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Earthsoft Foundation of Guidance
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                                             Making earth little softer
About us
Earthsoft Foundation of Guidance (EFG) has uploaded following
presentations at http://myefg.in/downloads.aspx
Be mentor using your education, knowledge & experience to
contribute for a social cause & do conduct free training seeking
help of existing platforms. Kindly share with your friends
•Motivation for higher study, Planning for study, Education
guidance, Career guidance, Career available after SSC & HSC
•Personality development – 3 files
•How to prepare resume, Tips to attend interview successfully
•Religion related –To understand basic religion, Do & Don’t tips
•Health related - Be vegetarian, Be healthy, Manage health
•Corporate - Project management, Assertiveness, Ownership,
Effective communication, Leadership, Be entrepreneur
•Finance - To avoid speculation in stock market
•Social - Women empowerment, Choosing life partner, conflict
resolution, stop ragging, stop alcohol, snakebite treatment
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Objectives
• To identify characteristics of the best teacher
• Effective teaching and learning methods
• Strategies to implement
• Using questioning to enhance learning
• Instructional coach
• Designing & planning a lesson
• Classroom management
• About Teachers
• Understanding students



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Stake holders & entities


           SCHOOL

                             regulated?

teachers textbooks curriculum
                              equitable ? Personal Social
                                          benefits benefits
                    assessment
finansing management
                     evaluation
                             open and
 measurable and efficient & participatory ?
  accountable ? effective
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Input & Output
                         Central steering
                         framework
Uniform plan &
programm

Inspection
                                                     Outcome
                                                     monitoring
Uniform
textbooks
Centralized
Teacher training
                   Support to          Support to
                    teachers            schools

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Construction




                                                                       Accountable Management
                                    COMPETENT
                                RESPONSIBLE
Teacher Professional




                              FREE CHILDREN
    Development




                         ASSESSMENT & EVALUATION



                                        Activity
                          PILOT                     PILOT
                       PROGRAMMES                  SCHOOLS
                                                    SCHOOL
                        INNOVATION                 NETWORK

                         N E W CURRICULUM & TEXTBOOKS
                            Training         Informing


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Education system
• Everybody has his own perspective based on:
  • Incidental knowledge
  • Particular experience
  • Own success story and of course,
  • Interests




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We Learn and Retain:


           10% of what we READ
           20% of what we HEAR

          30% of what we SEE
      50% of what we HEAR and SEE
  Higher levels of retention can be achieved
   through active involvement in learning.

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The Pedagogical Cycle
• A science & art of education aiming the full
  development of the human being by skills
  acquisition & enhancement
• A set of actions, responses, communications
  that define activity in the classroom
• Structure                 Define following
• Question               Action Response Communication
• Response Structure
• React       Question
             Response
             Reaction

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Make a difference

    Realistically, can you really
     make a difference? Yes!


     I cannot do everything but
       still I can do something.


    I will not refuse to do which I
       can do, & will surely do!

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“The aim of teaching is simple:

It is to make student learning possible”




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What is teaching?
• It's about motivating students to learn that is
  relevant, meaningful, and memorable
• It's about caring for students & their skills,
  knowledge, intelligence & personality, having
  passion & conveying that passion to students
• Good teaching is also about bridging the gap
  between theory and practice




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How do we teach
While teaching observe the following…
• Be prepared
• Know the complete content
• Know it like a movie
• Manage time
• Seek participation
• Allow variety of teaching approaches
• Give eye-to-eye contact during teaching




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Teaching methods
Teachers to know
• The most advised teaching method is the
  participatory teaching method
• A teacher following this is called a reflective
  teacher, who believes in the constructivist
  learning theory




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Participatory teaching method
• Participatory teaching is also termed as
  interactive teaching method or learner centered
  teaching method
• This method stresses the subjectivity of learners
  and the self construction of knowledge
                       Shift in
                     approach
Learners are empty plate   Learners can construct
who are supposed to be     knowledge and learn on
imparted with knowledge    their own if properly
(teach concept)            guided (learn concept)


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Participatory teaching method
Question and answer method:
• Buzz groups
• Discussion
• Brainstorming
• Role play
• Songs and jingles (tune/ring)
• Use of interactive media materials
• Games
• Devil’s Advocate
• Case study
• Field visit
• Debate
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Facilitate learning

                 Context   • Set


                           • Acquire &
                  Skills
                             enhance

                Critical
                           • Collaborate
              Engagement


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Gems of Wisdom




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Learning

    Become Part Of Learning Community
              (Formal & Informal)
            Enhance Different Skills
           (Cognitive & Transferable)
            Ask Critical Questions
              (What, How, Why)


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Outcomes - based learning
 Agreed Statement Of Learning Intent
 Common (Shared) Knowledge
 Process enabling outcome To Be Achieved
 Methodology
 The Criteria For Judging Achievement
 Apply Knowledge
 Evaluate Application
 Present Application
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Process to deliver
              Ground Rules
             Assure students
              Materials used
              Learning goals
            Means of achieving
                 Facilitate
            Arrange classroom
           Presentation material
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Problem solving skills

        Outcome           Problem
        evaluated        diagnosed




           Action        Solutions
           taken          planned



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Life




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Future
100 years from now it will not matter
What kind of car I drove,
What kind of house I lived in,
How much I had in the bank account,
Or what my clothes looked like




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Effective Teaching
Following will result in effective learning
• It must have a known organization pattern and
  apparent structure.
• Better learning via right questioning
   • Learning is partially an art and a skill
   • Lower order questions – factual, naming, etc.
   • Higher-order questions – evaluate, analyze,
     compare, solve a problem….
• Better classroom setting



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Effective Teaching
                 Knowledge


    Evaluation           Comprehension



    Synthesis                Application


                  Analysis

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Teacher Development
                Survival &
                 Growth


     Maturity           Consolidation



                Renewal

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Community Knowledge
• Connecting students to the outside world…
• To know the students’ community..use following
  • Eating in the community
  • Living in the community
  • Reading local community papers
  • Talking with community members
  • Going to meetings of the community




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Teaching tools
Most developed teaching tools are:
Content knowledge
Pedagogical skills
Reflective skills
Communication skills
Management skills
Positive attitude
Dispositions
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Important to build
• Pedagogical skill
• An ethic of loving & caring
• Content &
• Knowledge
• Practices
• Philosophy




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Ways to have effective teaching...




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Organization
• Things run smoothly.
• Students will understand more of
  what you are teaching.
• Will have a set plan of what we are
  going to teach to the students




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Structure
• An understanding of the curriculum process and
  responsibilities of a state-based program of
  study
• Having the structure helps organization
  processes run smoother




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Academic Structure as a Goal
• Objectives
• Review
• Motivation
• Transition
• Clarification
• Scaffolding
• Examples
• Directions
• Enthusiasm
• Closure


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Deeply involving
• It's about immersing oneself in the field deeply,
  talking, consulting, assisting practitioners, and
  liaison with their stake holders & communities




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Activities
• Using activities than learning out of the book
  helps students that have different learning skills.
• Types of activities: hands-on, group/social work
  (helps more interactions) outside work.
• Within activities, you have self- discovery.
• With self-discovery, “A sense of self-
  determination, existed but not realized within...”
• The students have a boost of confidence when
  they realize that they have accomplished
  something by themselves.


