Chapter 14 EducPsych
RESEARCH ON TEACHING
Stimulated Recall: What teachers where thinking about and what influenced their decisions while
thinking
CHARACTERISTICS OF EFFECTIVE TEACHERS
- Clarity and Organization: most promising teacher behavior; Teachers who provide clear
presentations and explanations tend to have students who learn more and who rate their
teachers more positively; The clearer and less vague the teacher’s explanations and instructions
are, the more the students learn
- Warmth and Enthusiasm: ratings of teachers’ enthusiasm for their subject are correlated with
student achievement gains, whereas warmth, friendliness, and understanding seem to be the
teacher traits most strongly associated with students’ liking the teacher and the class in general;
students learn more in classes where teacher–student relationships are warm, caring, nurturing,
and congenial; the teacher takes student needs and perspectives into account; and teachers are
not harsh or sarcastic. It is likely that the link between the positive emotional climate and
student learning is student engagement; when teachers are enthusiastic, they capture and hold
student attention, and that enthusiastic teachers model engagement and interest in learning
- Knowledge for Teaching: defining characteristic of expertise
- Expert teachers: have elaborate systems of knowledge for understanding problems in teaching
and they can analyze wrong answer in a test to ensure that the reteaching would be successful
with the right materials; reflective practitioners, constantly trying to improve themselves; there
is a modest positive relationship between teachers’ scores and students’ achievement; the
strongest evidence for this relationship is again in mathematics
- Pedagogical Content Knowledge: combines mastery of academic content with knowing how to
teach the content and how to match student differences; very complex and specific to the
situation, students, and the teacher
Area of Teaching Classroom Climate Components Definition
Dimension
Affective Emotional Support Positive Climate Warmth, mutual
respect, positive
emotional connections
with students
Negative Climate Anger and hostility
Teacher Sensitivity Effectiveness in
responding to
students’ needs
Regard for Students’ Encourages student
Perspectives autonomy and
emphasizes it
Cognitive Instructional Support Concept Development Activities promote
higher-order thinking
skills
Quality of Feedback Consistency in
providing effective
feedback
Behavioral Classroom Behavior Management Effectiveness in
Organization monitoring students’
behavior
Productivity Consistency in
maximizing learning
through activities and
routines
Instructional Learning Effectiveness of
Formats materials in engaging
with students
Robert Pianta’s Dimensions of Classroom Climate
RESEARCH ON PLANNING
1. Planning influences what students will learn and time is of the essence in planning
2. Teachers engage in several levels of planning—by the year, term, unit, week, and day. All the
levels must be coordinated.
3. Plans reduce uncertainty in teaching but must allow flexibility in order for teachers to avoid
“overplanning”
4. Collaboration is better than planning by yourself; kenshu or “mastery through study” is the
Japanese process of teachers developing a lesson and then videotaping one of the teachers
teaching the lesson in order to be analyzed by both students and teachers which is also known
as the “lesson study”
5. Collaborative reflection and revising lessons are major components of the lesson study approach
to planning
6. One size does NOT fit all in planning. Planning is a creative problem-solving process for
experienced teachers; they know how to complete many lessons and can teach segments of
lessons effectively
LEARNING TARGETS
- Instructional Objectives: intended learning outcomes
- Objectives: the performances expected of students after instruction in order to demonstrate
their learning
- “Twin sins” of instructional design: Activity-focused teaching (activities but no goals), and
Coverage-focused teaching (textbook-based but no goal)
BEHAVIORAL OBJECTIVE (ROBERT MAGER)
1. Describes the intended student behavior
2. Lists the conditions under which behavior will occur
3. Gives criteria for acceptable performance on the test
COGNITIVE OBJECTIVE (GRONLUND AND BROOKHART)
1. General Objective
2. Specific Examples of the general objective
FLEXIBLE AND CREATIVE PLANS—USING TAXONOMIES
- Taxonomy: classification system of educational objectives
- The six basic objectives in Bloom’s taxonomy are knowledge, comprehension, application,
analysis, synthesis, and evaluation
- Ex. While students are writing (psychomotor), they are also remembering or reasoning
(cognitive), and they are likely to have some emotional response to the task as well (affective).
