profesionalisme guru- 10 best teaching practices

8/14/2019 PROFESIONALISME GURU- 10 BEST TEACHING PRACTICES

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10 Best Teaching Practices

Based on the book byDonna Walker Tileston.

10 Best Teaching Practices. (2000)

Corwin Press, Inc. Thousand Oaks,CA.

ISBN:07619-7585-3



1.Threats that impact learning

Stress

Embarrassment

Deadlines

Different learning styles

Classroom culture



B. Encouragement

Active learning

CreativityConnections

Learning is respected



C. Enriched Environment

Dendrites are an indicator of increased brain processing

Long term dendritic connections = long termmemory and more connections of materials

More dendrites – more learning

Experiment:Young rats with toys - higher number of dendritesYoung rats + old rats- young rats not allowed to play -

lower number of dendrites



D. Sense of belonging

High level of support

Sense of empowerment

15 minutes activity period for

students that students misused



E. On ramps

create lots of them to keep students on

track Keep students engaged

Provide choices

Be aware of multiple intelligences



2.Teaching strategies to help

student learning Three types

Visual – information stored in the occipital lobeof brain

Kinesthetic – information stored in the motor

cortex and cerebellum

Auditory – information stored in the temporal

lobe



3. Making connections

Effect of old and new learning

Looking for connections in new material - frustrating

without guidance Giving ownership

‘last week we talked about’

‘have you ever seen….’

‘what do you know about’ ‘what do you want to know’

‘what have you learned’

‘this is similar to’

“The brain processes meaning not random information”Eric Jenson 1998



4. Teaching for long term

memory cram – ace test – forget quickly

30 second telephone number – brain tosses

information into memory or out in 30 sec.

Working memory – information processed

Pre-schoolers – 2-3 chunks at a time

Pre-adolescents – 3 – 7

Through adulthood – 7 – 9

Long term memory – info must be processed within

20 min.



Teaching for long term memory cont

Try to ensure students are putting info in long term

memory by providing tools to facilitate the process

Interesting information

Emotional connections

Relevant

Applicable

Demonstrate a love for learning



5. Higher order thinking skills

needed/wanted Reward and encourage

critical thinking creative thinking

problem solving



Higher order thinking skills needed/wanted

cont.

Develop assessment methods that includeanalysis and above

Cause and effect

Making inferences

Deductive thinking opportunities

Raise the bar, the students will follow

Practice in the class then follow up on exams



6. Collaborative learning

Be the coach, leader, guide

Types of communication a. between teacher and student

b. student – student

c. communication with others d. communication among teachers



Collaborative learning cont

Create an environment where communication is the

driving force.

Act as a catalyst not a textbook

Allow students to work together, form groups,

listen to each others ideas, develop concepts

This develops mutual respect

Social skills are developed



Collaborative learning cont

Use indicators of higher order thinking such

as making distinctions, applying ideas,forming generalizations, raising questions,

not just reporting facts, definitions, or

procedures.

Students should be actively engaged not

passive receivers.



7. Consider ALL learners (but wewill never get 100 % success)

All students are not equal: – In preparation for college

In their interest level In the motivation to learn In their priorities They have different cultural needs and incentives

Make the class supportive.

Create relationships.

Do not have hidden agendas.



8. Authentic Assessment – achievement that is significant and

meaningful

Needs to reflect what you want the student to be able

to do at the end of the course

what should be measured? Process?

Product?

Both? Do your assessment methods truly reflect student

learning or just memorization?



Authentic Assessment – cont.

Assessment should:

a. be continuous and part of the instruction

b. connect directly to learning

c. do more than require simple memorization

(require students to develop math formulae, write

essays, create sculpture, etc). d. Be driven in part by student questions




Authentic achievement allows

1. students to construct meaning and produce

knowledge

2. use disciplines inquiry to construct meaning

3. movement toward production of discourse,

products or performances that have value andmeaning beyond success in school




Quote from Ron Bryant 1993

“ as long as you are determined to cover everything

you actually insure that most students are not going

to understand. You’ve got to take enough time to

get students deeply involved in something so that

they can think about it in lots of different ways andapply it ----- not just at college but at home and on

the street and so on.”




We can’t teach students everything

We must give them the tools to be successful

Problems solving skills

Research retrieval skills

Then we must assess if they have learned these

skills Set high expectations but give guidance and support

Guidance allows the student to ‘get it right the firsttime and every time’




Help students demonstrate understanding but

using learning in different contexts

Allow them to make meaningful products

Help them develop inquiry skills

Tie assessment to rubrics or guidelines for success



9. Real world applications

Relevance

Use authentic situations

Tie information to what students already know – create

connections Allow time (or situation) for

emotional attachment to reflect on learning What, So what, and Now what – use to facilitate

reflection What (have you learned)? So what (difference does it make)? Now what (can I do with it)?

Increased depth of understanding and application results



10. Use of technology

Good or bad?

When and where?

Assessment

Communication

Research rich environments Use of the web

The world becomes the classroom

profesionalisme guru- 10 best teaching practices

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