Some Ideas about effective teaching and assessment

Principles of Effective Teaching & Assessment
1
By: Iwan Syahril
December 2010

prior
experience
other courses
Diverse Contexts:
• learners
• classroom&school
• socio-cultural
Models of
Instruction
Models of
Assessment
Lesson Planning
Micro Teaching
Effective
Teachers
Effective
Teaching
Sound
Understanding
Informed
Decision-
Maker
TEACHING LEARNING ASSESSMENT
individual
work
online learning
worksho
practical
experience
• teacher-
centered.
• student-
centered
• formative
•summative
• alternative
group
REFLECTION

On becoming a teacher:
• Who or what motivates you?
• Who or what inspires you?
• Do you see yourself as a teacher now? If yes, what
do you think of yourself as a teacher?
• What are your goals as a teacher candidate?
How can this course help you achieve those goals?
4

Most memorable
teachers
Choose two most
memorable teachers
in the past:
one that you liked a lot.
one that you disliked very
much.
6

First, think by yourself:
Why did you like or dislike
those teachers?
What stories do you
remember about them?
7
Next, work in pairs:
Share the stories about
your most memorable
teachers.

Effective Teaching?
Do you think those teachers taught effectively or not?
Explain your answers.
8
What are the characteristics of effective teaching based on
your past experiences?

TheVignettes
In groups of three, read different
vignettes, and answer these
questions:
1. Did the teacher teach
effectively?
2. Did the teacher teach for
understanding?
9

10
Topic/Content Activity Assessment
A Typical Curriculum Design

11
The twin sins in
curriculum
design:
1. Activity-focused.
Hands on without minds-on.
2. Coverage approach.
Teach, test, and hope for the best.

Understanding
by
Design(UbD)
Grant Wiggins & Jay McTighe
12
The textbook in more than 150 schools of education

13
1. Identify the desired results
What do my students need to know and be able to do?
2. Determine the acceptable evidence
How are my students going to demonstrate that they know and can do it?
3. Plan learning experiences and instruction
How are my students going to learn what they need to know and be able to do?

Conceptions of Learning
(Marton et al., 1993)
• Getting more knowledge.
• Memorizing and reproducing.
• Applying facts and procedures.
• Understanding.
• Seeing something in a different way.
• Changing as a person.

Models of Learning
(Watkins, Carnell, & Lodge, 2007)
• RECEPTION. “Learning = being taught.”
Concerned with quantity, facts, skills; assumes transmission of knowledge from
an external source (e.g. teacher). Emotional & social aspects are not attended
to.
• CONSTRUCTION. “Learning = individual sense-making.”
Concerned with the learner’s construction of meaning through discussion,
discovery, open-ended learning, making connections.
• CO-CONSTRUCTION. “Learning = building knowledge w/ others.”
Concerned with the learner’s construction of meaning through interaction &
collaboration with others, especially through dialogue.

Look back at
your drawing.
Is it more of the reception
model, the construction model
or the co-construction model?
Find the evidence!

18
• What did you learn from your drawing?
Reflect... Reflect... Reflect...

Effective learning is...
• an activity of construction.
• handled with (or in the context of) others.
• driven by the learner.
• the monitoring and review of the
effectiveness of approaches & strategies for
the goals and context.

An effective learner ...
• is active and strategic.
• is skilled in collaboration.
• takes responsibility for their learning.
• understands her/his learning and plans,
monitors and reﬂects on their learning.

An effective teaching is
the teaching that
makes effective learning happen.
An effective teaching is
empowering learners
to become effective learners.

Knowledge

of
content
Pedagogical

content

knowledge

General

pedagogical

knowledge

Knowledge

of
learners
&

learning

Knowledge Needed for Expert Teaching
23

Type
of
Knowledge Example

Knowledge
of
content

• Understanding
the
content

you
want
to
teach
A
geography
teacher
understands
the

concepts
longitude
and
la;tude.

Pedagogical
content

knowledge

•
Understanding
how
to

represent
content
so
it
is

comprehensible
to
learners

The
geography
teacher
draws

lines
on
a
beach
ball
to
represent

longitude
and
la;tude.

