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The Analytic Teacher

Samantha Pinter

EDU 4290

Analytic Teacher

These teachers are working with their students to solve problems and think critically. Students in the analytic teacher's classroom are able to share their opinions with their teacher and feel heard. The analytic teacher aids students in asking questions and looking at situations from different points of view.

Who is the Analytic teacher?

What Traits are Present in an Analytic Teacher?

Traits Present in this teacher

  • Reflective
  • Good listener
  • Decision Makers (Action Research)
  • Observing - Aware of student needs
  • Collaborative with colleagues
  • Use analytic process

Analytic Teaching

Analytic teaching reaches all students by noticing student strengths and interests, while also developing areas of weakness.

What is Analytic teaching?

What Does it Encompass?

What Does Analytic Teaching Encompass?

student engagement

student self-expression

student discovery

student choice

student–teacher communication

Analytic Process

Multiple Intelligences

The Analytic Process and Multiple Intelligences

Analysis of Literacy Behaviors: Diagnosis

1. Gathering information

2. Evaluating the information

Generation of Possible Teaching Hypotheses

1. Determining alternatives

2. Selecting a tentative hypothesis

Teaching

1. Using Non-directive or Direct Instruction

Reexamination of Literacy Behaviors: Analyze

1. Gathering information

2. Evaluating the information

3. Generating possible teaching hypotheses

4. Selecting a teaching hypothesis

\https://hunterswritings.com/2016/03/16/how-to-write-better-using-our-multiple-intelligences/.

How do they Fit Together?

How Does the Analytic Process and Multiple Intelligences Fit Together?

When generating a teaching hypothesis in the Analytic Process, many factors about a student are taken into consideration. Their type of intelligence (Theory of Multiple Intelligences) is an important trait of a student when generating a hypothesis and also when teaching.

In the teaching phase, multiple intelligences are also considered. The teacher can use this information to choose the best possible method of teaching or instructive activity in order to reach their student. By using different activities that appeal to various intelligences, more students are able to be successful.

Levels of Analysis

“What strategies and lessons should I plan to help my students?”

The Levels of Analysis

Level 1

Level 1: Determining Lack of Success in Literacy

At this level, there is only one question you need to ask:

• Is the student having any difficulties in an area of literacy?

If the answer is yes, continue to Level 2.

Level 2: Determining the Domain(s) in Which Difficulty Occurs

Level 2

• Is the student struggling with...

- oral or written language ability?

- word recognition?

- comprehension of narrative text?

- comprehension of expository text or with study skills?

These questions will determine which Domain the teacher needs to focus on in Level 3.

Level 3: Determining the Area(s) within the Domain(s)

Level 3

Oral and Written Language Ability

Word Recognition

Comprehension and Strategic Reading for Narrative Text

Comprehension and Strategic Reading for Expository Text and Study Skills

Physical, Psychological, and Environmental Factors

Oral and Written Language Ability

• Is the student struggling with...

- speaking?

- listening skills?

- written language ability?

- spelling?

Word Recognition

• Is the student struggling with...

- sight vocabulary and a word recognition strategy?

- word analysis?

- reassembling (or blending) word parts that they have seen or heard?

- word morphology (structural analysis)?

- nusing context clues?

- using a dictionary to assist word recognition?

Comprehension and Strategic Reading for Narrative Text

• Is the student struggling with...

- meaning vocabulary?

- thinking or problem-solving skills associated with comprehension of narrative text

- identifying story features, predicting events, or evaluating a character’s actions

- recognizing if they don't understand what they are reading?

• Is their comprehension problem resulting from struggles with word recognition?

• Is their comprehension problem resulting from struggles with strategic reading for expository text or study skills?

Comprehension and Strategic Reading for Expository Text and Study Skills

• Is the student struggling with...

- content-specific vocabulary?

- content-specific skills?

- reading visual displays, formulas, or other unique symbols?

- determining whether the text is meaningful to them?

- locating information?

- organizing information?

Physical, Psychological, and Environmental Factors

• Is a physical factor influencing the student?

• Is a psychological factor influencing the student?

• Are there any other environmental factors influencing the student?

Non-Directive Teaching

Non-Directive vs. Direct Instruction

  • Teachers facilitate the learning
  • Great method for allowing students to lead a discussion of their personal goals

Phase 1: Defining the helping situation.

Phase 2: Exploring the problem

Phase 3: Insight

Phase 4: Planning and decision-making.

Phase 5: Integration

Direct Instruction

  • Structured and Teacher-Centered
  • Used for skills taught over some time
  • Modeling is used to show students how to use skills

Step 1: Orientation or overview.

Step 2: Direct instruction/modeling.

Step 3: Structured practice.

Step 4: Guided practice.

Step 5: Independent practice.

Step 6: Evaluation activity.

Direct Instruction

Teacher Objectives and Student Learning Outcomes

Teacher Objectives

What of the lesson

  • Teacher Objectives are written from the teacher's point of view.
  • Can be written beginning with "To teach..." and discuss what content standard that students need to learn.
  • Plan of action for the teacher to follow

Student Learning Outcomes

How of the lesson

  • Focused more on Student Behavior
  • How will students demonstrate that the lesson was successful?
  • Matches content standard with the practice and the assessment

Writing Student Objectives

Teachers use this formula when writing Student Objectives:

condition + observable behavior + criterion

Condition= In what context is the behavior occuring?

Observable Behavior= What is the student doing/ demonstrating?

  • Motoric or Verbal (NOT Covert or Mental)
  • Always want this to be an action teachers can see

Criterion= Did the student show higher performance than they did

previously in the particular skill being taught?

References

Gipe, Joan P.. Multiple Paths to Literacy (p. ). Pearson Education. Kindle Edition.

Multiple Intelligences Diagram: “How to Write Better Using Our Multiple Intelligences.” Word Hunter, 14 Mar. 2016, https://hunterswritings.com/2016/03/16/how-to-write-better-using-our-multiple-intelligences/.

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