CLUSTER 12:CLUSTER 12:Teacher-Directed Teacher-Directed

InstructionInstructionand Teacher Expectationsand Teacher Expectations

Presented By:Presented By:

Michael Sinram Michael Sinram

Chitanya Hanson Chitanya Hanson

Scott Honan Scott Honan

David GrayDavid Gray

Characteristics of an

Effective Teacher

Think about the most effective Think about the most effective teacher you’ve ever had? teacher you’ve ever had?

What were his/her What were his/her characteristics?characteristics?

Why was this individual so Why was this individual so effective???effective???

What do you think makes and effective teacher?

Characteristics of an Effective TeacherCharacteristics of an Effective TeacherThe most effective classroom teachers are those who:The most effective classroom teachers are those who:

•Have positive attitudes and behaviors.

•Characteristics: friendly, cheerful, fair, consistent, honest, interested and interesting.

•Understand the characteristics of the students they teach.

•Characteristics: Recognize the physical, emotional, intellectual, and social needs of kids.

•Carefully plan learning experiences.

•Characteristics: Think about what is going on and know reasons for using all activities.

•Establish a receptive classroom environment.

•Characteristics: Friendly, warm unbiased.

•Use a variety of instructional techniques and materials.

•Characteristics: Get students actively involved and excited about learning.•Evaluate both teaching and learning

•Characteristics: Use alternative assessment with students; reflect and self-evaluate their own teaching.

•Are skilled in the use of a variety of discipline strategies.

•Characteristics: Fair, consistent, always make punishment fit the “crime.”•Show respect for a student's ability to think and reason.

•Characteristics: Value students’ minds and expect students’ best.

The Effective TeacherThe Effective TeacherResearchers identified nine characteristics shared by outstanding first-grade teachers in five states. In Researchers identified nine characteristics shared by outstanding first-grade teachers in five states. In

these classrooms, most students were reading and writing at or above first-grade level. The these classrooms, most students were reading and writing at or above first-grade level. The characteristics of these teachers include:characteristics of these teachers include:

Ability to Motivate High Academic Engagement and Competence Ability to Motivate High Academic Engagement and Competence Most students were engaged in academic activities most of the time, even when the teacher left the room. Most students were engaged in academic activities most of the time, even when the teacher left the room.

Excellent Class ManagementExcellent Class Management Teachers in the most effective classrooms managed student behavior, student learning, and instructional aides and Teachers in the most effective classrooms managed student behavior, student learning, and instructional aides and specialists well, using a variety of methods. specialists well, using a variety of methods.

Ability to Foster a Positive, Reinforcing, Cooperative Environment Ability to Foster a Positive, Reinforcing, Cooperative Environment

These classrooms were positive places. The rare discipline problems were handled constructively. Students received a These classrooms were positive places. The rare discipline problems were handled constructively. Students received a lot of positive reinforcement for their accomplishments, both privately and publicly, and students were encouraged to lot of positive reinforcement for their accomplishments, both privately and publicly, and students were encouraged to cooperate with one another. cooperate with one another.

Teaching Skills in Context Teaching Skills in Context Word-level, comprehension, vocabulary, spelling, and writing skills were typically taught in the context of actual Word-level, comprehension, vocabulary, spelling, and writing skills were typically taught in the context of actual reading and writing tasks. reading and writing tasks.

An Emphasis on Literature An Emphasis on Literature The students selected books from extensive classroom collections. The teachers read literature and conducted author The students selected books from extensive classroom collections. The teachers read literature and conducted author studies.studies.

Much Reading and Writing Much Reading and Writing

Teachers set aside 45 minutes for language arts, providing long, uninterrupted periods for reading and writing. Both Teachers set aside 45 minutes for language arts, providing long, uninterrupted periods for reading and writing. Both the students and teacher read daily to themselves, to a buddy, to a group, to an adult volunteer, or to the class as a the students and teacher read daily to themselves, to a buddy, to a group, to an adult volunteer, or to the class as a whole. Everyone wrote daily in journals. whole. Everyone wrote daily in journals.

A Match between Accelerating Demands and Student Competence A Match between Accelerating Demands and Student Competence The teachers set high but realistic expectations and consistently encouraged students to try more challenging (but not The teachers set high but realistic expectations and consistently encouraged students to try more challenging (but not overwhelming) tasks. overwhelming) tasks.

