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Contributing to Student Achievement Through Teaching Approaches

Contributing to Student Achievement Through Teaching Approaches. Teaching Strategies, Methods, and Classroom Environments. Teaching Strategies. Although there are many teaching strategies it is important to remember throughout that…

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Contributing to Student Achievement Through Teaching Approaches

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  1. Contributing to Student Achievement Through Teaching Approaches Teaching Strategies, Methods, and Classroom Environments

  2. Teaching Strategies Although there are many teaching strategies it is important to remember throughout that… “… the effective teacher is one who has clear instructional goals. These goals are communicated both to students and to parents.” (Hattie, 2009, p. 203)

  3. Effective Teaching Strategies • Explanation • Elaboration • Plans to Direct Task Performance • Sequencing • Drill Repetition • Providing Strategy Cues • Domain Specific Processing • Clear Instructional Goals (Hattie, 2009, p. 236) **Effective when used in conjunction with teaching methods described**

  4. Reciprocal Teaching • Students become their own teacher and the teacher of their peers • They must demonstrate a deep understanding of the knowledge by questioning and summarizing • Must be taught using scaffold instruction and modeled

  5. Direct Instruction • Has a negative connotation but actually proven to be very effective • “Teachers decide the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates in they understand…, and re-telling them what they have told by tying it together.” (Hattie, 2009, p. 206)

  6. Inductive vs Deductive Teaching • “Induction is usually described as moving from the specific to the general, while deduction begin with the general and ends with the specific.” (Hattie, 2009, p. 208) • It does not matter which you use

  7. Inquiry Based Teaching • Helps to challenge students and helps them to deepen their understanding of the content • Asks to students to observe and question to outcomes of occurrences

  8. Problem Solving Teaching • Also a method for deepening understanding of material • Asks students to use critical thinking to find the solution or answer to a problem

  9. Problem Based Learning • Helps student deepen understanding • Student centered • Presents a problem and asks student to solve the problem • Promotes and utilizes self-regulated learning

  10. Classroom Environments • Cooperative and Competitive • Effective because it uses peer interaction thus increasing engagement • Individualized • Less effective due to decreased peer interaction

  11. Technology • Technology must be effectively utilized in the classroom • Some examples are • Computer assisted-instruction • Web based learning • Interactive Videos • Simulations • If used effectively technology can increase student achievement

  12. References Blair, T., Rupley, W., & Nichols, W. (2007). The Effective Teacher of Reading Comprehension: Considering the "What" and "How" of Instruction. The Reading Teacher, 60(5), 432-438. Cangelosi, J. (1984). Increasing Student Engagement During Questioning Strategy Sessions. The Mathematics Teacher, 77(6), 470-472. Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages. Research in Higher Education, 47(1), 1-32.

  13. References Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages. Research in Higher Education, 47(1), 1-32. Chang, C. (2001). Comparing the Impacts of a Problem-Based Computer-Assisted Instruction and the Direct-Interactive Teaching Method on Student Science Achievement. Journal of Science Education and Technology, 10(2), 147-153. Gijbels, D., Dochy, F., den Bossche, P. V., & Segers, M. (2005). Effects of Problem-Based Learning: A Meta- Analysis From The Angle Of Assessment. Review of Educational Research, 75(1), 27-61.

  14. References Gross, B., Booker, K., & Goldhaber, D. (2009). Boosting Student Achievement: The Effect of Comprehensive School Reform on Student Achievement. Review of Educational Research, 31(2), 111-126. Hambleton, I., Foster, W., & Richarson, J. (1998). Improving Student Learning Using the Personalized System of Instruction. Higher Education, 35(2), 187-203.

  15. References Hattie, J., & Timperley, H. (2007). The Power Of Feedback. Review of Educational Research, 77(1), 81-112. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta- analyses relating to achievement. London: Routledge. Kitsantas, A., Robert, A. R., & Doster, J. (2004). Developing Self- Regulated Learners: Goal Setting, Self-Evaluation, And Organizational Signals During Acquisition Of Procedural Skills. The Journal of Experimental Education, 72(4), 269-287.

  16. References Margolinas, C., Coulange, L., & Bessot, A. (2005). What Can The Teacher Learn In The Classroom?. Educational Studies in Mathematics, 59(1-3), 205-234. Marzano, R. J. (1993). How Classroom Teachers Approach The Teaching Of Thinking. Theory Into Practice, 32(3), 154-160 Marzano, R. J. (1998). What Are The General Skills Of Thinking And Reasoning And How Do You Teach Them?. The Clearing House, 71(5), 268-273.

  17. References Margolinas, C., Coulange, L., & Bessot, A. (2005). What Can The Teacher Learn In The Classroom?. Educational Studies in Mathematics, 59(1-3), 205-234. Marzano, R. J. (1993). How Classroom Teachers Approach The Teaching Of Thinking. Theory Into Practice, 32(3), 154-160 Marzano, R. J. (1998). What Are The General Skills Of Thinking And Reasoning And How Do You Teach Them?. The Clearing House, 71(5), 268-273.

  18. References Nesbit, J., & Adesope, O. (2006). Learning With Concept And Knowledge Maps: A Meta-Analysis. Review of Educational Research, 76(3), 413-448. Olina, Z., & Sullivan, H. (2004). Student Self-Evaluation, Teacher Evalution, and Learner Performance. Educational Technology Reserach and Development, 52(3), 5-22. Ozogul, G., & Sullivan, H. (2009). Student Performance and Attitude under Formative Evalution by Teacher. Educational Technology Research and Development, 57(3), 393-410.

  19. References Penny, A., & Coe, R. (2004). Effectiveness Of Consultation On Student Ratings Feedback: A Meta-Analysis. Review of Educational Research, 74(2), 215-253. Ryan, A., & Patrick, H. (2001). The Classroom Social Environment And Changes In Adolescents' Motivation And Engagement During Middle School. American Educational Research Journal, 38(2), 437-460.

  20. References Self-Brown, S., & II, S. M. (2003). Effects of Classroom Structure on Student Achievement Goal Orientation. The Journal of Educational Research, 97(2), 106-111. Shute, V. (2008). Focus On Formative Feedback. Review of Educational Research, 78(1), 153-189. Swanson, L., & Hoskyn, M. (1998). Experimental Intervention Research on Student with Learning Disabilities: A Meta- Analysis of Treatment Outcomes. American Educational Research Association, 68(3), 277-321.

  21. References Thomas, J. B., Sussman, S. W., & Henderson, J. C. (2001). Understanding "Strategic Learning". Organization Science, 12(3), 331-345. Thomas, J. W. (1993). Promoting Independent Learning In The Middle Grades: The Role Of Instructional Support Practices. The Elementary School Journal, 93(5), 575-591.

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