Teaching Techniques FINAL

non-disruptive off-task, disruptive, sinful

three types of classroom misbehavior

non-disruptive off-task

type of classroom misbehavior in which the student is not disturbing others but is not paying attention

disruptive

type of classroom misbehavior that disrupts the teaching/learning process but is not destructive or intended to hurt others

sinful

classroom misbehavior that violates God’s Word

look at offender, lower voice, use body language, stop talking, address question/comment to student

first steps of handling classroom discipline while teaching

place hand on shoulder, call name in firm voice, teach beside him, reprimand verbally, speak after class

the next steps in classroom discipline, when a student does not change his behavior after being initially redirected

story, question and answer, lecture, discussion, assignments

five main methods of story telling

sensorimotor, pre-operation, concrete operations, formal operations

four stages of cognitive development

sensorimotor

stage of development during which the child learns through their senses and develops object permanence

sensorimotor

stage of development from 0-2 years

preoperational

stage of development during which most language is acquired; very concrete

preoperational

stage of development from 2-7

concrete operations

stage of development during which categorization and conservation is learned

concrete operations

stage of development from ages 7-11

formal operations

stage of development during which abstract reasoning and idealism develops

formal operations

stage of development from 12+

they don’t know it’s not to be answered

the issue with using rhetorical questions with young children

occasionally

how often you should reward right behavior

short term memory

deals with information actively being used or newly received in the brain

5-7 in adults, 3-5 in children

amount of items that can be held in the short term for 60 seconds

central executive

control center of processing and retrieving information, both short and long term; gives us the ability to pay attention

episodic buffer

part of the short term that takes info and creates a single memory

phonological loop

short term; your brain’s “inner ear”; where verbal or visual information is vocalized in your mind

visual-spatial scratchpad

short term; processes visual, spatial, or haptic information

central executive

part of the brain that is both short term and long term

episodic buffer, phonological loop, visual-spatial scratchpad

parts of short-term memory

long-term

stores essential or repeated information, which travels through the episodic buffer to either the phonological loop or visual-spatial scratchpad, and then back to the episodic buffer before being sent here

procedural

long-term memory; stores unconscious memory of motor skills

semantic

long-term; stores unconscious memories of general knowledge and word meanings

episodic

long-term memory; stores conscious memories of events and experiences

Teach it first, Ask a question, Pause, Pick a non-volunteer, Listen, Effective feedback

TAPPLE

echo, elaborate, explain

three “e”s of “Effective Feedback” in TAPPLE

F

T/F: Activate prior knowledge with the new vocabulary and concepts.

audience, behavior, condition, degree

the ABCD of lesson objectives

explain, demonstrate, model

three delivery strategies for teaching

T

T/F: Homework is not student engagement.

remember, understand, apply, analyze, evaluate, create

six levels of the cognitive domain

remember

level of cognitive domain at which info can be recalled

understand

level of cognitive domain which requires student to restate info in his own words

apply

cognitive level requiring student to apply info in a new setting

analyze

cognitive level requiring student to break a concept down into its component parts

evaluate

cognitive level requiring student to make a judgment about the value of information

create

cognitive level requiring the student to piece together information to form something original

psychomotor, affective, cognitive

three learning domains

affective

learning domain that is hard to teach and test; deals with attitudes and emotions

psychomotor

learning domain dealing with the physical; forms habits

cognitive

learning domain that deals with the mental

do something with what they have learned

what effective application requires a student to do

change in behavior

indicates learning

review

required to make learning permanent

universal experience, sub-skill review

ways to APK

gives student opportunity to successfully practice what’s just been learned

purpose of independent practice

the teacher must know what he would teach, and he must continue to grow in that knowledge

Law of the Teacher

Law of the Teacher

most essential and fundamental of the seven laws

imperfect

Imperfect knowledge makes _____________ teaching.

the learner must attend with interest to the fact or truth to be learned

Law of the Learner

compelled, attracted

two kinds of attention

attracted

type of attention that is energizing, makes tasks fly by, easy to maintain for extended periods

compelled

type of attention that is weak, forced by another, exhausting to maintain

matching, true-false, multiple choice, fill-in-the-blank, short answer

five types of questions that test the lowest level of the cognitive domain (remember)

preoperational

developmental stage a first grader would fall into

to help the student remember and correctly repeat what he has learned

purpose of independent practice

the language used in teaching must be common to both the teacher and the learner

Law of the Language

Law of the Language

most frequently broken of the 7 laws

reword question

what to do when a child cannot answer your question the first time

the truth to be taught must be learned through truth already known

Law of the Lesson

excite and direct the self-activities of the learner and tell him nothing that he can discover for himself

Law of the Teaching Process

self-acquired

kind of knowledge that is more permanent than knowledge given by another

motivation

essential for active learning to take place

the learner must reproduce in his own mind the truth to be acquired

Law of the Learning Process

imagination, activity

these two things are key to learning for children in the concrete operations stage

the completion, test, and confirmation of teaching must be made by review

Law of Review

perfect knowledge, clarify/correct misconceptions, confirm knowledge

purposes of review

1/3

how much of class time should be spent in review

impression, participation

two types of teaching method categories

lectures

example of an impression method of teaching

capture interest, attention, present truth in real-life situation, connect known to unknown

benefits of using the story method

structured thinking questions

type of question that cannot be answered with a simple yes or no

lecture

one of the five teaching modes which should be combined with other methods

lecture

teaching method that is most efficient to communicate specific information

strength, appropriateness, variety, efficiency

guideline for selecting appropriate teaching methods

after students have proved to you in lesson closure that they understand what they have been taught

when independent practice should be assigned

inner desire to share, love for students, ability to teach, common sense, humility, perseverance, self-control, enthusiasm

natural qualifications of a teacher

modeling

method of teaching that is “thinking out loud”

functional

Facts are valuable when they are ______________.

recognition, recall, explanation, appreciation

four levels of knowledge mastery

recognition

level of knowledge mastery where one is able to recognize information from a series of options

recall

level of knowledge mastery in which one can explain the knowledge in a vague sense

explanation

level of knowledge mastery in which one can easily describe, analyze, illustrate, and apply the knowledge

appreciate

level of knowledge mastery at which one so thoroughly knows the knowledge he has a deep love for it

create atmosphere, announce, teach/instruct

three purposes of bulletin boards

critical attributes

attributes that must be present

after a concept, step in a process, or 2-3 minutes

when to CFU

what the student will know or be able to do at the end of a lesson

what a lesson objective is

lesson closure

lesson element not usually included in curriculum

creating an environment for learning and discouraging inappropriate behavior

classroom management

apathy, distraction, illness/fatigue

hindrances to paying attention

form, shape; whole, unified, cohesive

Gestalt

continuation, similarity, proximity, balance, closure, figure-ground, past experience

seven principles of Gestalt

continuation

mind instinctively follows an implied visual path