She
then
relates
the
beach
ball
to
the

globe.
Knowledge Needed for Expert Teaching
24

Type
of
Knowledge Example

General
Pedagogical

Knowledge

•Understanding
general

principles
of
instruc;on
and

classroom
management
The
geography
teacher’s
classroom
is

orderly
and
she
uses
ques;oning
to

guide
the
students
to
an

understanding
of
longitude
and

la;tude.

Knowledge
of
learners
and

Learning

•Understanding
how
learning

occurs
and
understanding
the

factors
that
inﬂuence
learning
The
geography
teacher
uses
the

beach
ball
combined
with

ques;oning,
because
she

understands
that
concrete

examples
are
necessary
for

learning,
and
she
understands
that

students
learn
more
when
they’re

ac;vely
involved
in
learning
ac;vi;es.
25

Planning and carrying out instruction is part of an
interdependent network.
26

5 Key Behaviors to
Effective Teaching
(Burden & Byrd, 2007)
1.Lesson Clarity
2.InstructionalVariety
3.Teacher Task Orientation
4.Engagement in the Learning Process
5.Student Success Rate

1. Lesson Clarity
• Make their positions clear to learners.
• Explain concepts in ways that help students
follow along in a logical step-by-step order.
• Have an oral delivery that is direct, audible
to all students.

2. InstructionalVariety
• Refers to variability and ﬂexibility of
delivery of a lesson.
• Includes the use of learning materials,
equipment, displays and space in the
classroom.
• Includes the variety of models of
instruction.

3.Teacher Task Orientation
• Refers to how much classroom time the
teacher devotes to teaching.
• Highly conversant with topics likely to
appear on assessments.
• Provide students with the greatest
possibility to learn and to practice the
material.

4. Engagement in
the Learning Process
• Refers to the time students actively
engaged in learning.
• When students jump out of their seats, talk,
read a magazine, or leave for the rest room,
they are obviously not engaged in
instruction.

5. Student Success Rate
• Refers to the rate at which your students
understand and correctly complete
exercises and assignments.
• The average student in a typical classroom
spends about half of the time working on
tasks that provide the opportunity for high
success.

5 Helping Behaviors to
Effective Teaching
(Burden & Bird, 2007)
1.Using student ideas and contributions
2.Structuring
3.Questioning
4.Probing
5.Teacher Affect

1. Using Student Ideas and
Contributions
• Includes acknowledging, modifying, applying,
comparing, & summarizing student responses.
• Can be used for reasoning, problem solving, and
independent thinking.
• Can increase student engagement in the learning
process.

2. Structuring
• Teacher comments made for the purpose of
organizing what is to come, or summarizing
what has gone before.
• Using signal, e.g. “Now we have studied..., we will
learn...” or other verbal markers such as:
➡ Now this is important
➡ We will return to this point later
➡ Remember this

A.Content Questions to deal directly with the
content.
Various terms to describe content questions are:
• Direct: The question requires no interpretation or alternative
meanings.
• Lower-Order: The question requires the recall only of readily
available facts, as opposed to generalizations & inferences.
• Convergent: Different data sources lead to the same answer.
• Closed: The question has no possible alternative answers or
interpretations.
• Fact: The question requires the recall only of discrete pieces
of well-accepted knowledge.
3.The Art of Questioning

B.Process Questions to problem-solve, to guide,
to arouse curiosity, to encourage creativity, to
analyze, to synthesize, to judge.
Various terms to describe content questions are:
• Indirect: The question has various possible interpretations
and alternative meanings.
• Higher-Order: The question requires more complex mental
processes than simple recall of facts.
• Divergent: Different data sources will lead to different
correct answers.
• Open: A single correct answer is not expected or even
possible.
• Concept: The question requires the processes of abstraction,
generalization, and inference.

4. Probing
• Refers to teacher statements that
encourage students to elaborate on an
answer, either their own or another
student’s.
• Probing can be questions or expressions
that elicit, solicit or redirect information.
• Probing often is used to shift a discussion
to some higher thought level.

