Chapter 10 Chapter 10 Active TeachingActive Teaching

Four Primary Approaches to Four Primary Approaches to TeachingTeaching

Information ProcessingInformation Processing

PersonalPersonal

BehavioralBehavioral

Goal OrientedGoal Oriented

Teacher Behaviors Related to Student SuccessTeacher Behaviors Related to Student Success

Teachers accept responsibility for student successTeachers accept responsibility for student success

Teachers provide students sufficient time to learnTeachers provide students sufficient time to learn

Teachers manage classrooms effectivelyTeachers manage classrooms effectively

Teachers move through the curriculum rapidly in Teachers move through the curriculum rapidly in small stepssmall steps

Teacher Behaviors Related to Student Success Teacher Behaviors Related to Student Success (Cont.)(Cont.)

Teachers demonstrate skills, explain concepts, Teachers demonstrate skills, explain concepts, conduct participatory activities and review conduct participatory activities and review when necessarywhen necessary

Teachers provide opportunities for students to Teachers provide opportunities for students to practice and apply new contentpractice and apply new content

Teachers maintain a pleasant, friendly, Teachers maintain a pleasant, friendly, enthusiastic and supportive classroomenthusiastic and supportive classroom

Factors Important When Presenting Factors Important When Presenting Information to StudentsInformation to Students

ClarityClarity

Using terms within students experienceUsing terms within students experience

Establishing a purpose for the lesson and arranging lesson Establishing a purpose for the lesson and arranging lesson components in a proper sequencecomponents in a proper sequence

Defining major concepts and illustrating them with Defining major concepts and illustrating them with examplesexamples

Using effective presentation style – articulation, pace, non-Using effective presentation style – articulation, pace, non-verbal communication and visual aidsverbal communication and visual aids

Clarity (Cont.)Clarity (Cont.)Using Clear LanguageUsing Clear Language

Avoid vagueness of terms -- words such as:Avoid vagueness of terms -- words such as: Somehow, somewhere, otherSomehow, somewhere, other Not many, not veryNot many, not very About, almost, kind of, pretty much, sort ofAbout, almost, kind of, pretty much, sort of Actually, so forth , anyway , you knowActually, so forth , anyway , you know I guess, I’m not sureI guess, I’m not sure A bunch, a couple, a few, a lotA bunch, a couple, a few, a lot Kind of, sort of, type ofKind of, sort of, type of Chances are, could be, maybe, perhapsChances are, could be, maybe, perhaps Generally, often, frequently, probably, sometimes, Generally, often, frequently, probably, sometimes,

usuallyusually

EnthusiasmEnthusiasm

Teacher enthusiasm for a subject is contagiousTeacher enthusiasm for a subject is contagious

Teachers should show dynamic vigor in the Teachers should show dynamic vigor in the classroomclassroom

They should demonstrate joy, surprise, They should demonstrate joy, surprise, suspense, excitement and satisfaction with suspense, excitement and satisfaction with accomplishments accomplishments

Encouraging QuestionsEncouraging Questions

Students tend to ask very few questionsStudents tend to ask very few questions

Encouraging questions, especially at the Encouraging questions, especially at the beginning of the year is very importantbeginning of the year is very important

Warm encouragement of student questions Warm encouragement of student questions promotes a sense of a supportive community promotes a sense of a supportive community of learners in the classroom of learners in the classroom

Narrative PresentationNarrative Presentation

Effective elementary teachers use a minimum of Effective elementary teachers use a minimum of lecturelecture

They present lesson content in short segments with They present lesson content in short segments with frequent questionsfrequent questions

They embed much of the information in a narrative – They embed much of the information in a narrative – storytelling formatstorytelling format

Stories can be drawn from the teacher’s experience or Stories can be drawn from the teacher’s experience or experiences the students may have hadexperiences the students may have had

Photos, objects and props are used to support the Photos, objects and props are used to support the narrativenarrative

Narratives focus on Essential Understandings or Big Narratives focus on Essential Understandings or Big IdeasIdeas

Effective DemonstrationsEffective Demonstrations When learning processes and skills, students When learning processes and skills, students

need demonstrationneed demonstration

Focus attention at the start of the demonstrationFocus attention at the start of the demonstration Give an overview of what will happenGive an overview of what will happen Introduce and label new objects or conceptsIntroduce and label new objects or concepts Go step-by-step through the processGo step-by-step through the process Explain each stepExplain each step Go slowly enough for clarity and exaggerate actionGo slowly enough for clarity and exaggerate action Have students repeat the stepsHave students repeat the steps Correct mistakes, but do not dwell on themCorrect mistakes, but do not dwell on them

Questioning TechniqueQuestioning Technique

Effective questions scaffold students to Effective questions scaffold students to process lesson contentprocess lesson content

Effective questions help students “make lesson Effective questions help students “make lesson content their own”content their own”

Effective questions focus on key points and Effective questions focus on key points and Essential UnderstandingsEssential Understandings

Questioning Technique (Cont.)Questioning Technique (Cont.)