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Enthusiasm
• Using enthusiasm students attention span will
  increase and increase learning.




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Technology
• Using the sources that are available.
  (Computers, phones, etc.)
• Use technology just not in the classroom but
  outside of the classroom as well
• Helps interacting with students just not in the
  class rooms




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Technology
• Technology getting better and newer.
• Offers more opportunities to hit high points
• With the students growing up new technologies
  are only effective way of learning at some point




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Guidance about Teaching?




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Why am I Teaching?
• 10 reasons for you to make students an offer
  they can’t refuse; taking to students :
• Allows to bring new ideas & current thinking
• Stimulates your clinical reasoning skills
• Enhances your career opportunities
• Develops professional organizational skills
• Opportunity to share expertise with colleagues
• Creates and improves your links with
  universities and national associations
• Enhances your reputation within your workplace
• Reduces your workload
• Develops teaching skills
• Is deeply rewarding for all involved
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Questions You May Have
• What can I teach?
• How much we know
• Whether you are a experienced clinician
• How much will you have to offer a new student
• When can I take the time to teach?
• How can I enhance my teaching skills?




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Teaching Roles
Teaching roles include:
• Role Model – purposefully act out and articulate
  professional knowledge, skills, and values
• Expert – Demonstrate specific skills and
  activities, direct activities, provide information
• Facilitator – Provide opportunities for systematic
  practice, suggest possibilities, provide feedback
• Consultant – Observe and react to student
  performance at student’s request



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Teaching Roles
Some effective techniques include:
• Using the One Minute Approach
• Using personal stories to engage your student
• Asking effective questions
• Using clinical reasoning and reflective
  techniques
• Maximizing teachable moments




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MicroSkills
Instead of giving the student all the answers, try
the following steps:
• Ask for a commitment from the learner
• Probe for underlying reasons
• Teach general rules
• Provide positive feedback
• Correct mistakes




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Asking Effective Questions
• Another effective teaching technique is asking
  student effective questions
• Asking good questions --not telling
• Questioning allows the preceptor to:
• Determine learning needs
• Stimulate thinking
• Transfer responsibility for learning to the learner
• Model essential professional behavior
• To know both : what types of questions to ask
  and how to ask questions effectively


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Effective Questioning
• Allow sufficient “wait time” for the student to
  respond.
• Wait at least 3 seconds after asking the question
  and after the student stops speaking
• Ask one question at a time. A barrage of
  questions is confusing.




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Effective Questioning
• Whenever possible, ask rather than tell
• Ask one question at a time & as concisely
• Adjust the difficulty of question to the student’s
  abilities, towards increasingly higher levels
• Include questions that help students explore
  their attitudes and feelings
• Ask questions about processes & outcome
• Model the kinds of questions you want students
  to ask themselves
• Avoid playing, “Guess what I’m thinking?”
• Be sensitive to the needs

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Types of Questions
• When to use low level or high level tasks
• Low-level questions ask for recall of facts,
  concepts, principles, or definitions
• Higher-level questions ask students to analyze,
  synthesize or evaluate information and to form
  judgments
• Raise questions about affective feelings/issue in
  addition to cognitive questioning
• Know the difference between close-ended
  (yes/no responses) and open-ended questions
• Avoid questions that may humiliate the student

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Open-Ended Questions
• Open questions (divergent):
• Allow a range of possible answers, invite
  reflection and speculation, and stimulate
  problem solving.
• Require higher-level cognitive performance and
  elicit longer answers.
• Expose student’s thinking processes and level
  of expertise
• Allow students to display what they know and
  don’t know
• Use it often, and in a sequence that helps
  students build their understanding
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Open-Ended Questions
Open questions to be used to prompt students to:
• Analyse
• Decide
• Hypothesize
• Challenge
• Summarize: “What are the important topics that
  emerged today?”




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Sharing Stories
• Teaching through stories can be an effective
  way to get the bigger picture
• Through telling stories about your own learning
  experience, you can illustrate important aspects
• You can help the student learn to tell their own
  stories by:
• Asking the student to tell the story: What
  happened? Why do you think it happened that
  way?
• Helping them to analyze the story


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Learning Conversations
• Learning conversations are a form of debriefing
  or reflecting on an experience.
• Three steps are involved, along with questions
  to guide each step as in the table below.
   Steps                  Questions to Ask
  Tell the  What happened? Why do you think it
   story    happened? How do you feel? What was
            most important to you?
   Help to  How is this similar to your experience?
  analyze How is it different? What stands out?
Incorporate What would you do differently?
  learning What do you need to know more about?
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Teachable Moments
• Maximize teachable moments!
• A teachable moment is an unplanned
  opportunity to connect what is happening in front
  of you with a broader concept.
• Teachable moments can happen anywhere, any
  time.
• A teachable moment occurs when:
• The student’s readiness is at peak
• The student is open to learn
• The student is actively seeking information


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Teachable Moments
• When a student asks a question
• When the student demonstrates knowledge that
  has been acquired formally
• When the student makes a provocative
  statement eg. “This always happens to me.”
• When the student expresses misinformation or
  lack of information
• When a student expresses a need for change
• When you are performing a procedure
• When you have a teachable moment consider,
  the environment, who is present, and your
  approach to the student’s openness.
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On the first day…
• A successful teacher is ready – The teacher has
  a warm, positive attitude and has positive
  expectations that all students will succeed!
• The work is ready – The desks, books, papers,
  assignments and materials are ready when the
  bell rings.
• The room is ready – The classroom has a
  positive climate that is work oriented!




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Designing Lessons to Enhance
     Student Learning…




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The Correct Question…
• DON’T ASK:      “What am I going to cover
  tomorrow?”

• DO ASK: “What are my students going to learn,
  achieve, and accomplish tomorrow?”

• The role of the teacher is not to cover. The role
  of the teacher is to UNCOVER.




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Dependency
• Learning has nothing to do with what the
  teacher COVERS.

• Learning has to do with what the student
  ACCOMPLISHES.




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What is a lesson plan?
• Teacher’s guide
• Design for the learning of the student
• Series of student centered learning
• Focused on what the student needs to know and
  be able to do
• Covers one day or several days
• Allows for the teachable moment




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Pre-Planning Strategies
• Determine the learning styles of your students
• Determine reading levels/skills of students
• Inventory access to technology
• Connect writing to what is being taught
• Focus on academic expectations and core
  content
• Establish a variety of instructional strategies




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Thinking It Through…
• “Best Practices” in Lesson Planning
Some Guiding Principles
• Think – Pair – Share
• Lesson Content
• Learning Level
• Instructional Methods, Materials, Activities
• Student Activities
• Evaluation Tools, Strategies, Activities




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The Lesson Plan
• Academic Focus
• Instructional Strategies
• Student Engagement
• Writing Strategy
• Reading Strategy
• Technology Strategy
• Assessment Strategy




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Thinking About Lesson Planning

       How to Enhance
       Quality Learning

  Who Am I Planning For?
 What Am I Supposed To Do?



