1. The Professional Teacher
Chapter 5

2. Effective instruction
Student motivation as influenced by teacher behavior
Student motivation as influenced by student cognition

3. Instruction:
Can be presented systematically
Practiced for student performance
Evaluated for quality
Corrective feedback

4. Research findings on effective teaching
Researchers observed classroom teachers who were effective or ineffective
Experimental studies were conducted that used effective teaching behaviors

5. Lesson design Lesson introduction Clear explanations of the content
Checks for student understanding
Period of coached practice
Lesson summary or closure
Period of solitary practice
Periodic reviews

6. Lesson introduction
Make students aware of what they are supposed to learn
Activates prior knowledge
Focuses attention on main elements
Motivates them to be interested in the lesson
Actively involves them

7. Clarity
Step-by-step fashion using concrete examples familiar to the students
Questions that monitor student understanding
Using elaboration (inferential questions, reflection)
Advance organizers (Ausubel, 1960) or statements of objectives
Outlining content, calling attention to main ideas, summarizing main ideas
Visual representations
Involving students in summarizing and notetaking, asking, cooperative learning

9. Inferential Questions (Marzano, 2007)
Things and People:
What action does this thing usually perform?
What action is usually performed on this thing?
How is this thing usually used?
What is this thing part of?
What is the process for making this thing?
What particular taste, feel, smell or sound does this thing have?
What particular color, number (or quantity), location, or dimensionality does this thing have?
How is this thing usually sold?
What particular emotional state does this person have?
Does this thing have a particular value?
When this thing is used, does it present a particular danger to other things or to people? What is it?
Actions:
What thing or person usually performs this action?
What effect does this action have on the taste, feel, sound, or look of this thing?
How does this action typically change the emotional state of a person?
How is the value of a thing changed by this action?
How does this action change the size or shape of a thing?
How does this action change the state of a thing?
Events:
What people are usually involved in this event?
During what season or time of year does this event usually take place?
On what day of the week does this event usually take place?
At what time of the day does this event usually take place?
Where does this event usually take place?
At what point in history did this event take place?
What equipment is typically used in this event?
How long does this event usually take?
States:
What is the basic process involved in reaching this state?
What changes occur when something reaches this state?

11. Checking for understanding
Effective teachers ask specific questions
Engage students in focused activities (a writing task)
Evaluate need to re-teach the material

12. Coached practice Written exercises Oral questions Group work
Mastery (75% or higher)
Scaffolding

13. Closure Asks students to summarize ideas
Exit slip – student supplies specific info in writing.

14. Solitary practice Review Independent work for success
Homework (checked and given feedback to students by teacher)
Review
Weekly and monthly (reinforcement)

15. Motivation
involves the processes that energize, direct, and sustain behavior.

16. Student interest Relating subject content to life outside school
Self determination
Games, videos, group work

17. Student needs Novelty and variety Maslow
Cooperative group work (need for belonging and acceptance)
Short attention spans
Novelty and variety

18. The popcorn popper
As Mr. Smith’s students walk into 10th grade creative writing class, they hear an unusual noise. On the teacher’s desk an electric popcorn popper filled with unpopped kernels is running. Soon the room is filled with the aroma of fresh popcorn. When the popcorn is finished, the teacher passes a bowl of popcorn around for everyone to eat. After the students finished eating, Mr. Smith asked them to describe out loud the sights, sounds, smells, tastes and feel of the popcorn. Mr. Smith then uses their accounts as an introduction to a writing exercise on the five senses.

19. Success
Learned Helplessness (Seligman)

20. Attribution Theory our perceived underlying cause of behavior
Bernard Weiner
(1935- Present)
Attribution Theory
our perceived underlying cause of behavior
Locus: is the cause internal or external.
Stability: does the cause remain the same or change?
Controllability: can the individual control the cause?
13.20

21. Attribution Theory

22. Weiner’s Attribution Theory Theory into Practice
James believes he did well on a test because he was lucky.
Q.1: Describe James’ attribution along Weiner’s dimensions.
Steve believes he did poorly on a test because he is stupid.
Q.2: Describe Steve's attribution along Weiner’s dimensions.
13.22

23. Weiner’s Attribution Theory Theory into Practice
Sally believes she did poorly on a test because she didn’t study enough for this test.
Q.3: Describe Sally’s attribution along Weiner’s dimensions.
Sandra believes she did poorly in a class because the teacher doesn’t like her.
Q.4: Describe Sandra's attribution along Weiner’s dimensions.
13.23

24. Optimal Experiences & Flow
Flow occurs:
When students develop a sense of mastery
When students are challenged and perceive that they have a high degree of skill.
13.24

25. Achievement Goal Orientation
Mastery Orientation
Students focus on the task rather than their ability
Generate solution-oriented strategies
Helpless Orientation
Students focus on their personal inadequacies
Performance Orientation
Students are concerned with the outcome rather than the process
13.25