Knowledge Remember Understand Apply Analyze Evaluate Create
Dimension
Factual List Summarize Classify Order Rank Combine
Conceptual Describe Interpret Experiment Explain Assess Plan
Procedural Tabulate Predict Calculate Differentiate Conclude Compose
Metacognitive Appropriate Execute Select Change Reflect Invent
Use Strategy Strategy
Cognitive Domain
- Affective Domain: objectives are from least to most committed—Receiving, Responding,
Valuing, Organization (Integrating a new value into your general set of values), Characterization
(Acting consistently with the new value)
- Psychomotor Domain: (1) voluntary muscle capabilities that require endurance, strength,
flexibility, agility, or speed (2) the ability to perform a specific skill
PLANNING FROM A CONSTRCUTIVIST PERSPECTIVE
- planning is shared and negotiated
- The teacher and students together make decisions about content, activities, and approaches
TEACHING APPROACHES
- Direct Instruction/Explicit Teaching/Active Teaching: applies best to the teaching of basic skills—
clearly structured knowledge and essential skills
o the teacher’s classroom management is especially effective and the rate of student
interruptive behaviors is very low
o the teacher maintains a strong academic focus and uses available instructional time
intensively to initiate and facilitate students’ learning activities
o the teacher insures that as many students as possible achieve good learning progress by
carefully choosing appropriate tasks, clearly presenting subject-matter information and
solution strategies, continuously diagnosing each student’s learning progress and
learning difficulties, and providing effective help through remedial instruction
ROSENSHINE’S SIX TEACHING FUNCTIONS
1. Review and check the previous day’s work
2. Present new material
3. Provide guided practice
4. Give feedback and correctives based on student answers
5. Provide independent practice
6. Review weekly and monthly to consolidate learning
ADVANCE ORGANIZERS
- an introductory statement broad enough to encompass all the information that will follow
1. They direct your attention to what is important in the coming material
2. they highlight relationships among ideas that will be presented
3. they remind you of relevant information you already have
- Comparative Organizers: activate (bring into working memory) already existing schemas
- Expository Organizers: provide new knowledge that students will need in order to understand
the upcoming information
EVALUATING DIRECT INSTRUCTION:
- Scripted cooperation: one way of incorporating active learning into lectures
1. some students have trouble listening for more than a few minutes at a time and that they simply
tune you out
2. Teachers can hog the cognitive work which prevents students from thinking or questioning
3. student is viewed as an “empty vessel” waiting to be filled with knowledge, rather than an active
constructor of knowledge
4. For younger and less-prepared learners, student- controlled learning without teacher direction
and instruction can lead to systematic deficits in the students’ knowledge
SEATWORK AND HOMEWORK
- Seatwork: overused; should follow up a lesson and give supervised practice
- Homework: moved in and out of favor; does not boost achievement unless it is that stimulating
and valuable
QUESTIONING, DISCUSSION, AND DIALOGUE
- IRE: Initiation, Response, Evaluation
- Recitation: the heart of which is Questioning
- Convergent Questions: Only one correct answer
- Divergent: Many possible answers
- Deep: Questions that inquire about causes & effects, motives, logical justifications
- Feedback:
If answer is... What to do
Correct/ Correct but Hesitant Accept the answer/give
feedback why correct
Partially Correct/ Completely Probe for more info, give
Wrong clues, simplify the question
Silly/Careless Simply correct the answer,
then move on
- Group Discussion: conversation where teacher doesn’t dominate
Direct instruction leads to better performance of achievement tests
Open & informal methods leads to better performance in creativity tests, abstract thinking, problem-
solving
DIFFERENTIATED INSTRUCTION & ADAPTIVE TEACHING
- Differentiated Instruction: adapting teaching to the abilities and needs of each learner
- Within-class Grouping: Stratify students base on ability; Attempt to accommodate differences
- Flexible Grouping: Stratify and restratify students base on learning needs
- Adaptive Teaching: Provides all students with challenging instruction; Uses supports when
needed; Removes supports when students become able to handle more on their own
- Assistive Technology: any product or system – may be used to increase, maintain, improve
capability of persons with disabilities
TEACHER’S EXPECTATIONS
- Rosenthal or Pygmalion Effect: Exceptional progress or decline of a student’s performance as a
result of teacher expectations for that student
- Self-fulfilling Prophecies: groundless expectation that leads to behaviors that then make the
original expectation come true
- Sustaining Expectation Effect: Student’s performance is maintained at a certain level Because
teachers do not recognize their improvements