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Two Types of Assignments…
• Ineffective Assignments:
• The teacher tells the class what is to be covered

• Effective Assignments:
• The teacher tells the students what they are to
  have accomplished or mastered at the end of
  the lesson
• Teach with the end in mind




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Creating Effective Assignments…
• Think what you want the students to accomplish

• Write each step as a single sentence.

• Write in simple language

• Duplicate the list of steps and give it to the
  students




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Effective Assignments…
• Must have structure and be precise
Structure
• The assignment must have a consistent and
  familiar format that the students can recognize
• The assignment must be posted daily in a
  consistent location before students enter
Preciseness
• The assignment must state clearly and simply
  what the students are to ACCOMPLISH



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Using words
• To teach for learning, use words, especially
  verbs, that show learning has taken place.

Bloom’s Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• evaluation


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Powerful Issue
• Is a set of motivational and relevant questions
  that engage students in the learning process
• Connects students and teachers to larger
  communities
• Provides the momentum and tension for the
  “curriculum participants” to work together
• Facilitate students to find answers from the
  service users (stakeholders) in the community
• Motivate students to apply their learning to
  develop community services


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Experiential learning cycle
                 Concrete
                Experience



      Active                  Reflective
  Experimentation            Observation



                Abstract
            Conceptualization
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About learning & curriculum
3 worlds, three knowledge-realities
   Physical       Psychological     Encoded




           Learning      Studying

            Encoding knowledge
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Authentic learning
• Learning in a realistic setting leads to real
  knowledge
• Learning starting from an authentic problem
  leads to real knowledge
• The core-concepts, ideas, problems to cover the
  knowledge fields
• Cooperative learning accelerates learning,
  deepens insights, is more fun




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Authentic learning
 To want    To think      To do            To learn
 Problem     Plan       Realization      Reflection




Frustration Knowledge      Skill        Knowledge


  Wish     Solution       Result         Knowledge


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Steps
• Begin with a Powerful Issue
• Promote discussion of service events, activities
  and experiences
• Include Guide Reflection
• Base assessment on student’s demonstrated
  learning and application of knowledge




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Value-added terminology
• Value-added assessment
• Value-added measurement
• Value-added modeling




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Need for Social Skills
• In order to assist the students in meeting the
  needs, effective social skills instruction should
  be employed.

• Social Skills: Basic skills needed to successfully
  interact with adults, peers and children




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Social Skills Assessment
Social Skills Survey
• Can be completed by student, teacher or parent
• May be determined by age/maturity
• Average and rank scores
• Deliver necessary Social Skills Instruction




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Social Skills Programs
Second Steps

• Skill Streaming

• Tough Kid Series

• SCORE Skills




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Adult learning
• Learn by doing
• Learn by solving practical problems
• Learn through the application of past experience
• Learn best in informal environment
• Through a variety of training method




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Instructional Coaching
• An instructional coaching is to bring evidence-
  based practices into classrooms by working with
  teachers and other school leaders
• Builds capacity for effective instructional
  practices within specific content areas
• Creates a partnership approach with teachers.
• Customizes professional development to match
  each teacher’s needs and interests
• Coaching helps the school establish a common
  understanding across all teachers.


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Role of coach
• Resource Provider
• Data Coach
• Curriculum Specialist
• Instructional Specialist
• Mentor
• Classroom Supporter
• Learning Facilitator
• School Leader
• Catalyst for Change
• Learner


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Coaching big four
• Content

• Instructional Practices

• Assessment for Learning

• Classroom Management




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Coaching Components
                        Enroll
                       Teachers
                                       Identify
         Observe
                                        Need

                    Collaboratively
                     Explore Data
                         (CED)
    Model Lesson                      Effective Teaching
    Demonstration                         Strategies



            Co-Plan and        Collaborative
             Co-Teach           Reflection

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Presentation




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Powerful Instructions
Principles of Powerful Instruction
• Meaningfulness, Prerequisites
• Open Communication
• Organized, Essential Ideas
• Learning Aids
• Novelty
• Active Practice
• Safe Spaces/Encouraging Places
• Consistency



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Presentation Principles
• Involve (To the Extent You Can)
• Review/Summarize
• Explain
• Demonstrate
• Question
• Share Feedback




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ART of Presenting
• The ART of Presenting
• art noun: skill acquired by experience, study,
  and observation
• Set attainable goals – ORGANIZATION
• Use the best format/materials to meet those
  goals - IMPLEMENTATION
• Assess your progress regularly – SUMMARY
  and EVALUATION




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Good Presenting
Key Principles of Good Presenting
• Clearly identified objectives : Identify key points
  first!
• Sensitivity and adaptability: show interest, listen,
  be open to change
• Periodic summary: what have we just covered?
  Why was it important?




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Presentation “Stages”
• Introduction – including connections to other
  material
• Material Body – 15-minute segments
• Periodic Summary – after each 15-minute
  segment
• Conclusion – End with a bang, reconnect to
  main points ,connect to upcoming materials




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What About Other “Basics?”
• Clothes?
• Body Language?
• Establishing Rapport?
• (Pre -presentation, During, Post - presentation)
• What About Using Technology? When?




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Present Like You Mean It !
• Prepare and Practice – But Be Willing To Let
  Learning Happen
• Share Your Passion – And Recognize the “Light
  Bulb” When it Goes Off.
• Enjoy the “Space” that Good Presenting and
  Good Teaching Creates for You and Your
  Students.




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Common Mistakes
• Avoid excessive bullet points
• Let your key message stand out
• Many people do not run spell cheek before
  finalising presentation - BIG MISTAKE! Nothing
  makes you look stupider then spelling errors.




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Who am I?




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Who am I?
• Who am I?
• What are my values?
• What have I learned about myself through this
  experience?
• Do I have more/less understanding or empathy
  than I did before volunteering?
• In what ways, if any, has your sense of self been
  impacted or altered through this experience?
   • Your values,
   • Your sense of "community,"
   • Your willingness to serve others
   • Your self-confidence/self-esteem
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About me
• Have your motivations for volunteering
  changed? In what ways?
• How has this experience challenged stereotypes
  or prejudices you have/had?
• Any realizations, insights, or especially strong
  lessons learned or half-glimpsed?
• Will these experiences change the way you act
  or think in the future?
• Have you given enough, opened up enough,
  cared enough?
• How have you challenged yourself, your ideals,
  philosophies, concept of life or the way you live?
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Why   love
teaching?
• Making a difference in student’s lives
• School atmosphere is full of new ideas & hope
• To be able to collaborate with teachers and
  help students
• Rewarding: to be able to make an impression
  on others

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Introspect
• Analyse, describe your experience, what would
  you change about situation if you were in charge
• What have you learned about this agency, these
  people, or the community?
• Moments of failure, success, indecision, doubt,
  humor, frustration, happiness, sadness?
• Do you feel your actions had any impact? What
  more needs to be done?
• Does this experience compliment or contrast
  with what you're learning in class? How?
• Has learning experience taught you more, less,
  or the same as the class? In what ways?
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Know the path
• From your service experience, are you able to
  identify any underlying or overarching issues
  which influence the problem?
• What could be done to change the situation?
• How        will    this  alter  your      future
  behaviors/attitudes/and career?
• How is the issue/agency you're serving
  impacted by what is going on in the larger
  political/social sphere?
• What does the future hold? What can be done?