Encouraging Self-Regulation Encouraging Self-Regulation Teachers taught students to self-regulate, encouraging students to choose appropriate skills when they faced a task Teachers taught students to self-regulate, encouraging students to choose appropriate skills when they faced a task rather than wait for the teacher to dictate a particular skill or strategy. rather than wait for the teacher to dictate a particular skill or strategy.

Connections across Curricula Connections across Curricula Teachers made explicit connections across the curriculum—providing students with opportunities to use the skills Teachers made explicit connections across the curriculum—providing students with opportunities to use the skills they were learning. Reading and writing were integrated with other subjects. they were learning. Reading and writing were integrated with other subjects.

More information at The Effective TeacherMore information at The Effective Teacher

What is Direct What is Direct Instruction?Instruction?

Direct instruction is a systematic Direct instruction is a systematic instruction for mastery of basic skills, instruction for mastery of basic skills, facts, and information.facts, and information.

Basic skills are clearly structured knowledge that is Basic skills are clearly structured knowledge that is needed for later learning and that can be taught step needed for later learning and that can be taught step by step.by step.

In other words it refers to a rigorously In other words it refers to a rigorously developed, highly scripted method for developed, highly scripted method for teaching that is fast-paced and provides teaching that is fast-paced and provides constant interaction between students and constant interaction between students and the teacher.the teacher.

http://www.jefflindsay.com/EducData.shtmlhttp://www.jefflindsay.com/EducData.shtml

•In other words it refers to a In other words it refers to a rigorously developed, highly scripted rigorously developed, highly scripted method for teaching that is fast-paced method for teaching that is fast-paced and provides constant interaction and provides constant interaction between students and the teacherbetween students and the teacher

•This framework includes four major stages: (1) you explicitly show students This framework includes four major stages: (1) you explicitly show students how to use the skill or strategy, (2) students practice the skill under your how to use the skill or strategy, (2) students practice the skill under your supervision--and you give frequent corrective feedback and praise, (3) supervision--and you give frequent corrective feedback and praise, (3) students use the skill independently in real academic situations, and (4) students use the skill independently in real academic situations, and (4) students use the skill in a variety of other settings or situations students use the skill in a variety of other settings or situations ("generalization"). ("generalization").

http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/dirinstr.shtml

Features of Direct Features of Direct InstructionInstruction

Teacher’s classroom management is Teacher’s classroom management is especially effective and the rate of especially effective and the rate of student interruptive behavior is low.student interruptive behavior is low. include time at the end of the period for students to do activities of their include time at the end of the period for students to do activities of their

choosing. The teacher may finish the description of the hour’s activities choosing. The teacher may finish the description of the hour’s activities with: “And I think we will have some time at the end of the period for with: “And I think we will have some time at the end of the period for you to chat with your friends, go to the library, or catch up on work for you to chat with your friends, go to the library, or catch up on work for other classes.” other classes.”

The teacher is more willing to wait for class attention when he knows The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. The students soon there is extra time to meet his goals and objectives. The students soon realize that the more time the teacher waits for their attention, the less realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour. free time they have at the end of the hour.

http://www.honorlevel.com/x47.xml

Features of Direct InstructionFeatures of Direct Instruction cont. cont.

The teacher insures that as many The teacher insures that as many students as possible achieve good students as possible achieve good learning progress by carefully learning progress by carefully choosing appropriate taskschoosing appropriate tasks

Teacher maintains a strong Teacher maintains a strong academic focus and uses available academic focus and uses available instructional time intensively to instructional time intensively to initiate and facilitate students’ initiate and facilitate students’ learning activities.learning activities.

What are some ways What are some ways teachers communicate their teachers communicate their

expectations?expectations?

Two kinds of Expectation Two kinds of Expectation EffectsEffects

Pygmalion effect or Self-fulfilling Pygmalion effect or Self-fulfilling prophecy: a groundless expectation prophecy: a groundless expectation that is confirmed because if has that is confirmed because if has been expected.been expected.

Sustaining expectation effect: Sustaining expectation effect: student performance maintained at a student performance maintained at a certain level because teachers don’t certain level because teachers don’t recognize improvements. recognize improvements.

Sources of ExpectationSources of Expectation

Intelligence test Intelligence test scoresscores

GenderGender Previous TeachersPrevious Teachers Medical/Medical/

Psychological Psychological reportsreports

Ethnic backgroundEthnic background Brothers/SistersBrothers/Sisters

Student’s Student’s attractivenessattractiveness

Socioeconomic Socioeconomic classclass

After school After school activitiesactivities

Extra Curricular Extra Curricular activitiesactivities

Previous behaviors Previous behaviors or performancesor performances

Do Teacher Do Teacher Expectations Really Expectations Really

Effect Student Effect Student Achievement?Achievement? Hard to sayHard to say

Very hard to measure and set up an Very hard to measure and set up an ethical studyethical study

Teachers do form beliefs about Teachers do form beliefs about studentsstudents

Depends on age (younger more at Depends on age (younger more at risk)risk)

Low expectations can lead to Low expectations can lead to inadequate teachinginadequate teaching

So What Do We Do?So What Do We Do?

