Quality of education based upon
how we identify effective teachers

Back to Hiro's Physics Main

---

Contents

Introduction
Part I: Education Myths
    1. Myths toward Effective Teaching
    2. Myths toward the Lecture Method
Part II: Effective Ways of Teaching
    1. Structure of Instructional Continuum
    2. Knowing Students' Background
    3. Setting up Objectives
    4. Psychological Security for Students' Leaning Environment
    5. Advantages of Teacher Questions
    6. Outcomes of the Grouping Process
    7. Elements of Effective Instruction
Part III: Making Curricula and Performing Assessments
    1. John Goodlad's Five Levels of Curriculum
    2. Elliot Eisner's Three Levels of Curriculum
    3. Assessment of Three Main Domains
Part IV: Conclusions and Discussions
Reference

What do students really want for the university education?

---

2. Knowing Students' Background

Knowing students' background is one of the most important methods for effective teaching. Let us cite the book. These questions provide instructors to perceive students' background better.

• What kind of learning activities have they experienced? What kind of life experiences? Travel experiences? Activities outside of school?
• Do these learners work well in groups? Do they know how to work in groups?
• What strategies/activities are developmentally appropriate for these learners?
• Can these learners work independently?
• Have the learners shown interest in the topic? What is their motivation level?
• Is the content relevant to their lives?
• Does this group include learners with special needs?

In addition to above, from my experiences,

• Is s/he a visualizer, audile, or motil?
• Do the students really have the basic skills to understand the topic, such as math and other fundamental knowledge?

It is also beneficial to grasp how diversified the class is. Usually, it takes time to know their background by informally interacting with students. Astronomy and conceptual physics classes particularly have more divergence.

Previous page

Next page

Go to the top of this page

Back to Hiro's Physics Main