5. Teacher Affect
• Enthusiasm is an important aspect of a
teacher’s affect.
• Enthusiasm is the teacher’s vigor, power,
involvement, excitement, & interest.
• It is conveyed to students in many ways:
vocal inﬂection, gesture, eye contact, and
movement.

Clarifying the terms
• Instructional Strategy: a general approach. E.g.,
direct, indirect, experiential, collaborative, individual
study.
• Instructional Method: a speciﬁc approach. E.g.,
lecture, small-group report.
• Instructional Skill: a speciﬁc teacher behavior. E.g.,
giving a demonstration, asking questions, giving
directions, varying presentation, using closure, etc.

Instructional
Approaches
1.Direct Instruction.
2.Individual Study.
3.Indirect Instruction.
4.Experiential Learning.
5.Collaborative Learning.

1. Direct Instruction
• Commonly referred to: chalk & talk,
overhead projector, powerpoint, smart
board presentations.
• Is: teacher-centered, deductive.
• Synonyms: the training model, the active
teaching model, the mastery teaching
model, explicit instruction, expository
teaching.

What is Direct
Instruction?
• “Direct instruction is a teacher-centered
strategy in which the teacher is the major
information provider. In the direct instruction
model, the teacher’s role is to pass facts, rules,
or action sequences on the students in the
most direct way possible.This usually takes a
presentation and recitation format with
explanations, examples, and opportunities for
practice and feedback.” (Borich, 2004, p. 180).

Examples of Methods
• Lecture, assigned questions, didactic
questioning, explicit teaching, research
reports, workbooks, audio, videotape, DVD,
powerpoint presentations, library research,
and practice-and-drill.

Direct Instruction Steps
1.Anticipatory (setting the stage).
2.Objectives & Purpose (explaining what will happen).
3.Input (presenting new info or skill).
4.Model (demonstrating).
5.Check for understanding (i.e., question, observe,
etc.).
6.Guided practice (step-by-step/monitored).
7.Independent Practice.
(Lang & Evans, 2006)

Direct Instruction is
effective...
• for acquiring information or step-by-step
skills.
• if the instructor is knowledgeable and skillful.
• with careful planning, suitable content, right
context.
• when combined with or followed by other
strategies.

2. Individual Study
• Synonyms: independent learning, self-
regulated learning, self-directed study (or
learning), self-teaching, and individualized
study.

What is
Individual Study?
• Individual study is an individual educational
pursuit carried on by a person to self
improve; it can be student-initiated or
teacher-initiated, but the focus is on study
under the guidance of a teacher.

Examples of Method:
• Essays, reports, projects, models, journals,
inquiry, games, fantasies, interviews,
brainstorming, problem-solving, decision
making, learning centers, learning units,
individualized assignments. computer-
assisted instruction, independent research
correspondence courses, distance
education.

Individual Study is
effective when ...
• a teacher can provide an environment that allows
growth of learner independence.
• a teacher can match student’s personal interests and
the curriculum goals.
• a teacher wants to improve students’ independent
learning capabilities.
• it is combined with other strategies.
• when a teacher wants to ask students to apply the
content previously learned.

3. Indirect Instruction
• Synonyms: inquiry, induction, problem-solving,
action research, decision making, and discovery.
• It is student centered; high student
involvement.
• It is ﬂexible, frees students to explore diverse
possibilities, reduces fears of incorrect answers,
fosters development of creativity, & promotes
development of interpersonal skills.

What is
Indirect Instruction?
• Indirect Instruction is an instructional
strategy that believes that learning can be
more meaningful, thorough, and usable
when learners seek and discover
knowledge.

Examples of Methods:
• Examples of method: debates, panels, ﬁeld
studies, research reports, group
investigation, brainstorming, simulations,
guided inquiry, and unguided inquiry.

Indirect Instruction is
effective when ... (1)
• thinking outcomes are desired.
• value, attitude, or interpersonal or group skills
outcomes are desired.
• process (learning “how”) is at least as important
as product (getting “the right answer”).
• Students need to experience something in
order to beneﬁt from later instruction.
• There are no “right” answers.