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4Fs - Roger Greenaway

               Future




    Findings                 Facts




               Feelings

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Purpose

                        Teachers’
                         training




          Integration


                            Personal sense
                              of efficacy




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Workshop plan
               Incentive:
                 Career
              development


                                   Structure,
                Next steps
 Recommend                        Organisation,
                 maybe
                                    Content


              Broaden offer
             & choice : case
             multiculturalism
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Good practices
• Teacher has to be provided with more choices
• Find good balance
• Use self-assessment of teachers as input
• Use parents and community view as input
• Better flow of information on INSET
• Evaluation from other teachers, etc…
• Modernisation of topics
• Selection of teacher students




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Praise
• Authentic
              Ben Bissell (1992)
• Specific
• Immediate
• Clean
• Private




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Teacher’s career
• Define clear levels of progression
• Define role & responsibility and key result areas
• Define goals & objectives and measure
• Link with finances i.e. Salary increase
• Precise instructions for progression (in terms of
  competencies & procedures)
• Create motivating procedures         (in order to
  reward best teachers)
• Connect ma people in teaching professions
• Ensure equal access for all teachers


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Why use teaching aids?
• Teaching aids are useful to:
• Reinforce what you are saying
• Ensure that your point is understood
• Signal what is important/essential
• Enable students to visualise or experience
  something that is impractical to see or do in real
  life
• Engage students’ other senses in the learning
  process, facilitate different learning styles



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Teachers training
• One of the most neglected aspects of teacher
  training is thorough preparation in the diverse
  communication skills
To re-set the conceptions, models and practices
of teacher training according to:
• a new paradigm of personal and professional
  development
• a new perception of teaching proficiency
• alternative methodologies
   • focused on teaching contents
   • different from traditional models of schooling
     training
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What is needed
To reach this aim, it will be important:
• To conceive new methodologies of teacher
  training
• To promote and implement innovating methods
  of teaching-learning
• To produce pedagogical materials
• To produce theoretical deepening
• To describe methodologies to implement good
  practices on “historical recreation as a
  pedagogical project”


                              Making earth little softer
Objetives
• To develop knowledge
• Thus to increase pupil motivation
• To promote students creativity and artistic
  expressions
• To implement various projects
• To implement active cultural education
  promoting tolerance, accepting cultural and
  human differences
• To promote the participation of families and
  other members of the community in school
  projects

                              Making earth little softer
Evaluation
Project Report has contextualization, objectives,
contents, activities, methodology, resources and
evaluation
Teachers to present a Project Report including:
• Teaching materials
• Sheets for group work
• Learning guides
• Project methodology guides
• Study visit guides
• Film analysis
• Record of activities and final products

                                Making earth little softer
Students




           Making earth little softer
Students liking
Kids are easily attract to new technologies like
computers, IPAD, smart phones, mainly because
they talk the same language…the language of
games and fun, rich colors and movement .
They also think the same way:
• Not linearly
• Always search for new and interesting things,
• Looking for multiple options,
• Doing multiple things, pursuing            great
  achievements.
This close relationship between kids and
technologies has created a new type of teachers.
                                 Making earth little softer
Students liking
   Preparation (of classroom materials) - How
   often do you make hands-out for students
   using a computers?
   Professional use of e-mail - How often do
   you use email communication with school
   and district administration?
   Delivering Instruction - e.g. How often do
   you use a computer to deliver instruction
   to your class?


                               Making earth little softer
Students assets
• Accommodation (of materials to students needs)
  - e.g. How often do you adapt an activity to
  students individual needs using a computer?
• Student Use (of technology during class time) -
  e.g. During class, how often students work
  individually using a computer, this year?
• Student (use for creating) Products - e.g. How
  often do you ask students to produce a
  multimedia project using technology?
• Grading (teachers’ use of technology for
  grading) - e.g. How often do you record students
  grades using a computer?
                                 Making earth little softer
Making earth little softer
Conclusion
• There is no single teaching method that is
  suitable for all learners.
• All these teaching and learning methods are to
  be used interchangeably.
• It is advised that a teacher should use a variety
  of teaching and learning methods in a single
  period so as to provide a great variability




                                  Making earth little softer
Steve Yelon, (1996) MSU Professor Emeritus
2009 TASEM - What is Effective Classroom Teaching?
Jim Knight, University of Kansas

Todd Whitaker (2004)
Annette Breaux and Todd Whitaker (2006)

Delivered by: Razwan Faraz
Adopted from: Book by Stephen R Covey

A powerpoint presentation by
Marney sobel & Mary anne lapenna                        Thank You
Keith Lakes, Behavior Consultant
Lisa Smith, Instruction/Behavior Consultant

What Is Effective Classroom Teaching?
Kevin M. Johnston
MSU TA Programs




                                                     Making earth little softer

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31 3-earthsoft-effective teaching methodologies

