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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
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