26. Tension
A moderate amount of tension results in motivation without tension overload
Teachers move around the room, call on students, quizzes, checking homework, checking homework

27. Feeling tone Emotional atmosphere in the classroom
Madeline Hunter (1982)
Extremely positive
Extremely negative

28. Assessment and feedback
KWL (know, want to know, learned)
Standardized tests
Curriculum-based Assessment
Identifying strengths and weaknesses
Self-monitoring skills
Self-assessment
Self-reinforcement
Guidance for improvement

30. Encouragement
Self-efficacy (Bandura)

31. Teacher expectations
Teaches unintentionally communicate low expectations toward students whom they perceive as low achievers.

32. Teacher expectations
Calling on low achievers less often to answer questions
Giving low achievers less think time when they are called on
Provide fewer clues and hints to low achievers
Praise correct answers from low achievers less often
Criticize wrong answers more often
Demand more precise answers from high achievers
Stay farther away physically and psychologically from low achievers
Really express personal interest in low achievers
Smile less frequently at low achievers
Make less frequent eye contact
Complement low achievers less often.

33. Motivation & Gender higher competence beliefs in math and sports
Males
Females
higher competence beliefs in math and sports
more rambunctious
Receive more teacher attention, yet receive lower grades
List more career options
higher competence beliefs for English, reading, and social activities
experience conflicts between gender roles and achievement
Are more compliant, get less teacher attention
13.33

34. Classroom questioning
Bloom’s Taxonomy

36. Create supersedes evaluate as the pinnacle of learning
creation supersedes evaluation as the pinnacle of learning. 
creation supersedes evaluation as the pinnacle of learning. 
Create supersedes evaluate as the pinnacle of learning

38. Classroom questioning
Call on students in a random rather than predictable order (except for first and second grade)
After asking a question, allow students some time to answer
Have many students respond to a question before giving feedback
Give specific positive reinforcement as feedback
Ask follow-up or probing questions (collaboration, specifics examples)

39. Beyond the Basics
Students’ misconceptions entering the classroom persist
Warmer in summer
Photosynthesis
gravity

40. Today More emphasis on constuctivism Knowledge is actively constructed
Prior knowledge influences new learning
Knowledge is socially constructed
Teacher is a facilitator
Authentic instruction
Multiple types of intelligence
Differentiating instruction
Self-regulation

41. Authentic instruction
Newman and Wehlage (1993)
Teacher is active early on, modeling appropriate problem-solving skills, providing cues and information, and structuring the learning process
higher order thinking versus lower order – students are asked to manipulate, transform, and use information in new and unpracticed ways
Depth of coverage-students encounter a small number of ideas but develop a deeper level of understanding

42. Authentic instruction
Newman and Wehlage (1993)
3) Teachers present real-world problems as topics of study to apply their knowledge outside the classroom
4) Substantive conversation – dialogue and argumentation back and forth
5) Push for achievement – all students are learners; mutual respect and intellectual risk-taking.

43. Teachers and Peers as Joint Contributors to Students’ Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Teachers and Peers as Joint Contributors to Students’ Learning
Scaffolding:
Changing the
level of
support over
the course
of a teaching
session
Cognitive Apprenticeship:
An expert
stretches and
supports the
novice’s
understanding
and use of
cultural skills
Cooperative
Learning:
Students work
in small groups
to help each other
Tutoring:
Includes classroom aides, volunteers, and mentors
10.43

44. Cooperative Learning

45. Classroom learning community
Cooperative learning (Slavin)
Face to face interaction
Positive interdependence
a) positive reward interdependence
b) positive resource interdependence
Individual accountability

46. Structuring Small Group Work
Composing the Group - Heterogeneous groups work. Caution should be used so that average-ability students don’t get lost as high-and low-ability students form student-teacher like relationships.
Team-Building Skills - Help students become better listeners.
Structuring Group Interaction –
Assigning students to specific roles
within the group gives all members
a sense of importance.

47. Roles in Cooperative groups
Encourager
Gatekeeper
Coach
Checker
Taskmaster
Recorder
Quiet captain
Materials monitor

48. Gardner’s Theory of Multiple Intelligences
Logical-Mathematical
Linguistic
Musical
Spatial
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Existential
Gardner’s Theory of Multiple Intelligences

49. existential

50. Gardner’s Multiple Intelligences
existential

51. Differentiated Instruction
Students differ:
Readiness to learn
Prior knowledge
Motivation
Thinking ability
Learning style

52. Differentiated Instruction
Tomlinson (2003) – “a systematic approach to planning curriculum and instruction for academically diverse learners.”
Small, flexible instructional groups
Students proceed at different paces
Learner-centered
Knowledgeable teacher (knows material and the essential elements that need to be taught)