Exam 5: Effective Teaching Skills for Model-Based Instruction

In intratask variation, multiple centers or tasks are set up to practice the same skill with varying degrees of difficulty. The teacher permits ('invites') each student to pick which level of difficulty he or she wishes to attempt.

Class feedback is directed to all students in the class.

Professional knowledge helps the teacher to know how to successfully carry out each effective teaching skill when it is called for.

Class management is broader than time management, and its contribution to effective teaching is just as important.

An instant activity can be planned to get the lesson off to an energetic, movement-based start.

Novice and expert teachers will usually differ on the amount of written planning needed to get prepared for a lesson.

Cues are pieces of information given before practice and intended to facilitate the upcoming learning trials.

Knowledge questions ask students to recall previously learned facts, simple ideas, or concepts.

An attention signal is used to get students to stop what they are doing at the moment, put down their equipment, be silent, and pay attention to the teacher.

Adequate wait time allows students to come up with their own answers and to then privately compare those answers to the one given by the student who was called on by the teacher.

It is generally best for the teacher to have about 10 seconds of wait time, to allow more students to develop an answer.

Manipulative cues are 'hands on' ones in which the teacher moves parts of the student's body to make the communication.

It might be said that the effectiveness of any lesson is determined before it even begins, by how well the teacher has planned for it.

A learning task is the specific activity that students will engage in to acquire a motor skill, cognitive knowledge or concept, or affective outcome.

Teachers can provide students with many different types of models during task presentations.

Effective communications will include a well-paced and orderly flow of information to students, so it is important that the teacher carefully plans this part of class.

Teachers should use voice inflections to keep students alert and to help students discern the more important pieces of information they receive.

Students will need to be informed of the exact space plan for the upcoming task and how the space has been set up for that task.

Managerial questions focus on noninstructional parts of the lesson, such as class organization, preparation of the learning environment, class procedures, and routines.

Most often, more feedback is usually better than less of it.