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Lesson Delivery. Burden, P. & Byrd, D. (2010). Methods for Effective Teaching: Meeting the Needs of All Students (5 th ed ). New York: Allyn & Bacon. Degree of Structure in Lessons. Teacher-centered approaches

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Lesson delivery

Lesson Delivery

Burden, P. & Byrd, D. (2010). Methods for Effective Teaching: Meeting the Needs of All Students (5thed).

New York: Allyn & Bacon.

Degree of structure in lessons
Degree of Structure in Lessons

  • Teacher-centered approaches

    • Lectures, demonstrations, questions, recitations, practice and drills, and reviews

  • Student-centered approaches

    • Inquiry approaches, discovery learning and problem solving, role playing and simulation, gaming, laboratory activities, computer-assisted instruction, and learning or activity centers

Grouping students
Grouping Students

  • Whole-group instruction – the entire class is taught as a group

    • Lecture, demonstrate and explain a topic; ask and answer question(s) in front of entire class; provide same recitation, practice, and drill for all students; work on the same problems

  • Small-group instruction – small groups enable students to be more actively engaged in learning and teachers can better monitor student progress

  • Independent work

    • Computer-assisted instruction, learning centers, learning stations, laboratories, discovery techniques, etc

Small group instruction
Small-group instruction

  • Cooperative learning groups

    • Variety of teaching methods in which students work in small groups to help one another learn academic content

  • Ability groups

    • Student similar in academic ability are grouped into classes for instruction

      • Between-class ability groups

      • Within-class ability groups

  • Peer tutoring

    • Students teaching students

      • Cross-age tutoring

      • Peer tutoring

Academic accountability
Academic accountability

  • Grading system

    • variety of evaluation measures, communicate grading system to students, design gradebook, report grades to parents

  • Assignments

    • How assignments are given to students, requirements and criteria for grading

  • Work and Completion Requirements

    • Use of pen/pencil, headings, etc; due dates, late work, incomplete work, missed work; absent students and makeup work

Academic accountability cont
Academic accountability (cont.)

  • Monitor progress and completion of assignments

    • Monitor in-class work; monitor longer projects; monitor in-class participation and performance; activities with grade and those for formative feedback for student; checking procedures

  • Provide Feedback

    • Students exchange papers on formative exercises, papers/projects for grade should be collected, grade and returned promptly; students should maintain records concerns progress; post student work

Managing whole group instruction
Managing Whole-Group Instruction

  • Preventing Misbehavior

    • Exhibit withitness – teacher’s disposition to look at all parts of the classroom at times, know who is misbehaving, and respond in an appropriate manner

    • Use overlapping – supervising or handling more than one group or activity at a time

    • Use desists – statements by teacher to stop an inappropriate action or misbehavior by asking or telling student what to do.

    • Avoid satiation – when students are required to stay on a learning task too long and begin to lose interest and get off task

Managing whole group instruction cont
Managing Whole-Group Instruction (cont.)

  • Movement through the lesson

    • Momentum refers to teachers starting lessons with dispatch, keeping lessons moving ahead, making transition among activities efficiently, and bringing lessons to a satisfactory close

    • Smoothness refers to staying on task in the lesson without abrupt changes, digressions, or divergences

Maintaining student attention involvement
Maintaining Student Attention & Involvement

  • Attention-getting strategies - use of stories, physical products, activities, and statements to capture student attention

  • Monitor attention during lessons and provide situational assistance as necessary

  • Stimulate attention periodically – using verbal cues to change topic or draw attention

  • Vary instructional media and methods – overhead projector, chalkboard, video, computer as wells as various teaching methods (demonstrations, small/large groups, lectures, etc)

Maintaining student attention involvement1
Maintaining Student Attention & Involvement

  • Use humor – do not use jokes to tease or demean any student, be careful with sarcasm

  • Pay close attention when student talk and answer questions, including non-verbal expressions on interest

  • Make more positive and encouraging statements than negative statements

  • Terminate lessons that have gone on too long; have a backup activity for each lesson