Components of Effective Teaching

Components of Effective Teaching

(Reference: Principles and Strategies of Teaching by Acero et.al pp 1-14)

Prepared by : CADACIO,JAY M. BISCAST-SLP-B

1

The TeacherPersonal and Professional Traits

RolesManager, counselor, motivator, leader, model, public relations officer, parent surrogate, facilitator, instructor

2

The LearnerThe child as a biological organism with needs, abilities, and goals;

The social and psychological environment;

Cultural forces of which he is a part .

3

The Classroom

Activities are well organized

Mutual sharing of responsibilities in maintaining a state of order and democratic living

Pleasant and hygienic conditions prevail

Physical environment Location, shape, size, construction of the room

Furniture in the room

Instructional supplies or resources for learning

Provisions for lighting, heating, ventilating

Acoustics of the room

Provisions for sanitation, cleanliness, orderliness

Intellectual ClimatePatterns of behavior

Interaction pattern

Qualities of interaction

Attributes that help learners think clearly, critically, and creatively

Social ClimateAutocratic teacher centered

Laissez-faire Learner operates as an individual

Strives for recognition of his own achievement

Develops little regard for the rights & accomplishments of others

Democratic Goals are established by group participation

Teamwork is fostered

Teacher as a guide

Leadership is open to all

Emotional ClimateEmotional adjustment and mental health of learners

4

The Curriculum

The blueprint or master plan of selected and organized learning content

Actual implementation of plan through simulated experiences in the classroom

Academic CurriculumFormal list of courses offered by a school

Extra CurriculumPlanned but voluntary activities sponsored by a school (sports, drama, social clubs)

Hidden CurriculumUnplanned learning activities that are natural by-product of school life (how to cope with school bureaucracy, boredom, etc.)

5

Materials of Instruction

Various resources available for teachers and learners which help facilitate instruction and learning

Two-dimensional materials (any visual appearing to have height and weight)Flat pictures

Graphics

Three-dimensional materials (have depth or thickness in addition to h-w)Model Diorama

Realia Puppets

Mock-up

Audio-recording materials (experiences of pure listening)Recordings

Radio

Projected materials (enlarged on a viewing screen)Still projection

Motion Pictures

Educational television

6

Administration

The organization, direction, coordination, and control of human and material resources to achieve desired ends.

Seeing that all money is economically expanded and accounted for

Preparing the school budget

Selecting and purchasing school sites

Planning, erecting, and equipping school buildings

Operating the school plant and keeping it in an excellent state of repair

Selecting, training, and supervising teachers

Providing supplies, textbooks

Assisting in curriculum construction

Organizing and instructional program

Keeping the public informed of the aims, accomplishments, and needs of the school

Keeping school records and accounts

DOMAINS OF A TEACHER:

Social regard for learning- the teacher should be a role model of the student

Learning environment

teacher should create a conducive environment.

Atmosphere in the classroom

Intellectual climate

Diversity of learning

Teachers acknowledges that students have diff. backgrounds

Curriculum

Teachers should be knowledgeable about the topic

Community linkages

Being able to link with the stakeholders

We link to the community for us to know the needs of the community

Planning, Assessing, Reporting

Planning the lessons & activities inside the classroom

Assessing/ evaluating

Assessing is performance based, how to prepare rubrics 5,4,3,2,1,0

Reporting is giving feedback. Example: conduct home visitation, give back test papers, PTA meetings

Personal growth and professional development

Teachers should not stop learning Ex: recollection

3 MAIN CHARACTERISTICS OF A TEACHER:

Subject matter knowledge- what to teach

Pedagogical knowledge- how to teach

Sense of efficacy- good rapport with the students or know your students

Principles of Good TeachingBasic Principles of Todays Teaching

1. Active Learning

2. Many Methods

3. Motivation

4. Well-Balanced Curriculum

5. Individual Difference

6. Lesson Planning

7. The Power of Suggestion

8. Encouragement

9. Remedial Teaching

10. Democratic Environment

11. Stimulation

12. Integration

13. Life-like Situation

14. Independence

Children learn by doing.

Learning should be gradual and continuous, not discrete.

Motivation should be intrinsic and natural, not artificial.

The child can best be educated as a whole, as a unit organism.

Instruction should be adopted to individual needs.

Education means improving the quality of learning.

Learning depends upon the childs ability.

