EDUP211- PRELIM Models of Good Teaching

WEEK 1- LEARNING, TEACHING AND

EDUCATIONAL PSYCHOLOGY Charlotte Danielson’s Framework for Teaching
Philippine Higher Education Landscape
Danielson’s Framework for Teaching into 22
Distribution of Higher Education Institutions
components shown here, clustered into four
(HEIs)
Private- 1,706 domains of teaching responsibility: Planning and
Public- 228 Preparation, Classroom Environment, Instruction,
Total HEIs- 1,934 and Professional Responsibilities. The two
Distribution of Enrolled Students in HEIs domains of Classroom Environment and
Private- 2.22M/54% Instruction can be observed as teacher’s work
Public- 1.88/46% with their classes, but success in all four domains
Disciplines with High Enrollment is necessary for distinguished teaching.
Business 26% 1,066,639
and Related
Education 19% 791,284
and Teacher
Training
Engineering 13% 517,010
and
Technology
Information 11% 460,862
Technology
Medical & 6% 228,537
Allied
Others 25% 1,050,509
Faculty Qualifications
With BA/BS- 47.05%
With MA/MS- 40.33%
With PhD- 12,62%

Diversity of Students
“...21st century learners who are not only critical
and innovative thinkers in the fields of science,
mathematics, and robotics, but who are also
artistic and creative, and can thrive in the fields
that appeal to our soul and our sense of identity".
(Montemayor, M., 2019)

