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Ch 14. Teaching and Assessing (Teaching Approaches (convergent and…
Ch 14. Teaching and Assessing
Research on teaching
methods that have been used
general characteristics of good teaching
clarity and organization
clear presentations and explanations
proper training and certification
how to be reflective
Latest research shows
the affective dimension
emotional support
the behavioural dimension
classroom lesson management with clear activity and routines
the cognitive dimension
instructional support to promote high order thinking
First step Planning
three taxonomies
affective
psychomotor
cognitive
levels of planning
term
year
unit
week
day
instructional objective
Teaching Approaches
direct instructin
appropriate for teaching basic skills an explicit knowledge the younger the less time it will be and more cycles of practice and feedback
convergent and divergent
divergent
divergent questions can have multiple answers
convergent
convergent questions only have 1 right answer
wait time and learning
wait 3-5 seconds
more students will probably participate
answers with analysis, synthesis, inference, and speculation seem to increase
how to match teaching to your goals
direct instruction can lead to better performance on achievement tests
open informal methods are better for tests with creativity, abstract thinking, and problem solving and better for improving attitudes toward stimulating curiosity and cooperation
Differentiated instruction
problems with ability grouping
alternatives (including flexible grouping)
adaptive teaching
provides all students with challenging instruction and uses supports when needed but removes support once students can do more on their own
resources to use with exceptional children
Teacher expectations
two kinds of expectation effects
self fulfilling prophecy
the teachers beliefs about the students abilities have no basis but the student behaviour comes to match
sustaining expectation effect
teachers fairly accurate in inital reading of abilities and respond appropriately but do not alter to take improvement into account
unchanging expectation can keep student at that level (sustain the student at that level)
sources
how to communicate expectation
differences in treatment toward low expectation students may include less challenging tasks focus on lower level learning and communicating less respect and trust students may stay at expectations or behave accordingly