Teacher-student and inter-student relationships should be cooperative

Learning comes through sense impressions.

Natural social settings should constitute learning situations

Writing Lesson Objectives

Other terms for instructional objectives

Performance

Learner

Behavioral

Specific (objectives)emphasis on the student outcomes manifested in behavior

Process objectivesFocus on mental skills: observation, organization, categorization, evaluation, drawing inferences

Enabling objectivesInclude task analysis: breaking a complex task into a logical sequence of steps to achieve the intended outcome

Characteristics of Performance ObjectivesSMARTSpecific, Measurable, Attainable, Result-oriented, Reliable, Realistic, and Time-bounded, Terminal

Taxonomy of Instructional Objectives

CognitiveKnowledgeRecall facts, concepts, and generalization

ComprehensionCheck understanding of information learned

ApplicationApply information in performing concrete actions (ex: writing, reading, handling equipment)

AnalysisExamine factual content in order to solve problems

Divide information into component parts

Utilize inductive and deductive learning

SynthesisBring to bear information from various sources to create a product, a pattern or structure

(written, oral, practical)

EvaluationApply a standard in making a judgment on the worth or something (decision-making skills, action, design)

Affective

ReceivingShow willingness to attend to a particular classroom stimuli in the learning environment

RespondingRequire active participation based on the stimuli

ValuingDisplay definite involvement or commitment toward some experience

OrganizationIntegrate a new value into their general set of values and give its proper place in a priority system

Characterization by ValueAct consistently according to the value and is firmly committed to the experience

Taxonomy of Instructional Objectives

Psychomotor

Reflex MovementsOccur voluntarily in response to stimuli

Basic Fundamental MovementsHas innate movement pattern from from a combination of reflex movements

Perceptual AbilitiesTranslate stimulus received through the senses into appropriate desired movements

Physical AbilitiesDevelop basic movements that are essential to the development of more highly skilled movements

Skilled MovementsDevelop more complex movements requiring a certain degree of efficiency

Non-discursive Communicate through body movement

_______________

References

1. Salandanan, Gloria. Teaching and the Teacher (pp 89-93).

2. Corpuz & Salandanan. Principles and Strategies of Teaching (pp84-90).

Methods and Techniques of Teaching

EXPOSITORY VS EXPLORATORY STRATEGY

Expository StrategyExploratory Strategy

Less delivery time

Utilizes expositive strategies such as:

Direct teaching

Deductive proces

Teacher controlled method

Less students involvement:

Passive Active

More delivery time

Utilizes discovery strategies such as:

Inquiry teaching

Inductive process

Teacher facilitated methods

High student involvement

Active Interactive

(Notes from: COI Workshop 2003, AdDU)Expository Teaching

WhatWhen to useSteps

Expository or

Didactic MethodA telling method where facts, concepts, principles, and generalization ore stated, presented, defined, interpreted by the teacher, and followed by the application or testing of these concepts, principles, and generalizations in new examples generated by students. When there is an immediate need of a relevant information to make students understand a part in the lesson

When information is not available and time can be saved by the teacher directly telling it

When an idea or principle can be best learned only by explanation

When the source material is not accessible to the studentsExpository Teaching of Concepts

1. Teacher presents concepts and definition

2. Teacher presents and links concept with related higher concepts

3. Teacher presents positive and negative examples

4. Students classify examples as either positive or negative

5. Students provide additional examplesExpository Teaching Principles and Generalization

Teacher states rules, principles and generalizations

Teacher explains concepts with a principle or generalization

Teacher presents positive and negative examples

Students classify and explain examples, either positive or negative

Students provide additional examples

(Notes from: COI Workshop 2003, AdDU)Expository Teaching

WhatWhen to useSteps

DemonstrationTelling and showing method performed usually by a teacher or a trained student while the rest of the class become observers When process is significant but apparatus need is limited

