Group 3 presentation on Effective Teaching
- 1. EFFECTIVE TEACHING Foundations of Education: Group 3 1. Soraya Agustina S. (0203519031) 2. Diyana Sulistyani (0203519032) 3. Nur Rohman (0203519033) 4. Wening Nur Habibah (0203519086)
- 2. SUB TOPICS 1. Introduction to Effective Teaching 2. Researches on Effective Teaching 3. Key Elements in Effective Teaching 4. Effective Classroom Management 5. Technology and Innovation
- 4. What is Effective Teaching? • Effective teaching is a behaviorist position, -the teacher does something, the student responds, is in some way rewarded or reinforced, and learning takes place. (James K, and Pamela & Linda, 2014) • Focuses on how the teaching competencies and skills of the teacher facilitate the students’ intellectual growth. (James K, and Pamela & Linda, 2014) • Effective teaching is one of the key propellers for school improvement. (James K, and Pamela & Linda, 2013)
- 5. Some Selected Features Of Effective Teaching: (Peter Westwood, Flinders University) • Presentations and explanations • Questioning • Teaching Task-Approach Strategies • Adapting instruction
- 6. How teaching is called effective? Teaching is effective when it influences the knowledge, skills, and dispositions that students need to become responsible citizens who think critically and participate actively in constructing a just and equitable society (Burbules & Torres 2000, McLaren & Farahmandpur, 2001)
- 7. Effective Teaching is affected by Effective Teacher Teacher effectiveness is generally referred to in terms of a focus on student outcomes and the teacher behaviors and classroom processes that promote better student outcomes.
- 8. Effective teachers: • Clear about instructional goals • Knowledgeable about curriculum content and the strategies for teaching • Communicate to the students what is expected to them • Make expert use of existing instructional materials in order to devote more time to practices that enrich and clarify the content
- 9. Effective teaching is carried out in an environment of cooperation and trust, then effective teachers are actually warm, concerned and flexible in their general approach to students (Kindsvatter, Wilen and Ishler: 1992).
- 10. Effective Teaching 1. Teaching According to Smith (2004) teaching is the process of carrying out activities that experience has shown to be effective in getting students to learn. The process whereby a teacher imparts knowledge, skills, attitudes, and value to a learner or group learners (Frimpong, 1990). 2. Effective effectiveness A contested term that can evoke strong emotions because of its perceived links with notion of professional competency and high stakes accountability in some systems. (James K, Pamela S, Linda, 2014)
- 11. RESEARCHES ON EFFECTIVE TEACHING AND KEY ELEMENTS IN EFFECTIVE TEACHING PRACTICE
- 12. Early Researches on Effective Teaching Over the years, thinking about effective teaching has been approached in a number of different ways. • In the past times, research on effective teaching was largely dominated by attempts to identify attributes of teachers, such as personality traits, sex, age, knowledge and training, which might have a bearing on their effectiveness. • As long ago as 1931, for example, Cattell asked 254 people, including directors of education, teacher trainers, schoolteachers and pupils, to write down the most important qualities of the good teacher. Overall, the five most frequently reported were (in order of frequency): Personality and will, intelligence, sympathy and tact, open-mindedness, a sense of humour. Studies that attempted to relate such teacher attributes to educational outcomes have sometimes been referred to as ‘black-box’ research.
- 13. Researches Development on Effective Teaching • Since the 1960s, however, research on effective teaching has focused fairly and squarely on activities in the classroom, and in particular the interaction between the teacher and pupils. • Moreover, since the 1990s, increasing attention has been paid, firstly, to establishing a research evidence base for effective classroom practices and using this to underpin the initial and continuing professional development of teachers, and, secondly, to gaining a deeper understanding of the teaching and learning that takes place in the classroom. As a result, there is now a good consensus regarding the basic framework for our thinking about effective teaching.
- 14. Main Classes of Variables in Effective Teaching According to Chris Kyriacou (2009, p.8).
- 15. • Context variables refer to all those characteristics of the context of the learning activity, usually a classroom-based lesson, which may have some bearing on the success of the learning activity. • Process variables refer to what actually goes on in the classroom, and deals with the perceptions, strategies and behavior of the teacher and pupils, and characteristics of the learning tasks and activities themselves, and how these interact with each other. • Product variables refer to all those educational outcomes that are desired by teachers and that have formed a basis of teachers’ planning of lessons and the criteria they use or others use to judge effectiveness. Main Classes of Variables in Effective Teaching According to Chris Kyriacou (2009).
