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CHAPTER 11: BECOMING AN EFFECTIVE TEACHER
CHAPTER OVERVIEW
The chapter begins with an examination of the research on motivation and its implications for instruction.
CHAPTER LEARNING OUTCOMES
2. Describe basic steps in planning for instruction, and explain how these actions increase learning.
InTASC Core Teaching Standard 7, Planning for Instruction
4. Describe instructional strategies, and identify applications of these strategies in learning activities.
POWERPOINT SLIDES
PPT 11.1 Extrinsic and Intrinsic Motivation
PPT 11.3 Planning for Instruction (2 slides)
PPT 11.5 Essential Teaching Skills: An Application (4 slides)
PPT 11.7 Direct Instruction in An Elementary Classroom (2 slides)
PPT 11.10 Guided Discovery in a Middle School Classroom (2 slides)
PPT 11.12 Strengths and Weaknesses of Problem-Based Learning
PPT 11.14 Differentiating Instruction
PPT 11.16 Reflecting on Effective Teaching (2 slides)
Chapter 11: Becoming an Effective Teacher
CHAPTER OUTLINE
I. Student Motivation and Effective Teaching
A. Motivation and Learning
B.
1. Attracting and Maintaining
3. Promoting Student Success
4. Increasing Motivation Through Challenge
5. Involving Students
II. Planning for Effective Teaching
A. Planning in a Standards-based Environment
B. Planning for Assessment
C. Instructional Alignment
III. Putting Plans Into Action: Implementing Instruction and Assessing Learning
A. Essential Teaching Skills
1. Teacher Beliefs and Behaviors
a. Caring
2. Organization
3. Focus
5. Questioning
a. Frequency
6. Feedback
7. Closure and Application
Diversity: Effective Instruction in Urban Classrooms
The Need for Examples
The Need for Interactive Instruction
Diversity and You: Considering Teaching in an Urban School
B. Assessing Student Learning: Using Assessment as a Learning Tool
IV. Instructional Strategies
A. Teacher-Centered Strategies
1. Direct Instruction
a. Introduction and Review
Technology and Teaching: Capitalizing on Technology to Teach Basis Skills
Teaching: Technology in Your Classroom
2. Lecture-discussion
a. Strengths and Weaknesses of Lecture-Discussions
B. Learner-Centered Strategies
2. Problem-Based Instruction
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3. Cooperative Learning
4. Flipped Instruction
a. Issues Involved with Flipped Instruction
5. Differentiating instruction
a. Small-group Support
b. Peer Tutoring
C. Becoming an Effective Teacher: The Big Picture
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PRESENTATION OUTLINE
I. Student Motivation and Effective Teaching
A. Motivation and Learning
B.
2. Personalizing Content through Real-World Applications
3. Promoting Student Success
5. Involving Students
Teaching Suggestions:
Student Motivation and Effective Teaching
relationship between motivation and effective teaching:
1. instructionally. List some of their
comments on th
3. To show your students a real–
students, show the video episode,
Promoting Student Interest:
Point out that the case study involving Lori DuBose in the chapter is based on the video episode.
4. Increasing Interest in Learning Activities, have
your students respond to the directions on the slides, and discuss their responses.
II. Planning for Effective Teaching
A. Planning in a Standards-based Environment
Teaching Suggestions:
Planning for Effective Teaching
1. Introduce the discussion Planning for Instruction, and have
2. To provide your students with additional practice, you might want to have them describe how
DeVonne, the teacher in the video episode on arthropods implemented each of the steps.
They should identify each of the following:
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Selecting topics .
Specifying objectives: Although lesson, her objective
was for her students to understand the characteristics of arthropods.
Prepare learning activities: DeVonne prepared her learning activity by purchasing the
lobster and shrimp and getting the other examples of arthropods that she showed her
3. Depending on how much emphasis you want to place on planning for instruction, as a further
application, you might have your students select topics and apply the planning steps suggested in
4. To help them apply the planning process in a standards-based environment, select two or three
examples of Common Core standards, or standards for your state to demonstrate that they must
first interpret the standard. Then, they can apply the rest of the planning steps in the same way
as they always would.
5. To provide further practice with implementing the planning process, you might have your
students describe learning activities and assessments related to the objectives they identify from
the standards, and then discuss whether the learning activities and assessments are aligned with
the objectives.
III. Putting Plans Into Action: Implementing Instruction and Assessing Learning
A. Essential Teaching Skills
1. Teacher Beliefs and Behaviors
a. Caring
2. Organization
4. Review
5. Questioning
a. Frequency
6. Feedback
7. Closure and Application
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Diversity: Effective Instruction in Urban Classrooms
The Need for Examples
The Need for Interactive Instruction
The Need for Feedback and Application
Adaptations for English Learners
Diversity and You: Considering Teaching in an Urban School
Teaching Suggestions: Putting Plans Into Action: Implementing Instruction and
Assessing Learning
ce your students to the idea of implementing instruction and essential
teaching skills:
1. Then, refer them to
2. To have your students see an application of the essential teaching skills show the video episode
which you can access with the following link [This is the same video episode we suggested that
you use in Chapter 2 to illustrate effecti
episode, and your students remember it, you can simply refer to it. If not, you might consider
showing it again.]:
3. After showing the video episode, display PPT 11.5 Essential Teaching Skills: An Application
and have your students describe how Scott implemented each of the skills. Feedback is provided
immediately below each skill.
If you want to follow through with the analogy to the project of redecorating a room in their
4.