  • 1. Earthsoft Foundation of Guidance Edge-Aggressive-Reliable-Trust-Honesty-Soft-Obedient-Fun-Transparent Making earth little softer
  • 2. About us Earthsoft Foundation of Guidance (EFG) has uploaded following presentations at http://myefg.in/downloads.aspx Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct free training seeking help of existing platforms. Kindly share with your friends •Motivation for higher study, Planning for study, Education guidance, Career guidance, Career available after SSC & HSC •Personality development – 3 files •How to prepare resume, Tips to attend interview successfully •Religion related –To understand basic religion, Do & Don’t tips •Health related - Be vegetarian, Be healthy, Manage health •Corporate - Project management, Assertiveness, Ownership, Effective communication, Leadership, Be entrepreneur •Finance - To avoid speculation in stock market •Social - Women empowerment, Choosing life partner, conflict resolution, stop ragging, stop alcohol, snakebite treatment Making earth little softer
  • 3. Objectives • To identify characteristics of the best teacher • Effective teaching and learning methods • Strategies to implement • Using questioning to enhance learning • Instructional coach • Designing & planning a lesson • Classroom management • About Teachers • Understanding students Making earth little softer
  • 4. Stake holders & entities SCHOOL regulated? teachers textbooks curriculum equitable ? Personal Social benefits benefits assessment finansing management evaluation open and measurable and efficient & participatory ? accountable ? effective Making earth little softer
  • 5. Input & Output Central steering framework Uniform plan & programm Inspection Outcome monitoring Uniform textbooks Centralized Teacher training Support to Support to teachers schools Making earth little softer
  • 6. Construction Accountable Management COMPETENT RESPONSIBLE Teacher Professional FREE CHILDREN Development ASSESSMENT & EVALUATION Activity PILOT PILOT PROGRAMMES SCHOOLS SCHOOL INNOVATION NETWORK N E W CURRICULUM & TEXTBOOKS Training Informing Making earth little softer
  • 7. Education system • Everybody has his own perspective based on: • Incidental knowledge • Particular experience • Own success story and of course, • Interests Making earth little softer
  • 8. We Learn and Retain: 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning. Making earth little softer
  • 9. The Pedagogical Cycle • A science & art of education aiming the full development of the human being by skills acquisition & enhancement • A set of actions, responses, communications that define activity in the classroom • Structure Define following • Question Action Response Communication • Response Structure • React Question Response Reaction Making earth little softer
  • 10. Make a difference Realistically, can you really make a difference? Yes! I cannot do everything but still I can do something. I will not refuse to do which I can do, & will surely do! Making earth little softer
  • 11. “The aim of teaching is simple: It is to make student learning possible” Making earth little softer
  • 12. What is teaching? • It's about motivating students to learn that is relevant, meaningful, and memorable • It's about caring for students & their skills, knowledge, intelligence & personality, having passion & conveying that passion to students • Good teaching is also about bridging the gap between theory and practice Making earth little softer
  • 13. How do we teach While teaching observe the following… • Be prepared • Know the complete content • Know it like a movie • Manage time • Seek participation • Allow variety of teaching approaches • Give eye-to-eye contact during teaching Making earth little softer
  • 14. Teaching methods Teachers to know • The most advised teaching method is the participatory teaching method • A teacher following this is called a reflective teacher, who believes in the constructivist learning theory Making earth little softer
  • 15. Participatory teaching method • Participatory teaching is also termed as interactive teaching method or learner centered teaching method • This method stresses the subjectivity of learners and the self construction of knowledge Shift in approach Learners are empty plate Learners can construct who are supposed to be knowledge and learn on imparted with knowledge their own if properly (teach concept) guided (learn concept) Making earth little softer
  • 16. Participatory teaching method Question and answer method: • Buzz groups • Discussion • Brainstorming • Role play • Songs and jingles (tune/ring) • Use of interactive media materials • Games • Devil’s Advocate • Case study • Field visit • Debate Making earth little softer
  • 18. Facilitate learning Context • Set • Acquire & Skills enhance Critical • Collaborate Engagement Making earth little softer
  • 19. Gems of Wisdom Making earth little softer
  • 20. Learning Become Part Of Learning Community (Formal & Informal) Enhance Different Skills (Cognitive & Transferable) Ask Critical Questions (What, How, Why) Making earth little softer
  • 21. Outcomes - based learning Agreed Statement Of Learning Intent Common (Shared) Knowledge Process enabling outcome To Be Achieved Methodology The Criteria For Judging Achievement Apply Knowledge Evaluate Application Present Application Making earth little softer
  • 22. Process to deliver Ground Rules Assure students Materials used Learning goals Means of achieving Facilitate Arrange classroom Presentation material Making earth little softer
  • 23. Problem solving skills Outcome Problem evaluated diagnosed Action Solutions taken planned Making earth little softer
  • 25. Life Making earth little softer
  • 26. Future 100 years from now it will not matter What kind of car I drove, What kind of house I lived in, How much I had in the bank account, Or what my clothes looked like Making earth little softer
  • 27. Effective Teaching Following will result in effective learning • It must have a known organization pattern and apparent structure. • Better learning via right questioning • Learning is partially an art and a skill • Lower order questions – factual, naming, etc. • Higher-order questions – evaluate, analyze, compare, solve a problem…. • Better classroom setting Making earth little softer
  • 28. Effective Teaching Knowledge Evaluation Comprehension Synthesis Application Analysis Making earth little softer
  • 29. Teacher Development Survival & Growth Maturity Consolidation Renewal Making earth little softer
  • 30. Community Knowledge • Connecting students to the outside world… • To know the students’ community..use following • Eating in the community • Living in the community • Reading local community papers • Talking with community members • Going to meetings of the community Making earth little softer
  • 31. Teaching tools Most developed teaching tools are: Content knowledge Pedagogical skills Reflective skills Communication skills Management skills Positive attitude Dispositions Making earth little softer
  • 32. Important to build • Pedagogical skill • An ethic of loving & caring • Content & • Knowledge • Practices • Philosophy Making earth little softer
  • 33. Ways to have effective teaching... Making earth little softer
  • 34. Organization • Things run smoothly. • Students will understand more of what you are teaching. • Will have a set plan of what we are going to teach to the students Making earth little softer
  • 35. Structure • An understanding of the curriculum process and responsibilities of a state-based program of study • Having the structure helps organization processes run smoother Making earth little softer
  • 36. Academic Structure as a Goal • Objectives • Review • Motivation • Transition • Clarification • Scaffolding • Examples • Directions • Enthusiasm • Closure Making earth little softer
  • 37. Deeply involving • It's about immersing oneself in the field deeply, talking, consulting, assisting practitioners, and liaison with their stake holders & communities Making earth little softer
  • 38. Activities • Using activities than learning out of the book helps students that have different learning skills. • Types of activities: hands-on, group/social work (helps more interactions) outside work. • Within activities, you have self- discovery. • With self-discovery, “A sense of self- determination, existed but not realized within...” • The students have a boost of confidence when they realize that they have accomplished something by themselves. Making earth little softer
  • 39. Enthusiasm • Using enthusiasm students attention span will increase and increase learning. Making earth little softer
  • 40. Technology • Using the sources that are available. (Computers, phones, etc.) • Use technology just not in the classroom but outside of the classroom as well • Helps interacting with students just not in the class rooms Making earth little softer
  • 41. Technology • Technology getting better and newer. • Offers more opportunities to hit high points • With the students growing up new technologies are only effective way of learning at some point Making earth little softer
  • 42. Guidance about Teaching? Making earth little softer
  • 43. Why am I Teaching? • 10 reasons for you to make students an offer they can’t refuse; taking to students : • Allows to bring new ideas & current thinking • Stimulates your clinical reasoning skills • Enhances your career opportunities • Develops professional organizational skills • Opportunity to share expertise with colleagues • Creates and improves your links with universities and national associations • Enhances your reputation within your workplace • Reduces your workload • Develops teaching skills • Is deeply rewarding for all involved Making earth little softer
  • 44. Questions You May Have • What can I teach? • How much we know • Whether you are a experienced clinician • How much will you have to offer a new student • When can I take the time to teach? • How can I enhance my teaching skills? Making earth little softer
  • 45. Teaching Roles Teaching roles include: • Role Model – purposefully act out and articulate professional knowledge, skills, and values • Expert – Demonstrate specific skills and activities, direct activities, provide information • Facilitator – Provide opportunities for systematic practice, suggest possibilities, provide feedback • Consultant – Observe and react to student performance at student’s request Making earth little softer
  • 46. Teaching Roles Some effective techniques include: • Using the One Minute Approach • Using personal stories to engage your student • Asking effective questions • Using clinical reasoning and reflective techniques • Maximizing teachable moments Making earth little softer
