1. 1 Effective Instruction ED 1010

2. “We tend to teach the way we have been taught, not the way we have been taught to teach. Break the cycle.” Peggy Saunders 2

3. 3 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.

4. Learning depends on experiences What experiences do students bring to the classroom? What experiences do you need to provide in the classroom? Could this be different depending on the community? Age of students? Content? 4

5. Learners construct knowledge in an attempt to make sense of their experiences Learners first try to fit new experiences into existing mental frameworks (schemas) – even if they don’t logically (to you) fit If the mismatch is too great, they will construct new frameworks based on their understandings and experiences. The frameworks constructed by students may assist in their learning and understanding or be a stumbling block. 5 http://www.youtube.com/watch?v=VeWjMxY5-Kg&feature=related

6. Knowledge that is constructed depends on and builds on knowledge that learners already possess. As teachers, it’s important to “activate prior knowledge” or help students remember ideas that relate to new knowledge. Teachers need to give students assistance in the accurate construction of knowledge. 6

7. Learning is enhanced by social interaction Social interaction helps students make sense of their world Social interaction helps student refine their understandings. How to do this? Discussions, Think-Pair-Share, etc. 7

8. Learning requires practice and feedback Perfect practice makes perfect – imperfect practice cements misunderstandings. Use feedback to help students arrive at more accurate and sophisticated understandings of the world around them. Lack of independent practice leads to lack of mastery. 8 Turn to a partner at your table and share how you have seen these five cognitive learning principles at work in your own education.

9. Which Cognitive Learning Theory Principle? Mrs. Smith asks her students to talk to their partner about how division of fractions is like division of whole numbers. 9

10. Which Cognitive Learning Theory Principle? Mr. Jones, a fourth grade teacher, takes his students on a field trip to the Bingham Canyon Copper Mine before studying about the influence of mining on Utah history. 10

11. Which Cognitive Learning Theory Principle? Ms. Jones has her students do an experiment with water, alcohol, and ice to evaluate the density of each. 11

12. Which Cognitive Learning Theory Principle? Mr. Ali takes his students writing papers home so he has the time to really read them well and give the students good comments. 12

13. 13 Steps in Effective Instruction Understanding by Design (Wiggins and McTighe) 1. Identify Desired Results 2. Determine Acceptable Evidence 3. Plan of Action OBJECTIVES ASSESSMENTS LESSONS Backwards Design

14. 14 Identify Desired Results Learning Objective –What do you want students to know and be able to do?

15. 15

16. 16

17. 17 Steps in Effective Instruction Understanding by Design (Wiggins and McTighe) 1. Identify Desired Results 2. Determine Acceptable Evidence 3. Plan of Action OBJECTIVES ASSESSMENTS LESSONS Backwards Design

18. 18 Determine Acceptable Evidence How will you know if students “know and can do” the objective? –What types of assessments are there? Alignment: Assessment needs to assess the knowledge or skill listed in the objective

19. 19 Steps in Effective Instruction Understanding by Design (Wiggins and McTighe) 1. Identify Desired Results 2. Determine Acceptable Evidence 3. Plan of Action OBJECTIVES ASSESSMENTS LESSONS Backwards Design

20. 20 Plan of Action What will you, the teacher, do to instruct students to help them be able to accomplish the objective and successfully complete the assessment? Alignment: Lesson needs to teach students the objective explicitly so they can be successful on the assessment.

21. 21 Try It At your table, pick a topic and grade level. Within that topic –Identify something that you, as a teacher, would want students to know and be able to do –Think of what you could do to find out, after or during the lesson, whether or not students know or can do the particular skill or knowledge. –Decide how you might teach it so that students would know the skills or knowledge. MATCHING ACTIVITY

22. 22 Essential Teaching Skills Organization Clear communication Focus Questioning Feedback Review and closure

23. 23 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

24. 24 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

25. 25 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

26. 26 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.

27. 27 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 VIDEO

28. 28 Four Basic Models of Instruction 1.Direct instruction 2.Lecture-discussion 3.Guided discovery 4.Cooperative learning

29. 29 Instructional Model Summary Direct Instruction Designed to teach essential knowledge and skills needed for later learning http://www.youtube.com/watch?v=QwHCvd0Ys48&feature=PlayList&p= E05D896BA45F562F&index=0&playnext=1http://www.youtube.com/watch?v=QwHCvd0Ys48&feature=PlayList&p= E05D896BA45F562F&index=0&playnext=1 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.

30. 30 Instructional Model Summary Guided Discovery Designed to teach concepts and generalizations through the use of examples Provides more teacher guidance and assistance than “pure” discovery 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. http://www.youtube.com/watch?v=Mg7pq6Sgb9g

31. 31 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.

32. 32 Teacher-Centered Versus Learner-Centered Instruction 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