MIDDLE TENNESSEE STATE UNIVERSITY

Department of Educational Leadership
Analysis of Effective Teaching
YOED 305

Dr. Jan Hayes
Office: Jones Hall 301
Phone: 615/ 898-2894
e-mail: jhayes @ acad 1. mtsu. edu

This course is a prerequisite to YOED 310, Methods and Strategies of Teaching and Student Teaching. The course is designed to provide an overview of research on effective teaching. Emphasis is placed on building a research-informed knowledge base that will enable beginning teachers to make sound professional judgments in the teaching situation.

Aim

Teaching is a very complex process. Knowledge of healthy decisions and the decision-making processes are necessary for effective teaching. The foundation research on which effective decision-making must be based provides the teacher with some security. Individuals entering the teaching profession will be better prepared for the processes of teaching with these knowledge bases.

Objectives

TLW:

1. Identify factors involved in purposeful teacher decision making. (IIC, IIF, IIL., IIM, IIIE, III F.)
2. Examine practices that promote a productive learning climate. (IIK, IIM)
3. Describe the various learning modalities and analyze curricula or teaching practices with reference to each style. (IC, IIC, IIF, IIIE)
4. Explore teaching strategies that maximize the use of time.(IIK, IIL, IIM)
5. Identify teaching procedures that enhance student learning. (IB, ID, IIC, IIF, VB)
6. Analyze teaching behaviors that promote student achievement. (IC, IIL)
7. Review the elements of lesson design included in the Tennessee Instructional Model. (IIC)
8. Examine the process of reflective teaching. (IIIF, IIIG)

Topics Covered:

1. Teacher decision-making ( ID, IIC, IIF, IIM, IIIE, IIIF)
   a. The process of decision-making
   b. Informed decision-making
   c. The decision-making continuum
   d. Locus of decisions
2. Classroom Climate
   a. A supportive learning environment (IC)
   b. Establishing an academic climate (IIK)
   c. Promoting high standards
   d. Maintaining an orderly environment (IIM)
   e. Expectations for success
   f. Providing feedback and praise (IC)
3. Learning Modalities
   a. Learning theories/styles
   b. Teaching styles
   c. Classroom application
4. Elements of effective teaching (IIIg, VB)
   a. Allocated time/engaged time/academic learning time (IIL)
   b. Practices that increase student involvement
   c. Instructional functions
   d. Elements of lesson design: Tennessee Instructional Model (IIC)
   e. Content coverage (VB)
   f. Performance techniques
   g. Motivation techniques
   h. Enthusiasm
   i. Variety
   j. Task orientation
5. Teacher reflection (IIIE, IIIF, IIIG)
   a. The process of reflective teaching
   b. Reflection and planning: Making the connection
   c. Classroom application

Course Knowledge Bases:

In an attempt to provide students with a rational base for sound decision-making, findings from the following researchers will be included as an integral part of the course:

Decision-making: Borko, H., Cone, R., Shavelson, R. and Hunter, M.
Teaching models: Joyce, B., Weil, M., Rosenshine, B.
Classroom climate: Brophy, J., Good, T., Evertson, C., Flanders, N., Rosenthal, R., Stallings, J.
Teacher behavior: Berliner, D., Brophy, J., Good, T., Evertson, C., Rosenshine, B.
Lesson design - Hunter, M., Kolb, D.
Reflection: Henderson, J., Schon, D., Clark, C. M.
Teacher effectiveness: Doyle, W., Soar, R. S., Effective schools research

Requirements:

1. Attendance/Participation
2. Most classes will include activities designed to apply what is learned. In order to benefit from these experiences, the following are necessary: attendance, attention, an open attitude, and active participation
3. Tests
4. Classroom presentation: Research review
5. Each student will select a topic from a given list. Information can be gathered from the ERIC database and assembled into a ten-minute presentation to the rest of the class. Within a week of the presentation, each student will write a short reflective paper about the strengths and weaknesses of his or her presentation commenting on what might be done differently if the same lesson were taught again under similar circumstances. The reflective paper will be a part of the grade for the presentation.
6. Reaction Papers - Students will react to articles handed out in class
7. Reflective Paper - This paper will be due near the end of the course. The paper should reflect the content of the course and how you might integrate the content into your own teaching. (Approx. 4-6 pages)
8. Philosophy of teaching paper. Each student will write a 2-3 page summary of his or her philosophy of teaching. The paper must be based on the knowledge gained in this course. The philosophy should be a guide to your own teaching practices. This paper may serve as a bases for a similar paper required during student teaching. This may be included along with the Course Reflection Paper.

Grading:

Grades on all work will be based on the following scale:

92-100% = A
84 - 91% = B
76 - 83% = C
68 - 75% = D

Students must earn at least a C grade to be used in the minor of Secondary Education.

General Policies:

Students must be present for exams. Any test grade that is not satisfactory to the student may result in a retake of the content of the test within one week of the tests being returned. Tests must be scheduled with the teacher and not taken during class time.

Three absenses are permitted before the grade is affected. The course requires so much interaction that the student must be present to participate in the learning process.

The following knowledges and skills are covered in this course. Many will be covered in part and support the learnings and goals of other courses.

I. B. Ability to communicate in a clear and logical fashion with students

I. C. Ability to develop rapport with students, express empathy, advise students, and assist students in solving problems.

I. D. Ability to communicate and work effectively with other professionals and para- professionals in planning to meet student needs.

II. C.Ability to select, justify, and implement curricular content and instructional strategies appropriate to students needs; ability to plan for instruction including the development of units and daily lessons; ability to use a variety of research-based instructional strategies.

II. F.Ability to adapt instructional techniques to students of diverse cultural backgrounds and to students who have special learning needs.

II. K.Ability to assist students in developing study, time management, and test taking skills.

II. L.Ability to manage class and laboratory time effectively, pace instruction, and organize and manage varied learning groups simultaneously.

II. M. Ability to create a classroom climate that fosters self-discipline and cooperation, ability to use various techniques for classroom and student behavior management.

III. E.Ability to make professional judgments based upon student characteristics, curricular content, ethical principles, and educational research.

III. F.Ability to evaluate one's own teaching strategies and philosophy, and modify on the basis of self-evaluation and the evaluation of others.

III. G.Awareness of research, publications, and professional organizations in education and the teaching field, and the need for continued professional growth.

V. B.Knowledge of pedagogy appropriate to the teaching field.

Disabled Students: If you have a disability that may require assistance or accommodation, or you have questions related to any accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Students Services (898-2783) with questions about such services.