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Effective teaching is a process by which the learning of an individual or a group is managed or facilitated. Five elements are involved, but these are not necessarily steps in a sequence.
1. Learning objectives. Before attempting to teach, it is important to know what is to be taught. Asking "What should the participants be able to do by the end of the session?" determines the learning objective. Learning objectives are stated in performance terms. To "know," "understand," "appreciate," or "value" are slippery words that have no part in good learning objectives. Learning objectives should clearly state what the individual will be able to do as a result of the learning experience.
In a structured teaching situation, it is wise to write down the learning objectives as guidelines to the instructor. The objectives usually will determine the content of the instruction. In casual situations or "opportunity teaching," the objectives might not be written but should be clearly in the mind of the instructor.
2. Discovery. A discovery is any sort of happening that has three results.
Knowledge is confirmed. People discover what they do know. Until then they might not have been sure.
The need to know is established. People discover that they do not know something they must know if they are to be successful in what they want to do.
Motivation is instilled. Participants discover the desire to learn more.
Sometimes a discovery just happens. An alert leader can turn this happening into a learning experience. This is referred to as "opportunity teaching." In more structured teaching, an instructor often will set up a discovery as the introduction to a learning activity. A discovery can be simply a leading question, or more complicated as in dramatic role-playing.
3. Teaching-learning. Once the discovery has shown what the person already knows. The instructor has choices to make.
The person knows and can do what is desired. The learning objectives have been met.
Subtract what the person knows from what is desired and work on what the person needs to know.
Give the full instruction session. The participant will learn what he or she needs to know and will review what is already known.
Teaching involves a variety of communication techniques. We learn principally from hearing (lecture, discussion, conversation, dramatization), seeing (reading, displays, visual aids, demonstrations), and doing (trial and error, experimenting, copying the acts of others). As each task, skill, or idea is broken down into simple steps, the learner can confirm what he or she now knows, needs to know, and wants to know. Thus, learning is actually a series of discoveries. Each step should lead to some success--it is important to keep the person encouraged that progress is being made.
4. Application. Each individual should have an immediate chance to apply what has been learned. Application must be deferred in some situations, but immediate application is more desirable.
In attempting to apply what has been learned. Another discovery likely will occur, which leads to new learning objectives, more teaching and learning, and further application.
5. Evaluation. Essentially, evaluation is a review of what happened to see if the learning objectives were met. In a teaching situation, we are always checking to see. "Did it work? Do 1 understand? What do I do next?' In effect, the evaluation itself often becomes another discovery.
Recycling. If evaluation shows that the person has not learned what was to be taught, there is a need to recycle-teach it again. The approach may be changed, the steps simplified, or the explanation more detailed, or the learning objectives might need to be changed.
Research has shown that learning is most effective when it is self-directed. The more deeply a person can be involved in his or her own learning, the more that individual will learn and the longer he or she will retain what has been learned. Teach from the point of view of the student--not the teacher. Be sure that personal objectives are met before dealing with organizational objectives. Move from what is known to what is unknown. From what is simple to what is mole complex.
The Effective Teacher is only effective when he/she:
Is prepared and organized.
Has a broad and thorough knowledge of her or his field and stays current in it.
Has a sense of humor and uses it.
Loves and is enthusiastic about her or her subject and about teaching.
Stays physically healthy.
Tries new things, learns from experience, and changes as needed.
Is approachable and accessible.
Cares about his or her students and their success.
Is sincere, responsive, patient, encouraging, and flexible.
Actively listens to students.
Classroom atmosphere and communications
The teacher:
Facilitates interaction among the students as part of the learning process.
Connects with students by knowing their names, listening to them, and being aware of their differing learning styles.
Creates a stimulating, interactive environment in which students are comfortable learning.
Creates a respectful, “safe” atmosphere that enables communication by fostering respect between students and teacher and between student and student.
Clearly states expectations and explains students’ accountability.
Assesses student and teacher performance frequently.
Uses humor.
Effective teaching strategies
The teacher:
Sets clear goals and has high but realistic expectations of students.
Provides timely, supportive, useful feedback and assessment of various kinds.
Uses a variety of tools to reach different types of student learners: overhead transparencies, Power Point, chalkboard, slides, movies, maps, movement, recordings, etc.
Provides practical, “real-world” examples of concepts.
Uses anecdotes and humor to convey information.
Provides opportunities for students to apply their knowledge and practice what they have learned.
Provides opportunities for students to work together.
Revisits concepts throughout the course, connects new information with information conveyed earlier, and restates and repeats as needed.
Adapts teaching style and delivery techniques to suit different classes and various learning styles.
Speaks clearly and precisely and is organized and enthusiastic in presenting material.
Structures the learning experience but also promotes creative and critical problem solving.
Tells students what their shared responsibility in the learning process entails.
Maintains high standards while helping students meet them.
Effective Teaching Strategies
1. Objectives & Standards: The teacher should know what OBJECTIVES and STANDARDS of performance are to be expected, and the pupils should be informed about these objectives and standards.
2. Set: This purpose of this element is to “get” and “focus” student attention to the lesson. The teacher literally attempts to create receptive minds.
3. Teaching: This element includes the components of input, modeling, and checking for understanding. Each of these components can incorporate a multitude of method and techniques.
4. Guided Practice: This is an opportunity for students to grasp and develop the concept through participation in activity or exercise. This element is most effective if students are continuously monitored by the teacher for the purposes of time-on-task and assessment of learning. Immediate feedback (peer or teacher) is powerful at this point in the lesson.
5. Closure: This purpose of this element is to help students “bring things together in their own minds”. Good closure allows the brain to secure the “parts” of the concept or skill as a “whole”. It’s similar to the experience of stepping back and gazing at the whole picture created when the final piece of a puzzle is in place!
6. Independent Practice: This primary purpose of this element is to reinforce the content or skill that was mastered in the lesson. Independent practice of the concept or skill should continue over time and be applied to as many relevant situations as possible. In other words, independent practice should include use of the concept or skill in a context other than the one in which it was learned.
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Read Alouds and Short Text Recorder(manage test prep)Siri Speaks to Me (manage conference notes)
WordPress (manage a class blog)
Test Prep Aids for the Teacher – Pacing(manage test prep)
Make Your Own Buttons (manage student iPad screens)
Gmail to Organize Student Work(manage student work)
I Can’t Live Without… Dropbox (manage resources)
Management Tools on the iPad (manage time and volume )
Pick a Student (manage participation)
Dragon Dictation (manage conference notes)
Hourglass iPad Timer (manage time)
Organize Your iPad Cart (manage resources)
Picture Perfect Behavior (manage behavior)
iPad Name Tags: What’s my number? (manage devices)
Dropbox: Fill it up! (manage resources)
Use Too Noisy for Volume Control (manage volume)
iPad Reference Charts (manage devices)
Random Name Selector (manage participation)
Siri in the Classroom: Homework (manage homework)
Plan for instruction not misbehavior discipline
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