Indirect Instruction is
effective when ... (2)
• The focus is personalized understanding &
long-term retention of concepts &
generalizations.
• Ego involvement & intrinsic motivation are
desirable.
• Decisions need to be made or problems
need to be solved.
• Life-long learning capability is desired.

Basic Steps in Using the
Inquiry Teaching Method
1.Set up the problem situation.
2.Provide experiences to bring out essential
elements.
3.Set up experiences to bring out contrasting
elements.
4.Concept or generalization is formed.
5.The concept or generalization is applied.

4. Experiential
Instructional Strategy
• Is an action strategy.
• Is contextual, realistic, & meaningful.
• Is inductive, learner-centered, & activity-
oriented.
• Personalized reﬂection is key.
• Learners are more emotionally involved
(affective aspect).

What is Experiential
Learning?
• Experiential learning is experiences that are
designed and chosen for their ability to
extend and challenge student thinking in a
broad range of capabilities.

Experiential learning (cont.)
• The emphasis is on the process of learning
and not the product.
• Because of experience and reﬂection,
knowledge is constantly being transformed
(created & recreated) within learner.
• Learning is a process (not an outcome) by
which concepts are constantly modiﬁed by
experience.

The Kolb Model of
Experiential Learning
1.Concrete experience. Learners must involve themselves
fully in new experiences.
2.Reﬂective observation. Learners must observe these
experiences, analyze & reﬂect.
3.Abstract conceptualization. Learners must develop
abstractions that, in turn, create concepts &
generalizations that are logically sound.
4.Active experimentation. Learners must use these new
theories to take action, such as making decisions &
solving problems.

Experiential Learning is
effective when ...
• a teacher wants to teach not only speciﬁc
content but also the knowledge, values,
skills and abilities related to common
essential learning (e.g., communication,
critical & creative thinking, & personal and
social values and skills).

5. Collaborative Learning
Strategy
• An umbrella term that includes various interactive
approaches & methods for group work.
• Students working in small groups tend to learn
more & retain longer.
• Teachers’ role is to facilitate learning, not
transmitting information.
• Involves creating & managing meaningful learning
experiences & stimulating student thinking.

What is Collaborative
Learning?
• An instructional strategy in teaching and
learning in which students interact to share
ideas, explore a question, & complete a
project.
• Collaborative instruction methods range
from class discussions through small-group
methods or cooperative learning to using
Internet when working on assignment.

Collaborative Learning
is effective when ...
• teacher can structure and guide group learning
experiences.
• students need to discover or state their
personal points of view.
• teacher want students’ active participation,
increased motivation, & high-rate of retention.
• teacher makes careful observation, practices
good listening, interpersonal & intervention skills.

What is assessment?
• Assessment is the process of seeking and obtaining
information about student development and the
effectiveness of instruction.
• The term “assessment” derives from a Latin word,
“assidere” which means “to sit beside.”
• The origins of the term “assessment” could
promote the constructive image of the teacher
sitting alongside the learner in an educational
context where the task is to bring out the learner’s
understanding.

Teaching Stories
“What is effective assessment?”

Read each of your story
and then share it with the
group.

What is your idea of
effective assessment?

“Not everything that
counts can be counted
and not everything
that can be counted
counts.”

Why is assessment important?
(1)
• Traditionally, assessment is used for: 
1.sorting out people.
2.reward for students.
3.information for parents about their kids.
4.judging the effectiveness of teachers and
schools.

Why is assessment important?
(2)
• Assessment is important to promote
effective learning.
• Assessment is important to help students
learn (assessment for learning).

Stiggins (2002) observes...
“Politicians routinely ask,
“How can we use assessment as the basis for
doling out rewards and punishment to increase
teacher and student effort?”
instead of the more important question of:
“How can we use assessment to help our students
want to learn? How can we help them feel able to
learn?” (p. 758).

Assessment & Evaluation
• Assessment expert Grant Wiggins
differentiates between assessment &
evaluation in this way” “When teachers
ASSESS student performance, they’re not
placing a value or judgment on it - that’s
EVALUATING or grading.They’re simply
reporting a student’s proﬁle or
achievement.

