10 Best Teaching Practices

 

Ten best teaching practices To make education meaningful and rich, these take time, training, resources and commitment,  but they’re worth trying the because they raise the quality of life for our kids. We need to prepare Our children that things computers can’t do a like from problem solving, complex thinking and collaboration. Children need to learn in in social settings. settings. We must begin to assess learning in the context of how it’s going to be used-authentic assessment-its ongoing and truly tests long-term memory

Learning in the classroom should be related to the world outside[ real world connections] 1. Creating an enriched and emotionally supportive environment : emotion and cognitive learning aren’t separate from each other , they work in tandem with one another . Stress is one of the inhibitors for learning, a common reason for stress in students is threat. “ threat impairs brain cells , it also changes the body chemistry and impacts learning.” Example of stress in in classroom - anything anything that embarrasses a student, unrealistic deadlines, Students inability to speak the language, create learning styles and an uncomfortable classroom culture. We need to believe that all children can learn and then we communicate and convince students of this fact. Students who feel threatened operate on survival mode. [ flight / fight] Classroom needs to be safe and secure. An enriched environment is better for the developing  brain. Enrichment from classroom comes primarily primarily from feedback feedback and challenge. Too little challenge in the classroom breeds Boredom and too too much can intimidate. It shoul should d be filtered so that it provides stimulating and fun experience is that matched the ability level of  the students without causing the Frustration. Feedback should be a part of learning about every 30 minutes. It takes on many forms including peer evaluation, journal writing, writing, predicting activities, and presentations and rubrics. Enriched environment means students are deeply involved in learning, they are not passive receivers, factors that help to create an enriched and supportive environment include: a sense of belonging, high level of o f support for achievement, a sense of empowerment - students should have input into the decisions that affect their lives daily. Look at the policies And rules in the classroom / school and as “ how many unnecessary and how many no longer  apply but are in place because at some point in the past they were deemed necessary ? A win winplan. solution thatasalla coparties feel good the decision and d see them and to the action Thismeans sees life operative not about competitive arena. an We empower students when we give them choices in the assignment and involve them in making classrules. Teachers need to develop a rapport with their students [they can’t afford to be impersonal. 2. Use a variety variety of teaching teaching strategie strategiess that address address differen differentt lear learning ning styles styles There are different learning modalities modalities Auditory modality-new information should be taught in the first twenty minutes of the class followed followed by activities or discussion discussion to re-inforce learning. Visual modality-one of the most effective tools for these learners is the graphic or concrete models. You can use these when you introduce an abstract concept 

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To assess learning instead of having students list items from the learning, give them a choice to mindmap “mindmap the key points we discussed in science class today.” As a part of individual group projects p rojects , examples might be mind maps, flow charts and attribute webs. To demonstrate creativity – have little trouble in adding add ing creative touches to their  models To depict relationships relationships between facts and concepts- cause and effect diagrams, fishbones and venn diagrams are examples of mental maps that depict the relation ships to generate and organize ideas for writing writing To depict the sessions between facts and concepts

kinesthetic modality- kin aesthetic aesthetic learners learn best best through movement and touching Provide opportunities for your class to go outside Provide opportunities to go on field trips Provide opportunities to do role play Provide opportunities when ever possible for them to move around the classroom to change groups or just stand 

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Teachers tend to teach the way they learn. 3. Strategies that have students make connections from prior learning and experiences to new learning across disciplines The brain’s process of making connections between old and new learning- transfer  Positive transfer-past learning aids/helps new learning  Negative transfer-past learning interferes with new learning 4 factors that influence rate of transfer –similarity, association, context/degree of original learning, critical attributes Always teach from known to unknown –simple to complex Association : emotion is so strong in the brain that it takes priority, therefore we’re likely to 

we have an emotional to it Askremember questions something to make thewhen children co nnect connect to the newtie information, before introduction to the new unit /lesson –ask students to brainstorm ideas / information that they already know about the subject / topic These thoughts are written in the first circle Fro example:-for a unit on world hunger- you ask them to list everything they already know about world hunger in the inner circle. Then ask them to look at the information that they have listed and you ask them to place any information that would be related to transportation in the category 1 circle, anything that would be related to politics in the second circle, aanything nything related to the medical conditions in the third circle and so on. You might give them a lead in or  emotional hook to create interest. interest. You might say, “in this country we produce enough food each year for every man, woman and child to have 2,200 calories per day, so why do we have world hunger ?that its not a matter of food production , which of them thought – you hook them into the learning. From there you ask them what they’d want to know about world hunger 

 

You make a “want “want to know” list, list, during the lesson you keep referring back to the list to see see that their questions are being answered, by doing this you are giving them a personal connection or association to the learning. Cross curricular themes- integration is important Similarity :- relate the new information to something similar that they would understand  personally Fro example-lesson on immigration, before you begin the lesson you ask, “what would have to happen in your life to cause you to pick everything you can carry and move to a place where you know no one and a place about which you know very little? Because students tend to give the same kind of answers, you could then ask, “what would have to happen economically in this country to make you leave? In the religious arena? Politically ? medically medically ? students develop or build build a connection for understanding 

Critical attributes :- characteristics that make one idea unique from all others. “unique” is the key word here, since it is important that students identify it/ how its different- so that retrieval is easier. Use mnemonic devises, graphic models and mind maps or organization tables with key con concepts cepts to help students form patterns for new learning. It’s important to include visual models to help 

connect the learning. Context/ degree of original learning :- when original learning was well learned and accurate new learning will be more powerful. powe rful. You need to teach a concept for mastery mastery not merely to finish the syllabus. syllabus. “the brain thrives on meaning, not random information” 

