The Ultimate Goal of Teaching

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The Ultimate Goal of Teaching
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• To assist students to become independent and
  self-regulated learners
• This stems from two underlying assumptions
• Knowledge is not entirely fixed and
  transmittable, but is something that all
  individuals, students and adults alike, actively
  construct through personal and social
  experiences.
• The most important thing that students should
  learn is how to learn.

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• A View of the Effective Teacher
• Effective teaching requires at its baseline
  individuals who are academically able
• Who have command of the subjects they are
  required to teach
• Who care about the well being of children
• Requires individuals who can produce results,
  mainly those of student academic achievement and
  social learning

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Prerequisites for Effective Teaching

• Effective teachers have personal qualities that
  allow them to develop authentic human
  relationships with their students, parents, and
  colleagues and to create democratic, socially
  just classrooms for children and adolescents.

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• Effective teachers have positive dispositions
  toward knowledge. They have command of at least
  three, broad knowledge bases that deal with
  subject matter, human development and learning,
  and pedagogy. They use this knowledge to guide
  the science and art of their teaching practice.

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• Effective teachers command a repertoire of
  teaching practices know to stimulate student
  motivation, to enhance student achievement of
  basic skills, to develop higher level thinking,
  and to produce self-regulated learners.

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• Effective teachers are personally disposed toward
  reflection and problem solving. They consider
  learning to teach a lifelong process, and they
  can diagnose situations and adapt and use their
  professional knowledge appropriately to enhance
  student learning and to improve schools.

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Personal Qualities for Developing Authentic
Relationships

• High expectations for children
• Perception that children from minority groups are
  not capable of learning, and as a result, they
  restrict these students opportunities to learn.
• Tomorrows teacher must break the cycle of
  failure built into our education system by
  creating classroom learning communities that are
  democratic and socially just.

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• Horace Mann said it a long time ago, a teacher
  who is attempting to teach without inspiring the
  pupil with a desire to learn is hammering on cold
  iron.
• It is from authentic relationships that School
  wide goals are developed and accomplished.

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Nature and Domains of Knowledge

• Content Knowledge or knowledge of the particular
  subjects to be taught such as Mathematics,
  English, History.
• Pedagogical Content Knowledge that is, the
  special amalgam of content and pedagogy that is
  uniquely the province of teachers their own
  special form of professional understanding

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• Knowledge of Learners and their characteristics.
• General Pedagogical Knowledge, with special
  reference to those broad principles and
  strategies of classroom management and
  organization that appear to transcend subject
  matter.
• Knowledge of Educational Contexts ranging from
  the workings of the group or classroom, to the
  governance and financing of school districts, to
  the character of communities and cultures.

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• Curriculum Knowledge with particular grasp of
  the materials and programs that serve as tools
  of the trade for teachers.
• Knowledge of Educational Ends, Purposes, and
  Values and their philosophical and historical
  grounds.

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Limits of Research

• There are no easy prescriptions or simple recipes
  for teaching effectively.
• Societal views and community values influence
  what and how teachers teach.

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Repertoire of Effective Practice

• Leadership
• Leaders are expected to plan, to motivate
  others, to coordinate work so that individuals
  can work interdependently, and to help formulate
  and assess important organizational goals.

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• Instructional
• The most important aspect of teachers work is
  providing face-to-face instruction to students in
  classrooms.
• Teachers need many approaches to meet their goals
  with a diverse populations of students. A single
  approach or method is no longer adequate.

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Six Models of Teaching

• A model is more than a specific method or
  strategy. It is an overall plan, or pattern, for
  helping student learn specific kinds of
  knowledge, attitudes, or skills

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• Constructivist/Student Centered
• Cooperative Learning
• Problem-Based Learning
• Classroom Discussion

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• Traditional/Teacher Centered
• Lecture/presentation
• Direct Instruction
• Concept Teaching