10: Effective Teaching
- Page ID
- 86293
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 10.1: Are teachers born or made?
- This page examines the debate on whether great teachers are born or made, arguing that both innate qualities and formal training are essential for effective teaching. It emphasizes the importance of patience and empathy alongside educational development, comparing teachers to athletes and artists who refine their skills.
- 10.2: What are the differences between direct instruction and discovery learning?
- This page compares discovery learning and direct instruction using examples from two kindergarten teachers. Discovery learning promotes active exploration, whereas direct instruction relies on structured teaching methods. Educators debate the effectiveness of each approach, with some favoring discovery for younger learners and others advocating for direct instruction to enhance material retention.
- 10.3: How can we teach to meet all students' needs?
- This page discusses differentiated instruction, emphasizing its role in adapting teaching to meet diverse student needs. The approach, promoted in Virginia for special needs and at-risk students, involves flexibility in teaching content, processes, and products. Teachers act as facilitators, necessitating careful planning and collaboration to enhance individual growth and engagement.
- 10.4: What are the theories of multiple intelligences and emotional intelligence?
- This page discusses the importance of various intelligences, emphasizing spiritual and emotional intelligence. Spiritual intelligence fosters personal growth and ethical decision-making, while emotional intelligence encompasses self-awareness and relationship management. The text highlights Howard Gardner's multiple intelligences theory, which includes diverse forms such as musical and existential intelligence.
- 10.5: What is the nature of cooperative learning?
- This page discusses cooperative learning, detailing its definition, methods like Jigsaw and Round Robin, and its benefits, such as improved social skills and academic outcomes. It also points out challenges for certain students, like those with social anxiety. The theoretical framework by Slavin emphasizes key factors like motivation and group dynamics, alongside considerations of leadership impact.
- 10.6: What is the effect of having high expectations for students?
- This page addresses the significant influence of teacher expectations on student performance, illustrating the Pygmalion effect, where high expectations foster success while low expectations hinder achievement. It examines how cognitive disabilities, income, race, and gender shape teacher perceptions, advocating for high standards for all, including minorities and students with disabilities.
- 10.7: How can teachers continue to learn throughout life?
- This page underscores the significance of life-long learning for both educators and students. It advocates for teachers' continuous professional development, which is essential amidst societal and technological changes, and highlights the need for teachers to instill a passion for learning in their students. Christa Portlock, a prospective teacher, reflects on her enthusiasm for learning and the impact of observing experienced teachers.