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WHAT IS EFFECTIVE TEACHING? Dr. Lucas D. Maxwell, Assistant Professor of Agricultural Education Professional Development Day May 5, 2016 Teaching Made Simple Is Teaching Scienc e? Art? OR
Both? What do you think? What does an effective teacher look like? Characteristics of Effective Teachers Rosenshine and Furst
(1971) Clarity Variability Enthusiasm Task Oriented Businesslike Student Opportunity to Learn Criterion Material
Bransford, Darling-Hammond, & Lepage Clear Expectations Working the Room Encouraging Communication Clear Organized Plan (2005) Principles of Learning and Teaching
(adapted from Newcomb, McCracken, Warmbrod, & Whittington, 2004) Must possess meaning, organization and structure
Readiness is a prerequisite for learning Must be motivated to learn Students will rise to the level of expectation Success is a motivating force Must be provided with knowledge of their progress Reinforced behaviors are more likely to be learned Directed learning is more effective than undirected Inquire into subject matter versus being instructed in Students learn what they practice Charlotte Danielsons FRAMEWORK FOR TEACHING Teaching Effectively:
Award Winning Faculty Share Their Views (adapted from Maxwell, Vincent, & Ball, 2011) Student Focus Dialogue & Relevance The Act of Effective Teaching Thinking & Progression
Effective College Teaching The Act of Becoming & Evolving Teaching as as an Effective Teacher Scholarship Teaching & Learning as Growth Teaching That Sticks 1. 2.
1. Simple K.I.S.S. Inverted Pyramid Highly effective teachers prioritize content They focus on what is important They organize content simply J FKFB JFK FBI INAT NATOOUP UPSSNA NASA
SAIIRS RS Simplicity makes ideas stick Keep your teaching lean and focused (Heath & Heath, 2. Unexpected Begin with a question Let your lesson unfold like the plot of a mystery novel Make your students curious
Huh? Ah Ha! Unexpected ideas and questions create a knowledge gap They indicate the destination but may not tell you (Heath & Heath, 3. Concrete Jane Elliot Often times concepts seem abstract, perhaps even mysterious Seek to make them concretereal life
Concrete items are more easily remembered How can/do we do this in our own classrooms? (Heath & Heath, 4. Credible For any idea to stick it needs to be credible Seek ways to address students skepticism Sometimes students need to see it to believe it What do we teach that might make students skeptical?
(Heath & Heath, 5. Emotion Emotion builds student engagement Do we teach topics that elicit emotions? Make the topic hit students in the gutor the heart! (Heath & Heath, 6. Story How many of you have ever told a story when working with a group of students?
What happened? Studentspeople in generallove a good story Heck, we love a bad story! Mental stimulation While not as good as actually doing something, mental stimulation (imagining/thinking about something) may be the next best thing (Heath & Heath, Teaching That Sticks 1. 2.
3. 4. 5. 6. (Heath & Heath, 2007) Simple Unexpected Concrete To download your free copy visit www.heathbrothers.com Credible Emotional
Story Beware The Curse of Knowledge When you teach you are speaking your native language: Expertise But remember, your students dont speak Expertise!
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