Handout #1 Unit 1 Teacher Effectiveness.doc

Methods of Teaching Handout #1, Unit 1 Summary of Conclusions from Teacher Effectiveness Research Early in the 1970’s, educational researchers interested in improving teachers’ performance and students’ learning in school began studying the relationship between teachers’ actions in the classroom and students’ scores on school tests. These researchers identified certain teacher actions that have a positive effect on students’ school test scores. This research is called ‘teacher effectiveness rese
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  Methods of TeachingHandout #1, Unit 1Summary of Conclusions from Teacher Eectiveness ResearchEarly in the 1! s, educational researchers interested in im$roving teachers $erformance and students learning in school %egan studying the relationshi$ %et&een teachers actions in the classroom and students scores on school tests' These researchers identi(ed certain teacher actions that have a $ositive eect on students school test scores' This researchis called )teacher eectiveness researchMore recently, researchers have identi(ed teachers actions that not only result in satisfactory test scores %ut also have a $ositive eect on school attendance, $romotion to the ne*t grade on time, graduation on time, coo$erative %ehavior in school, and students %eliefs that they can learn in school'+hile the )teacher eectiveness research doesnt tell us all &e need to no& a%out eective teachers and satisfactory learning for all students in school ,it does direct our attention to teacher actions that are associated &ith students test scores that are satisfactory' Conclusions from the many studies of teachers actions in the classroom can %e summari-ed in dierent &ays' T&o summaries are $rovided here'.da$ted from /oe, 0', ell, C', 2 0ittle, 3' 45 67' .$$roaches to evaluating teacher eectiveness8 . research synthesis' 9ational Com$rehensive Center for Teacher :uality' +ashington, ;C' Efective teachers %elieve their students are ca$a%le of learning and they canteach them successfully' <f students do not learn from a lesson, these teachers teach it again using a dierent method and, $erha$s, dierent materials' Efective teachers  organi-e life in the classroom so that time isused for learning and students are not sitting at their dess &ith nothing to do or roaming around the classroom'  Efective teachers  move through the curriculum at a $ace that challenges students to ee$ u$ %ut in relatively small ste$s to minimi-e frustration and allo& continuous $rogress' Efective teachers  are active teachers in that they demonstratesills, e*$lain conce$ts, design $ro%lems for students to solve and revie& regularly' They em$hasi-e understanding and a$$lication of no&ledge' They $rovide am$le =5=o$$ortunity for $ractice' They encourage students to tae $ersonal res$onsi%ility for learning' They move around the classroom continuously to maintain contact &ith students'.da$ted from /ood, T' 0', 2 ro$hy, >' E' 45 67' 0ooing in Classrooms 41 th  Ed'7' oston8 ?earson Efective teachers res$ect young $eo$les minds and have highe*$ectations for all students' Efective teachers use many methods and instructional resources to $lan and structure engaging learning o$$ortunities@ monitor student $rogress continuously@ ada$t instruction %ased on assessment data@ and evaluate learning using multi$le sources of evidence' Efective teachers  contri%ute to the develo$ment of students &ho value diversity and civility in interactions &ith other $eo$le' Efective teachers colla%orate &ith $arents, other teachers, $rinci$als, and educational $rofessionals to $romote student learning'.lso ada$ted from /ood and ro$hy 45 67 Efective teachers set goals for instruction that are at a Aust managea%le level of diBculty for students%uild learning in small ste$s  connect ne& conce$ts to no&ledge students have already acuiredmonitor student &or and $rovide feed%ac as good uestionsachieve a$$ro$riate $acing for instructionDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD ou no& have three lists of teachers actions in classes &here students earn high scores on school tests and graduate from secondary school' Read the lists again and create one list thatincludes all of the actions %ut does not re$eat any action' Using the form given to you %y your teacher, create a checlist that you can use &hen you o%serve a teacher in a classroom'FER <M?3RT.9T 93TE T3 STU;E9TS  There are two important limitations to this research from your perspective. First, it was conducted in schools in western, non Islamic countries. There is a reason to share it with you, though. Most of the conclusions are consistent with contemporaryresearch on learning that are believed to be universal to all human learning.Second, all of this research uses statistics the produce correlations.  You will learn, if you don’t already now that correlations simply tell us that two events occur together. The statistic doesn’t tell us that one event is causing the other to occur.So, we now that students in classrooms where teachers engage in these actions earn higher test scores than do students in classrooms where teachers do not engage in these actions. !e do not now which, if any, of these actions cause higher test scores. s indicated earlier, #ndings from this research are consistent with evidence about some universal principles of learning. If you understand that the teacher actions summari$ed here are not causal facts, you can use the research with con#dence, modifying it, as indicated for %aistan.
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