- 16. This overall framework of Context–Process –Product has provided the basis for almost all research on effective teaching reported over the last few decades (Borich, 2007; Muijs and Reynolds, 2005; Ornstein and Lasley, 2004). Impacts of Basic Framework in Effective Teaching
- 17. 1. Having high expectation Key Elements for Effective Teaching Practice Effective teachers strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to do poorly. 2. Acknowledging individual differences Effective teachers personalise the learning for their students. They understand that students develop at different rates and that in every classroom there will be a range of student abilities and aptitudes. 3. Using a range of pedagogies Effective teachers use techniques that best serve the learning needs of their students. There are many things that students can learn themselves through discovery, with the teacher structuring the learning to suit. There also are many things that require the teacher to teach in a more direct way.
- 18. 4. Encouraging students responsibility Key Elements for Effective Teaching Practice Effective teachers teach in a way that encourages students to take greater responsibility for their own learning. 5. Having mastery of teaching content Effective teachers have a thorough knowledge of their subject content and skills. Through this, they inspire in their students a love of learning. 6. Providing a safe environment Effective teachers provide a safe and orderly environment, both physically and emotionally, so students can achieve their potential.
- 19. 7. Monitoring progress and providing feedbacks Key Elements for Effective Teaching Practice Effective teachers closely monitor each student’s achievements. This enables them to provide every one of their students with regular feedback on their performance, and gives them valuable information to assess the impact of their teaching. 8. Building positive relationship Effective teachers develop productive relationships with their students – they get to know them and take a particular interest in their overall development and progress.
- 23. Effective Interventions Withitness and overlapping Brevity, clarity, and firmness Consistency and follow-through Preserving student dignity
- 24. Withitness and Overlapping • Withitness means that the teacher knowing what is going on in all parts of the classroom all the time. • Overlapping refers to the teacher’s ability to do more than one thing at a time.
- 25. Consistency and Follow-Through • The teacher should be consistent to the classroom rules. • The teacher knows when to intervene. • The teacher finishes all interventions to make sure the undesirable behavior has completely stopped (Good & Brophy, 2008 in Jacobsen, Eggen, & Kauchak, 2009, p. 72).
- 26. Brevity, Clarity, and Firmness • Intervention should be brief, firm, and clear. • Clarity refers to the precision of the teacher’s communication with respect to the desired behavior. • Firmness means the ability to communicate that the teacher means it and intends to follow through to make sure the behavior stops.
- 27. Preserving Student Dignity • The teacher’s tone when interacting with the students affects both their compliance and attitudes toward the teacher and the class. • Loud public reprimands, public criticism, and sarcasm reduce the students’ sense of safety, create resentment, and detract from a productive learning environment.
- 28. Prerequisites to Effective Management • Positive classroom climate makes the students feel capable, included, and secured. Classroom climate • Effective teacher’s characteristics are caring, firmness, modelling and enthusiasm, and high expectations. Teacher characteristics • Includes effective organization, use of time, focus, feedback, and review and closure. Relation between management and instruction
- 29. Planning for Effective Management •Classroom Rules •Classroom Procedures •Rules and Procedures •Planning Physical Environment
- 31. Technology Technology derived from the word ‘techno’ which means technique, act or skill, and ‘logos’ which means science.
- 32. Technology especially in education is well known as ICT or Information and Communication Technology. Technology or ICT in education point of view refers to Information and Communication Technology (ICT) such as computers, communications facilities and features that variously support teaching, learning and a range of activities in education. (QCA Schemes of Work of ICT in Kent County Council. 2004).
- 33. Technology facilities • Exposure to ‘authentic’ language • Access to wider sources of information and varieties of language • Opportunities to communicate with the outside world • A learner-centered approach • Development of learner autonomy
- 34. Technology that used in learning • CALL (Computer-Assisted Language Learning) • Internet • Computer Applications (Fitzpatrick and Davies, 2002)
- 35. Technology used in learning
- 36. The benefits of using technology in the classroom • It makes learning interesting and engaging, especially for younger generations raised on the latest technology. • It allows for faster and more efficient delivery of lessons, both in the classroom and at home. • It reduces the need for textbooks and other printed material, lowering long-term costs incurred by schools and students. • It makes collaboration easier. Students, teachers, and parents can communicate and collaborate more effectively. • It helps to build technology-based skills, allowing students to learn, early on, to embrace and take advantage of the tools technology offers.
- 37. Innovations in Teaching Methods • Focus on STEM (science, technology, engineering, and math) • Addressing the Needs of Individual Students • Practical Education and Soft Skills