Journal of Research in Innovative Teaching - National University

More documents

Recommendations

Info

Utilizing current research-based content is essential for overcoming questioning attitudes toward learning. This article integrates the work of two powerful books: Qualities of Effective Teachers (2002) by James H. Stronge and Classroom Instruction That Works (2001) by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. The concepts of teacher effectiveness and research-based instructional strategies combine to form a foundation that results in changes in teaching. Study Participants A cohort of 18 high school teachers in a master’s degree program studied the qualities of effective teachers and instructional strategies that work over a one-month intensive course. They met twice a week for 4.5 hours. During this time they participated and interacted in a number of learning activities. They were presented with the key concepts through the modeling of strategies. They reflected on their own teaching characteristics, developed a personal effective teacher plan, studied and discussed research findings, debated the differences between teacherdirected and student-directed learning, developed new lessons and units, implemented new strategies, documented their lessons, shared what worked and what didn’t, and created portfolio binders filled with energizing learning activities that transformed their personal classroom instruction and learning. Multiple elements combined to produce transformational learning. First and foremost was the trust they had in each other and their deeply felt desire to learn. The modeling of the effective research-based instructional strategies during class time, collaboration time to discuss and share ideas and implementation techniques, the application and practice of new skills, and selfreflections to improve practice also contributed to the process of not only gaining new knowledge and skills, but internalizing them. Method At the first session of the course, each teacher completed the Teacher Skills Self-Assessment Checklist adapted from the Stronge (2002) research (See Appendix). After a self-evaluation process where strengths and areas for improvement were identified, a Personal Teacher Effectiveness Plan (PTEP) was created. The baseline self-assessment and PTEP were used to determine personal growth and development each week. During Session 1 several instructional strategies from Classroom Instruction That Works were modeled. Students applied: (a) identifying similarities and differences while discussing their educational philosophies and creating their effective teacher characteristics lists; (b) note taking when jotting down important concepts; (c) cooperative learning when working in small and whole group activities; and (d) setting objectives during the development of the Personal Effective Teacher Plans. This intentional use of strategies from Classroom Instruction That Works was implemented throughout the course. Students were able to experience the instructional strategies, internalize them, reflect on what worked (or didn’t), and discuss how to adapt them to their own teaching. They were able to understand the relevancy of the content they themselves were learning and connect to it on multiple processing levels as a result of the 25
student-centered learning environment that encouraged sharing, discussions, and the questioning of assumptions. Connecting Effective Teacher Qualities to Instructional Strategies The next step was to align the effective teacher characteristics with the research-based instructional strategies. This process provided the framework for the study of the strategies while consistently looping back to the PTEP. This alignment provided both a visual and a cognitive reference point for reflection to determine if goals were met. The class accomplished the alignment through a cooperative learning assignment, which modeled one of the effective instructional strategies. The resulting chart (Table 1) allowed the teachers to pinpoint which instructional strategies were most likely to increase their teacher effectiveness. For example, if a teacher identified Monitoring Student Progress as an area of need, he/she would focus on the strategies presented in the chapters dealing with Setting Objectives and Providing Feedback as well as Homework and Practice. Table 1 Alignment of Characteristics and Strategies Effective Teacher Quality Category Organization for Instruction Time management Planning for instruction Communicating expectations