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The Nature of the Teaching Profession Chapter 6

How to teach

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Page 1: How to teach

The Nature of the Teaching Profession

Chapter 6

Page 2: How to teach

Devices

Channel Setting Instructions for ResponseCard RF

1. Press and release the "GO" button.

2. While the light is flashing red and green, enter the 2 digit channel code (ie. channel 1 = 01, channel 21 = 21).

Channel is 41

3. After the second digit is entered, Press and release the "GO" button.

4. Press and release the "1/A" button. The light should flash yellow to confirm.

Page 3: How to teach

Effective Teachers are…

1. Made

2. Born

Page 4: How to teach

Beyond knowledge of self…knowledge of why you are teaching: A well developed educational philosophy

Unpacking your deeply held assumptions about: what is education, the nature of the learner, what subjects are most important, the role of schools in society

Page 5: How to teach

Pedagogical Content Knowledge Knowledge of the organization and

presentation of subject matter in a way that makes it understandable to and applicable by others

Teachers are able to “psychologize” the subject matter for students. (Dewey)

Scaffolding from the known to the unknown (Vygotsky)

Page 6: How to teach

Knowledge about how Students Learn and Grow Educational psychology studies how students

develop physically, socially, and cognitively Our conceptions of ourselves and of others

develop in a unique way as we interact with our world…who we think we are, who we think others are, and what we think is the purpose of being here

Page 7: How to teach

Good Teachers Through History Greece:

Socrates Plato Aristotle The Sophists

Page 8: How to teach

Good Teachers Through History Rome Quintillian

Europe Erasmus Comenius Montessori

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United States: A Diverse Universe of Examples Elizabeth Palmer Peabody Mary McCleod Bethune Leonard Covello Louise Hikel Butterfield Jonathan Kozol P’ikea Miyamoto Donna Graham Harris Parker Palmer

Page 10: How to teach

Teaching Terminology

Methodology Discipline Pedagogy

Page 11: How to teach

Knowledge of Curricular Content No Child Left Behind Act defines a “highly

qualified teacher” as: holds at least a bachelor’s degree, full state licensure, subject area competence, has passed rigorous state tests in the subject(s) s/he is teaching

Page 12: How to teach

The Knowledge Base of Effective Teachers Culturally responsive teachers: 1. believe all

students can achieve and succeed, 2. build a community of learners, 3. build connections to families and the community, 4.are continual learners, 5. vary instructional methods, 6.know their students, 7. are introspective and reflective

Page 13: How to teach

Good teachers have

Pedagogical skill to implement teaching strategies…and pedagogical content knowledge

Reflective skills to analyze and act of teacher-generated data

Communication and collaboration skills to build relationships

Management skills to arrange successful learning environments

Technological skills

Page 14: How to teach

The attitudes and Dispositions of Effective Teachers Star teachers tend to be nonjudgmental, are

not moralistic, not easily shocked, truly listen, recognize their own weaknesses, don’t see themselves as “saviors”, network, see themselves as “winning”, enjoy their interactions with kids, see their primary impact as raising kids self esteem and helping them be more humane, derive satisfaction of lots of needs teaching kids…but not power needs

Page 15: How to teach

Teaching as a Profession

Theoretical Framework Methodology supported by research Lifelong learners Social Institutions Certification and Accreditation

Page 16: How to teach

It is most important that a teacher has high levels of1. Knowledge that

s/he is teaching the students

2. Skills in teaching the subject to the students

3. Positive dispositions, values, attitudes

Page 17: How to teach

Effective Teachers Employ These Tools Structure and Clarity Motivation High Expectations Questioning

Page 18: How to teach

Styles of Teaching on Ends of a Spectrum Authoritarian – characterized by:

Teacher-Centered Traditional Structures Rules-Based Transmission of Knowledge Centrality of Teacher Knowledge

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Styles of Teaching on Ends of a Spectrum Constructivist, characterized by:

Student-Centered Democratic, egalitarian ideals Student experience of learning Teacher as Learner who Models

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Styles of Teaching and Management

Constructivism…Alfie Kohn We punish and reward too much. Student

learning should be motivation in its own right.

Behaviorism…Assertive Discipline….Lee and Marlene Canter. Use of rewards and punishments.

Page 21: How to teach

My most effective teachers were….

0%0%0%

Authoritarian Constructivist Somewhere in the ...

1. Authoritarian

2. Constructivist

3. Somewhere in the middle

Page 22: How to teach

Academic Learning Time

This concept is dynamically intertwined with styles of teaching. It has to do with curriculum (more on that later), but also how a teacher thinks about using time available.

Allocated Time Engaged Time Academic Learning Time

Page 23: How to teach

Classroom Management

A direct function of teaching style

Group alerting “withitness” Overlapping Least intervention fragmentation

Page 24: How to teach

The Pedagogical Cycle

What is the set of actions, responses, communications that define activity in the classroom?

1. Structure 2. Question 3. Response 4. React

Page 25: How to teach

Academic Structure as a Goal: Objectives Review Motivation Transition Clarification Scaffolding Examples Directions Enthusiasm Closure

Page 26: How to teach

Questions and Effective Teaching Learning to Question well is part art, and part

skill:

Lower order questions – factual, naming, etc. Higher-order questions – evaluate, analyze,

compare, solve a problem….

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Bloom’s Taxonomy:

Knowledge Comprehension Application Analysis Synthesis Evaluation

Page 28: How to teach

NBTS Description of Effective Teachers Committed to students and their learning Know their subject matter and subject matter

pedagogy Responsible for managing and monitoring

student learning Teachers think systematically about their

practice and learn from experience Teachers are members of learning

communities

Page 29: How to teach

Stages of Teacher Development 1. Survival 2. Consolidation 3. Renewal 4. Maturity

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Knowledge about the Community Connecting students to the outside world

requires that teachers know their students’ community

Eating in the community, living in the community, reading local community papers, talking with community members, going to meetings of the community

Page 31: How to teach

At present, my most developed teaching tools are:

Conte

nt k

nowledge

Ped

agogic

al s

kills

Ref

lect

ive

skill

s

Com

munic

atio

n ski

lls

Man

agem

ent s

kills

Posi

tive

attit

ude an

d...

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1. Content knowledge

2. Pedagogical skills

3. Reflective skills

4. Communication skills

5. Management skills

6. Positive attitude and dispositions

Page 32: How to teach

Reflective teachers

Open-minded Wholehearted Responsible An ethic of caring relationships Learning communities

Page 33: How to teach

It’s most important for me to build

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Pedagogica... An ethic o... An educati...

Reflective... Pedagogica...

1. Pedagogical skill

2. An ethic of caring

3. An educational philosophy

4. Reflective practice

5. Pedagogical content knowledge