1. CLUSTER 12: Teacher-Directed Instruction and Teacher Expectations Presented By: Michael Sinram Chitanya Hanson Scott Honan David Gray

2. Characteristics of an Effective Teacher

3. Think about the most effective teacher you’ve ever had? What were his/her characteristics? Why was this individual so effective??? What do you think makes and effective teacher?

4. Characteristics of an Effective Teacher The most effective classroom teachers are those who: Have positive attitudes and behaviors. Characteristics: friendly, cheerful, fair, consistent, honest, interested and interesting. Understand the characteristics of the students they teach. Characteristics: Recognize the physical, emotional, intellectual, and social needs of kids. Carefully plan learning experiences. Characteristics: Think about what is going on and know reasons for using all activities. Establish a receptive classroom environment. Characteristics: Friendly, warm unbiased. Use a variety of instructional techniques and materials. Characteristics: Get students actively involved and excited about learning. Evaluate both teaching and learning Characteristics: Use alternative assessment with students; reflect and self-evaluate their own teaching. Are skilled in the use of a variety of discipline strategies. Characteristics: Fair, consistent, always make punishment fit the “crime.” Show respect for a student's ability to think and reason. Characteristics: Value students’ minds and expect students’ best.

6. The Effective Teacher Researchers identified nine characteristics shared by outstanding first-grade teachers in five states. In these classrooms, most students were reading and writing at or above first-grade level. The characteristics of these teachers include: Ability to Motivate High Academic Engagement and Competence Most students were engaged in academic activities most of the time, even when the teacher left the room. Ability to Motivate High Academic Engagement and Competence Most students were engaged in academic activities most of the time, even when the teacher left the room. Excellent Class Management Teachers in the most effective classrooms managed student behavior, student learning, and instructional aides and specialists well, using a variety of methods. Excellent Class Management Teachers in the most effective classrooms managed student behavior, student learning, and instructional aides and specialists well, using a variety of methods. Ability to Foster a Positive, Reinforcing, Cooperative Environment Ability to Foster a Positive, Reinforcing, Cooperative Environment These classrooms were positive places. The rare discipline problems were handled constructively. Students received a lot of positive reinforcement for their accomplishments, both privately and publicly, and students were encouraged to cooperate with one another. These classrooms were positive places. The rare discipline problems were handled constructively. Students received a lot of positive reinforcement for their accomplishments, both privately and publicly, and students were encouraged to cooperate with one another. Teaching Skills in Context Word-level, comprehension, vocabulary, spelling, and writing skills were typically taught in the context of actual reading and writing tasks. Teaching Skills in Context Word-level, comprehension, vocabulary, spelling, and writing skills were typically taught in the context of actual reading and writing tasks. An Emphasis on Literature The students selected books from extensive classroom collections. The teachers read literature and conducted author studies. An Emphasis on Literature The students selected books from extensive classroom collections. The teachers read literature and conducted author studies. Much Reading and Writing Teachers set aside 45 minutes for language arts, providing long, uninterrupted periods for reading and writing. Both the students and teacher read daily to themselves, to a buddy, to a group, to an adult volunteer, or to the class as a whole. Everyone wrote daily in journals. Much Reading and Writing Teachers set aside 45 minutes for language arts, providing long, uninterrupted periods for reading and writing. Both the students and teacher read daily to themselves, to a buddy, to a group, to an adult volunteer, or to the class as a whole. Everyone wrote daily in journals. A Match between Accelerating Demands and Student Competence The teachers set high but realistic expectations and consistently encouraged students to try more challenging (but not overwhelming) tasks. A Match between Accelerating Demands and Student Competence The teachers set high but realistic expectations and consistently encouraged students to try more challenging (but not overwhelming) tasks. Encouraging Self-Regulation Teachers taught students to self-regulate, encouraging students to choose appropriate skills when they faced a task rather than wait for the teacher to dictate a particular skill or strategy. Encouraging Self-Regulation Teachers taught students to self-regulate, encouraging students to choose appropriate skills when they faced a task rather than wait for the teacher to dictate a particular skill or strategy. Connections across Curricula Teachers made explicit connections across the curriculum—providing students with opportunities to use the skills they were learning. Reading and writing were integrated with other subjects. Connections across Curricula Teachers made explicit connections across the curriculum—providing students with opportunities to use the skills they were learning. Reading and writing were integrated with other subjects. More information at The Effective Teacher More information at The Effective Teacher More information at The Effective Teacher More information at The Effective Teacher

