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Effective Teaching Strategies
Transcript of Effective Teaching Strategies
3 Characteristics present in a true profession:
A scientific research base
A continuous need to improve
A common language
What Makes An Effective Teacher?
Using Bloom's Taxonomy to Write Objectives
Bloom's Taxonomy can be a big help as you plan for the success of your students including learning activities for advanced students as well as students who need remediation.
Things you do to focus the attention of the learner on the learning
The process of getting your students interested
or prepared for what they are about to learn
Teaching to the Objective
The MIDDLE of the lesson
RELEVANCE is the key !
The Lesson Line
This will help you properly construct and plan your lesson so you will be sure to cover everything you want your students to learn
Fundamentals of Effective Instruction
Evidence of a
were being used:
Students were either
writing or using rubrics
of students were
Teaching is decision
as many as
WHAT TO TEACH
HOW TO TEACH
IN WHAT ORDER TO TEACH
WHEN TO TEACH
WHAT TO USE TO TEACH
HOW TO TEST ON WHAT IS TAUGHT
HOW TO RE-TEACH IF NECESSARY
You must PLAN, PLAN, PLAN!!!
Human Relations Skills
Classroom Management Skills
Knowledge of Content
Use (after selection) of
Instructional Skills That
Effective Teachers Must Possess
Selecting an objective at or near the correct level of difficulty and complexity
Plan with the "end in mind"
Objective - a description of what is expected of your students
Brings focus to the most important things in the lesson
Objectives should be :
Open to few interpretations
Stated in measurable terms
Objectives should be
written in terms of
"what the student will do"
Clearly written objectives have
the remembering of
previously learned material
the ability to grasp the meaning of the material
Student selects, transfers and uses prior knowledge
to complete a problem
May include the identification of the parts, analysis of relationships between the parts, and recognition of the organizational principles involved
Ability to break down material into its component parts where its organizational structure may be understood
the ability to put parts together to form a
The ability to judge the value of material
Judgements are based on definite criteria
Your lesson should have a beginning, a middle, and an end.
The greatest point of learning retention is the BEGINNING of a learning sequence - the SET is a critical time in the learning process
Three Parts to an Effective Set:
1. Establish the objective
2. Relate the objective
3. Involve the learner
Establish the objective
Write the objective on the board
State the objective in terms the student can understand
Relate the Objective
Relate the learning to either personal experiences or to other academic experiences - past, present, or future learnings
Using past learning experiences, you provide a "hook" on which the student can connect old learning to the new learning
Involve the Learner
"Tell me I forget; show me, I remember; involve me, I understand"
Asking questions at the beginning is an excellent way to get students involved
ALL classroom discussion has bearing on the lesson at hand
Five Teaching Actions in "Teaching to the Objective"
Clarity, Conciseness, Completeness
Given in the language of the students
The shorter the better!
Effective attention getting technique:
Give me five
Stop what you're doing
Turn and face me
Look me in the eye
Prepare your brain for directions
Explanations of content
* Use examples to illustrate and clarify the material being presented.
*Make sure examples are relevant to the learner
*Definition of terms - teaching vocabulary is important.
*Examples can be verbal or visual
Don't allow conversations to take place that detract from the objectives you are teaching.
We ask questions for several reasons:
To introduce a topic
To check for understanding
To ensure students are on task
To guide thinking on the student's part
To reinforce the learning through practice and review
To assess prior learning
To encourage students to pay attention in class
Questions should take place
a learning experience.
Two basic types of questioning:
Whole Group Questions
*Ask- Pause- Call Method
Utilize Bloom's Taxonomy when formulating questions you will ask in class.
Ask higher and lower levels of questions to make students think critically.
Responding to Student Answers
*Reinforces learning through controlled redundancy
*Retention of learned materials = our AIM!
*New learning must be heard or practiced
times for the learning to be internalized!!
*Responding to a student's WRONG answers is critical.
*Our classrooms need to be environments where students are comfortable asking relevant questions.
Implementing Learning Activities
A student has not truly learned something until he/she has internalized it and can explain it in his/her own words.
Guided and unguided practice are important activities.
Again: Relevance is key! A quality activity will have BOTH relevance to the
and relevance to
The circumstances under which the learning will be demonstrated
Example: "Given a demonstration...
Something that can be observed and measured
Example: state, write, underline, label
What will be accomplished to demonstrate the learning
Degree of mastery expected
Example: Students will complete 15 math problems in 3 minutes at 75% accuracy
TEACHING TO THE OBJECTIVE
Must happen for retention to take place at the level you desire!
An effective closure does THREE things:
* Completes the action of the lesson
* Answers the most important questions of the lesson
*Explains the meaning of the lesson
Re-focuses the students' attention on what has been taught and learned.
Re-statement of the objective
Involvement of the Learner
Identifying the Critical Elements
Monitoring and Adjusting
Making and implementing decisions
instruction to increase the probability of effective and efficient learning.
Teacher "walks the room" while teaching and observes student response to material being presented
Teacher "walks the room" while students are doing seatwork to see if students are completing assignment correctly.
Initiating more interactions with students during seatwork periods rather than waiting for students to ask for help.
Research shows that students remember most of what they hear
in a learning sequence and secondly what they hear
This is why we must plan for an EFFECTIVE
even though most of class time is spent on "teaching to the objective."