Teaching Methods Guide for Effective Instruction

Muhammad Ameen Bin Atan | Teaching Methods

Chapter 1 : Getting Ready For The Classroom

Teaching as an art and science

Skill of Effective Teacher

Hak Cipta Terpelihara Muhammad Ameen Bin Atan 2012


Effective Teacher

Profesional Teaching Standard



Educational Law



Chapter 2: Planning And Organizing For Teaching

Enter Diagnosis Plan course Plan Instruction

Follow Up

Reflection
Evaluation Guide Activities

Model Of Teaching

Mandated

Allocated

Instructional

Time On Task

Academic Learning Time

School & Classroom Time



Mandated Time = divided time among a variety of subject that must be taught

Allocated Time = time appropriated for each activities such as lunch,
announcement, recess, transitions between class and so on.

Instructional Time = available allocated time into learning.

Time On Task = actual time individual student engage in learning.

Academic Learning = ideally should reflect student performance on assigned task
Time at an 80% level or better.

Curriculum Mapping



Subject-centered Student-centered

Core Curriculum
Separate-subjects Spiral curriculum Activity –centered
curriculum curriculum

Curriculum Structure

Subject-Centered Curriculum Student-Centered Curriculum

 Focus on subject matter.  Centered on learner needs.
 Centered on subject.  Centered on cooperative determination of
 Subject matter organized by teacher before subject matter.
instruction.  Emphasis on variability in exposure to
 Emphasis on facts, knowledge, and learning.
information.  Emphasis on skills.
 Generally lower-level learning.  Emphasis on immediate meanings of
 Emphasis on uniformity of exposure. learning.
 Emphasis on direct strategies.  Emphasis on indirect strategies.

Contrasting Curriculum Patterns



Influence on Curriculum Selection

Multicultural Classroom



Differentiated Instruction

Learning Styles



Multiple Intelligences



Chapter 3: Setting Goals and Objectives

Nondiscrimination
against disabled
Public law 94-142,
IDEA 97,
Section 504 of the Vocational Rehabilitation Act

Limited English Proficiency (LEP) and
English Language Learners (ELL)

Term for student who have not yet attained an
adequate level of English.
Learn English as a second language.
Student need to attend special English class.

Standard for Student Performance



Rationale For Objectives

teacher is responsible for the quality of
instruction and progress of their students

TEACHER ACCOUNTABILITY MODEL

Stage 1 Stage2 Stage 3
Instructional objectives Instructional activities Evaluation

Test items must validly measure the instructional objectives

Teacher Accountability



Objective Specificity

Stating Objectives



Communication of Objectives

Taxonomies Of Objectives – Domain of Learning



LEVEL STUDENT ACTION

Knowledge Identify, define, list, match, specify, designate, label,
describe, select

Comprehension Translate, modify, rewrite, paraphrase, summarize,
distinguish, draw, modify, clarify

Application Use, operate, develop, change, complete, shows,
calculates, prepares, determine

Analysis Discriminate, select, differentiate, divide, separate,
identify, break down, analyze, compare

Syntesis Design, plan arranging, composing, organizing, conclude,
manage, build and develop

Evaluation Assess, compare, justify, criticize, explain, interpreting,
inferring, summarizing

Bloom’s Taxonomy and illustrative Action Verb

LEVEL STUDENT LEVEL

Remembering Retrieve, recognize, recall relevant knowledge

Understanding Constructing meaning from oral, written, graphic
messages through interpretation, examplifying,
classifying, summarize, inferring, comparing, explaining

Applying Carry out or use a procedures through executing or
implementing.

Evaluating make judgments based on criteria and standards through
checking and critiquing

Creating Put elements together to form a coherent or functional
whole:, reorganize elements of the new structure through
generating, planning or producing

Revised Bloom’s Taxonomy and Category Definitions




Receiving follow, select, rely, choose, point to, ask,hold, give, locate,
attend

Responding Read, confirm, help, help, answer, practice, present,
report, greet, tell, perform, assist, recite

Valuing initiate, ask, invite, share, join, follow, propose, read,
study, work, accept, do, argue

Organization Defend, modify, integrate, synthesize, listen, influence,
modify, relate, combine

Characterization by a value or Adhere, relate, act, serve, use, verify,confirm, question,
value complex propose, solve, influence, display

Effective Domain Taxonomy and Illustrative Action Verbs


Fundamental Movement Track, crawl, hear, react, move, grasp, walk, climb, jump,
grip, stand, run

Generic Movement Drill, construct, dismantle, change, hop, clean,
manipulate, follow, use, march

Ordinative Movement Play, connect, fasten, make, sketch, weigh, wrap,
manipulate, swim, repair, write

Creative Movement Create, invent, contruct, manipulate, play, build,
pantomime, perform, make, compose

Psychomotor Domain Taxonomy and Illustrative Action Verbs



Linking Standards and Objectives & Backward Design Approach

-------------------------------------------------------------------------------------------------------------------------------

Reference.

Moore.K.D , (2009). Effective Instructional Strategies From Theory to Practice, (2nd Ed.). SAGE
Publications Inc, p1-139.


Teaching Methods Guide for Effective Instruction

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