Effective instruction includes an appropriate Effective instruction includes an appropriate combination of lower level and higher level combination of lower level and higher level questionsquestions

Lower level questions promote: Lower level questions promote: knowledge and comprehensionknowledge and comprehension

Higher level questions promote:Higher level questions promote: application, analysis, synthesis, evaluationapplication, analysis, synthesis, evaluation

Questioning Technique (Cont.)Questioning Technique (Cont.)

When planning an appropriate mix of lower level and When planning an appropriate mix of lower level and higher level questions, a teacher should consider higher level questions, a teacher should consider question sequences. These can be:question sequences. These can be:

Higher level questions followed by supporting lower Higher level questions followed by supporting lower level questions and concept developmentlevel questions and concept development

Lower level questions building to higher level Lower level questions building to higher level questions and concept developmentquestions and concept development

Questions to Avoid!Questions to Avoid!

Yes-No questionsYes-No questions

If used, follow with “Why?”If used, follow with “Why?”

Tugging questions (Tell me more. What else?)Tugging questions (Tell me more. What else?)

Instead of asking for more response to the initial Instead of asking for more response to the initial question, ask an additional questionquestion, ask an additional question

Questions to Avoid! (Cont.)Questions to Avoid! (Cont.)

Guessing questions ( How many do you think? Guessing questions ( How many do you think? What else could have happened?)What else could have happened?)

Use only to encourage imagination or creative Use only to encourage imagination or creative thoughtthought

Leading Questions (Don’t you agree? Why did Leading Questions (Don’t you agree? Why did you do that?)you do that?)

Use only when you really want a unique responseUse only when you really want a unique response

Characteristics of Good QuestionsCharacteristics of Good Questions

ClearClear Specify the points to which student should respondSpecify the points to which student should respond

PurposefulPurposeful Planned in advance to lead to instructional goalsPlanned in advance to lead to instructional goals

BriefBrief Short, to-the-point questions are easier to Short, to-the-point questions are easier to

understandunderstand

Characteristics of Good Questions (Cont.)Characteristics of Good Questions (Cont.)

NaturalNatural Simple, normally-used language helps clarify Simple, normally-used language helps clarify

questionsquestions

SequencedSequenced Order of questions leads to development of skills Order of questions leads to development of skills

or conceptsor concepts

Thought ProvokingThought Provoking Stimulate strong, thoughtful responsesStimulate strong, thoughtful responses

Questioning – Wait TimeQuestioning – Wait Time

Rowe (1974)Rowe (1974)

Most teachers waited less than one second before Most teachers waited less than one second before calling on a student to respond to a questioncalling on a student to respond to a question

Most teachers waited only one second before Most teachers waited only one second before calling on another student or supplying the answercalling on another student or supplying the answer

Effects of of 3-5 Seconds of Wait TimeEffects of of 3-5 Seconds of Wait Time

Increase in length of student responseIncrease in length of student response Increase in unsolicited but correct responsesIncrease in unsolicited but correct responses Decrease in failure to respondDecrease in failure to respond Increase in speculative responsesIncrease in speculative responses Increase in appropriate student-to-student Increase in appropriate student-to-student

interactioninteraction Increase in students drawing inferencesIncrease in students drawing inferences Increase in student-initiated questionsIncrease in student-initiated questions Greater variety of contributions by studentsGreater variety of contributions by students

Good Questioning TechniqueGood Questioning Technique

Distribute opportunities for response equally Distribute opportunities for response equally throughout the classthroughout the class

Give feedback – acknowledge correct answers Give feedback – acknowledge correct answers and give corrective feedback to incorrect and give corrective feedback to incorrect answersanswers

Use a casual, conversational tone that avoids Use a casual, conversational tone that avoids creating a “Quizzing” atmospherecreating a “Quizzing” atmosphere

Discussions -- PurposesDiscussions -- Purposes

Debriefing – reflecting on understandingsDebriefing – reflecting on understandings

Problem-Solving – find solutions to problemsProblem-Solving – find solutions to problems

Explanation – analyze for understandingExplanation – analyze for understanding

Prediction – consider probable effects or Prediction – consider probable effects or consequencesconsequences

Policy – develop and justify positionsPolicy – develop and justify positions

Scaffolding Scaffolding

Three Primary Ways Teachers Scaffold:Three Primary Ways Teachers Scaffold:

Explain, demonstrate. model, tell stories Explain, demonstrate. model, tell stories

Interact with students while focusing on goalsInteract with students while focusing on goals

Engage students in assignments and activities that Engage students in assignments and activities that allow practice or application of what they have allow practice or application of what they have learnedlearned

HomeworkHomework

Recent research indicates:Recent research indicates:

There is little relationship between the amount There is little relationship between the amount of homework and student achievement in of homework and student achievement in elementary grades.elementary grades.

There is only a modest positive relationship in There is only a modest positive relationship in secondary grades.secondary grades.

Homework – 10 P’sHomework – 10 P’s

Practice *Practice * Preparation *Preparation * Personal Development *Personal Development * Peer InteractionsPeer Interactions Parent-Child Relations *Parent-Child Relations * Parent-Teacher CommunicationParent-Teacher Communication Public RelationsPublic Relations PolicyPolicy PunishmentPunishment

* Purposes recommended by Good and Brophy* Purposes recommended by Good and Brophy

The EndThe End