Use cumulative folder Use cumulative folder information carefullyinformation carefully

Be flexible in grouping Be flexible in grouping strategiesstrategies

Make sure all students Make sure all students are challengedare challenged

Be careful how you Be careful how you respond to low respond to low achieving studentsachieving students

Use materials for a Use materials for a wide variety of ethnic wide variety of ethnic

groupsgroups

Be fair in disciplineBe fair in discipline Communicate that Communicate that

all students can all students can learnlearn

Involve all students Involve all students in learning task and in learning task and privilegesprivileges

Monitor your Monitor your nonverbal behaviornonverbal behavior

Don’t stereotypeDon’t stereotype

How can Teacher How can Teacher expectations affect expectations affect student learning?student learning?

Two Kinds of expectation effects:Two Kinds of expectation effects:Pygmalion effectPygmalion effect: Self fulfilling prophecy : : Self fulfilling prophecy :

students behavior becomes to match that of the students behavior becomes to match that of the teachers expectations. teachers expectations.

Sustaining Expectation EffectSustaining Expectation Effect: Teachers don’t : Teachers don’t recognize improvement therefore sustaining recognize improvement therefore sustaining

student’s achievement at one level. student’s achievement at one level.

Expectations Teachers Expectations Teachers may have for Students…may have for Students…

Intelligence and IQ testsIntelligence and IQ tests SexSex – many teachers expect higher – many teachers expect higher

behavior problems from boys and higher behavior problems from boys and higher academics from girls – higher expect academics from girls – higher expect from attractive studentsfrom attractive students

Notes/records from previous teachersNotes/records from previous teachers SESSES – expect less of lower class students – expect less of lower class students Extra Curricular activitiesExtra Curricular activities – teachers – teachers

expectations are higher of students who expectations are higher of students who do moredo more

Do Teacher expectations Do Teacher expectations really affect Achievement?really affect Achievement?

Studies show teachers do form beliefs Studies show teachers do form beliefs about student’s capabilities and favor about student’s capabilities and favor certain students. (Babad 1995,Rosenthal certain students. (Babad 1995,Rosenthal 1997)1997)

Teachers tend to overestimate students Teachers tend to overestimate students they find interesting and independentthey find interesting and independent

Teachers tend to underestimate students Teachers tend to underestimate students they find immature and anxious they find immature and anxious

Now student is facing low expectations Now student is facing low expectations and inadequate teachingand inadequate teaching

Teacher Behavior & Teacher Behavior & Student Interaction…Student Interaction…

Ability grouping can have negative Ability grouping can have negative affects – “blue group will find this hard” affects – “blue group will find this hard”

Teacher is telling the students that they Teacher is telling the students that they lack ability and “not understanding” is lack ability and “not understanding” is the goal they interpret. the goal they interpret.

Teachers may not give certain work Teachers may not give certain work because they think some students can’t because they think some students can’t handle it – handle it – sustaining effectsustaining effect..

Teacher/Student Teacher/Student Interactions…Interactions…

Quantity and quality of student/teacher Quantity and quality of student/teacher interaction is important.interaction is important.

Teachers ask higher expectation students Teachers ask higher expectation students - harder questions, give more prompts, - harder questions, give more prompts, give benefit of doubt when almost right.give benefit of doubt when almost right.

Lower expectation students – ask easier Lower expectation students – ask easier questions, less time for response, less questions, less time for response, less prompts, less praiseprompts, less praise

Guidelines for avoiding these problems: Guidelines for avoiding these problems: Be flexible, be fair, challenge everyone, Be flexible, be fair, challenge everyone, believe in all students…..believe in all students…..Page 450Page 450

Work CitedWork Cited http://www.ed.gov/inits/americareads/educators_effteach.htmlhttp://www.ed.gov/inits/americareads/educators_effteach.html http://www.jefflindsay.com/EducData.shtmlhttp://www.jefflindsay.com/EducData.shtml http://www.interventioncentral.org/htmdocs/interventions/

rdngcompr/dirinstr.shtl http://www.honorlevel.com/x47.xml