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Understanding Effective Teaching Through NAEP Questions and Student-Centric Strategies

In this discussion, we explore insights from NAEP questions and the concept of effective teaching as described in the article "Never Say Anything a Kid Can Say." We consider the definition of a good teacher, the feasibility of implementing specific strategies, and the potential challenges educators might encounter. Participants engage in pair work to analyze a transcript, focusing on teacher questions related to procedures and student connections. This session aims to enhance understanding of instructional practices that empower student explanations for greater learning.

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Understanding Effective Teaching Through NAEP Questions and Student-Centric Strategies

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Presentation Transcript

  1. DAY 7

  2. What we learned from NAEP questions?

  3. Never Say Anything a Kid Can Say – Focus Questions • To what extent do you agree with the definition from the article that a good teacher is “one who gets the students to explain things so well that they can be understood” rather than “one who explains things so well that students understand?” Is it possible to be a good teacher while doing one, the other, or both? • Are there any obstacles that would prevent you from implementing the strategies in the article? How can these obstacles be overcome? • What are the advantages and disadvantages of adopting the strategies in “Never Say Anything a Kid Can Say”? • How does this connect to what Blake Paterson talked about on Day 6?

  4. TIMMS transcript Starting at minute 20:54, code each question the teacher implicitly or explicitly asks as • 1) dealing primarily with the use of procedures • 2) relating to making connections or • 3) neither. Participants work in pairs on a five minute segment of the transcript: • Pair 1: 20:54 to 25:25 • Pair 2: 25:31 – 31:06 • Pair 3: 31:10 – 37:30

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