1. Chapter 12 Effective Instruction in American Schools
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

2. Cognitive Learning Theory Principles
Learning depends on experiences.
Learners construct—they do not record—knowledge in an attempt to make sense of their experiences.
Knowledge that is constructed depends on and builds on knowledge that learners already possess.
Learning is enhanced by social interaction.
Learning requires practice and feedback.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

3. Steps in Effective Planning
Identify topics
Specify learning objectives related to the topics
Prepare and organize learning activities
Plan for assessment
Ensure instructional alignment
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

4. Essential Teaching Skills
Organization
Clear communication
Focus
Questioning
Feedback
Review and closure
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

5. Teacher Organization
Maximizes instructional time and minimizes possibilities for management problems
Effective teachers:
Establish routines
Prepare materials in advance
Start on time
Make smooth transitions
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

6. Essential Components of Clear Communication
Language clarity: precise terminology and elimination of vague terms in questions and explanations
Thematic lessons: topics are related and lead to a specific point
Transition signals: indicate when one idea is ending and another beginning and how the two are related
Emphasis: alerts students to the most important ideas in a lesson
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

7. Characteristics of Effective Questioning
Frequency: actively involves all students
Equitable distribution: invites all students to participate in the lesson
Wait-time: gives students time to think about and answer the question
Prompting: assists students when they are unable to answer
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

8. Benefits of Increased Wait-Time
The length and quality of student responses improve.
Failures to respond are reduced.
Student participation in general, as well as participation from minority students, improves.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

9. Effective Instruction in Urban Classrooms
Uses examples to illustrate abstract and hard-to-grasp concepts
Actively involves students through interactive questioning
Provides ample opportunities for practice and feedback
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

10. Four Basic Models of Instruction
Direct instruction
Lecture-discussion
Guided discovery
Cooperative learning
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

11. Direct Instruction
Designed to teach essential knowledge and skills needed for later learning
Implemented in four phases
Introduction and review
Developing understanding
Guided practice
Independent practice
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

12. Lecture-Discussion
Designed to help students acquire organized bodies of knowledge and understand the relationships of ideas within them
Organized bodies of knowledge connect facts, concepts, generalizations, and principles, and make the relationships among them explicit.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

13. Lecture-Discussion (continued)
Implemented in four phases:
Introduction and review
Presenting information
Comprehension monitoring
Integration
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

14. Guided Discovery
Designed to teach concepts and generalizations through the use of examples
Provides more teacher guidance and assistance than “pure” discovery
Implemented in four phases
Introduction and review
Developing understanding
Closure
Application
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

15. Cooperative Learning
A collection of teaching strategies that uses structured student social interaction to meet specific content goals and teach social interaction skills
Essential components
Students work together in small groups.
Learning objectives direct the groups’ activities.
Social interaction is emphasized.
Students are held individually accountable for their understanding.
Learners depend on one another to reach objectives.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

16. Cooperative Learning (continued)
Different cooperative learning strategies
Reciprocal questioning
Scripted cooperation
Jigsaw II
Student Teams Achievement Division (STAD)
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

17. Teacher-Centered Versus Learner-Centered Instruction
Major issue: How active a role should teachers play in directing student learning?
Historically, classroom instruction has been teacher-centered, with teachers telling and lecturing, assuming major control of instruction.
In learner-centered instruction, teachers guide learners toward an understanding of the topics they study.
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.

18. Teacher-Centered Versus Learner-Centered Instruction (continued)
Criticisms of teacher-centered instruction
Based on antiquated views of learning
Emphasizes student verbalization and overt performance versus true understanding
Criticisms of learner-centered instruction
De-emphasizes learning of basic skills
Inefficient in terms of time and energy
Not compatible with current emphasis on standards and accountability
Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.