5. To help your students understand how important assessment is for promoting learning, display
The Importance of Assessment
For some inexplicable reason, many pre-service education students feel that assessment is
undesirable and possibly even counter-productive. Research evidence indicates that precisely
IV. Instructional Strategies
A. Teacher-Centered Strategies
1. Direct Instruction
Chapter 11: Becoming an Effective Teacher
a. Introduction and Review
Technology and Teaching: Capitalizing on Technology to Teach Basis Skills
2. Lecture-discussion
a. Strengths and Weaknesses of Lecture-Discussions
B. Learner-Centered Strategies
1. Guided Discovery
a. Strengths and Weaknesses of Guided Discovery
3. Cooperative Learning
4. Flipped Instruction
a. Issues Involved with Flipped Instruction
5. Differentiating instruction
a. Small-group Support
b. Peer Tutoring
C. Becoming an Effective Teacher: The Big Picture
Teaching Suggestions:
Instructional Strategies
they can apply these strategies in their teaching:
1. Describe instructional strategies, and explain that each of the strategies is designed to reach
specific goals.
As an illustration of Direct Instruction, you might model a simple lesson, such as teaching a
2. Then, as a real-world application show the video episode,
Teaching Effective Writing:
In this 13 minute 8 second video episode DeVonne Lampkin [the same teacher as in the lesson on
3. Direct Instruction in an Elementary Classroom,
respond to the directives on the slides.
4. Strengths and
5. To introduce your students to the Lecture-Discussion strategy, list a series of topics, such as:
Comparing parasitic and non-parasitic worms in life science.
Factors leading to the American Revolution and how they relate to other revolutions, such as
6. To put Lecture-Discussion into perspective, display PPT 11.9 Strengths and Weaknesses of
Lecture-Discussion
7.
8. Strengths and Weaknesses of
9. To introduce your students to problem-based instruction, you might want to show the video
Problem-
Problem-Based Instruction
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The lesson illustrates some of the challenges involved in using problem-based instruction.
11. Your students will be familiar with cooperative learning, because many of their teachers both in
12. Have your
students respond to the directives on the slide.
algebraic equations.
solve simple algebraic equations, assign their students the task of watching the video, and then
use class time for practice and application.
You might wan The Kahn Academy which illustrates how you might get
started.
The Kahn Academy:
[In videos they create, they would be the instructor in the video.]
14. To introduce your students to the idea of differentiating instruction, display PPT 11.14
Differentiating Instruction
Point out that differ -12 world, and they may be
expected to try and differentiate instruction with their students.
15. Strengt helps summarize the
discussion of differentiating instruction.
16. To summarize the chapter display PPT 11.16 Reflecting on Effective Teaching, and have your
students respond to the questions on the slides.
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SUGGESTED STUDENT PORTFOLIO ACTIVITIES
Portfolio Activity 11.1 is included at the end of the chapter. The following are additional suggested
portfolio activities.
Portfolio Activity 11.2 Developing Teaching Expertise
InTASC Core Teaching Standards 4: Instructional Strategies
The purpose of this activity is to provide you with experience using instructional strategies, which will
be a baseline you can use to measure the development of your expertise as you move through your
Portfolio Activity 11.3: Planning for Instruction
InTASC Core Teaching Standard 4: Planning for Instruction
The purpose of this activity is to help you think about your reasons for teaching topics and the role of
Portfolio Activity 11.4: Effective Instruction
InTASC Core Teaching Standard 8: Instructional Strategies
The purpose of this activity is to encourage you to think about and develop your own personal theory
Portfolio Activity 11.5: Motivating Learners
InTASC Core Teaching Standard 3: Learning Environments
The purpose of this activity is to encourage you to begin thinking about learners and learner
motivation. Think about a lesson in your content area or grade level you might teach and describe a
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GOING INTO SCHOOLS
Many Introduction to Education courses include a field component.
includes this component. .
1. Questioning Strategies
Interview a teacher about the use of questioning strategies to promote learning. To guide your
interview, ask the following questions:
a. Do you believe it is important to ask a lot of questions in class? Why or why not?
b. How do you decide who to call on?
c. What do you do if a student is unable to respond?
d. What is the biggest problem you face in using questioning in your classroom?
2. Strategies for Diversity
Interview a teacher about student diversity. Ask the following questions:
a. What does he or she do to accommodate background knowledge differences in the students?
b. Which strategies are most effective?
c. What advice does he or she have for teachers working with students who are members of cultural
minorities?
3. Lesson Planning
Obtain a copy of a lesson plan a teacher has used in for one of the courses the teacher teaches. After
examining the lesson plan, ask the following questions:
a. Where did the teacher begin in the planning process?
b. What did the teacher do then to flesh out the rest of the plan?
c. How did standards influence the planning process?
d. How helpful were objectives in the planning process?
4. Alignment
Talk with the teacher about his or her goals for the content being taught in the lesson plan.
a. Were the goals, instruction, and assessment aligned, i.e. did the instruction match the goals and
did the assessment measure the extent to which the goals were met?
b. What does the teacher do to ensure alignment in lessons?
c. What is the most difficult part of ensuring alignment?
5. Homework
Interview a teacher to see how he or she handles the following:
a. Scoring homework and giving students credit
b. Including homework in the grading system
c. Dealing with late or missing homework
d. Making up work when students are absent
How do you plan to implement homework in your classroom?
6. Accommodating Differences in Learning Ability
Interview a teacher to investigate his or her use of the following strategies to address differences in
learning ability: flexible time requirements, grouping, strategy instruction, and peer tutoring and
cooperative learning. Ask the following questions:
Chapter 11: Becoming an Effective Teacher
a. Are differences in learning ability in your classroom a problem for you? Explain.
b. Do you use any of the strategies mentioned above? Which ones work and why?
work, and why not?