1. Elements of Learning S tudent C ontent T eaching

2. Elements of Learning These elements are always present. These elements are always present. An overall balance is best. An overall balance is best. Juggling the elements is part of the art of teaching. Juggling the elements is part of the art of teaching. S tudent C ontent T eaching

3. Warning! S tudent C ontent T eaching Don’t let the lesson become unbalanced. Don’t let the lesson become unbalanced. Watch out for the pitfalls... Watch out for the pitfalls...

4. Teaching Dominated Beware: The Spellbinding Instructor Too teacher centered. Too teacher centered. Students enjoy the teacher but may not remember what is taught. Students enjoy the teacher but may not remember what is taught. The content may be overpowered and the student unconnected. The content may be overpowered and the student unconnected. T S C

5. Content Dominated “ Cover the Lesson, No Matter What!” Emphasis on getting through the lesson at all costs. Emphasis on getting through the lesson at all costs. Doesn’t matter whether students are learning. Doesn’t matter whether students are learning. Disconnect between content, students, and teacher. Disconnect between content, students, and teacher. C T S

6. Student Dominated Pooling Ignorance Too student centered. Too student centered. Class is not on topic – easily distracted. Class is not on topic – easily distracted. Everyone gets along, but nothing is learned. Everyone gets along, but nothing is learned. S C T

7. Think it Over... Do you recognize any imbalances in your own teaching style? Do you recognize any imbalances in your own teaching style? Can you think of some times when you’ve observed one or more elements out of balance? Can you think of some times when you’ve observed one or more elements out of balance?

8. Overcoming Teacher Domination Use a lesson plan and stick to it. Use a lesson plan and stick to it. Select activities where the students explore content with minimal teacher interaction. Select activities where the students explore content with minimal teacher interaction. Make the content interesting. Keep personal anecdotes to a minimum. Make the content interesting. Keep personal anecdotes to a minimum. What other ideas do you have? What other ideas do you have? T

9. Overcoming Runaway Content Build flexibility into the lesson plan and schedule. Build flexibility into the lesson plan and schedule. Be sensitive to whether students are “getting it.” Are they paying attention? Are they engaged? Interested? Be sensitive to whether students are “getting it.” Are they paying attention? Are they engaged? Interested? Check in with students during presentation to see if they are grasping the content. Check in with students during presentation to see if they are grasping the content. Consider informal “mid- lesson assessments.” Consider informal “mid- lesson assessments.” Other thoughts? Other thoughts? C

10. Avoiding the Student Stampede Be consistent about classroom expectations: start/stop times, when it’s ok to speak, doing exercises, etc. Be consistent about classroom expectations: start/stop times, when it’s ok to speak, doing exercises, etc. Be firm about staying on task and on subject. Be firm about staying on task and on subject. Keep a “parking lot” for student questions and issues that are irrelevant to the lesson but need following up later. Keep a “parking lot” for student questions and issues that are irrelevant to the lesson but need following up later. What else might help? What else might help? S

11. Questions? Discussion? S tudent C ontent T eaching