Planning for Effective Teaching. Planning for Effective Teaching. Effective teaching MIGHT result in student learning. Teaching and learning are not necessarily related. Consistently good learning rarely occurs without effective teaching.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Learning tasks should be related to situations with which students are now familiar or to those which they can reasonably expect to encounter in the future. Information and skills should be shown as useful to students.
Learning tasks should be organized so that students have the prerequisite skills for what they are asked to do. Tasks should be arranged systematically and set at a difficulty level appropriate for the student.
Students should have access to examples which illustrate how tasks are to be performed. There should be examples of optimum, "error-free" performance (if possible) and examples of what is acceptable achievement in various situations.
Students should be able to practice learning what they are expected to learn. This practice may take place in situations which are either identical, equivalent, or analogous to those situations in which students will need to apply or demonstrate what they have learned.
Students should have information on how well they are progressing. They need to be aware of the errors they make, how to go about correcting those errors, and the extent to which they are succeeding.
Enabling students to make choices about what and how they learn encourages their participation in the learning tasks. If students lack opportunities to make decisions about their own learning, they will seldom take responsibility for it.
Students should have more than one opportunity to complete a learning task successfully. They should be able to make errors without always facing a penalty for failure.
Learning tasks should engage students and hold their attention. Students need not be entertained, but they should be able to participate actively in the learning process.
Students may be threatened or discouraged by what they are expected to learn. The instructional context should be such that they can get assistance in working through the problems they encounter.