  • 47. MicroSkills Instead of giving the student all the answers, try the following steps: • Ask for a commitment from the learner • Probe for underlying reasons • Teach general rules • Provide positive feedback • Correct mistakes Making earth little softer
  • 48. Asking Effective Questions • Another effective teaching technique is asking student effective questions • Asking good questions --not telling • Questioning allows the preceptor to: • Determine learning needs • Stimulate thinking • Transfer responsibility for learning to the learner • Model essential professional behavior • To know both : what types of questions to ask and how to ask questions effectively Making earth little softer
  • 49. Effective Questioning • Allow sufficient “wait time” for the student to respond. • Wait at least 3 seconds after asking the question and after the student stops speaking • Ask one question at a time. A barrage of questions is confusing. Making earth little softer
  • 50. Effective Questioning • Whenever possible, ask rather than tell • Ask one question at a time & as concisely • Adjust the difficulty of question to the student’s abilities, towards increasingly higher levels • Include questions that help students explore their attitudes and feelings • Ask questions about processes & outcome • Model the kinds of questions you want students to ask themselves • Avoid playing, “Guess what I’m thinking?” • Be sensitive to the needs Making earth little softer
  • 51. Types of Questions • When to use low level or high level tasks • Low-level questions ask for recall of facts, concepts, principles, or definitions • Higher-level questions ask students to analyze, synthesize or evaluate information and to form judgments • Raise questions about affective feelings/issue in addition to cognitive questioning • Know the difference between close-ended (yes/no responses) and open-ended questions • Avoid questions that may humiliate the student Making earth little softer
  • 52. Open-Ended Questions • Open questions (divergent): • Allow a range of possible answers, invite reflection and speculation, and stimulate problem solving. • Require higher-level cognitive performance and elicit longer answers. • Expose student’s thinking processes and level of expertise • Allow students to display what they know and don’t know • Use it often, and in a sequence that helps students build their understanding Making earth little softer
  • 53. Open-Ended Questions Open questions to be used to prompt students to: • Analyse • Decide • Hypothesize • Challenge • Summarize: “What are the important topics that emerged today?” Making earth little softer
  • 54. Sharing Stories • Teaching through stories can be an effective way to get the bigger picture • Through telling stories about your own learning experience, you can illustrate important aspects • You can help the student learn to tell their own stories by: • Asking the student to tell the story: What happened? Why do you think it happened that way? • Helping them to analyze the story Making earth little softer
  • 55. Learning Conversations • Learning conversations are a form of debriefing or reflecting on an experience. • Three steps are involved, along with questions to guide each step as in the table below. Steps Questions to Ask Tell the What happened? Why do you think it story happened? How do you feel? What was most important to you? Help to How is this similar to your experience? analyze How is it different? What stands out? Incorporate What would you do differently? learning What do you need to know more about? Making earth little softer
  • 56. Teachable Moments • Maximize teachable moments! • A teachable moment is an unplanned opportunity to connect what is happening in front of you with a broader concept. • Teachable moments can happen anywhere, any time. • A teachable moment occurs when: • The student’s readiness is at peak • The student is open to learn • The student is actively seeking information Making earth little softer
  • 57. Teachable Moments • When a student asks a question • When the student demonstrates knowledge that has been acquired formally • When the student makes a provocative statement eg. “This always happens to me.” • When the student expresses misinformation or lack of information • When a student expresses a need for change • When you are performing a procedure • When you have a teachable moment consider, the environment, who is present, and your approach to the student’s openness. Making earth little softer
  • 58. On the first day… • A successful teacher is ready – The teacher has a warm, positive attitude and has positive expectations that all students will succeed! • The work is ready – The desks, books, papers, assignments and materials are ready when the bell rings. • The room is ready – The classroom has a positive climate that is work oriented! Making earth little softer
  • 59. Designing Lessons to Enhance Student Learning… Making earth little softer
  • 60. The Correct Question… • DON’T ASK: “What am I going to cover tomorrow?” • DO ASK: “What are my students going to learn, achieve, and accomplish tomorrow?” • The role of the teacher is not to cover. The role of the teacher is to UNCOVER. Making earth little softer
  • 61. Dependency • Learning has nothing to do with what the teacher COVERS. • Learning has to do with what the student ACCOMPLISHES. Making earth little softer
  • 62. What is a lesson plan? • Teacher’s guide • Design for the learning of the student • Series of student centered learning • Focused on what the student needs to know and be able to do • Covers one day or several days • Allows for the teachable moment Making earth little softer
  • 63. Pre-Planning Strategies • Determine the learning styles of your students • Determine reading levels/skills of students • Inventory access to technology • Connect writing to what is being taught • Focus on academic expectations and core content • Establish a variety of instructional strategies Making earth little softer
  • 64. Thinking It Through… • “Best Practices” in Lesson Planning Some Guiding Principles • Think – Pair – Share • Lesson Content • Learning Level • Instructional Methods, Materials, Activities • Student Activities • Evaluation Tools, Strategies, Activities Making earth little softer
  • 65. The Lesson Plan • Academic Focus • Instructional Strategies • Student Engagement • Writing Strategy • Reading Strategy • Technology Strategy • Assessment Strategy Making earth little softer
  • 66. Thinking About Lesson Planning How to Enhance Quality Learning Who Am I Planning For? What Am I Supposed To Do? Making earth little softer
  • 67. Two Types of Assignments… • Ineffective Assignments: • The teacher tells the class what is to be covered • Effective Assignments: • The teacher tells the students what they are to have accomplished or mastered at the end of the lesson • Teach with the end in mind Making earth little softer
  • 68. Creating Effective Assignments… • Think what you want the students to accomplish • Write each step as a single sentence. • Write in simple language • Duplicate the list of steps and give it to the students Making earth little softer
  • 69. Effective Assignments… • Must have structure and be precise Structure • The assignment must have a consistent and familiar format that the students can recognize • The assignment must be posted daily in a consistent location before students enter Preciseness • The assignment must state clearly and simply what the students are to ACCOMPLISH Making earth little softer
  • 70. Using words • To teach for learning, use words, especially verbs, that show learning has taken place. Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • evaluation Making earth little softer
  • 71. Powerful Issue • Is a set of motivational and relevant questions that engage students in the learning process • Connects students and teachers to larger communities • Provides the momentum and tension for the “curriculum participants” to work together • Facilitate students to find answers from the service users (stakeholders) in the community • Motivate students to apply their learning to develop community services Making earth little softer
  • 72. Experiential learning cycle Concrete Experience Active Reflective Experimentation Observation Abstract Conceptualization Making earth little softer
  • 73. About learning & curriculum 3 worlds, three knowledge-realities Physical Psychological Encoded Learning Studying Encoding knowledge Making earth little softer
  • 74. Authentic learning • Learning in a realistic setting leads to real knowledge • Learning starting from an authentic problem leads to real knowledge • The core-concepts, ideas, problems to cover the knowledge fields • Cooperative learning accelerates learning, deepens insights, is more fun Making earth little softer
  • 75. Authentic learning To want To think To do To learn Problem Plan Realization Reflection Frustration Knowledge Skill Knowledge Wish Solution Result Knowledge Making earth little softer
  • 76. Steps • Begin with a Powerful Issue • Promote discussion of service events, activities and experiences • Include Guide Reflection • Base assessment on student’s demonstrated learning and application of knowledge Making earth little softer
  • 77. Value-added terminology • Value-added assessment • Value-added measurement • Value-added modeling Making earth little softer
  • 78. Need for Social Skills • In order to assist the students in meeting the needs, effective social skills instruction should be employed. • Social Skills: Basic skills needed to successfully interact with adults, peers and children Making earth little softer
  • 79. Social Skills Assessment Social Skills Survey • Can be completed by student, teacher or parent • May be determined by age/maturity • Average and rank scores • Deliver necessary Social Skills Instruction Making earth little softer
  • 80. Social Skills Programs Second Steps • Skill Streaming • Tough Kid Series • SCORE Skills Making earth little softer
  • 81. Adult learning • Learn by doing • Learn by solving practical problems • Learn through the application of past experience • Learn best in informal environment • Through a variety of training method Making earth little softer
  • 82. Instructional Coaching • An instructional coaching is to bring evidence- based practices into classrooms by working with teachers and other school leaders • Builds capacity for effective instructional practices within specific content areas • Creates a partnership approach with teachers. • Customizes professional development to match each teacher’s needs and interests • Coaching helps the school establish a common understanding across all teachers. Making earth little softer
