1. ELED 6560 Summer 2009

2. Learning Exercises #10

4. The Un-Natural Part of Teaching  Five Ways that Teaching Behavior is Un-Natural 1. Helping Others 2. Completing Thoughts of Others 3. Be Yourself 4. Ignoring Errors 5. Liking and Disliking People

5. How do you define Effective Teaching 1. The Role Model Definition 1. The Psychological Characteristics Definition 1. A new Perspective

6. The Role Model Definition Effective teaching originally focused primarily on a teacher’s goodness as a person, and only secondarily on his/her behavior in the classroom.

7. The Psychological Characteristics Definition Another early definition focused on the psychological characteristics of a teacher (such as personality, attitude, achievement, and aptitude).

8. A New Perspective In the 1970s and 1980s methods for studying interactions of teachers and students sought to discover links between teacher behavior and student performance. Modern definitions of effective teaching reference patterns of teacher-student interaction that influence the cognitive and affective performance of students. Classroom Interaction Analysis is a research methodology in which the verbal interaction patterns of teachers and students are systematically observed, recorded, and related to student performance.

9. Key Behaviors  Lesson Clarity: logical step-by-step order; clear and audible delivery.  Instructional Variety: variability in materials, questioning, feedback, and teaching strategies.  Task Orientation: content orientation instead of process orientation.  Student Engagement: limit distractions, keep students working on content.  Opportunities for Success: a high percentage of time spent on tasks that provide moderate to high levels of success.

10. Some Helping Behaviors 1. Use student ideas and contributions during the lesson. 2. Structure the lesson with advance organizers as well as mental and activity strategies. 3. Use both content (direct) and process (indirect) questions. 4. Probe and elicit clarification, solicit additional information (check for understanding). 5. Be involved in your teaching – show interest, using gestures, eye contact, etc. to communicate a nurturing relationship to the learner.

11. Objectives  Clearly Stated  Observable  Measurable

12. Criteria for Selecting Appropriate Objectives 1. Do the objectives include all important outcomes of the course? 2. Are the objectives in harmony with the content standards of the state or districts and with general goals of the school? 3. Are the objectives in harmony with sound principles of learning? 4. Are the objectives realistic in terms of the students and the time and facilities available?

13. Taxonomy of Educational Objectives 1. Cognitive 2. Affective 3. Psychomoter

14. Define Each

15. Steps in the Instructional Process 1. Identifying instructional goals 2. Preassessing the learners’ needs 3. Providing relevant instruction 4. Assessing the intended learning outcomes 5. Using the results

16. General Principles of Assessment  Clearly specifying what is to be assessed  Selecting assessment procedures in terms of their relevance  Using a variety of assessment procedures  Being aware of their limitations  Regarding assessment as a means to an end and not an end in itself

17. Assessment Types  Maximum Performance vs. Typical Performance  Fixed Choice Tests vs. Complex Performance Assessments  Placement, Formative, Diagnostic, and Summative Assessment  Norm-Referenced vs. Criterion- Referenced Measurement

18. Four Areas of Concern 1. The nature and quality of tests 2. The effects of testing on students 3. Fairness to minorities 4. Gender fairness

19. Learning Exercises Chapter One  Number 2  Number 3  Number 5 Chapter Two  Number 2  Number 3  Number 5  Number 6 (groups)  Number 8 (groups)  Number 9 (groups)

20. Questioning: Direct and Indirect Direct: The question requires no interpretation or alternative meanings. Lower-order: The question requires the recall only of readily available facts. Convergent: Different data sources lead to the same answer. Closed: The question has no possible alternative answers or interpretations. Fact: The question requires only the recall of pieces of well-accepted knowledge.

21. Questioning: Direct and Indirect Indirect: The question has various interpretations and alternative meanings. Higher-order: The question requires more complex mental processes than simple recall of facts. Divergent: Different data sources will lead to different correct answers. Open: A single correct answer is not expected or even possible. Concept: The question requires the processes of abstraction, generalization, and inference.