When school lacks facilities for every student

When equipment is too expensive, sophisticated, dangerous

When lesson requires skill in investigative procedure or technical know how1

2

3

4

5Preparation, motivation, clarifying objective

Explaining concept, theory, process,

Demonstration of correct process involved in a theory or performance

Discussion/Practice

Feedback on elements of process

Transfer to real world

Deductive TeachingProcess of teaching that starts with a rule or general statement that is applied to specific cases/examplesWhen pupils re asked to:

test a rule or further develop it

answer questions

solve problems by referring to laws, principles, and theories

1. Statement of the problem

State real life cases, situations, problems

2. Statement of a generalization or rule

Recall two or more generalizations, rule, definitions, or principle

Select one which will be the solution to the problem

3. Apply the rule

1. Test the rule to specific cases or problems

4. Further verification of the rule

Try our the rule using other examples

Determine the validity of the inference by consulting accepted authorities

Experiential Methodologies : Exploratory

WhatWhen to UseSteps

Inductive Teaching An exploratory method of logic when one arrives at a fact, principle, truth, or generalization

Studying: observing, comparing, many instances or cases in several instances to discover the common element and form of generalization

Formulating conclusion, a definition, a rule, a principle or formula based on knowledge of examples and details

When the rule, concept, truth, principle, or generalization is important enough to justify the time devoted to the lesson

When the pupil has the ability to form and state the rule, principle, truth, or generalization by themselves through comparison and abstraction of instances1

2

3

4

5Preparation:

Set an apperceptive basis by reviewing old facts or lessons that can be utilized as background for the new

Motivate by arousing the need to achieve the objective

State the aim which may be in the form of a problem or goal statement

Preparation = present specific cases, instances, and examples to the class

Comparison and Abstraction = discover and identify the common elements among the specific cases

Generalization = state the common element deduced from the specific instances/examples as a concept, a generalization, a rule, a definition, a principle, or formula

Application = use the learned concept, generalization, rule, and principle in new situations.

Discovery Teaching Thoughts are synthesized to perceive something that the individual has now known before

Learner gets directly involved in learning

Learning is a result of the learners own internalized insight, reflection, and experience.Deductive discovery:

Presenting a main idea that can be checked against evidence

Finding supporting evidences or examples for the main idea

Stating why the evidence is supporting the main idea

Finding other evidence or proof of the main ideaInductive Discovery:

Presenting the following = specific examples, instances for observation, discussion

Identifying attributes of the common elements

Discussing the elements among given examples

Stating the main idea based on the common elements

Checking the main idea against new examples

(Notes from: COI Workshop 2003, AdDU)Experiential Methodologies : Exploratory

WhatWhen to UseSteps

Problem-Solving Method Problem is a felt difficulty in a situation that needs to be removed

Problem solving is any purposeful activity that will remove a recognized difficulty or perplexity in a situation through the process of reasoningWhen the goal is:

To sharpen the power to think, reason, and create a new idea

To learn how to act in difficult situations

To improve judgments1 Identification and recognition of the problem

2 Discussion of key elements of the problem

3 Statement of hypothesis/proposal of solution(s)

4 Collection and interpretation of related evidence(s)

5 Critical evaluation of suggested solutions

6 Verification of accepted solution(s):

If acceptable use the solution to solve the problem

If not, prepare another solution

Project MethodA significant practical unit of an activity of a problematic nature carried on by students in a lifelike manner and natural setting. It may be construction, an employment, a problem,

or a learning project When problems in life situation exist

When learners initiate and impose the tasks on them

When time and materials are available

When there is a decided advantage over the other methods in meeting the needs

When training in cooperation, perseverance, open-minded, creativity is need.1 Purposing = determining goals and activities cooperatively

2 Planning = deciding on the activities

3 Executing = carrying out activities

4 Evaluating = judging the finished projects/results against the goals

Laboratory MethodA set of first learning activities wherein the individual investigates a problem conducts experiments, observes processes, or applies theories and principles in a simulated setting To cultivate students skills in the basic science processes

To enhance higher order thinking skills

To induct learners to scientific processes Preparation = motivation, goal setting, orientation

Supervised work = working on the problem

Culmination = organizing findings

Reporting findings = communicating results

Inquiry teachingLearners are confronted with a puzzling situation and are let to enter into investigative work to solve the problem Step 1 = presentation of a problem/puzzling situation (by a teacher, class, learners themselves)

Step 2 = defining the problem (list questions)

Step 3 = Gathering and appraising information

Step 4 = Gathering information (answer questions)

Step 5 = Drawing conclusions

Step 6 = Evaluating (conclusions, answers to questions, thinking processes used0

REFLECTIVE TEACHING as Experiential Learning Cycle

(Notes from: COI Workshop 2003, AdDU)

