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Effective teaching might result in student learning.
Teaching and learning are not necessarily related. Consistently good learning rarely occurs without effective teaching. The best, most effective, teachers are those who establish conditions most conducive to learning.
1.
Planning for
Effective Teaching
2.
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.
The best, most effective, teachers are those who
establish conditions most conducive to learning.
There are two basic types of conditions:
Basic
desirable
3.
Basic Conditions
for Learning
Meaningful Application
Manageable Tasks
Examples of Expected Performance
Opportunities to Learn
4.
Basic Condition:
Meaningful Application
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.
5.
Basic Condition:
Manageable Tasks
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.
6.
Basic Condition:
Examples of Expected
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.
7.
Basic Condition:
Opportunities to Learn
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.
8.
Basic Condition:
Knowledge of Results
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.
9.
Desirable Conditions for
Learning
Opportunities for Choice
Opportunities for Success
Active Involvement
Supportive Environment
10.
Desirable Condition:
Opportunities for Choice
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.
11.
Desirable Condition:
Opportunities for Success
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.
12.
Desirable Condition:
Active Involvement
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.
13.
Desirable Condition:
Supportive Environment
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.
14.
Teaching for learning
is enhanced when students:
understand what is expected of them
are fully engaged in their work
get recognition for their work
learn quickly about their errors
learn from their errors
receive guidance for improvement work under a
suitable classroom atmosphere
– class discipline
– openness to learning
15.
Basic Conditions for Learning
(taken from an article of the same name by D.
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