L2: Microskills in Teaching

• Motivation

• Questioning

• Student Management

• Motivation

• Questioning

• Student Management

What are the acts of teaching?

Micro skills in teaching

These are techniques used to maintain student attention and motivation.

Set induction (Introduction)

Teachers establish objectives, summarize key points, or connect prior lessons to the current topic, which aims to gain student attention through various methods to kick-off the lesson.

ARCS Model

a framework for designing motivating learning environments.

• Attention motivation strategies

• Relevance motivation strategies

• Confidence motivation strategies

• Satisfaction motivation strategies

Components of ARC Model

Closure

Refers to the sets of strategies that maybe taken to keep students’ attention while bringing the lesson to a conclusion.

Variability

• A good way to catch the audience’s attention.

• This includes your manner and style, energy as well as enthusiasm.

• Media and materials on instruction

• Interaction with the students

Explaining

• Aims to provide students understanding and answers to several “why’s” and “how’s”

• Gives links to what the students already know and what they have yet to know

Metacognition

• linking prior knowledge to the current knowledge to create new knowledge

• thinking about one’s thinking

• refers to the processes used to plan, monitor, and assess one's understanding and performance.

• Planning

• Organizing

• Delivery

Parts of explaining

Planning

always beginning with the learning objectives

Organizing

• entails determining the components of the issue or problem being analyzed

• involves relating the components of what are being analyzed, what are the concepts, and how they are used on a daily basis in the profession.

Delivery

• Puts emphasis on vital information

• Done by repetition and verbal cues

• Focused and not jam-packed

• Clarifying the purpose

• Personal encounters

• Logical between experiences

• Analyze key elements of the topics and its relationship

Components of planning and organizing

Concept map

Putting the relationships between concepts which creates a bigger concept

Sign post

• Today we shall discuss

• Present the general structures and direction of a particular lesson

• When the teacher presents the objectives

Frames

• Our discussion shall include

• Expression that present the start and end of a particular concept or subtopic

Foci

• The most important thing

• Are statements that give emphasis or highlights to each subtopic or concept.

Links

• Yesterday, we discussed about

• Words, phrases or statements that relate the previous topic or concepts to the next

Pausing

• allows students to write down what they could remember

Questioning

• ensures that teaching is lively and interactive and develops critical thinking skills on students

Factual questioning

• Requires students to simply recall information or share their personal experiences.

• targets lower order of thinking

Empirical Questioning

• higher cognitive level of application analysis such as explaining pathophysiology, interpreting results

• uses recall, remember, apply, and analyze

Evaluative and productive questioning

• highest form of thinking skills

• Making learners decide on the appropriate interventions based on a se criteria

• targets the CREATE

Distributing

Directing the question to the ENTIRE CLASS

Pausing

Waiting time after giving the question.

Rephrasing

asking a simpler question

Prompting

giving clues or hints

Directing

Giving the question to a particular or group of students.

Redirecting

Passing the question to another student or group of student.

Acknowledging

Feedback whether the answer is correct or not.

Probing

Clarifying or making the learner justify his response.

• Distributing

• Pausing

• Rephrasing

• Prompting

• Directing

• Redirecting

• Acknowledging

• Probing

Questioning Techniques

• Clear

• Relevant

• Attainable

• Adequate

• Measurable

Qualities of Learning objectives

• Cognitive

• Psychomotor

• Affective

Domains of learning

• Create

• Evaluate

• Analyze

Higher order thinking skills

• apply

• understand

• remember

lower order thinking skills

Remember

• Recall facts and basic concepts

• define, duplicate, list, memorize, repeat, state

Understand

• explain ideas or concepts

• classify, describe, discuss, explain, identity, locate, recognize, report, select, translate

Apply

• Use information in new situations

• execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

Analyze

• Draw connections among ideas

• Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

Evaluate

• Justify stand or decision

• appraise, argue, defend, judge, select, support, value, critique, weigh

Create

• Produce new or original work

• Design, assemble, construct, conjecture, develop, formulate, author, investigate

Clear

specify the desired behavior or performance to be demonstrated under a given situation

Relevant

clearly contributes to the higher level objectives.

Attainable

should always be realistic; can be achieved through the learning experience provided by the resource available.

Adequate

includes all essential knowledge, skills, and attitudes of the desired learning as competent professional requires

Measurable

specifies the measures or criteria by which attainment of the objective can be determined.

Curriculum

ultimate general; end of the course

Instruction

Immediate specific; end of the unit in a subject or lesson in the unit