This document discusses various techniques for effective teaching and learning: 1. Engage students with real-life examples, involve a variety of learning styles, and have students teach each other. 2. Preview lessons, implement rewards, help students set goals, and give challenges for outside of class. 3. Evaluate students on improvement and mastery rather than just performance, and collaborate with professionals and students on projects.

1. L -14Technique in Teaching and LearningPDET 4101

2. EngageEngage the students in material that has personal relevance and is meaningful i.e. real life examples and problems

3. VarietyGive the students assignments that involve a variety of learning stylesResearch with booktechnology

4. Students TeachingProvide times when students can teach each other the material within the classroom i.e. individual or group presentations– Leadership– Ownership– Mastery

5. previewEvery other day or so, allot 10 minutes at the beginning of each class for students to discuss among themselves what they learned in previous lessons.

6. Reward Implement a reward system for students to encourage them to take their learning outside the classroom• Reward students who can apply the material to real life examples• Reward students who improve from test to test• Reward students who engage in group discussions outside of the classroom to discuss ideas on how to use their knowledge to solve problems

7. GoalsHelp students establish short term, self referenced goals at the beginning of the term and have them check up midterm to see if they are still on track to accomplishing their goals

8. Stimulate group workAt the end of each class, present the students with a “challenge for the night” and allow students to work in groups of 3 or 4 to solve the challenge over the course of the evening and present answers in class the next day

9. EvaluationEvaluation of students should be private and focus on individual improvement, progress and mastery of the material, not simply on performance.

10. CollaborationTeachers collaborate with students to work on a big project.

11. professionalsBring in professionals in related careers to give talks about what they do in their work

12. Learning techniquesProper instruction helps students learnDo you agree with it?

13. How do we view “instruction”?“The previously dominant view of instruction as direct transfer of knowledge from teacher to student does not fit the current perspective. The present view places the learner’s constructive mental activity at the heart of all instructional exchanges…”

14. Structured Discovery“…Thisdoes not mean that students are left to discover everything for themselves, nor that what they discover and how they choose to describe and account for it are left solely to them…

15. Dispenser of knowledge vs.facilitator of learningTHINK/PAIR/SHAREIdeally, what percentage of your total contact time with student each year would you like to spend as…_____ Dispenser of knowledge_____ Facilitator of discovery learningWhat actual percentage of your total contact time with student this year was spent as…_____ Dispenser of knowledge_____ Facilitator of discovery learning

16. How do we get there?Incrementally…Small changesPractice is essentialExpect resistanceExperimentally…A learning process for allSome things work well in your settingMost things need “tweaking”(change or correction)

17. Teaching and Learning:Three Strategies Toward aStudent-Centered ClassroomInquiry-Based LessonsInteractive LecturesAuthentic Assessment

18. What is it?Why do it?How do you do it?Inquiry-Based Teaching and Learning

19. Why inquiry-based? First, inquiry-based teaching is strongly recommended by the National Science Education Standards (NSES) for teaching; the two-page summary of teaching standards specifically mentions inquiry-based teaching and learning at least 16 times, far more than any other teaching strategy.Second, inquiry-based teaching is recommended and/or mandated by many state science curriculum standards. Third, inquiry-based learning has been shown to have a positive impact on both student content understanding and skills acquisition. In sum, when inquiry-based teaching is implemented well, it produces excellent results with students from diverse groups. Finally, inquiry-based learning fosters skills that help students prioritize information, deciding which information is most important and which is least helpful. It is anticipated that this skill will become increasingly important in an age when vast information is available at the touch of a button or the click of a mouse.

20. What is it?Inquiry approach places the student in the role of the investigatorAsking questionsStructuring investigationsConfronting ambiguous findingsConstructing relationships and creating metaphors

21. Learners…Are engaged by scientifically oriented questions.Give priority to evidence which allows them to develop and evaluate explanations that address scientifically oriented questionsFormulate explanations from evidenceEvaluate their explanations in light of alternative explanations, especially those reflecting scientific understanding; andCommunicate and justify their proposed explanation.

22. Why do it?Impact on content knowledgeImpact on skills that are applicable in diverse situationsAddresses multiple learning styles

23. How do you do it?Consider ways to facilitate learning rather than dispensing(providing) knowledge Expand & hone (sharpen) your questioning skills Inquiry is NOT a “free for all”Educator sets the focus and parametersStudents generate questions within this frameworkStudents design investigations given basic methods and materials

24. Interactive LectureBreaks the lecture at least once per class Students participate in an activity that lets them work directly with material. Allows students to:Apply what they have learned earlier; orGain a context for upcoming lecture material.

25. Possible ActivitiesInterpretation of graphsMaking calculations and estimationsPredictions of demonstrationsBrainstormingTying ideas togetherApplying what has just been learned in class or reading to solve a problemCollecting student responses

26. Authentic assessment (Scholars’ findings)Think-pair-share (several sources)Case studies during lecture (Goodman, et al., 2005)“Rapid response test” – (Rao, 2006)Role playing by students (van Loon, 1993)“Pause” midway through lecture (Trautwein, 2000)Classroom Assessment Techniques (CATs) (Angelo & Cross, 1993)High Tech & Low TechInteraction “scoreboard” promoted readiness (Kumar, 2003)Colored letter cards (DiCarlo & Collins, 2001)Lecture sketchbook (Smoes, 1993)Broken Lecture (Nayak, 2006)

27. Impact? Consistently higher exam scoresHigher instructor evaluationsPositive student comments

28. Pros and Cons… Pro’s…Increased ability to spot student misconceptionsMore focused lecturesIncreased enjoyment for the instructor due to more interaction with studentsIncreased student understanding of the contentCon’s…Believing that the actively-learned material was always the most importantStudents not participating with group reportsNot incorporating outside readings into in-class problemsActive learning tasks not always matched to current abilities of students

29. 7 learning Techniques1. Allocate your attention efficiently.2. Interpret and elaborate on what you are trying to learn.3. Make your studying variable (e.g., location, interpretations, examples)4. Space your studying of a topic or area and repeat your study several times.5. Organize and structure the information that you are trying to learn.6. Visualize the information. Reinstate the context during a test.7. GENERATE, GENERATE, GENERATE, RETRIEVE, RETRIEVE, RETRIEVE!!

30. Closing the classWalking this sleeping giant of teacher leadership has unlimited potential in making a real difference in the pace and depth of school change- Hope you will wake up as it said above and contribute to nation building