ENHANCING PROFESSIONAL PRACTICE CHAPTER: 4 (PART 3)

EDUC 709 Professor Gabin

Spring 2012

OPENING DISCUSSION
Explain how Domain 3 represents the center of teaching on 2 levels? What are the implications from this structure? How does it relate to our previous discussion on conceptual learning?

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Expectations for learning

COMMUNICATING WITH STUDENTS (3A) WHAT IS COMMUNICATED BY INSTRUCTION?

Learning purpose

Assessment of Teacher communication which determines Student Performance

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Directions and Procedures

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Understanding of New Content

Expectations for learning

What students will learn? Why it is important? What students will do to achieve learning goal? How it fits in the larger context of their learning?

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Convey the purpose: Teaching is purposeful

(students are aware of the value)

Provide techniques for sharing learning purpose:

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DIRECTIONS AND PROCEDURES:

What is valued and in turn avoided? How does it relate to our previous discussions on the balance of teachers plans/ active work and student learning? How might we adapt our planning and instruction to support this concept?

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UNDERSTAND NEW CONTENT

What are 3 aspects of new content?

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1.

_______________________ _______________________

2.

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_______________________ What are 2 essential teaching strategies for new concepts? 1. ____________________ 2. _____________________
3.

Recitation Produces
Rapid short answers

Discussion

USING
QUESTIONING & DISCUSSION TECHNIQUES
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Enables
Exploration of new concepts

Low level questions

Student understanding

(3B)

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Knowledge

Deep student engagement

Quiz like

Student dialogue

THOUGHTFUL QUESTIONS FOUNDATION

Exploration of content New possibilities/ perspectives

OF GOOD DISCUSSIONS

Divergent

Group A: Design a question Group B: Respond to the question

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Student connection

Hypotheses

Thinking

Connections

Previous knowledge Unrelated concepts

Student understanding
Challenge views

As a class rate the thoughtfulness of the question and discussion using the accompanying chart
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Nonformulaic

Bring class back on topic

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Use student interests in discussion

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DESIGNING DISCUSSIONS

Questions that provide cognitive challenge- extend learning Wait for students to process and think before responding Students pose questions Students engage in dialogue amongst their peers and feel responsible Teacher moves from the center to the side Students ensure high levels of participation, they maintain the momentum Educational research is in motion (teachers can assess their instruction through the discussion, reveal what students understood, and the reoccurring misconceptions) opportunity for both observation and assessment of student learning and thinking patterns

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ENGAGING STUDENT LEARNING (3C)

Center of domain and framework (essence of learning) What are examples of lack of engagement? Student engagement (learning) is achieved by:

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Designing instructional methods Designing student activities

How would we apply the distinction between minds-on and hands-on?

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Activities and Assignments

Encourage nonroutine thinking Emphasis on directions but more importantly student work and response to the directions

Grouping of students
Type must reflect students & instructional purpose

Instructional materials & resources

HELP engage Support students and educational outcomes

Structure and pacing

Students know where they are going and where they currently are

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STUDENT ENGAGEMENT

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USING ASSESSMENT IN INSTRUCTION (3D)

Nuance: essential shift from end of instruction to part of instruction

Planning (lesson design) specific techniques (questions & activities for learning and corrective action) Formative assessment monitoring learning watch and listen to students (questions they ask, responses they give, approaches, projects & assignments) Getting/ Giving Feedback verses Using Feedback Teachers (instructional goals/activities common but individual experience distinct) Students self-regulation (measure own performance) Confidence & responsibility - Peer feedback Evaluates teaching enhancements which are_________ _______________ __________________ _______________?

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DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS (3E)

Instructional glitch student misconceptions Teachable moment Efficacy and commitment to student learning seek out alternative approaches

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CLOSING QUESTIONS:
How are discussions a vehicle for deep exploration of content? Think of other vehicles for content exploration

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