2. Devices
Channel Setting Instructions for ResponseCard RF
1. Press and release the "GO" button.
2. While the light is flashing red and green, enter the 2 digit
channel code (ie. channel 1 = 01, channel 21 = 21).
Channel is 41
3. After the second digit is entered, Press and release the "GO"
button.
4. Press and release the "1/A" button. The light should flash
yellow to confirm.
4. Beyond knowledge of self…knowledge of
why you are teaching:
A well developed educational philosophy
Unpacking your deeply held assumptions
about: what is education, the nature of the
learner, what subjects are most important,
the role of schools in society
5. Pedagogical Content Knowledge
Knowledge of the organization and
presentation of subject matter in a way that
makes it understandable to and applicable by
others
Teachers are able to “psychologize” the
subject matter for students. (Dewey)
Scaffolding from the known to the unknown
(Vygotsky)
6. Knowledge about how Students Learn and
Grow
Educational psychology studies how students
develop physically, socially, and cognitively
Our conceptions of ourselves and of others
develop in a unique way as we interact with
our world…who we think we are, who we
think others are, and what we think is the
purpose of being here
7. Good Teachers Through History
Greece:
Socrates
Plato
Aristotle
The Sophists
8. Good Teachers Through History
Rome
Quintillian
Europe
Erasmus
Comenius
Montessori
9. United States: A Diverse Universe of
Examples
Elizabeth Palmer Peabody
Mary McCleod Bethune
Leonard Covello
Louise Hikel Butterfield
Jonathan Kozol
P’ikea Miyamoto
Donna Graham Harris
Parker Palmer
11. Knowledge of Curricular Content
No Child Left Behind Act defines a “highly
qualified teacher” as: holds at least a
bachelor’s degree, full state licensure, subject
area competence, has passed rigorous state
tests in the subject(s) s/he is teaching
12. The Knowledge Base of Effective
Teachers
Culturally responsive teachers: 1. believe all
students can achieve and succeed, 2. build a
community of learners, 3. build connections
to families and the community, 4.are
continual learners, 5. vary instructional
methods, 6.know their students, 7. are
introspective and reflective
13. Good teachers have
Pedagogical skill to implement teaching strategies…
and pedagogical content knowledge
Reflective skills to analyze and act of teacher-
generated data
Communication and collaboration skills to build
relationships
Management skills to arrange successful learning
environments
Technological skills
14. The attitudes and Dispositions of
Effective Teachers
Star teachers tend to be nonjudgmental, are
not moralistic, not easily shocked, truly listen,
recognize their own weaknesses, don’t see
themselves as “saviors”, network, see
themselves as “winning”, enjoy their
interactions with kids, see their primary
impact as raising kids self esteem and
helping them be more humane, derive
satisfaction of lots of needs teaching kids…
but not power needs
15. Teaching as a Profession
Theoretical Framework
Methodology supported by research
Lifelong learners
Social Institutions
Certification and Accreditation
16. It is most important that a teacher has high
levels of
1. Knowledge that
s/he is teaching the
students
2. Skills in teaching
the subject to the
students
3. Positive
dispositions,
values, attitudes
17. Effective Teachers Employ These Tools
Structure and Clarity
Motivation
High Expectations
Questioning
18. Styles of Teaching on Ends of a Spectrum
Authoritarian – characterized by:
Teacher-Centered
Traditional Structures
Rules-Based
Transmission of Knowledge
Centrality of Teacher Knowledge
19. Styles of Teaching on Ends of a Spectrum
Constructivist, characterized by:
Student-Centered
Democratic, egalitarian ideals
Student experience of learning
Teacher as Learner who Models
20. Styles of Teaching and Management
Constructivism…Alfie Kohn
We punish and reward too much. Student
learning should be motivation in its own right.
Behaviorism…Assertive Discipline….Lee and
Marlene Canter. Use of rewards and
punishments.
21. My most effective teachers were….
0%0%0%
Authoritarian Constructivist Somewhere in the ...
1. Authoritarian
2. Constructivist
3. Somewhere in the
middle
22. Academic Learning Time
This concept is dynamically intertwined with
styles of teaching. It has to do with
curriculum (more on that later), but also how
a teacher thinks about using time available.
Allocated Time
Engaged Time
Academic Learning Time
23. Classroom Management
A direct function of teaching style
Group alerting
“withitness”
Overlapping
Least intervention
fragmentation
24. The Pedagogical Cycle
What is the set of actions, responses,
communications that define activity in the
classroom?
1. Structure
2. Question
3. Response
4. React
26. Questions and Effective Teaching
Learning to Question well is part art, and part
skill:
Lower order questions – factual, naming, etc.
Higher-order questions – evaluate, analyze,
compare, solve a problem….
28. NBTS Description of Effective Teachers
Committed to students and their learning
Know their subject matter and subject matter
pedagogy
Responsible for managing and monitoring
student learning
Teachers think systematically about their
practice and learn from experience
Teachers are members of learning
communities
29. Stages of Teacher Development
1. Survival
2. Consolidation
3. Renewal
4. Maturity
30. Knowledge about the Community
Connecting students to the outside world
requires that teachers know their students’
community
Eating in the community, living in the
community, reading local community papers,
talking with community members, going to
meetings of the community
31. At present, my most developed teaching
tools are:
C
ontentknow
ledge
Pedagogicalskills
R
eflective
skills
C
om
m
unication
skills
M
anagem
entskills
Positive
attitude
and...
0% 0% 0%0%0%0%
1. Content knowledge
2. Pedagogical skills
3. Reflective skills
4. Communication
skills
5. Management skills
6. Positive attitude
and dispositions
33. It’s most important for me to build
0%0%0%0%0%
Pedagogica... An ethic o... An educati...
1. Pedagogical skill
2. An ethic of caring
3. An educational
philosophy
4. Reflective practice
5. Pedagogical
content knowledge