribbean
Relation to foods,
music, aesthetic
expression, and
religious practice
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23. Integrated and Thematic Plans
Issues, concepts, big ideas are woven together with content knowledge and skills
Include perspectives from various disciplines
Authentic assessments often better for this kind of teaching
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24. 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
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Seatwork & Homework
Seatwork often overused
Seatwork is supervised practice
Homework linked with higher grades
Must be meaningful & relevant
Consider authentic tasks
See ‘Family & Community Partnerships’, Woolfolk, p. 489.
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26. Recitation & Questioning
Teacher questions, students answer
Structure
Solicitation or questioning
Reaction
Kinds of questions
Convergent
Divergent
Match questions to students ?
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Questioning
Wait time
Rephrasing questions
Levels of questions (Bloom)
Calling on students
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28. Reacting to Student Responses
Yes, Horaldo, E does = mc2.
However, in this instance…..
Correct answer
Partially correct answer
Corrective feedback
Silly or careless answers
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Group Discussion
Similar to instructional conversation (See chapter 9, p. 346)
Teacher as facilitator
Use of probing – responding to a question with a question
Useful for understanding complex concepts
Can be unpredictable!
See Guidelines, Woolfolk, p. 493
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Focus on the Teacher
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31. Characteristics of Effective Teachers
Knowledge
Organization and clarity
Warmth
See Guidelines, Woolfolk, p. 497
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32. The Teacher in Teacher-Centered Instruction
Direct instruction / explicit teaching / active teaching
Focus on basic skills
Direct instruction
Rosenshine’s Six Teaching Functions
Hunter’s Mastery Teaching Program
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33. 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.
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34. 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.
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See Table 13.9, Woolfolk text, p. 499

35. Criticisms of Direct Instruction
Limited to lower level objectives
Based on traditional teaching methods
Ignores innovative models
Discourages students’ independent thinking
Based on a wrong theory of student learning
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36. The Teacher in Student-Centered Instruction
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37. Constructivist Teachers:
Encourage student dialogue
Encourage student inquiry
Probe student responses
Actively engage students
Allow wait time
Help students discover relationships and develop metaphors
Encourage student autonomy
Use primary sources
Use terms like ‘classify’, ‘analyze’, ‘predict’, ‘create’
Allow students to drive lessons
Inquire about student understanding
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See Table 13.10, Woolfolk Text, p. 500

38. Effective Teaching in Inclusive Classrooms
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39. Effective Teaching in Inclusive Classrooms
Using IEP’s with individual students
Resource room
Regular class room teachers collaborating with special education teachers
Regular class room teachers team teaching with special education teachers
Using computers with special students
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Focus on the Subject
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41. Learning to Read & Write
Whole language
Importance of skills and phonics
Being sensible: See Table 13.11, Woolfolk, p. 509.
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42. Learning & Teaching Mathematics
Focus on thinking processes
Topics considered in depth rather than covering many topics
Assessment is ongoing and shared by the students
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43. 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.
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Learning Science
Existing misconceptions
Teach student self-examination: Does the concept make sense?
Goal: conceptual change
See Guidelines, Woolfolk, p. 512.
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45. Criticism of Constructivist Teaching
Basic skills may be overlooked
Constructivist methods may not work for all students
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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?
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47. Conceptual Change Stages
Initial discomfort
Attempts to explain inconsistencies
Attempts to adjust measurements or observations to fit personal theories
Doubt
Vacillation
Conceptual change
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48. Copyright 2001 by Allyn and Bacon
Summary
The First Step: Planning
Formats for Teaching: Teacher Directed
Focus on the Teacher
Effective Teaching in Inclusive Classrooms
Focus on the Subject:
Reading
Mathematics
Science
Copyright 2001 by Allyn and Bacon

49. Copyright 2001 by Allyn and Bacon
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.
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Review Questions
Distinguish 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.
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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.
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End Chapter 13
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