  • 83. Role of coach • Resource Provider • Data Coach • Curriculum Specialist • Instructional Specialist • Mentor • Classroom Supporter • Learning Facilitator • School Leader • Catalyst for Change • Learner Making earth little softer
  • 84. Coaching big four • Content • Instructional Practices • Assessment for Learning • Classroom Management Making earth little softer
  • 85. Coaching Components Enroll Teachers Identify Observe Need Collaboratively Explore Data (CED) Model Lesson Effective Teaching Demonstration Strategies Co-Plan and Collaborative Co-Teach Reflection Making earth little softer
  • 86. Presentation Making earth little softer
  • 87. Powerful Instructions Principles of Powerful Instruction • Meaningfulness, Prerequisites • Open Communication • Organized, Essential Ideas • Learning Aids • Novelty • Active Practice • Safe Spaces/Encouraging Places • Consistency Making earth little softer
  • 88. Presentation Principles • Involve (To the Extent You Can) • Review/Summarize • Explain • Demonstrate • Question • Share Feedback Making earth little softer
  • 89. ART of Presenting • The ART of Presenting • art noun: skill acquired by experience, study, and observation • Set attainable goals – ORGANIZATION • Use the best format/materials to meet those goals - IMPLEMENTATION • Assess your progress regularly – SUMMARY and EVALUATION Making earth little softer
  • 90. Good Presenting Key Principles of Good Presenting • Clearly identified objectives : Identify key points first! • Sensitivity and adaptability: show interest, listen, be open to change • Periodic summary: what have we just covered? Why was it important? Making earth little softer
  • 91. Presentation “Stages” • Introduction – including connections to other material • Material Body – 15-minute segments • Periodic Summary – after each 15-minute segment • Conclusion – End with a bang, reconnect to main points ,connect to upcoming materials Making earth little softer
  • 92. What About Other “Basics?” • Clothes? • Body Language? • Establishing Rapport? • (Pre -presentation, During, Post - presentation) • What About Using Technology? When? Making earth little softer
  • 93. Present Like You Mean It ! • Prepare and Practice – But Be Willing To Let Learning Happen • Share Your Passion – And Recognize the “Light Bulb” When it Goes Off. • Enjoy the “Space” that Good Presenting and Good Teaching Creates for You and Your Students. Making earth little softer
  • 94. Common Mistakes • Avoid excessive bullet points • Let your key message stand out • Many people do not run spell cheek before finalising presentation - BIG MISTAKE! Nothing makes you look stupider then spelling errors. Making earth little softer
  • 95. Who am I? Making earth little softer
  • 96. Who am I? • Who am I? • What are my values? • What have I learned about myself through this experience? • Do I have more/less understanding or empathy than I did before volunteering? • In what ways, if any, has your sense of self been impacted or altered through this experience? • Your values, • Your sense of "community," • Your willingness to serve others • Your self-confidence/self-esteem Making earth little softer
  • 97. About me • Have your motivations for volunteering changed? In what ways? • How has this experience challenged stereotypes or prejudices you have/had? • Any realizations, insights, or especially strong lessons learned or half-glimpsed? • Will these experiences change the way you act or think in the future? • Have you given enough, opened up enough, cared enough? • How have you challenged yourself, your ideals, philosophies, concept of life or the way you live? Making earth little softer
  • 98. Why love teaching? • Making a difference in student’s lives • School atmosphere is full of new ideas & hope • To be able to collaborate with teachers and help students • Rewarding: to be able to make an impression on others Making earth little softer
  • 99. Introspect • Analyse, describe your experience, what would you change about situation if you were in charge • What have you learned about this agency, these people, or the community? • Moments of failure, success, indecision, doubt, humor, frustration, happiness, sadness? • Do you feel your actions had any impact? What more needs to be done? • Does this experience compliment or contrast with what you're learning in class? How? • Has learning experience taught you more, less, or the same as the class? In what ways? Making earth little softer
  • 100. Know the path • From your service experience, are you able to identify any underlying or overarching issues which influence the problem? • What could be done to change the situation? • How will this alter your future behaviors/attitudes/and career? • How is the issue/agency you're serving impacted by what is going on in the larger political/social sphere? • What does the future hold? What can be done? Making earth little softer
  • 101. 4Fs - Roger Greenaway Future Findings Facts Feelings Making earth little softer
  • 102. Purpose Teachers’ training Integration Personal sense of efficacy Making earth little softer
  • 103. Workshop plan Incentive: Career development Structure, Next steps Recommend Organisation, maybe Content Broaden offer & choice : case multiculturalism Making earth little softer
  • 104. Good practices • Teacher has to be provided with more choices • Find good balance • Use self-assessment of teachers as input • Use parents and community view as input • Better flow of information on INSET • Evaluation from other teachers, etc… • Modernisation of topics • Selection of teacher students Making earth little softer
  • 105. Praise • Authentic Ben Bissell (1992) • Specific • Immediate • Clean • Private Making earth little softer
  • 106. Teacher’s career • Define clear levels of progression • Define role & responsibility and key result areas • Define goals & objectives and measure • Link with finances i.e. Salary increase • Precise instructions for progression (in terms of competencies & procedures) • Create motivating procedures (in order to reward best teachers) • Connect ma people in teaching professions • Ensure equal access for all teachers Making earth little softer
  • 107. Why use teaching aids? • Teaching aids are useful to: • Reinforce what you are saying • Ensure that your point is understood • Signal what is important/essential • Enable students to visualise or experience something that is impractical to see or do in real life • Engage students’ other senses in the learning process, facilitate different learning styles Making earth little softer
  • 108. Teachers training • One of the most neglected aspects of teacher training is thorough preparation in the diverse communication skills To re-set the conceptions, models and practices of teacher training according to: • a new paradigm of personal and professional development • a new perception of teaching proficiency • alternative methodologies • focused on teaching contents • different from traditional models of schooling training Making earth little softer
  • 109. What is needed To reach this aim, it will be important: • To conceive new methodologies of teacher training • To promote and implement innovating methods of teaching-learning • To produce pedagogical materials • To produce theoretical deepening • To describe methodologies to implement good practices on “historical recreation as a pedagogical project” Making earth little softer
  • 110. Objetives • To develop knowledge • Thus to increase pupil motivation • To promote students creativity and artistic expressions • To implement various projects • To implement active cultural education promoting tolerance, accepting cultural and human differences • To promote the participation of families and other members of the community in school projects Making earth little softer
  • 111. Evaluation Project Report has contextualization, objectives, contents, activities, methodology, resources and evaluation Teachers to present a Project Report including: • Teaching materials • Sheets for group work • Learning guides • Project methodology guides • Study visit guides • Film analysis • Record of activities and final products Making earth little softer
  • 112. Students Making earth little softer
  • 113. Students liking Kids are easily attract to new technologies like computers, IPAD, smart phones, mainly because they talk the same language…the language of games and fun, rich colors and movement . They also think the same way: • Not linearly • Always search for new and interesting things, • Looking for multiple options, • Doing multiple things, pursuing great achievements. This close relationship between kids and technologies has created a new type of teachers. Making earth little softer
  • 114. Students liking Preparation (of classroom materials) - How often do you make hands-out for students using a computers? Professional use of e-mail - How often do you use email communication with school and district administration? Delivering Instruction - e.g. How often do you use a computer to deliver instruction to your class? Making earth little softer
  • 115. Students assets • Accommodation (of materials to students needs) - e.g. How often do you adapt an activity to students individual needs using a computer? • Student Use (of technology during class time) - e.g. During class, how often students work individually using a computer, this year? • Student (use for creating) Products - e.g. How often do you ask students to produce a multimedia project using technology? • Grading (teachers’ use of technology for grading) - e.g. How often do you record students grades using a computer? Making earth little softer
  • 117. Conclusion • There is no single teaching method that is suitable for all learners. • All these teaching and learning methods are to be used interchangeably. • It is advised that a teacher should use a variety of teaching and learning methods in a single period so as to provide a great variability Making earth little softer
  • 118. Steve Yelon, (1996) MSU Professor Emeritus 2009 TASEM - What is Effective Classroom Teaching? Jim Knight, University of Kansas Todd Whitaker (2004) Annette Breaux and Todd Whitaker (2006) Delivered by: Razwan Faraz Adopted from: Book by Stephen R Covey A powerpoint presentation by Marney sobel & Mary anne lapenna Thank You Keith Lakes, Behavior Consultant Lisa Smith, Instruction/Behavior Consultant What Is Effective Classroom Teaching? Kevin M. Johnston MSU TA Programs Making earth little softer

