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?
7. Elements of Effective Instruction (popularized by Madeleine Hunter)
These are based on the direct instruction lesson protocol. For the total assessment or
evaluation of teaching, these will be the good criteria.
- Establish the anticipatory set. (Get the students' attention.)
- Explain the objective of the lesson. (Say, "Today we will...")
- Provide instructional input. (Tell them what they need to know.)
- Model the desired student behavior. (Show them how to use what they need to know.)
- Check for understanding. (Solicit student feedback.)
- Monitor and adjust. (Review, rephrase, and revisit necessary concepts.)
- Provide for guided practice. (Give students a chance to practice doing what you want without
assigning a grade to their effort.)
- Provide for independent practice. (Give students an opportunity to demonstrate that they can
do/that they know what you told them they would be able to do/know in your objective statement.)
- Closure (Review the learning experience. Ask students, "How would you describe what we did
today to a friend? etc.)
The keywords of effective teaching are, perceivable, purposeful, considerate, flexible and
interactive. However, teachers must always have the backbone toward education.
Go to the top of this page
Back to Hiro's Physics Main