Confidence in Every Context TEACHINGWORKS 19 HIGH-LEVERAGE

• TEACHERS’ SENSE OF EFFICACY, defined TEACHING PRACTICES
as a teacher’s belief that he or she can These practices are based on research evidence,
reach even difficult students to help them the wisdom of practice and logic.
learn. 1. Making content (e.g., specific texts,
• Efficacy grows from real success with problems, ideas, theories, processes)
explicit through explanation, modeline,
students, not just from the moral support
representations, and examples.
or cheerleading of professors and
2. Leading a whole-class discussion.
colleagues. Any experience or training 3. Eliciting and interpreting student’s
that helps you succeed in the day-to-day thinking.
tasks of teaching will give you a 4. Establishing norms and routines for
foundation for developing a sense of classroom discourse and work that are
efficacy in your career. central to the subject-matter domain.
5. Recognizing particular common patterns of
No Child Left Behind Act of 2010.4 student thinking and development in the
subject-matter domain.
▪ Philippine Constitution Section 1, Article XIV
6. Identifying and implementing an
imposes upon the state the responsibility “to
instructional response or strategy in
protect and promote the right of all citizens to
response to commong patterns of student
quality education at all levels” and “take thinking.
appropriate steps to make such education 7. Teaching lesson or segment of instruction.
accessible to all” 8. Implementing organizational routines,
procedures, and strategies to support a
“No Child Left Behind” Programs in PH
learning environment.
1. Establishment of a school or learning 9. Setting up and managing small group
facility. work.
10. Engaging in strategic relationship-building
2. Mandatory monitoring of children of
conversations with students.
compulsory school age.
11. Setting long- and short-term learning
3. Compulsory attendance of children. goals for students referenced to external
4. Special circumstances for exemption from benchmarks.
compulsory attendance. 12. Appraising, choosing, and modifying tasks
5. Prohibition on employment of children of and texts for specific learning goal
compulsory age. 13. Designing a sequence of lesson toward a
specific learning goal.
 14. Selecting and using a particular methods Experimental To identify Will giving
to check understanding and monitor cause-and-effect more
student learning during and across lessons relations; to test homework
15. Composing, selecting, and interpreting possible cause students
and using information from quizzes, tests, explanations for to learn more in
and other methods of summative effects science class?
assessment. Single- To identify the When Emily
16. Providing oral and written feedback to Subject effects of a records the
students on their work. Experiment treatment or number of
17. Communicating about a student with a intervention of pages she read
parent or guardian one individual each night, will
18. Analyzing instruction for the purpose if she read more
improving it pages? If she
19. Communicating with other professionals stops recording,
will her amount
of reading
Measures of Teaching Effectiveness return to the
(MET) Project previous levels?
Case Studies To understand How does one
The goal was clear from the title—to build and
one or a few boy make
test measures of effective teaching. Teaching is
individuals or transition from
complex; multiple measures will be needed to situations in a small rural
capture effective teaching and provide useful depth elementary
feedback for personnel decisions and professional school to a
development. large middle
3 Measures school? What
1. Student gains on state tests. are his main
2. Surveys of student perceptions of their problems,
teachers. concerns,
3. Classroom observations from the issues,
Danielson (2013) Framework for Teaching. accomplishmen
THE ROLE OF EDUCATIONAL PSYCHOLOGY ts, fears,
supports, etc.?
• 1940s and 1950s, the study of educational Ethnography To understand How do new
psychology concentrated on individual experiences from teachers make
differences, assessment, and learning the participants’ sense of the
behaviors. point of view: norms,
• In the 1960s and 1970s, the focus of what is their expectations
meaning? and culture of
research shifted to the study of cognitive
their new
development and learning, with attention
school, and
to how students learn concepts and how do they
remember. respond?
• More recently, educational psychologists Mixed To ask complex Based on and
have investigated how culture and social Methods questions in-depth study
factors affect learning and development involving causes, of 10
and the role of educational psychology in meanings, and classrooms,
shaping public policy (Anderman, 2011; relations among select the
Pressley & Roehrig,2003). So variables; to classes with the
• educational psychologists study child and pursue both fewest behavior
adolescent development; learning and depth and problems, then
motivation—including breadth in explore how
research teachers in
• how people learn different academic
questions. those classes
subjects such as reading or mathematics;
established a
social and cultural influences on learning; positive
teaching and teachers; and assessment, learning climate
including testing (Alexander & Winne, by interviewing
2006) teachers and
students and
Use of Research to Understand and analyzing video
Improve Learning tapes made at
Research Purposes/Questio Example the beginning
Method ns Addressed of school.
Correlational To assess the Is average Role of Time in Research
strength and amount of
direction of the homework • Longitudinal studies. They are informative,
relation of the completed but time-consuming, expensive, and not
two variables; to weekly related always practical: Keeping up with
make predictions to student participants over a number of years as
performance on they grow up and move can be
unit tests? If impossible.
so, is the
• Cross-sectional, focusing on groups of
relation positive
students at different ages.
or negative
• Micro-genetic studies is to intensively
study cognitive processes in the midst of
 change—while the change is actually Supporting Student Learning
occurring: Social- Examples Where in
(a) observe the entire period of the Contextual this text
change—from when it starts to the time it Factors
is relatively stable; School
(b) make many observations, often using Climate
videotape recordings, interviews, and Academic Set high expectations Chapters
transcriptions of the exact words of the Emphasis for your students, and 11-13
individuals being studied; encourage the whole
(c) put the observed behavior “under a school to do the same;
microscope,” that is, they examine it emphasize positive
moment by moment or trial by trial. relations with the
school community.
Theories for Teaching Teacher If possible, teach in a Chapters 1,
Variables school with the positive 11, 13
PRINCIPLE. This is the term for an established qualities of collective
relationship between two or more factors— efficacy, teacher
between a certain teaching strategy, for example, empowerment, and
and student achievement. sense of affiliation
THEORY in science is an interrelated set of Principal If possible, teach in a See
concepts that is used to explain a body of data Leadership school with the positive Woolfolk
and to make predictions about the results of qualities of collegiality, Hoy and
future experiments high morale, and Hoy (2013)
clearly conveyed goals.
HYPOTHESIS is a prediction of what will happen
Social-
in a research study based on theory and previous
Familial
research.
Influence
Research is a continuing cycle that involves Parental Supports parents in Chapters
Involvement supporting their 3-6, 12
• Clear specification of hypotheses, children’s learning
problems, or questions based on current Peer Create class and school Chapters 3,
understandings or theories Influences norms that honor 10, 13, 15
• Systematic gathering and analyzing of all achievement,
kinds of information (data) about the encourage peer
questions from well-chosen research support, and discourage
participants in carefully selected situations peer conflict.
• Interpreting and analyzing the data
gathered using appropriate methods to
answer the questions or solve the
problems
• Modification and improvement of
explanatory theories based on the results
of those analyses, and
• Formulation of new and better questions
based on the improved theories . . . and
on and on.

Supporting Student Learning