The Effective Teacher Chapter 1 James M. Cooper
Do Now In your notes answer the following question: –What makes a teacher effective?
Objectives 1.Describe the characteristics of an effective teacher. 2.Explain why reflection on teaching is so important for teacher growth. 3.Describe the reflective decision making model of teaching. 4.Identify important factors that affect instructional decision making.
Effective Teaching What makes a teacher effective? Two critical dimensions of effective teaching: intent and achievement Importance of personality Need special knowledge and skills
General Areas of Teacher Competence 1.Command of theoretical knowledge about learning and human behavior. 2.Display of attitudes that foster learning and genuine human relationships. 3.Command of knowledge in the subject matter to be taught. 4.Repertoire of teaching skills that facilitate student learning. 5.Personal practical knowledge.
General Areas of Teacher Competence 1.Command of Theoretical Knowledge About Learning and Human Behavior –Common sense not enough –Theories sometimes not internalized 2.Display of Attitudes That Foster Learning and Genuine Human Relationships –Attitude –Attitude affect behavior; need for self-knowledge –Teachers’ attitudes toward themselves –Teacher’s attitudes toward children, high expectations are important! –Teacher’s attitude toward peers and parents –Teacher’s attitudes toward the subject matter
General Areas of Teacher Competence 3.Command of Knowledge in the Subject Matter to be Taught –Content knowledge + Pedagogy Pedagogical content knowledge Content knowledge 4.Repertoire of Teaching Skills That Facilitate Student Learning –Teaching skills 5.Personal Practical Knowledge –Unique to each teacher
Talk About Teaching: The Big Ideas Steps in the activity: 1.Each group will be assigned ONE of the four big ideas to read, highlight main points and discuss. 2.Whole group will count off and jigsaw to new groups that will include representation of all FOUR big ideas. 3.Each person in the new group will share the main points and the Three Point Thinking reflection.
The Big Ideas 1.What constitutes important learning? (p ) 2.What causes learning? (p ) 3.How are students motivated? (p.36-40) 4.What is intelligence and how do students’ views influence their actions? (p.40-42) 10 minutes: Highlight the main points from the reading. Complete Three Point Thinking Handout.
Defining Effective Practice In order to create the conditions for improved teaching, one must first define it. Without such a definition of good practice, educators are, in effect, wandering in a swamp. Charlotte Danielson
Danielson’s Framework for Professional Practice Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibility
A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities a.Reflecting on teaching b.Maintaining accurate records c.Communicating with families d.Participating in a professional community e.Growing and developing professionally f.Demonstrating professionalism Domain 3: Instruction a.Communicating with students b.Using questioning and discussion techniques c.Engaging students in learning d.Using Assessment in Instruction e.Demonstrating flexibility and responsiveness Domain 1: Planning and Preparation a.Demonstrating knowledge of content and pedagogy b.Demonstrating knowledge of students c.Selecting instructional outcomes d.Demonstrating knowledge of resources e.Designing coherent instruction f.Designing student assessment Domain 2: The Classroom Environment a.Creating an environment of respect and rapport b.Establishing a culture for learning c.Managing classroom procedures d.Managing student behavior e.Organizing physical space PLANTEACHREFLECTAPPLY
Handout A: Identifying the Domains 1.On your own. 2.Check with a partner. 3.Share whole group. 4.Consensus for all twelve statements?
Importance of Reflective Teaching Reflective teaching is a teacher’s habit of examining and evaluating his or hers teaching on a regular basis Involves both logic and emotion Occurs in two phases: reflection-on-action, reflection-in-action Consider underlying assumptions Consider moral and ethical issues Ways to reflect on problems of practice
Model of the Teacher as Reflective Decision Maker
Tools for Reflective Teachers Teaching journals Video recordings Teaching portfolios Colleagues