10 Best Teaching Practices

Based on the book by Donna Walker Tileston. 10 Best Teaching Practices. (2000) Corwin Press, Inc. Thousand Oaks, CA. ISBN:07619-7585-3

1.Threats that impact learning

Stress Embarrassment Deadlines Different learning styles Classroom culture

B. Encouragement
Active learning Creativity Connections Learning is respected

C. Enriched Environment

Dendrites are an indicator of increased brain processing Long term dendritic connections = long term memory and more connections of materials More dendrites more learning Experiment:
Young rats with toys - higher number of dendrites Young rats + old rats- young rats not allowed to play lower number of dendrites

D. Sense of belonging
High level of support Sense of empowerment 15 minutes activity period for students that students misused

E. On ramps
create lots of them to keep students on track Keep students engaged Provide choices Be aware of multiple intelligences

2.Teaching strategies to help student learning

Three types

Visual information stored in the occipital lobe of brain Kinesthetic information stored in the motor cortex and cerebellum Auditory information stored in the temporal lobe

3. Making connections
Effect of old and new learning Looking for connections in new material - frustrating without guidance Giving ownership last week we talked about have you ever seen. what do you know about what do you want to know what have you learned this is similar to The brain processes meaning not random information (Eric Jenson [1998])

4. Teaching for long term memory

cram ace test forget quickly 30 second telephone number brain tosses information into memory or out in 30 sec. Working memory information processed Pre-schoolers 2-3 chunks at a time Pre-adolescents 3 7 Through adulthood 7 9 Long term memory info must be processed within 20 min.

Teaching for long term memory

cont

Try to ensure students are putting info in long term memory by providing tools to facilitate the process Interesting information Emotional connections Relevant Applicable Demonstrate a love for learning

5. Higher order thinking skills needed/wanted

Reward and encourage

critical thinking creative thinking problem solving

Higher order thinking skills needed/wanted cont. Develop assessment methods that include analysis and above Cause and effect Making inferences Deductive thinking opportunities Raise the bar, the students will follow Practice in the class then follow up on exams

6. Collaborative learning
Be the coach, leader, guide Types of communication

a. between teacher and student b. student student c. communication with others d. communication among teachers

Collaborative learning cont

Create an environment where communication is the driving force. Act as a catalyst not a textbook Allow students to work together, form groups, listen to each others ideas, develop concepts This develops mutual respect Social skills are developed

Collaborative learning cont Use indicators of higher order thinking such as making distinctions, applying ideas, forming generalizations, raising questions, not just reporting facts, definitions, or procedures. Students should be actively engaged not passive receivers.

7. Consider ALL learners (but we will never get 100 % success)

All students are not equal:

In preparation for college In their interest level In the motivation to learn In their priorities They have different cultural needs and incentives

Make the class supportive. Create relationships. Do not have hidden agendas.

8. Authentic Assessment achievement that is significant and meaningful

Needs to reflect what you want the student to be able to do at the end of the course what should be measured?

Process? Product? Both?

Do your assessment methods truly reflect student learning or just memorization?

Authentic Assessment cont.

Assessment should: a. be continuous and part of the instruction b. connect directly to learning c. do more than require simple memorization (require students to develop math formulae, write essays, create sculpture, etc). d. Be driven in part by student questions

Authentic Assessment cont.

Authentic achievement allows 1. students to construct meaning and produce knowledge 2. use disciplines inquiry to construct meaning 3. movement toward production of discourse, products or performances that have value and meaning beyond success in school

Authentic Assessment cont.

Quote from Ron Bryant 1993 as long as you are determined to cover everything you actually insure that most students are not going to understand. Youve got to take enough time to get students deeply involved in something so that they can think about it in lots of different ways and apply it ----- not just at college but at home and on the street and so on.

Authentic Assessment cont. We cant teach students everything We must give them the tools to be successful Problems solving skills Research retrieval skills Then we must assess if they have learned these skills Set high expectations but give guidance and support Guidance allows the student to get it right the first time and every time

Authentic Assessment cont.

Help students demonstrate understanding but using learning in different contexts Allow them to make meaningful products Help them develop inquiry skills Tie assessment to rubrics or guidelines for success

9. Real world applications

Relevance Use authentic situations Tie information to what students already know create connections Allow time (or situation) for emotional attachment to reflect on learning What, So what, and Now what use to facilitate reflection

What (have you learned)? So what (difference does it make)? Now what (can I do with it)?

Increased depth of understanding and application results

10. Use of technology

Good or bad? When and where? Assessment Communication Research rich environments Use of the web The world becomes the classroom