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Teaching Techniques II
Anticipatory Set
Opportunity for the minds of learners to bring forward previous learning. An effective set will focus the learners on task, provide meaning and engage the learners.
Objective Purpose
States what the student will be able to do and why it is important.
In behavioral terms
The vocabulary, skills, and concepts the teacher will impart to the students
the "stuff" the students need to know in order to be successful.
Objective Purpose
Examples:
The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. Given a decimal fraction, the learner will demonstrate understanding of the decimal fraction by writing an equivalent proper fraction.
Input
What you are going to teach. Somehow students need to get some information. Two important questions to ask yourself.
What information is needed? How will the information be delivered?
Input
Examples Teacher Talks
Notes
Modeling
Using visual techniques.
Matching visual to the verbal.
Students need to see an accurate example of the product or process being taught. The teacher shows in graphic form or demonstrates what the finished product looks like.
Shows students how to do a particular technique A picture is worth a thousand words
Modeling
Examples
Demonstrations Examples in everyday life Pictures or video
Guided Practice
Time should be provided in class for the student to practice the concept or skill while the teacher is present and can monitor the students. The teacher leads the students through the steps necessary to perform the skill using the tri-modal approach.
hear/see/do.
Independent Practice
This is the time outside of class when the student will work on the learning without teacher assistance. Students work on their own.
Sometimes in class or not
Homework
The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?
Sampling the class, oral quizzing Signaling private responses
Read student cues
Deer in the headlight eyes
Direct Observation
Closure
A review or wrap-up of the lesson.
"Tell me/show me what you have learned today".
Students summarize the essential learning that took place during the class. Set up the anticipator set for the next day.
Future directive
Lesson Design
When to use all the steps or not to use all the steps
Lesson design is one way a teacher might plan a lesson. Only the teacher can decide whether this is an appropriate plan for a particular lesson. Prerequisites:
Students have been diagnosed Can be formal, informal, intuitive A clear objective is in mind A task analysis has identified critical attributes of the learning
The following may be situations in which the teacher might choose to use all the steps just described.
New learning Not familiar with students abilities, background, or experience Students who dont catch on as readily as most. Learning is of the high thinking levels Learning is at a high degree of difficulty Remedial teaching
The following may be situations in which the teacher might not choose to use all the steps just described. Review, maintenance, practice Building on previous learning (transfer) Students are operating at an independent level. Students are using the inquiry method. Previous student performance indicates not all steps are needed. Lesson is extended over more than one day