How To Teach Effectively

By Dr Rahim Khan Ph.D (Colombo)

Learning Learning Objectives Objectives Inform Inform Demonstrate Demonstrate

Orient Orient Stimulate Stimulate

Application Application Opportunities Opportunities

Assess Assess &Feedback &Feedback

Self-assessment Self-assessment

Are you ready to go?

O.K 

Then;

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. How ?

? m o h W

Where ? Who?

To Teach

When?

Why?

What ?

Teaching? 

Teaching is a conscious stream of decisions, made before, during, and after instruction, the implementation of which, will increase the probability that learning will take place. 

Madeline hunter (modified)

TOTAL TEACHING ACT?     

1. 2. 3. 4. 5.

Selecting the objective Creating focus Teaching to the objective Reinforcing focus Reflecting on what worked and what didn’t

Effective Teaching? 

Effective teaching is a conscious stream of good decisions, made before, during, and after instruction, the implementation of which, will insure the probability that learning will take place and knowledge will retained. 

Madeline Hunter (Modified)

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T =

Tolerating

E = Encouraging A = Able C = Committed H = Hard Worker E = Efficient R = Righteous

A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)

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“The aim of education should be to teach us rather . to think, than what to think—rather to how improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~Bill Beattie

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Common Behaviour .Problems in Schools     

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.Stealing .

Truancy Disobedience & insubordination Lying Fighting Cheating Lateness Rudeness Destructiveness Cruelty Smoking

Activity

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Subject? Lesson? Unit? Paragraph? Chunk?

Activity

At Heart Of What We Do Is Teaching To The Objective (T 2 O)

What do we mean, teaching to the objective?

Putting in place a series of specific actions a teacher can take, that will enhance the learning of students.

The First Element of (T 2 0) Is Explanation

1. 2. 3. 4. 5.

CONTENT DEFINITIONS EXAMPLES MODELING PROCESS

1. CONTENT Content is information which adds meaning and purpose to the explanation. 2. DEFINITION Presenting the meanings of any new words, terms, symbols, or signs relevant to the new learning.

3. EXAMPLE An example is representative of a group as a whole; serves as a pattern of a specific kind; or a case or situation serving as a model. 4. MODELING Performing An Action To Be Copied 5. PROCESS Demonstrating step by step procedures

THE FOUR COMPONENTS OF (T2O) 1. WAYS OF EXPLAINING 2. METHODS OF QUESTIONING 3.

TYPES OF ACTIVITIES

4.

WAYS OF RESPONDING

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There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments. There is but one correlation with success, and that is ATTITUDE.

teacher’s job is not . only to help students do better In school. It is to help  . them do better in life’. ‘The

Eliot Eisner

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At best school can be about how to make a life, which is quite different from how to make a living’. Neil Postman

Attitude and. Behavior 

. Attitude

Behavior

Attitude is a little thing but it makes a big difference

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Activity 

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Time management Students Motivated Teaching period Activity period Evaluation period

Activity 

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Advance organizer “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”

“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~Emma-Goldman “The central job of schools is to maximize the capacity of each student.” ~Carol Ann Tomlinson

The Learners       

Age level? Class strength? Intellectual capacities? Physical Achilles, heel? Religious background? Cultural diversity? Aptitude?

Multiple Intelligences:

. a personalized approach for 

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“learning how to learn”

Sheila Graves Drexel University 4/2005

Multiple Intelligences

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Spatial

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The mind is not a bucket to be filled but a flame to be ignited

Incomprehensible!

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Impossible!!

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Our Pupil are being academically stuffed while being motivationally starved.

No change why? 

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Lila M. Smith

Confucius .

(real name K'ung Ch'iu),

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Lila M. Smith

Learning Pyramid .

(National Training Laboratories, Bethel, ME)

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Average Retention Rate

Lecture Reading

5% 10%

Audio-Visual

20%

Demonstration

30%

Discussion

50%

Practice by doing

75%

Teach/Use

90%

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CROSS-CHECKING WITH STUDENTS

A message to Muslims 

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The Muslim community in many parts of the world is like a butterfly in its cocoon phase. The cocoon is dark and warm and its wrapping gives it a sense of security. Now the phase of early development has ended and the beautiful multi-colored butterfly must arise and show its intricate patterns to the world!

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. ً ‫جزاكم الله خيرا‬ May Allah reward you