Editor's Notes

  1. I am only one, but still I am one.
  2. It's about motivating students to learn, which should be done in a manner that is relevant, meaningful, and memorableIt's about caring for your craft/skills, having a passion for it, and conveying that passion to everyone, most importantly to your studentsGood teaching is also about bridging the gap between theory and practiceIt's about immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaison with their communities
  3. Provide for activity changesBe somewhat unpredictable Put some paces in your teaching Change of settings
  4. Discuss the meaning and characteristics of a reflective teacher.Suggest one way in which you can make your lesson reflectivein the new era of science and technology
  5. Future’s wheels
  6. It's about motivating students to learn, which should be done in a manner that is relevant, meaningful, and memorableIt's about caring for your craft/skills, having a passion for it, and conveying that passion to everyone, most importantly to your studentsGood teaching is also about bridging the gap between theory and practiceIt's about immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaison with their communities
  7. Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.Studies of practice education tell us that taking a student:Allows students to bring new ideas and current thinking to your workplace 2. Stimulates your clinical reasoning skills 3. Enhances your career opportunities 4. Develops professional organizational skills 5. Provides an opportunity to share expertise with future colleagues 6. Creates and improves your links with universities and national associations 7. Enhances your reputation within your workplace 8. Reduces your workload (really!) 9. Develops teaching skills 10. Is deeply rewarding for all involved Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.
  8. Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.Studies of practice education tell us that taking a student:Allows students to bring new ideas and current thinking to your workplace 2. Stimulates your clinical reasoning skills 3. Enhances your career opportunities 4. Develops professional organizational skills 5. Provides an opportunity to share expertise with future colleagues 6. Creates and improves your links with universities and national associations 7. Enhances your reputation within your workplace 8. Reduces your workload (really!) 9. Develops teaching skills 10. Is deeply rewarding for all involved Based on Neale, A. (2003). 10 reasons for you to make students an offer they can’t refuse! OTNow, 8-9.
  9. What can I teach?It is always surprising how much we know from our own clinical experience. Whether you are a relatively new clinician or have years of experience, you will have much to offer a new student When can I take the time to teach?We teach through all that we say and do and can incorporate teaching into our daily clinical activities. It always takes more time at the beginning of the practicum but as the student gains independence you may actually find that you have the time to spare.How can I enhance my teaching skills?You are working on this right now by going through this module. You can talk to your colleagues who have taken students. You will also find resources at the end of this module.
  10. In this section, we’ll look at techniques for effective clinical teaching and how they can assist you in creating an effective practice education environment.
  11. Teaching is often thought of as the activity of telling students something, or giving them information; however, -- should be the dominant activity of clinical instruction.
  12. Allow sufficient “wait time” for the student to respond. This is the most important rule for effective questioningWait at least 3 seconds after asking the question and after the student stops speaking. This gives the student time to formulate and think through their response. Pausing for three seconds results in dramatic increases in student participation, length of response, and more elaborate and better supported responsesAsk one question at a time. A barrage of questions is confusing.
  13. . For example, “What is the recommended timetable for polio immunization?” While this type of question can be useful to help you assess a student’s understanding of basic facts, health professions education often focuses too much on lower-level cognitive performance.. For example, “What would you recommend with regard to screening mammography for this 45-year-old patient? Such questions enable the preceptor to see how learners use their knowledge to make decisions.
  14. Open questions can be used to prompt students to:Diagnose: “What is your interpretation of the data?”Decide: “What interventions do you suggest?”Hypothesize: “What would you do if this patient was 20 and not 40 years old?Challenge: “What leads you to that conclusion?”Summarize: “What are the important issues that emerged today?”
  15. Dan Fallon, Carnegie Corporation of New York, February 2004 letter to the eleven Teachers for a New Era institutuionsValue-added assessmentusually refers to a specific technique or assessment settingValue-added measurementis usually used in discussing attempts to measure such intangibles as the impact of school environment, the long-term effect of prior teaching, teacher experience, and socioeconomic characteristicValue-added modelingrefers to the full range of statistical and mathematical formulations encompassing all value-added assessment techniques
  16. Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
  17. Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
  18. Quote from Taking the lead…An instructional coach is someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders our one-on-one support for teachers, coaches, and school leaders around evidence-based literacy strategies and the instructional coaching process with the goals of increasing student engagement, improving student achievement, and building teacher capacity in schools.
  19. Model—I do (You watch me)Co-teach—we doObserve- You do (I watch you)Collaborative Exploration of Data::Based on the partnership principles • Involves observations to open up dialogue, rather than to state a single truth• Should be – constructive, but provisional – empathetic and respectful• Coach and teacher identify what data will be gathered
  20. To develop pedagogical knowledge about historical recreation process – from dramaturgical conception to scenic materialization;To develop new pedagogical methodologies to increase pupil motivation;To promote students creativity and artistic expressions, increasing European citizenship education and preserving European historical-cultural heritage;To implement pedagogical projects of historical recreation; To implement active cultural education promoting tolerance and accepting cultural and human differences within historical recreation projects framework.To promote the participation of families and other members of the community in school projects.