This document discusses effective teaching approaches and strategies. It begins by asking if content knowledge is enough for effective teaching. It then outlines several instructional approaches like expository (lecture, mastery learning, direct instruction), hands-on (discovery learning, experiential learning, authentic activities), and interactive/collaborative (cooperative learning, reciprocal teaching). It emphasizes the importance of effective questioning techniques like wait time and discusses grouping students heterogeneously when possible to avoid tracking. Finally, it introduces the QAIT model which focuses on elements teachers can directly control to improve instruction.

1. Effective Teaching &
Learning
Dr. Jennifer Irwin
EDU 620: Module 10
Chapters 7 & 9

2. I know what to teach,
now how do I teach it?
 Have you ever had a teacher who knew
their subject area very well but didn’t
know how to teach it to others?
 When you completed the first Learning
Reflection for this class, you were asked
“is content knowledge enough”?
 I hope by now that you know the answer
to that question . . . No!

3.  In this module, we will explore ideas that
will help you as you plan for instruction,
including:
– Different instructional approaches
– Effective use of discussions & questioning
– Grouping techniques
– The QAIT Model

4. Think about this …
 New teachers usually “teach” the way they
were “taught”
– Do you agree with this statement?
– For me personally, this was very true. When I
first began, my bag of teaching tricks was
limited to lectures, worksheets, and tests
(how sad!)
– Through hands-on experience and having
great mentors, I have become a much more
effective teacher (I hope!).

5. Different Instructional Approaches
 What is the best way to teach something?
 What are some different ways to teach?
 Do we need to vary our approaches based on
our students or the subject matter?
 We will take a look at 3 different types of
teaching approaches….
 I will leave it up to you to decide on the
effectiveness of each…..

6. Expository Approaches
 Expository means that students are
“exposed” to learning
 Examples:
– Lecture
– Mastery learning
– Direct instruction
– I don’t think I need to define lecture, so …

7. Expository Approaches
 Mastery learning:
– Students demonstrate mastery of one topic
before proceeding to the next

8. Expository Approaches
 Direct Instruction:
– Teacher transmits information directly to
students; lessons are goal-oriented and
structured by the teacher
– To me, this is classic “teaching”
– Scaffolding at it’s best!
– The “I do, We do, You do” method
– How many of you teach this way?

9. I do
We do
You do

10. Hands-On Approaches
 Hands-on approaches have students
actually doing something
 Examples:
– Discovery Learning
– Experiential Learning
– Authentic Activities
– See the Constructivism module for more info

11. Hands-On Approaches
 Discovery Learning: a constructivist
approach to teaching in which students
are encouraged to discover principles for
themselves.

12. Hands-On Approaches
 Experiential Learning:
“the process whereby
knowledge is created
through the
transformation of
experience.
Knowledge results
from the combination
of grasping and
transforming
experience” (Kolb,
1984)

13. Hands-On Approaches
 Authentic Activities:
promoting meaningful
connections between
subject matter and real-
world connections
– Anything you do that
helps students make this
connection

14. Interactive/Collaborative Approaches
 Interactive/Collaborative approaches are
ones in which students work together and
utilize collective “brain power” to learn
material.
 Examples:
– Cooperative Learning
– Reciprocal Teaching

15. Interactive/Collaborative Approaches
 Cooperative
Learning:
students
working
From our very own
together in textbook author,
heterogeneous Robert Slavin
groups
Keep in mind that students must be taught how to work cooperatively!

16. Interactive/Collaborative Approaches
 Reciprocal Teaching: small-group teaching
method based on question generation through
instruction and modeling (often used when
reading material) (Palinscar & Brown, 1984)

17. Let’s reflect ….
 Which of the 3 general approaches do you
currently use (or would use)?
 Is one approach more effective than
another?
 Or do you think that there is a time and
place for all of these instructional
approaches?

18. Effective use of discussions &
questioning
 One of the best teaching methods has to
be the effective use of class discussions
and questioning techniques.
 Whole group v. Small group discussions …
– Which is most effective?
– Again, is there a time and
place for both?

19. Wait Time
 A very important aspect of questioning …
Wait Time (waiting about 3-5 seconds
after asking a question to get a student’s
response)
 This give everyone time to formulate a
response to the question, and not just
those who process faster!
 There is much research support
for the effectiveness of wait time …

20. Wait Time
 Changes in teacher behavior:
– Comments more fluent
– Discussion more logical
– More higher-level questions
– Higher expectations of students
Source: Sadker & Sadker Teachers, Schools, & Society

21. Wait Time
 Changes in student behavior:
– Longer responses
– Statements supported with evidence
– Speculative thinking increases
– More student questions
– Fewer failures to respond
– More student participation
– Fewer discipline problems
– Better performance on higher-level thinking skills
Source: Sadker & Sadker Teachers, Schools, & Society

22. Grouping Techniques
 So far, we have talked about cooperative
learning and whole/small group discussions …
what is the best way to group students?
– Homogenously (same ability level)
– Heterogeneously (different ability levels)
– We must be careful, however, to avoid “tracking”
(where year after year some kids end up in the
bottom groups/classes) … remember what we’ve said
about teacher expectations!

23. The QAIT Model (Slavin, 1987)
 “a model of effective instruction that focuses on
elements teachers can directly control: quality,
appropriateness, incentive, and time” (see chapter
9 for more info)
 This model reminds me of the “Serenity Prayer”
– ... grant me the serenity to accept the things I
cannot change; courage to change the things I can;
and wisdom to know the difference …
– More than once, these thoughts have gotten me
through a rough day of teaching!!

24. What you usually
cannot control
Q
What you
A
CAN control!
I
T

25. Last thoughts …
 As you think about these different
methods of instruction, discussions,
questioning, and grouping … I hope that
you are seeing two things:
1. Each idea presented here is effective in
some way and for some purposes
2. You need to have a variety of ideas in your
teaching Bag O’ Tricks!