Reflective Teaching An on-going process that enables individuals to continually learn from their own experiences by considering alternative interpretations of situations, generating and evaluating goals, and examining experiences in the light of alternative goals and hypothesis

A teaching approach that brings the individuals to continually learn form their experiences through thoughtful analysis of their own experiences, actions, decisions, beliefs in the light of alternative goals and hypothesis

The act of teaching that focuses thought on certain phenomenon through inspection, introspection, and analysis

Stages

Instructional Activities

1. Concrete ExperienceIdentify problematic situation

2. Observation & AnalysisObservation:

Gather information about the experiences, beliefs, values, intentions, attitudes, feelings, and actions

Describe the experience in a multidimensional and comprehensive way

Analysis:

Reflective analysis of the experience by individual and group

Examine both actions/outcomes

3. Abstraction Re-conceptualizaiton Active and self-directed search for new ideas and new strategies

Reshape theories

Engage in creative self-definitional approach

Test assumption and new conceptualizations

METACOGNITIVE TEACHING APPROACHES

(Notes from: COI Workshop 2003, AdDU)WhatA teaching approach where learners are trained to become aware of and exert control over their own learning by using metacognitive processes

HowThrough the use of the following metacognitive processesPlanning= deciding what my goals are and what strategies to use to get there

Deciding = what further knowledge or resources I need

Monitoring progress along the way = am I going in the right direction?

Evaluating = when I have arrived; and

Terminating = when the goals have been met

StrategyHeuristic or Self-questioning Before = when you are developing the plan of action, ask yourself: What in my prior knowledge will help me with this particular task?

In what direction do I want my thinking to take me?

What should I do first?

How am I reading this selection?

How much time do I have to complete this task?

During = when you are maintaining/monitoring the plan of action, ask yourself: How am I doing?

Am I on the right track?

How should I proceed?

What information is important to remember?

Should I move in a different direction?

Should I adjust the pace depending on the difficulty?

What do I need to do if I do not understand?

After = when you are evaluating the plan of action, ask yourself: How well did I do?

Did my particular course of thinking produce more or less than I had expected?

What could I have done differently?

How might I apply this line of thinking to other problems?

Do I need to go back through the task to fill in any blanks in my understanding?

Developing Metacognitive AwarenessKnowing when you know Guide student in the use of reading, writing, and reasoning process

Repeat successful experience with the process

Knowing what you know What is known when you know

Awareness of acquired knowledge and understanding

Knowing what you need to know Subjects/concepts can be studied at multiple levels of sophistication

Push boundaries of knowledge as far as one can

Learning processes (reading, writing, reasoning) grow as the learner grows:

Becoming more selective as information becomes more dense

Becoming more creative in the blend of resources

Becoming more elaborative in the synthesis of ideas

COOPERATIVE LEARNING STRATEGY

(Notes from: COI Workshop 2003, AdDU)A type of group work in which two or more students interact with the common goal or mastering specific academic materials.

Two Essential Components:

Cooperative Tasks

Cooperative Incentive structure:

Students are encouraged and motivated to help one another to learn rather than compete against each other.

They are dependent upon the efforts of one another to achieve success.

They are rewarded on the basis of learning of all team members

Sample Approaches:

STAD Student Teams Achievement Approach (Slavin)

1 Academic information are presented each week through verbal text.

2 Students are divided into learning teams or four members (heterogenous)

3 Team members help one another to master the academic materials using worksheets, tutoring, quizzing one another, and team discussion

4 Quizzes are administered weekly/biweekly and scored and each student is given improvement score.

5 Improvement scores exceed the students past averages

6 Individual improvement scores are added to give a team score

7 Team success is acknowledged through short newsletter containing the learning outcomes

Jigsaw I (Dronson, etal)

1 Student is assigned to heterogenous study home teams

2 Academic material divided into clearly defined sections is presented to the students in text form

3 Within each team, one student is responsible for mastering a section

4 The teams split into specialist group, student responsible for section materials meets with corresponding students from other groups.

5 Each member of the specialist group helps one another in the same materials referred to as task specializations

6 Each student in the specialist group returns to his home team and teaches other members of the teams

7 Following home teams discussions are quizzes given individually

DISCUSSION TECHNIQUES

(Notes from: COI Workshop 2003, AdDU) Panel informal discussion of a topic by a group of four to six students led by a chairman. Each student gives a key opening statement about the topic.