Formative & Summative
• Formative assessments occur when the content is being
taught. It is non-evaluative. It is usually used to inform
teachers about how much students have understood the
content.
• Summative assessment occurs after the content has been
taught. It is evaluative and is used to assign a course grade.
• An analogy from Robert Stake, an educational researcher:
“When the cook tastes the soup, that’s formative.When the
guests taste the soup, that’s summative.”

Assessment of Learning
Assessment for Learning
Assessment as Learning

Assessment expert, James
McMillan (2007, 2008)
• “Competent teachers frequently evaluate
their students in relation to learning goals
and adapt their instruction accordingly.”
• “Assessment not only documents what
students know and can do but also affects
their learning and motivation.”

Three Time Frames of
Assessment
1.Pre-Instruction Assessment.
2.During Instruction Assessment.
3.Post-Instruction Assessment.

1. Pre-Instruction Assessment:
Questions
• Do my students have the pre-requisite knowledge and
skills to be successful?
• What will interest my students?
• What will motivate my students?
• How long should I plan to cover each unit?
• What teaching strategies should I use?
• How should I grade the students?
• What type of group learning should I use?
• What are my learning objectives or targets?

1. Pre-Instruction Assessment:
Strategies
• Observe how well they perform in the ﬁrst lessons.
• Observe students’ behavior and characteristics in the
ﬁrst lessons.
• Questionnaires/Interviews.
• Diagnostic Pre-Tests.
• Look at students’ prior grades and scores on tests
but keep your high expectations of each of them.
• Remember this is only initial data. It is developing and
will change later. Avoid “labeling” students!

2. During Instruction Assessment:
Questions
• Are students paying attention on me?
• Are the students understanding the material?
• To which students should I direct questions?
• What type of questions should I ask?
• How should I respond to student questions?
• When should I stop lecturing?
• Which students need extra help?
• Which students should be left alone?

2. During Instruction Assessment:
Strategies
• This is usually referred to as the formative assessment.
• Teacher’s ongoing observation and monitoring of
students’ learning while teaching informs about what to do
next.
• Assessment during instruction requires listening to
student answers, observing other students for indications
of understanding or confusion, framing the next question,
and looking around the class for misbehavior.
• Oral questions, reﬂection, & feedback are important
aspects of assessment during instruction.
• Get students to assess their progress on day-to-day basis.

3. Post-Instruction Assessment:
Questions
• How much have my students learned?
• What should I do next?
• Do I need to review anything the class didn’t understand?
• What grades should I give?
• What should I tell my students?
• How should I change my instruction next time?
• Do the test scores really reﬂect what my students know
and can do?
• Is there anything that students misunderstood?

3. Post-Instruction Assessment:
Strategies
• This assessment is usually referred to as summative
assessment or formal assessment.
• The purpose is to document student performance.
• This assessment provides information about how well
students have mastered the material, whether the
students are ready for the next unit, what grades
should be given, what comments should be made to
parents, and how a teacher should adapt his/her
instruction.

TraditionalTests
Traditional tests are paper-and-pencil tests in which
students select from choices, calculate numbers, construct
short responses or write essays.
1.Selected-response items:
multiple-choice items, true/false items, matching items.
2.Constructed-response items:
short-answer items, essays

Alternative Assessments
• Alternative assessments require students to solve
some type of authentic problem or to perform in
terms of completing a project or demonstrating skills
outside the context of a test or an essay.
• Some of the examples are: projects, portfolios,
performances, role-plays, dramas, art products,
experiments, reports, presentations, conferences, etc.

Common Characteristics of
Alternative Assessments
1.Ask students to perform, create, produce or do
something.
2.Tap higher-level thinking and problem-solving skills.
3.Use tasks that represent meaningful instructional activities.
4.Invoke real-world applications.
5.People, not machines, do the scoring, using human
judgment.
6.Require new instructional and assessment roles for
teachers.

99
•Write questions that you have
on “effective assessment” based
on today’s lesson.

Some Ideas about effective teaching and assessment

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