for student achievement Implementation of Instruction Using appropriate questioning techniques Supporting active learning Differentiating instruction Management and Organizational Skills Creation of an effective learning environment Monitoring Student Progress Feedback Homework Student learning outcomes Teacher as a Person Nonacademic interactions Professional attitude Reflective practice Instructional Strategy Setting Objectives and Providing Feedback Nonlinguistic Representation Cue, Questions, and Advance Organizers Generating and Testing Hypotheses Identifying Similarities and Differences Summarizing and Note Taking Cooperative Learning Collectivism vs. Individualism Setting Objectives and Providing Feedback Homework and Practice Reinforcing Effort and Providing Recognition Collecting Data A qualitative approach was used for this case study. Reflection papers were turned in at the end of each class session that focused on specific instructional strategies paired with lesson plans. A weekly journal entry revisited the PTEP and tracked their progress in becoming more effective 26
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81:
different clients and their present
Page 82 and 83:
supervisees with a brief synopsis o
Page 84 and 85:
Stick Figure, by Lori Gottlieb As t
Page 86 and 87:
psychological awareness to encourag
Page 88 and 89:
on the Internet. To keep the classr
Page 90 and 91:
The third portion of the discussion
Page 92 and 93:
Henry, S. (2005). A different appro
Page 94 and 95:
elementary-age students. Linked wit
Page 96 and 97:
considered in multicultural literat
Page 98 and 99:
In Finding One, the conclusion was
Page 100 and 101:
Stephanie: “I learned that some p
Page 102 and 103:
importance in society and in school
Page 104 and 105:
published in the United States. Ret
Page 106 and 107:
Reading Practices in Elementary Sch
Page 108 and 109:
groups of students reading by apply
Page 110 and 111:
Table 2 Participant-Reported Teachi
Page 112 and 113:
Table 5A Teachers’ Reading Task P
Page 114 and 115:
Because electronic texts are increa
Page 116 and 117:
Conclusion As teachers work to impr
Page 118 and 119:
Bilingual Education and Second Lang
Page 120 and 121:
successful in hiring enough qualifi
Page 122 and 123:
Five Innovative Strategies That Wor
Page 124 and 125:
The third strategy is “Determinin
Page 126 and 127:
the categories, synthesized and def
Page 128 and 129:
Fereshteh, M. H. (1995). Multicultu
Page 130 and 131:
Can Balanced Bilingualism Be Achiev
Page 132 and 133:
As may be seen from this discussion
Page 134 and 135:
Alternatives to Current Methodologi
Page 136 and 137:
education when students are isolate
Page 138 and 139:
Conclusion SL learning must be a tw
Page 140 and 141:
Language as Tool for a Global Educa
Page 142 and 143:
encouraging passive learning. Such
Page 144 and 145:
Similarly, their actions or what go
Page 146 and 147:
should therefore not be glued to th
Page 148 and 149:
Supplementary Reading Since there i
Page 150 and 151:
Bruce, M. G., Podemski, R. S., & An
Page 152 and 153:
• Sentence combination (using con
Page 154 and 155:
The Motivational and Attitudinal Ch
Page 156 and 157:
Other researchers have challenged t
Page 158 and 159:
education classes were taught in Ru
Page 160 and 161:
Participants also described how the
Page 162 and 163:
Implications and Suggestions for Fu
Page 164 and 165:
National University Carlsbad, CA Em
Page 166 and 167:
Assessment and Evaluation 161
Page 168 and 169:
affordance of opportunities for sel
Page 170 and 171:
An examination of the peer-comment
Page 172 and 173:
language used in the description an
Page 174 and 175:
promotes self-discovery (Saulnier e
Page 176 and 177:
Appendix A Sample Language from an
Page 178 and 179:
Student Evaluations of Courses and
Page 180 and 181:
that there is a consistent positive
Page 182 and 183:
(teaching) for all classes (11 item
Page 184 and 185:
Figure 1. The Nonlinear Relationshi
Page 186 and 187:
About the Authors Nataliya Serdyuko
Page 188 and 189:
Best Practices 183
Page 190 and 191:
The Textbook Elementary Statistics
Page 192 and 193:
If the mean number of visits was as
Page 194 and 195:
discussion in such courses is slow;
Page 196 and 197:
Table 1. A grade list for a class o
Page 198 and 199:
Sloboda, B. W. (2005). Improving th
Page 200 and 201:
The Journal of Research in Innovati
Page 202:
About the Author In the end of your
show all

Journal of Research in Innovative Teaching - National University

Create successful ePaper yourself

Delete template?

Save as template?