Symposium more formal setting than a panel discussion points representing views of different people.

Forum similar to panel in which a group of five to six students take turns in discussion with the class topics on hand

Round Table five to six students seated around a table discuss a topic/problem among themselves and with the other class members

Buzz session four to seven students meet together to share each others opinions, viewpoints, and reactions without formal preparations

Brainstorming class members are tasked to share ideas regarding an issue, plan, or project. All suggestions are recorded. Decisions are made later by the whole class

.

Debate formal speeches and rebuttal by sets of members of two opposing teams

Simulation Discussion Techniques

(Notes from: COI Workshop 2003, AdDU) Role playing class members are assigned or adapt certain roles simulating a situation Socio-drama portrayal of special scenes from history or literature Jury trial technique a simulation of court room procedure which engaged the students in research and a panel in the discussion of an issue

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CLASSROOM MANAGEMENT

Definition:

Administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of the classroom, general housekeeping, and the social relationships of pupils. (CV Goods Dictionary of Education)

Includes operation and control of activities (seating, attendance, use of instructional materials, classroom courtesies); requires planning and foresight. (Lardizabal, 1991)

Among the methods/approaches discussed, which teaching method/s is use in Guided/Exploratory Approach?

a. Direct Instruction

b. Deductive Method

c. Inductive Method

d. both b & c

Which of the following method will you used to verify a certain findings and to make the learners handle apparatus properly?

1) Textbook method

2) Laboratory method

3) Field trip method

4) Project method

6. The ________ method is utilized if the learners are trained to do creative products.

1) Project

2) Case study

3) Field trip

4) Simulation

7. If the material is dangerous for the learners to handle, which of the following method will you use?

1) Textbook

2) Group discussions

3) Lecture-demonstration

4) Eclectic

8. Which method is used to develop scientific inquiry among the learners?

1) Project

2) Case study

3) Problem solving

4) Simulation

9. The ________ method is used to find out the learners knowledge about a certain topic assigned to them.

1) Independent study

2) Textbook

3) Lecture

4) Question and answer

10. The ________ approach is utilized when the learners are trained to ask intelligent question.

1) Process

2) Discovery

3) Inquiry

4) Value certification

This method of teaching presents a general concept by first defining it and then providing examples or illustrations that demonstrate the idea until it achieve the concept mastery.

a. Inductive b. Deductive c. Directive d. Demonstrative. Direct Instruction is more appropriate when

a. cooperative learning is not an option.

b. the teacher needs to arouse or heighten student interest.

c. attempting to achieve content mastery and overlearning of fundamental facts.

d. both b and cMethod

A series of related and progressive acts performed by a teacher and students to achieve the objectives of the lesson

Approach

Ones viewpoint toward teaching

Technique

The personal art and style of the teacher in carrying out the procedure

Strategy

Set of decisions to achieve an objective that results in a plan

Instructional Tactics

Instructional Activities

Delivery Mode

Conditions under which instruction is to be offered to the learner

Media

Manner through which an instructional message is communicated

Types of Lesson

Review Lesson

Motivation

Arousing the need for the skill or activity

Focalization

Focusing learners attention on the specific facts, habits, or skills to be drilled on

Repetition of Attention

Repeating learning materials meaningfully

Application

Using what has been learned in new situation

Drill Lesson

Preparation

-define the need review

-specify the purpose of

review

-recall concepts

previously learned

Review Proper/Activities

Use any or a combination of the following:

Problem Solving skill

Comparison Scheme

Concepts Scheme

Activities Scheme

Open book exercises

Imaginative-Creative

Condensing

Selected reference

Reading

Further Application

Use new learning in new situations

Preparation

-review facts

-recall old experiences

related to new lesson

-establish objectives

Development

lead the class to:

examine

analyze

compare

contrast

generalize

observe

judge

direct

something to achieve objectives

Application

Use what has been learned in a new situation or practice activities

Development Lesson

Concrete

Experience

Active

Experimentation

Observation &

Analysis

Abstraction

Re-conceptualization

Assertive Approach

Business-Academic

Behavior-Modification

Group-Managerial

Success

Acceptance

Group-Guidance

Approaches to

Classroom Management

Emotional Climate

Social Climate

Environment

Elements of

Classroom

Management

PAGE 3Educ 222 Principles of Teaching 1

Melanie Jeane C. Galvez