7. What is Direct Instruction?

8. Direct instruction is a systematic instruction for mastery of basic skills, facts, and information. Direct instruction is a systematic instruction for mastery of basic skills, facts, and information. Basic skills are clearly structured knowledge that is needed for later learning and that can be taught step by step. Basic skills are clearly structured knowledge that is needed for later learning and that can be taught step by step. In other words it refers to a rigorously developed, highly scripted method for teaching that is fast-paced and provides constant interaction between students and the teacher. In other words it refers to a rigorously developed, highly scripted method for teaching that is fast-paced and provides constant interaction between students and the teacher. http://www.jefflindsay.com/EducData.shtml http://www.jefflindsay.com/EducData.shtml http://www.jefflindsay.com/EducData.shtml

9. In other words it refers to a rigorously developed, highly scripted method for teaching that is fast- paced and provides constant interaction between students and the teacherIn other words it refers to a rigorously developed, highly scripted method for teaching that is fast- paced and provides constant interaction between students and the teacher This framework includes four major stages: (1) you explicitly show students how to use the skill or strategy, (2) students practice the skill under your supervision--and you give frequent corrective feedback and praise, (3) students use the skill independently in real academic situations, and (4) students use the skill in a variety of other settings or situations ("generalization").This framework includes four major stages: (1) you explicitly show students how to use the skill or strategy, (2) students practice the skill under your supervision--and you give frequent corrective feedback and praise, (3) students use the skill independently in real academic situations, and (4) students use the skill in a variety of other settings or situations ("generalization"). http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/dirinstr.shtml

10. Features of Direct Instruction Teacher’s classroom management is especially effective and the rate of student interruptive behavior is low. Teacher’s classroom management is especially effective and the rate of student interruptive behavior is low. include time at the end of the period for students to do activities of their choosing. The teacher may finish the description of the hour’s activities with: “And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for other classes.” The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. The students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour. include time at the end of the period for students to do activities of their choosing. The teacher may finish the description of the hour’s activities with: “And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for other classes.” The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. The students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour. http://www.honorlevel.com/x47.xml

11. Features of Direct Instruction cont. The teacher insures that as many students as possible achieve good learning progress by carefully choosing appropriate tasks The teacher insures that as many students as possible achieve good learning progress by carefully choosing appropriate tasks Teacher maintains a strong academic focus and uses available instructional time intensively to initiate and facilitate students’ learning activities. Teacher maintains a strong academic focus and uses available instructional time intensively to initiate and facilitate students’ learning activities.

12. What are some ways teachers communicate their expectations?

13. Two kinds of Expectation Effects Pygmalion effect or Self-fulfilling prophecy: a groundless expectation that is confirmed because if has been expected. Pygmalion effect or Self-fulfilling prophecy: a groundless expectation that is confirmed because if has been expected. Sustaining expectation effect: student performance maintained at a certain level because teachers don’t recognize improvements. Sustaining expectation effect: student performance maintained at a certain level because teachers don’t recognize improvements.

