1 effective instruction ed 1010. “we tend to teach the way we have been taught, not the way we...
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Effective Instruction
ED 1010
“We tend to teach the way we have been taught, not the way we have been taught to teach. Break the cycle.”
Peggy Saunders2
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Cognitive Learning Theory Principles• Learning depends on experiences. • Learners construct—they do not record
—knowledge in an attempt to make sense of their experiences.
• Knowledge that is constructed depends on and builds on knowledge that learners already possess.
• Learning is enhanced by social interaction.
• Learning requires practice and feedback.
Learning depends on experiences• What experiences do students
bring to the classroom?• What experiences do you need
to provide in the classroom?• Could this be different
depending on the community? Age of students? Content?
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Learners construct knowledge in an attempt to make sense of their experiences• Learners first try to fit new experiences
into existing mental frameworks (schemas) – even if they don’t logically (to you) fit
• If the mismatch is too great, they will construct new frameworks based on their understandings and experiences.
• The frameworks constructed by students may assist in their learning and understanding or be a stumbling block. 5
http://www.youtube.com/watch?v=VeWjMxY5-Kg&feature=related
Knowledge that is constructed depends on and builds on knowledge that learners already possess. • As teachers, it’s important to
“activate prior knowledge” or help students remember ideas that relate to new knowledge.
• Teachers need to give students assistance in the accurate construction of knowledge. 6
Learning is enhanced by social interaction• Social interaction helps students
make sense of their world• Social interaction helps student
refine their understandings. • How to do this? Discussions, Think-
Pair-Share, etc.
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Learning requires practice and feedback• Perfect practice makes perfect –
imperfect practice cements misunderstandings.
• Use feedback to help students arrive at more accurate and sophisticated understandings of the world around them.
• Lack of independent practice leads to lack of mastery. 8
Turn to a partner at your table and share how you have seen these five cognitive learning principles at work in your own education.
Which Cognitive Learning Theory Principle?
•Mrs. Smith asks her students to talk to their partner about how division of fractions is like division of whole numbers.
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Which Cognitive Learning Theory Principle?
•Mr. Jones, a fourth grade teacher, takes his students on a field trip to the Bingham Canyon Copper Mine before studying about the influence of mining on Utah history.
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Which Cognitive Learning Theory Principle?
•Ms. Jones has her students do an experiment with water, alcohol, and ice to evaluate the density of each.
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Which Cognitive Learning Theory Principle?
•Mr. Ali takes his students writing papers home so he has the time to really read them well and give the students good comments.
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Steps in Effective InstructionUnderstanding by Design
(Wiggins and McTighe)
1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan of Action
OBJECTIVES
ASSESSMENTS
LESSONSBackwards Design
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Identify Desired Results
• Learning Objective– What do you want students to know
and be able to do?
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Steps in Effective InstructionUnderstanding by Design
(Wiggins and McTighe)
1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan of Action
OBJECTIVES
ASSESSMENTS
LESSONSBackwards Design
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Determine Acceptable Evidence• How will you know if students
“know and can do” the objective? – What types of assessments are
there?
• Alignment: Assessment needs to assess the knowledge or skill listed in the objective
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Steps in Effective InstructionUnderstanding by Design
(Wiggins and McTighe)
1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan of Action
OBJECTIVES
ASSESSMENTS
LESSONSBackwards Design
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Plan of Action
• What will you, the teacher, do to instruct students to help them be able to accomplish the objective and successfully complete the assessment?
• Alignment: Lesson needs to teach students the objective explicitly so they can be successful on the assessment.
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Try It• At your table, pick a topic and
grade level. Within that topic– Identify something that you, as a
teacher, would want students to know and be able to do
– Think of what you could do to find out, after or during the lesson, whether or not students know or can do the particular skill or knowledge.
– Decide how you might teach it so that students would know the skills or knowledge.MATCHING ACTIVITY
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Essential Teaching Skills•Organization•Clear communication•Focus•Questioning•Feedback•Review and closure
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Teacher Organization
• Maximizes instructional time and minimizes possibilities for management problems
• Effective teachers:– Establish routines– Prepare materials in advance– Start on time– Make smooth transitions
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Essential Components of Clear Communication• Language clarity
– Precise terminology and elimination of vague terms in questions and explanations
• Thematic lessons– Topics are related and lead to a specific point
• Transition signals– Indicate when one idea is ending and another
beginning and how the two are related• Emphasis
– Alerts students to the most important ideas in a lesson
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Effective Questioning•Frequency
–Actively involves all students•Equitable distribution
– Invites all students to participate in the lesson
•Wait-time–Gives students time to think about and answer the question
•Prompting–Assists students when they are unable to answer
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Benefits of Increased Wait-Time•The length and quality of student
responses improve.•Failures to respond are reduced.•Student participation in general,
as well as participation from minority students, improves.
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Effective Instruction in Urban Classrooms
• Uses examples to illustrate abstract and hard-to-grasp concepts
• Actively involves students through interactive questioning
• Provides ample opportunities for practice and feedback
VIDEO
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Four Basic Models of Instruction1. Direct instruction 2. Lecture-discussion 3. Guided discovery4. Cooperative learning
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Instructional Model Summary
Direct Instruction• Designed to teach essential knowledge and
skills needed for later learning• http://www.youtube.com/watch?v=QwHCvd0Y
s48&feature=PlayList&p=E05D896BA45F562F&index=0&playnext=1
Lecture-Discussion• Designed to help students acquire organized
bodies of knowledge and understand the relationships of ideas within them
• Organized bodies of knowledge connect facts, concepts, generalizations, and principles, and make the relationships among them explicit.
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Instructional Model SummaryGuided Discovery
• Designed to teach concepts and generalizations through the use of examples
• Provides more teacher guidance and assistance than “pure” discovery
Cooperative Learning• A collection of teaching strategies that uses
structured student social interaction to meet specific content goals and teach social interaction skills
• Essential components– Students work together in small groups.– Learning objectives direct the groups’ activities.– Social interaction is emphasized.– Students are held individually accountable for their
understanding.– Learners depend on one another to reach objectives.
• http://www.youtube.com/watch?v=Mg7pq6Sgb9g
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Teacher-Centered Versus Learner-Centered Instruction
• Major issue: How active a role should teachers play in directing student learning?
• Historically, classroom instruction has been teacher-centered, with teachers telling and lecturing, assuming major control of instruction.
• In learner-centered instruction, teachers guide learners toward an understanding of the topics they study.
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Teacher-Centered Versus Learner-Centered Instruction
• Criticisms of teacher-centered instruction– Based on antiquated views of learning– Emphasizes student verbalization and overt
performance versus true understanding• Criticisms of learner-centered instruction
– De-emphasizes learning of basic skills– Inefficient in terms of time and energy– Not compatible with current emphasis on
standards and accountability