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22 views24 pages

Final

Uploaded by

Yawai Thethnin
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Effective Teaching

18/1/2023
Presented by
Daw Ya Wai Thet Hnin
Daw Hnin Oo WAi
What is Effective teaching?
Effective teaching means that a teacher support and contribute to
student learning and achievement. Effective teaching can be defined as
teaching successfully, achieves the learning by pupils intended by the
teacher . In any case the goal of teaching is to ensure learning, and if
learning has not occurred, then the goal is not reached.
An effective teachers are often described by pupils as making use of
a variety of teaching methods, learning activities, to maintain pupils; interest
and to diffuse discipline problems quickly and managing the lessons.
Characteristics for Effective Teaching
• Ensuring coverage of the educational objectives.
• Delivering a well-structured and well- organized lesson
• Establishing and maintaining momentum and pace for the lesson
• Clarity of the teacher’s explanations and directions.
• Making use of a variety of learning activities.
• Encouraging pupil participation and getting all pupils involved.
• Monitoring pupils’ progress and attending quickly to pupils’ needs.
• Providing pupils with positive and constructive feedback
• Making good use of questioning techniques.
• Establishing a task-oriented classroom climate.
Research into effective teaching: Three perspectives

(1)Teachers’ perspective: How do teachers view teaching and learning?


What factors influence their teaching practice?
(2) Pupils’ perspective: How do pupils view teaching and learning?
What motivates them? What type of teachers and
activities do they feel are effective?
(3) The activities perspective: How frequently are different activities used?
What are the High Impact Teaching Strategies (HITS)?
These strategies provide teachers and teams with opportunities to observe, reflect
on and improve a range of fundamental classroom practices.
• Lesson goals always explain • Planned sequencing of teaching
what students need to and learning activities stimulates
understand, and what they must and maintains engagement by
be able to do. This helps the linking lesson and unit learning.
teacher to plan learning
activities, and helps students
understand what is required.
• When teachers adopt explicit • A worked example demonstrates
teaching practices they clearly the steps required to complete a
show students what to do and task or solve a problem.
how to do it.
• The teacher presents a worked
• The teacher checks for example and explains each step.
understanding, and at the end of Later, students can use worked
each lesson revisits what was examples during independent
covered and ties it all together practice, and to review and
(Hattie, 2009). embed new knowledge.
• Collaborative learning occurs • Multiple exposures provide students
when students work in small with multiple opportunities to
groups and everyone participates encounter, engage with, and elaborate
in a learning task. on new knowledge and skills.
• It involves students actively • This may require spacing practice
participating in negotiating roles, over several days, and using different
responsibilities and outcomes activities to vary the interactions
learners have with new knowledge
• Questioning is a powerful tool and • Feedback informs a student and/or
effective teachers regularly use it teacher about the student’s
for a range of purposes. It engages performance relative to learning
students, stimulates interest and goals.
curiosity in the learning, and makes
links to students’ lives. • Teachers and peers can provide
formal or informal feedback. It can
• Questioning opens up opportunities be oral, written, formative or
for students to discuss, argue, and summative. Whatever its form, it
express opinions and alternative comprises specific advice a student
points of view. can use to improve performance.
• Metacognitive strategies teach • Differentiated teaching are methods
students to think about their own teachers use to extend the
thinking. knowledge and skills of every
student in every class, regardless of
• Metacognition extends to self- their starting point.
regulation, or managing one’s own
motivation toward learning. • To ensure all students master
Metacognitive activities can include objectives, effective teachers plan
planning how to approach learning lessons that incorporate adjustments
tasks, evaluating progress, and for content, process, and product.
monitoring comprehension.
Models for thinking about affective
teaching
How pupils learn?
• Hence, teaching should lead to learning and learning means achieving the
intended outcomes through participation in activities

Effective teaching lies in the ability of the teacher to set up a learning a learning experience
that brings about the desired educational outcomes.
• Learning style

Interpersonal learners

Intrapersonal learners

Kinesthetic learners

Verbal learners

Visual learners

Logical learners

Auditory learners
• the integral components of effective teaching that starts and stops
outside the classroom are
• i. identifying and articulating intended outcomes to construct
knowledge, skills, and understandings,
• ii. choosing the content (topics & resources) necessary to support the
learning activities,
• iii. designing learning activities,
• iv. getting learners engaged in them,
• v. facilitating the learning process, and
• vi. designing assessment tasks for measuring the learners’ attainment
of the learning outcomes
How pupils learn?

1) Motivation and reinforcement


(

Motivation

(Intrinsic motives( eg, making the learning interesting and eliciting curiosity)/ -Extrinsic motives(eg, merit awards for
good work and praise from parents)

Reinforcement

Positive reinforcement (reward..)/Negative reinforcement(an unpleasant consequence, such as having a detention cancelled)

(2) Pupil engagement in learning

Attentiveness: maintain attention and concentration (learning activities ,pupil actively involved teacher and pupils’ interest

Receptiveness: Teacher can use of different source of pupil; motivation to facilitate and encourage motivation towards
learning

Appropriateness:Must be appropriate for the intended learning outcomes- teacher need to match learning experience to
each pupil’s current stage of knowledge and understanding and ensuring that learning used actually foster the desired
educational outcomes
(3) Developmental issues
This is cognitive development stage(concept, principle)
Learning task needs to foster fort the child an experience t what the child already knows but extends
this knowledge and understanding.
Learning task must take account of the level of biological maturation of the child’s nervous system .