14. Sources of Expectation Intelligence test scores Intelligence test scores Gender Gender Previous Teachers Previous Teachers Medical/Psychological reports Medical/Psychological reports Ethnic background Ethnic background Brothers/Sisters Brothers/Sisters Student’s attractiveness Socioeconomic class After school activities Extra Curricular activities Previous behaviors or performances

15. Do Teacher Expectations Really Effect Student Achievement? Hard to say Hard to say Very hard to measure and set up an ethical study Very hard to measure and set up an ethical study Teachers do form beliefs about students Teachers do form beliefs about students Depends on age (younger more at risk) Depends on age (younger more at risk) Low expectations can lead to inadequate teaching Low expectations can lead to inadequate teaching

16. So What Do We Do? Use cumulative folder information carefully Use cumulative folder information carefully Be flexible in grouping strategies Be flexible in grouping strategies Make sure all students are challenged Make sure all students are challenged Be careful how you respond to low achieving students Be careful how you respond to low achieving students Use materials for a wide variety of ethnic Use materials for a wide variety of ethnic groups groups Be fair in discipline Communicate that all students can learn Involve all students in learning task and privileges Monitor your nonverbal behavior Don’t stereotype

17. How can Teacher expectations affect student learning? Two Kinds of expectation effects: Pygmalion effect: Self fulfilling prophecy : students behavior becomes to match that of the teachers expectations. Sustaining Expectation Effect: Teachers don’t recognize improvement therefore sustaining student’s achievement at one level.

18. Expectations Teachers may have for Students… Intelligence and IQ tests Intelligence and IQ tests Sex – many teachers expect higher behavior problems from boys and higher academics from girls – higher expect from attractive students Sex – many teachers expect higher behavior problems from boys and higher academics from girls – higher expect from attractive students Notes/records from previous teachers Notes/records from previous teachers SES – expect less of lower class students SES – expect less of lower class students Extra Curricular activities – teachers expectations are higher of students who do more Extra Curricular activities – teachers expectations are higher of students who do more

19. Do Teacher expectations really affect Achievement? Studies show teachers do form beliefs about student’s capabilities and favor certain students. (Babad 1995,Rosenthal 1997) Studies show teachers do form beliefs about student’s capabilities and favor certain students. (Babad 1995,Rosenthal 1997) Teachers tend to overestimate students they find interesting and independent Teachers tend to overestimate students they find interesting and independent Teachers tend to underestimate students they find immature and anxious Teachers tend to underestimate students they find immature and anxious Now student is facing low expectations and inadequate teaching Now student is facing low expectations and inadequate teaching

20. Teacher Behavior & Student Interaction… Ability grouping can have negative affects – “blue group will find this hard” Ability grouping can have negative affects – “blue group will find this hard” Teacher is telling the students that they lack ability and “not understanding” is the goal they interpret. Teacher is telling the students that they lack ability and “not understanding” is the goal they interpret. Teachers may not give certain work because they think some students can’t handle it – sustaining effect. Teachers may not give certain work because they think some students can’t handle it – sustaining effect.

21. Teacher/Student Interactions… Quantity and quality of student/teacher interaction is important. Quantity and quality of student/teacher interaction is important. Teachers ask higher expectation students - harder questions, give more prompts, give benefit of doubt when almost right. Teachers ask higher expectation students - harder questions, give more prompts, give benefit of doubt when almost right. Lower expectation students – ask easier questions, less time for response, less prompts, less praise Lower expectation students – ask easier questions, less time for response, less prompts, less praise Guidelines for avoiding these problems: Be flexible, be fair, challenge everyone, believe in all students…..Page 450 Guidelines for avoiding these problems: Be flexible, be fair, challenge everyone, believe in all students…..Page 450

22. Work Cited http://www.ed.gov/inits/americareads/educators_effteach.html http://www.ed.gov/inits/americareads/educators_effteach.html http://www.ed.gov/inits/americareads/educators_effteach.html http://www.jefflindsay.com/EducData.shtml http://www.jefflindsay.com/EducData.shtml http://www.jefflindsay.com/EducData.shtml http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/dirinstr.shtl http://www.honorlevel.com/x47.xml