Acts of Teaching and Teaching and Instruction.pptx

acts of teaching
Modelling
Giving Feedback
Telling
Teaching
Instruction

1. TOPIC 2: Acts of Teaching & Teaching and Instruction   PREPARED BY: ANGELES, WENCY JANE T. CASTRO, GLENDA S. CORDERO, CHRISTEL MAE O. CONCEPCION, HONEY KATE V. CUPITA, ANJELA G. FERNANDEZ, CHRISTINE JOY L. TANALEON, JERRYLENE MAE C. TANALEON, SHIELA MAE G. ULAY, JESSA MAE V. VALENCIA, MYRA P. BSED SOCIAL STUDIES 3A

2. Acts of Teaching The act of teaching is always focus with the learning of our students. Deliberate acts of teaching Instructional strategies are the tools of effective practice. They are the  deliberate acts of teaching  that focus learning in order to meet a particular purpose. Instructional strategies are effective only when they impact positively on students’ learning. Teachers need to be able to use a range of deliberate acts of teaching in flexible and integrated ways within literacy-learning activities to meet the diverse literacy learning needs of our students. Deliberate acts include modelling, prompting, questioning, giving feedback, telling, explaining, and directing.

3. Modeling Modeling, or “showing how”, is perhaps the most powerful and pervasive form of instruction. Almost everything the teacher does and says in the course of the school day provides a potential model to the students in the classroom. It is a strategy used to great effect in shared reading and writing, where students are learning to use the sources of information in print along with their own prior knowledge. Modeling often involves providing the language that the learner needs. This may be language for encoding or decoding text, for making meaning, or for discussing texts and thinking analytically about them.

4. Prompting Prompting means encouraging the learner to use what they already know and can do. It is an effective strategy to focus students’ attention and to build their metacognitive awareness and their confidence. In order to prompt effectively, the teacher needs a detailed knowledge of the learner. Prompting may take the form of a strong hint, a clue, or a gentle “nudge” to help students use their existing knowledge and literacy strategies to make connections and reach a solution. A prompt often takes the form of a question and involves allowing “wait time” to give students the opportunity to develop and express their own ideas.

5. Questioning   Questioning is perhaps the instructional tool used most commonly by teachers. Strategic and purposeful questioning is crucial to students’ literacy learning. Questions become effective teaching tools when: -they are directed towards helping students to meet a learning goal  -they are centered on and draw out students’ knowledge  -there is adequate “wait time” for students to think through their responses  -students’ responses are valued and not transformed by evaluative comments that -suggest the responses were inadequate  -appropriate follow-up questions are used to extend students’ thinking.

6. Giving feedback The impact of effective feedback on student outcomes has been established through a number of studies (for example, Hattie, 1999, and Crooks, 1988). Hattie, on the basis of extensive research, describes feedback as the most powerful single factor that enhances achievement. Feedback can be defined as “ providing information how and why the child understands and misunderstands, and what directions the student must take to improve” (Hattie, 1999, page 9). The purposes of feedback are: -to affirm  -to inform  -to guide future learning.

7. Feedback may be thought of as either evaluative or descriptive. Evaluative feedback involves making a judgment about what the learner is doing or has done and carries the idea of approval or disapproval. Descriptive feedback means describing or explaining what has or has not been achieved and why. It also involves giving information on how to learn further or what to do next in order to succeed. Interactions involving feedback can yield valuable knowledge of learners as well as enabling them to move forward. Feedback may be verbal or non-verbal , spoken or written. The quality of the teacher’s written feedback on a student’s writing is especially important, both for providing further guidance and for the student’s confidence.

8. Telling At its simplest level, telling means supplying what the student needs, such as an unknown word or a topic for a literacy-learning task. The idea is to fill a gap at that moment to enable the student to move on. A strategic use of telling may involve providing the language needed to participate in an activity. Telling can also mean providing information about when to use a particular literacy strategy in a given task – making explicit the fact that the students can apply their existing knowledge at this point and so building their awareness of when to apply that knowledge in future situations.

9. Explaining Explaining can be thought of as an extension of telling. Teachers may explain the task itself, or they may explain the content of a text or learning activity. For example, the teacher may explain: what they want the students to do while reading a particular text  how a certain task will help the students to achieve a particular goal  how procedural text is set out  the background to a topic (for example, as an introduction to a writing activity). DIRECTING   Directing is simply giving a specific instruction. Like all these instructional strategies, it is used deliberately, for a purpose.

10. Teaching and Instruction TEACHING Teaching  is more complex in nature. When we talk about teaching, we are dealing with different techniques, strategies, and approaches that will facilitate learning. Teachers have to come up with varied instructional materials and must use the right strategies in teaching their lessons. Teaching is also a never ending process. By the time individuals start going to school to the time they graduate and start working, they’re involved in the teaching-learning process. They don’t only learn from teachers but also from those around them. This makes teaching both  formal and  informal . It is formal when it occurs inside the classroom or informal when you learn things outside the portals of the school.

11. Instruction   When we talk about instruction, it’s not as complex as teaching. Instruction is simply giving direction. You instruct someone on what to do and how to do it. For instance, an equipment manual for furniture, toys, and model rocket kits etc. come with instructions; they instruct you how to assemble them. The name “instructor” is potentially fatal to a teacher’s teaching: it encourages data feeding into dull automata, rather than the stimulation of independent minds. Fundamental to the notion of “instruction” is the doctrine that students must believe what teachers say. Fundamental to teaching is that they should question and quarry and challenge it.

12. Difference between Teaching and Instruction   TEACHING INSTRUCTION 1. Teaching works for overall development. Instruction works for skill development. 2. Teaching arouses critical thinking. Instruction arouses functional thinking. 3. Teaching produces new product. Instruction aims for producing carbon copy or photocopy. 4. Teaching is explaining how something is done. Instruction is telling how something is done. 5. When you teach someone, you may transmit almost anything: concepts, ideas, theories or say, history. When you instruct someone, you're giving him a set of tools or tasks to do something specific. 6. A teacher strews ideas to be subverted. An instructor lays down rules to be obeyed. 7. Teaching provokes. Instructions prescribes. 8. Teaching is liberation. Instruction is regimentation.

13. Thank you for listening!