The Journey to Becoming an Effective Teacher

1
The Journey to Becoming an Effective Teacher

• Rosenshine Fursts
• Characteristics of Effective Teachers

2
Rosenshine Furst Variables

• Clarity
• Variability
• Enthusiasm
• Task-Oriented Businesslike Behavior
• Opportunity to Learn Criterion Material
• Use of Learner Ideas General Indirectedness

• Criticism
• Use of Structuring Comments
• Types of Questions
• Probing
• Level of Difficulty of Instruction

3
Clarity

• The use of clear explanations, examples, and
  assignments
• Use terms understood by the learners
• Answer questions directly
• Follow an organized approach to the subject

4
Variability

• The use of variety in
• Materials
• Activities
• Assessment/Evaluation
• Cognitive Level of Interaction

5
Enthusiasm

• Demonstrate Passion
• Movement
• Gestures
• Facial Expression
• Voice Inflection

6
Task-Oriented Businesslike Behavior

• Be concerned that learning takes place every day!
• Encourage learners to work hard through
  independent and creative effort.

7
Opportunity to Learn Criterion Material

• Teach concepts through activities assignments.
• Reflect important concepts in assignments and
  evaluation.
• Teaching by objective.
• Teaching to standards.
• Dont give busy work!

8
Use of Learner Ideas

• You must be able to let go of your class!
• Become a facilitator of learning, not just an
  authority figure!
• Utilize learner input
• Praise and Encourage Ideas
• Encourage students to challenge conventional
  thinking.

9
Criticism

• Maintain a high correlation between teacher
  criticism and learner performance.
• What does that mean? Students who
  are high performers are to have
  poor efforts corrected differently
  than lower performers.
• Let students know that they are wrong
  without criticism

10
Use of Structuring Comments

• Develop Cognitive Scaffolding!
• Linking new information to past experiences.
• Preview key points summarize after
• Examples
• Linking new knowledge to
  students past experiences.
• Analogies
• - This is like

11
Types of Questions

• Ask questions at different cognitive levels.
• Stimulate high-level thinking.
• Low-level questions that require short
  answers or yes or no answers do
  not stimulate thought.

12
Probing

• Respond to student answers with another question
• Keep asking why.
• Elaborate on that.
• Tell me more!

13
Level of Difficulty

• Not too hard, not too simple, just CHALLENGING!
• Success is possible but not guaranteed.