eggen, p. kauchak, d. (2010) educational psychology: windows on classrooms (8 th ed.) new jersey:...

Eggen, P. Kauchak, D. (2010) Educational Psychology: Windows on Classrooms (8th Ed.) New Jersey: Pearson

• Plan attention-grabbing lessons : Remember lesson length vs. age group. Be creative! Use modern technology.

• Use students’ names. “The use of students’ names is one of the most powerful attention getters that exist, and effective

teachers call on individuals instead of directing questions to the class as a whole. When this becomes a pattern, attention and achievement increase significantly.” (Eggen & Kauchak, 2010, p. 208; Eggen & Kauchak 2006; McDougall & Granby, 1996)

• Have students actively involved in learning activities.

You could use:• Visual aids•Out-of -the ordinary events•Real-life problems•Demonstrations•Thought-provoking questions•Computers e.g. online learning with Mathletics etc.•Interactive Whiteboards•Mind maps

Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on Classrooms (8th Ed.) New Jersey: Pearson

Effective Teaching Encourages Cognitive Activity

Maintain students’ attention

• “Because attention is where learning begins, attracting and maintaining student attention are essential.” (Eggen & Kauchak ,2010, p.207 ; Curtindale et al., 2007 ; Valenzeno, Alibali, & Klatzky, 2003)

Effective Teaching Encourages Cognitive Activity

Helps you determine whether students have accurately perceived the information you’ve taught. Helps to activate students’ prior knowledge. (schema activation)

Use reviews Ask what they already know on a topic. Have them share personal experiences relating to the topic.

Places students into cognitively active roles when used to help guide thinking and learning.

Ask questions

Effective Teaching Encourages Cognitive Activity

Present information with interconnecting ideas. Incorporate mind maps, models, demonstration into your lessons.

Teach closely related items together. Helps to avoid confusion further down the track.

Relevancy Try to offer real-life and practical experiences in your classroom.

Provide rich learning experiences. “...providing children with rich learning experiences can amplify their intelligence, and denying them such

richness of experience can diminish their intelligence.” (Thomlinson, 1999, p. 18; Caine & Caine, 1991)

Make learning meaningful

Thomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners Alexandria, V.a.:ASCD retrieved July 2010 from Curtin University Library

• Remember students construct their own knowledge based on prior knowledge and experiences.

A student’s mind is like a brick wall. If a row is missing a brick you cannot build the next row on top of it; same as if a student skips learning something, they cannot build on top of it until that brick is put in place.

Effective Teaching Encourages Cognitive Activity

Auditory learners: Learn by listening to verbal instructions; remember by forming the sounds

of words. Lesson ideas: Verbal drills (with a classmate or computer), help them put

information into a rhythmic pattern (like a poem, a song, or a rap), YouTube, interactive immersion programs; for reading assignments - let them read aloud, use audio e-books.

Visual learners: Learn by seeing and watching; use strong visual associations. Lesson ideas: YouTube clips, interactive immersion programs,

powerpoint,

wikispaces, blogging; encourage them to take notes or doodle while listening, have them draw their own picture (no matter how bad they think it looks) to associate with facts, letters, or words.

Kinesthetic/Tactile learners: Learn by becoming physically involved and actually doing something with

what’s being learned. Lesson ideas: Interactive immersion programs, using 3D modelling

software, provide them with stories to read that are filled with action, have them listen to audio e-books while they do something physical, instruct them to take notes or highlight information while listening, use activities/play games that involve their whole body, try to provide small “breaks” in class – especially with sit down work.

Understand each students’ natural learning method. “ All students could learn, but we cannot expect them to learn in the same way.” ( Tobias, 1994)

Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale House Publishers, Inc.

References:

Eggen, P., & Kauchak, D. (2010) Educational psychology: Windows on classrooms (8th Ed.) 207, 196 - 217, New Jersey:PearsonEggen, P., & Kauchak, D. (2006) Strategies and models for teachers: Teaching content and thinking skills (5th Ed.) Boston: Allyn &

BaconMcDougall, D., & Granby, C. (1996) How expectation of questioning method affects undergraduates’ preparation for class. Journal of Experimental Education, 65, 43-54Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale

House Publishers, Inc.Valenzeno, L., Alibali, M., & Klatzsky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187-204.

Images:Slide 14 -Teacher and Classroom - Microsoft Clip ArtSlide 15– Teacher and Classroom – Microsoft Clip ArtSlide 16 – Teacher and Classroom – Microsoft Clip Art - Brick Wall - http://www.tmsspecialtyproducts.com/media/Building-wall-illustration/200902060741MCT_____MCTILLUS_20090206_Building_wallSlide 17- Learning Styles Cartoons (3) - Study & Learning Centre, RMIT © 2007 (1) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/auditory.html (2) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.html (3) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/kinesthetic.html