a blast from the past
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A BLAST FROM THE PAST. ESSENTIAL ELEMENTS OF INSTRUCTION. Essential Elements of Instruction. Highlights of EEI The Science of Teaching Madeline Hunter. Question?. What qualities does a good teacher possess?. Art vs. Science of Teaching. Total Teaching Act Instructional Skills - PowerPoint PPT PresentationTRANSCRIPT
A BLAST FROM THE PAST
ESSENTIAL ELEMENTS OF INSTRUCTION
Essential Elements of Instruction
Highlights of EEIThe Science of Teaching
Madeline Hunter
Question?What qualities does a good
teacher possess?
Art vs. Science of Teaching
• Total Teaching Act• Instructional Skills• Task Analysis• Teach to the Objective• Closure• The Art in Teaching will be your
own personality/style/demeanor.
Total Teaching Act (TTA)
• Human Relations Skills• Instructional Skills• Classroom Management Skills• Knowledge of Content• Use and Selection of Appropriate
Material• Planning Skills
From theTotal Teaching Act,which is the most important skill?
The most important skills are the Instructional
Skills!Other TTA skills are
important, and they are developmental.
Instructional Skills• SELECT an objective at the appropriate
level of difficulty.• TEACH to the objective.• MAINTAIN the focus of the learner on
the learning.• USE without abuse the Principles of
Learning.• MONITOR and adjust.
Select an objective at the appropriate level of difficulty?
• Task Analysis: A system of factoring the terminal (final) objective into it’s essential enroute learnings.
• Steps in Task Analysis:• Identify a terminal objective: State
Standards.• Brainstorm for possible enroute learning.• Weed Out nonessentials.• Sequence if necessary.• Form diagnostic questions.
Teach to the Objective T2O
• EXPLANATION
• QUESTIONING
• RESPONDING
• ACTIVITY
Teach to the Objective
• EXPLANATION:• Definitions• Process or steps• Examples• Models• Modeling• Content
Teach to the Objective• QUESTIONING:• Purpose• Strategy• Types:• Individual (Sampling)• Whole Groups• Open Ended, Affective, Opinion and
Thinking Questions. • In what ways (IWW) and How many
ways (HMW).
Teach to the Objective• RESPONDING:• Responding to the learner in terms
of the learning.• Purpose?• Frequency?
Teach to the Objective• ACTIVITY:• Purpose• Types:• Guided• Independent (unguided).
Maintain the Focus of the Learner on the
Learning• Those things the teacher does to
establish and keep the attention of the learner on learning.
• Components:• Anticipatory Set.• Closure.• Active Participation.
Maintain the focus of the learner on the
learning…• Anticipatory Set:• Purpose• Elements:• Statement of learning.• Involvement of the learner.• Relate learning to past, present, or future
learning.• (Wong, Jones, and Hunter) Concepts align.
Maintain the focus of the learner on the
learning…• Closure:• Purpose• Elements:• Summary of the learning.• Involve the learner.
Maintain the focus of the learner on the
learning…• Active Participation:• Purpose• Types:• Covert Behavior – Body language, facial
expressions, time on task, etc.• Overt Behavior – Observable learning,
responses, oral and written participation, etc.
Use Without Abuse the Principles of Learning
• Program for Effective Teaching:• Motivation• Retention• Reinforcement• Transfer• Principles may be used in any
order!
Use without abuse the principles of learning…
• MOTIVATION:• Interest – develop student interest.• Success – create successful activities. • Feeling tone – be positive in voice control. • Knowledge of results – student
achievement.• Tension – Be aware of students cognition.• Rewards – Success.
Use without abuse the principles of learning…
• RETENTION:• Meaning – Students understand concept.• Practice – Drill.• Degree of Original Learning – Maintain +.• Transfer – Integrated learning.• Feeling Tone – Positive.• Modeling – Student practice and activities.
Use without abuse the principles of learning…
• REINFORCEMENT:• Positive• Negative• Extinction – Teacher destroys learning.• Schedule – regular or intermittent.
Use without abuse the principles of learning…
• TRANSFER:• Positive – Authentic integration with
other content areas. • Negative – No transfer of knowledge.
Use without abuse the principles of learning…
• Four factors that help to generate positive or negative transfer:
• Similarity: Analogies - Comparisons.• Association: Integrated concepts.• Degree of original learning:
depth-breadth.• Identification of critical
attributes: key elements.
Monitor and Adjust• Observe students overt and covert
behaviors. (Hunter)• Differentiate instruction as
necessary. (Fogarty)• Use classroom management skills.
(Wong)• Work the room. (Jones)
HOW DO WE USE THE ESSENTIAL ELEMENTS
MODEL TODAY?
Instructional Skills
• SELECT an objective at the appropriate level of difficulty.
• TEACH to the objective.• MAINTAIN the focus of the learner on
the learning.• USE without abuse the Principles of
Learning.• MONITOR and adjust.
WOWBackward
Design
Select an objective at the
appropriate level of
difficulty?• Task Analysis: A system of factoring the
terminal (final) objective into it’s essential enroute learnings.
• Steps in Task Analysis:• Identify a terminal objective: State
Standards.• Brainstorm for possible enroute learning.• Weed Out nonessentials.• Sequence if necessary.• Form diagnostic questions.
*DifferentiatedInstruction*Multiple
Intelligences*Visual Literacy
WOW /Backward Design(see slides 10-14)
Maintain the Focus of the
Learner on the Learning
• Those things the teacher does to establish and keep the attention of the learner on learning.
• Components:• Anticipatory Set.• Closure.• Active Participation.
*DifferentiatedInstruction*Multiple
Intelligences*Visual LiteracyWOW /Backward
Design(see slides 15-18)
Use Without Abuse the
Principles of Learning
• Program for Effective Teaching:• Motivation• Retention• Reinforcement• Transfer• Principles may be used in any
order!
*DifferentiatedInstruction
*Multiple Intelligences*Visual Literacy(see slides 19-23)
WOW /Backward Design(see slides 19,22)
USE WITHOUT ABUSE THE
PRINCIPLES OF LEARNING…
• Four factors that help to generate positive or negative transfer:
• Similarity: Analogies - Comparisons.• Association: Integrated concepts.• Degree of original learning:
depth-breadth.• Identification of critical
attributes: key elements.
*DifferentiatedInstruction
*Multiple Intelligences*Visual Literacy
WOW /Backward Design
Monitor and
Adjust
• Observe students overt and covert behaviors. (Hunter)
• Differentiate instruction as necessary. (Fogarty)
• Use classroom management skills. (Wong)
• Work the room. (Jones)
*DifferentiatedInstruction
*Multiple Intelligences*Visual Literacy
WOW /Backward Design
HOW COULD ESSENTIAL ELEMENTS BE USED IN
THE FUTURE?