Chapter 6: Improving Classroom

Instruction

RESEARCH ON
TEACHER
EFFECTIVENESS
Discussant: ANGIELICA A.
GARCIA MAT -
MATHEMATICS
 Research on Teacher
Effectiveness
Indirect Model Self – Directed Model
Direct Model Research
Research Research
A. Interactive
A. Use of small Groups in
A. Mastery Learning Questioning
instruction
Procedures
B. Direct Questioning B. Teaching Meta-
B. Grouping Practices
Technique Cognition

C. Use of Programmed
C. Teacher Expectation C. Self – Concept
computer-aided
Development
instruction
 L RE S E A R CH
DIRECT MODE
A. Mastery Learning ( Bloom , Burkey, Gates )

1. Preassessment of student
2. Instructional Objectives (Behavioral)
3. Criterion-referenced expectation for student learning
4. Drill and Practice methodology
5. Accepted levels of performance
6. Summative test of mastery

Findings: Positive achievement results, greater benefit at the

elementary level, more engaged(time-on-task)learnings.
 DIRECT MODEL RESEARCH

B. Direct Questioning Techniques (Rosenshine)

1. Short questions and answer (narrow focus drill)

2. Focus on answers (pause-prompt-praise)
3. Immediate reinforcement by teacher (select praise)
4. Higher level cognition for some students

Findings: Effective with disadvantaged learners, best with

skill master, increases textbook learning, higher cognitive
functioning with better students.
 DIRECT MODEL RESEARCH

C. Use of Programmed Computer-aided instruction

1. Drill and practice formats

2. Teaching of programming skills

Findings: More engaged learning time, improved motivation

with disadvantage learners, improved logical thinking.
 OD E L R ES E A R C H
INDIR E C T M
A. Interactive Questioning Procedures ( Rowe, Swift, Gooding )

1. Extended “wait time” for student answers

2. More open-ended questions
3. Involve more students in formulating answers
4. Builds on student responses related questions
5. Prevents teacher bias in questioning

Findings: Longer verbal responses by students , more student engagement

in learning, more high-level student learning exhibited, increased
achievement, increased minority participation.
 INDIRECT MODEL RESEARCH

B. Grouping Practices – Cooperative ( Slavin, Palmesar)

1. Mixed ability at appropriate levels

2. Reciprocal student teaching – framing questions,

predicting summarizing etc.

Findings: High achievement in reading and math, increased

achievement in all areas grades 3-12, increased reading
comprehension.
MAKING COOPERATIVE LEARNING
POWERFUL
Five key practices bring out the tremendous potential of this
approach.
1. Form interdependent teams.
2. Set group goals.
3. Ensure individual accountability.
4. Teach communication and problem-solving skills.
5. Integrate cooperative learning with other structures.
 INDIRECT MODEL RESEARCH

C. Teacher Expectation ( Dusek, Good )

1. Higher and preconceived expectations for students

2. Low and preconceived expectations for students

Findings: High expectations brings initial achievement gains,

low expectations brings significantly lower achievement gains.
Steps of the expectation effect process model
from 2008 to 2018 .

Teacher Teacher treats

students differently
develops , according to
Expectation expectations

Students reacts Students

to teachers’ outcome are
treatment improved or
limited
 T ED MO D E L
SELF-DIREC
RESEARCH
A. Use of small groups in instruction
(Swing, Lucker)

1. Placing student in learning areas

Findings: Higher gains for low achievers, better

minority performance, better conflict resolution.
 SELF-DIRECTED MODEL RESEARCH

B. Teaching Meta-Cognition (Perkins, Marzano)

1. Teaching “learning to learn” skills

2. Teaching tactical intelligence (thinking frames)

Findings: Increases student independence in learning,

promising increases in creative thinking
 SELF-DIRECTED MODEL RESEARCH

C. Self-concept Development (Gerlach, Bayer, Yawkey)

1. Proving experience in skill enhancement

2. Instilling pride in learners

Findings: Effective only if tied to certain levels of task

orientation.
 Research on Teacher
Effectiveness
Indirect Model Self – Directed Model
Direct Model Research
Research Research
A. Interactive
A. Use of small Groups in
A. Mastery Learning Questioning
instruction
Procedures
B. Direct Questioning B. Teaching Meta-
B. Grouping Practices
Technique Cognition

C. Use of Programmed
C. Teacher Expectation C. Self – Concept
computer-aided
Development
instruction
 R K I NG I N
W O
S S R O O M S
CLA R S
H T E A C H E
W I T
Three basic tasks to be accomplished through
supervisory activity:

• To help the teacher to develop an intellectual

understanding of the scholarly, psychological,
and professional dimensions of teaching;

• To develop and apply the relevant skills of

teaching in the classroom; and

• To coordinate the delivery of the curriculum as it

was intended by those who planned the program.
One of the first task for the
supervisor is to gain shared
perception of what is supposed
to be happening in the
classroom with the teacher.
Most teachers carry in their heads a picture of
“teacher” and that picture may or may not
correspond with the view held by the
supervisor or district leaders.

Less common is a teacher who can envision

the entire curriculum as a planned experience.
The supervisor by the nature of the job, has
such a global perspective and sharing it with a
teacher constitutes a beginning point.
1. What kind of instruction does the
organization of the room suggest?
2. What kind of space priorities are there in
this room? To whom does the space
belong
3. What kind of movement is suggested in
this room? How does this pattern fit with
the type instruction that the teacher on
curriculum intends?
4. Where are the learning materials in this
room? Are they accessible to students? To
the teacher?
5. Does the arrangement of furniture in this
room allow the type of learning intended
(lecture, independent study, small group)

6. Does this arrangement allow for climate

setting objects such as student work, plants, or
personal objecs to be displayed

7. What is the effect of this arrangement on

discipline? How far away is the most distant
student? Do the students have lateral vision
(can they see others beside the teacher) in this
room?
Regardless of the technique for establishing
communication about the classroom, it is essential
that the supervisor and the teacher develop a
shared reality that can become the basis of
professional dialogue.

A second stage to the improvement of instruction

through supervision is to become more clinical in
viewing the process and procedures of the
classroom.