1. Teachi Teaching ng for long long term term memor memory y is a primar primary y goal Memory drawers in the brain Semantic- holds information from words Episodic –deals with locations

Procedural – deals with processes Automatic –deals with conditioned response Emotional –takes precedence over all other types of memory Semantic memory- the 1st hook is relevance / meaning, you can teach anything as long as you make it relevant. Example-children learn a language because its relevant to their world. So w wee can create meaning by modeling, by giving then examples from from experience and through artifici artificial al meaning nd such as mnemonic devices. 2 hook for semantic memory is patterns-making sense of the information. “the ability to make meaningful sense out of countless bits of data is critical to understanding and motivation” Episodic memory –uses cues to recall Procedural memory- example;- driving a car 

 

28 day rule- if you repeat a behavior for 28 days- it becomes internalised – this rule draws on  procedural memory to change negative thinking to positive by repetition. repetition. PM is is enhanced through hands on activities, manipulatives, role-play and physical skills Automatic memory[AM]/ conditioned response- automatic memory is triggered by stimuli. For example- the ability to read, alphabet, multiplication tables etc. Mnemonic devices act as triggers , if we weave a story around the information it’s more likely that the students will remember it. For example- make up a story to teach parts of the body like  pulmonary artery Emotion :- the brain tends to remember those things to which it has an emotional attachment “ the stronger the emotion, the more the meaning” emotional experiences code our learning as important Make a purposeful strategy to engage positive emotions within the learner. Utilize the following in class- enthusiasm, drama, role-playing, quiz shows, debates, larger projects, guest speakers, creative controversy, impactful rituals and celebrations Students should see application to real life so that they can buy into learning from the start. Emotions, relevance, visual /graphic models assist students in their learning.

5.Integrating higher order thinking skills into learning When integrating higher order thinking skills are a part of the learning, students use more complex thinking processes. Critical thinking, creative thinking and problem solving should be encouraged and rewarded. The teacher should filter the material studied so that low level and extraneous information are kept at a minimum to allow time for processing more complex skills. To the extent  possible, student products and assessments should be at the analysis level or above. Inductive thinking skills such as cause and effect and making inferences should be a part of the lesson plans and students should be provided opportunities to use deductive thinking skills such as logic and syllogistic thinking. Bloom’s level Knowledge

comprehension   application   analysis   synthesis  

verb list, outline, recall

process the freedom included in

locate, describe

the bill of rights

explain, interpret infer,demonstrate

slope to your class

draw, classify, solve use, apply analyze, construct generate, combine create, differentiate diagram,infer, simplify

product as a newspaper 

ad to encourage  patriotism in such a way that student news to class would understand flowchart

illustrate how to identify &classify parallelograms the organizational structure of compare and contrast art from the renaissance period chart using elements of short story an original short story writing &info relating 2 compromises about the talks at   property aftermath Malta

 

evaluation

judge,determine,evaluate weigh, rank

the underlying reasons for world war 2

a rank order chart with narrative

6.Colloborative learning is an integral part of cooperative learning strategies to be used in lesson plans

7. Bridging the gap between all learners, regardless of race, socio economic status, sex or creed Most importantly the climate in the classroom will be, at all times a supportive and nurturing one where building relationships is a priority & where there will be no hidden agendas. Teachers make conscious efforts to bridge bridge the gap between all learners . Test data can be analyzed from a variety of   perspectives. 8.Evaluating learning through a variety of authentic assessments Reframe assessments so that: it’s as much as possible, a continuous process that is a part of  instruction & not separate from it. It connects directly to learning & is introduced before or  simultaneously with material. It requires students to do more than simply remember[ex; develop math formulas, produce exhibitions, write essays, write poetry, create a musical score, develop &  participate in debates or create & conduct con duct experiments] student questions, at least in part drive the  process. By authentic, it means the assessment –truly measures the students’ understanding & ability ab ility to use the learning & that the learning is in long term memory 3 criteria to define authentic assessment 1.students construct meaning and produce knowledge 2.students use disciplined inquiry to construct meaning 3.students aim their work toward production of discourse, products or performances that have value or meaning beyond success in school.

Formative evaluation should be ongoing and frequent. Summative evaluations should evaluate the students’ understanding of material presented & their ability to use it in not only the context in which it was taught but in other contexts as well. Students should be able to use learning in different contexts. They should be able to use a wide variety of inquiry skills to solve problems, create products and access information. Rubrics to evaluate must be clear & provided to students.

9. promoting real world application for learning a teacher has sign in her h er room that says, “I promise I will never teach you anything an ything in this classroom unless I can tell you how you are going to use it in the outside world” example: when students studied slope, they went wen t to handicap ramps to check if it’s a slope if  it met the criteria.

Example: when studying angles, they measured & set specifications for angles- parking

 

The teacher took concepts con cepts of ramps & parking which the students were already familiar & connected them to the concepts of slope & angles Ina classroom where real world application to the learning is actually applied there will be evidence in the lesson that the knowledge has connected to authentic situations that occur  outside the class well as within. Depth of understanding will be evident through journals, products & written materials & part of the students assessment will be the students’ ability to tie the learning to real world situations.

10. Seamless integration of technology for high quality instruction Through the use of animation & visuals, teachers will be able to give the learning relevance to a degree not possible in the past. Example: talking about polar bears who live in southern regions has much less relevance then taking them through a virtual classroom to a zoo or region where thay can see real polar   bears.