Four stages of cognitive development


- Sensorimotor ( 0 to 18 months)
- Preoperational 2 to 7
- Concreate operational 7 to 11
- Formal operational ages 12 and up

(4) cognitive issues (STM amid LTM)


- Cognitive issues concerns with cueing and mental set.
Cueing-Teachers use appropriate ways with gestures or tone or voice
Mental refers to general expectations pupils
The teacher’s use of cues throughout a lesson can help induce the appropriate mental set for the tasks in
hand (being interested and attentive, expecting to succeed, and being ready to apply the appropriate
learning strategy), which is crucial to establishing and maintaining successful pupil learning.
A further cognitive issue concerns the notion of feedback. In general, helpful and
supportive feedback is seen to be an important characteristic of effective teaching,
5 Affective issue( emotional and social factors)

- Affective’ issues refer to those emotional and social factors that impinge upon pupils’ learning.

- The most important affective issues - pupil’s self-concept


- Self-concept has two main aspects: ‘self-image’, which refers to those general attributes that describe
how an individual views himself or herself (fat, clever, an Asian, male), and ‘self-esteem’, which refers
to the sense of worth that an individual ascribes to himself or herself.
- Another important affective issue concerning pupil learning is the psychological process of
‘identification. Such identification is a crucial process in the development of the child’s values,
attitudes and aspirations, including those towards school learning.
- Another affective issue worthy of attention concerns the effect of the pupil’s level of anxiety on
their cognitive processes. Anxiety is an important source of motivation.
Effective classroom practice
(1) Taking account of pupil differences

This is also very important for effective learning and teaching


• Ability (intelligence)
• Motivation( intrinsic motivation , Extrinsic motivation)
• Special class
• Gender
• Race
• Special education

First, the importance of knowing the pupils as on individual

Second, consideration of such pupil differences highlights (how and why)

Third, for this differences, school attempts to meet the needs of such pupils more effectively.

- Pupil’s low motivation may be a lack of understanding ,poor self-confidence, reluctance to apply the
required mental effort of fear of failure.
Key classroom teaching tasks
1. Planning (teacher's decisions about the aims of a lesson,
2. presentation and monitoring involves decisions the teacher makes about the
progress while it is taking place
3. Reflection and evaluation involves decisions made after a lesson has
The pupils feel has a positive influence on their attitude to learning. The
four most highly rated qualities were:
- Knows their subject really well.
- Explains things well.
- Makes it interesting.
- Is good at stopping other pupils from spoiling the lesson
Relationship with pupil
(1)Teacher’s authority
(1) Status
(2) Teaching competence ( subject knowledge, interest and enthusiasm,
ability to set up effective learning experiences)
(3) Exercising control over the classroom
( 4) Exercising control over discipline
(2) Mutual respect and rapport
(3) Classroom climate
(4) Pastoral care(individual wellbeing of each pupil)
(1) Academic progress
(2) General behavior and attitudes
(3) Personal and social developments
(4) Individual needs
Dealing with pupil misbehavior
• Physical abuse
• Verbal abuse
• Disruption
• Criminal
• Truancy
Some studies highlighted four situations that pupils made into misbehavior
• Teachers being boring
• Teachers who could not teach
• Teachers whose discipline was weak
• Teachers who made unfair comparisons
•

Reprimands and punishments

A number of studies have also focused on pupils’ views concerning their preferences regarding teachers’
classroom control procedures
• Calmness: teachers remain calm when reprimanding pupils and do not shout
• Rule clarity ad reasonableness
• Appropriate punishment
• Fairness
• Acceptance of responsibility

The following qualities are important for effective counselling.


• Establishing trust
• Privacy
• Care
• Encouraging reflection
• Achieving a positive resolution
Refereences

• Chris Kyriacou, 2009,,” Effective teaching in schools,” ,United kingdom


• Nurul Mostafa Kamal Zafari Pmp Cpms Srmp ,2019.. “ 21st Century Teaching:
Integrating Innovation in a Traditional Classroom”
• Dr J. John Sekar,,2019, “ Effective Learning and Quality Teaching “
• the Department of Education and Training, Melbourne,2020-, “ High Impact Teaching
Strategies”
Student’s learning
• Two major concepts: motivation and reinforcement(intrinsic motivation and extrinsic
motivation)
• Reinforcement can be usefully linked to pupil motivation(praise, achievement awards,
avoidance of sanctions

Pupil engagement in learning

(Together with motivation and reinforcement)


• Attentiveness: the pupil must be attending to the learning experience.
• Receptiveness: the pupil must be receptive to the learning experience, in the sense of being
motivated and having a willingness to learn and respond to the experience.
• Appropriateness's leering experience must be appropriated for the intended learning
outcomes, taking particular account of the pupil’s initial knowledge and understanding

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