1、Becoming an Expert Teacher Becoming an Expert Student,Chapter One,The Big Picture The teacher.,What does it mean to be an expert teacher? What are the ingredients a person needs to maximize the likelihood of becoming an expert teacher? What is the best way to gain teaching expertise?,The Big Picture
2、 The student.,What does it mean to be an expert student? How can you be an expert student today, as you read this and other textbooks and prepare for classes? How can you spot expert students in your classes in the future? What is involved in becoming an expert student, and how can you help every st
3、udent you teach become an expert learner?,The Triarchic Approach,Throughout this book a triarchic approach will be used to help learn and appreciate the material.,Expert Teachers,Expert teachers Have a broad base of knowledge and experience Can motivate students Can manage behavior Are creative and
4、reflective,Expert Students,Expert Students Learn Efficient Study Strategies Are Open to Challenges Are Willing to Overcome Problems,Memory Strategies,What is an Expert Teacher?,Two Critical Questions How do experts differ from nonexperts? How do people view expertise in daily life? Importance of Ref
5、lective Thinking and noticing differences between experts and nonexperts. Reflective thinking has been shown to help develop expertise. Try and develop a list of important qualities that represent expert teaching.,Remember.,Reflecting on your teaching and knowing behaviors that work are only part of
6、 the whole “Expert” picture. People become expert teachers. They are not the product of sudden insight.,Expert Teachers have Expert Knowledge,Let us examine some of the qualities of expert teachers. Expert teachers have gained greater knowledge through their experiences. They do not appear to have b
7、etter memory in general.,Types of Expert Knowledge,Content Knowledge Pedagogical Knowledge Pedagogical-content Knowledge,Organization of Expert Knowledge,Experts Deep Structure,Novices Surface Structure,Organization - Lesson Plans,Lesson plans Global Plans Local Plans Decision Elements Expert Teache
8、r - Lesson plans are more interconnected and can provide more developed content based examples.,Knowledge about the Teaching Context,Expert teacherscan advocate effectively for their teaching approach. can compete effectively for limited school resources. can “work the system” to obtain needed servi
9、ces for their children.,Expert Teachers are Efficient,Experts automatize well-learned skills. This allows them to handle more information per unit time than novices. handle the information with less effort. Experts have an organized body of knowledge that respond more sensitively and appropriately t
10、o classroom situations.,Planning, Monitoring, and Evaluating,Experts and novices differ in their metacognitive processes related to planning, monitoring, and evaluating. Metacognition - thinking about thinking. The Effects of metacognition and automated basic skills on teaching.,Expert Teachers have
11、 Creative Insight,Experts frequently redefine a problem, providing insightful solutions. Three key ways experts think about problems: Relevant versus irrelevant information Recognize important combinations of information Application of information learned in another context,Implications for Teaching
12、,Teachers become expert by learning from experience. Teachers become expert by growing in efficiency. Teachers become expert by developing their insight.,Expert Students,Use of Effective Learning Strategies Monitoring the Effectiveness of Strategies,Views of Intelligence,Incremental View (mastery-or
13、iented beliefs) - intelligence can be changed. Entity View (performance-oriented beliefs) - intelligence is fixed.,Qualities of Expert Students,High Aspirations High Perceived Self-Efficacy High Pursuit of a Task to Completion - Volition High Responsibility for Self and Actions High Ability to Delay
14、 Gratification,Implications for Teaching,Expert teachers work to help their students become experts. Expert students use strategies to help them learn.,Educational Psychology,Educational Psychology - apply psychological knowledge in order to improve the quality and outcome of the educational process
15、. Research in educational psychology seeks to find scientific answers to questions about the best ways to educate people.,Research,Principles versus Theories Descriptive Research Case Study Positive Correlation Negative Correlation,Positive Correlation,Negative Correlation,Research,Experimental Rese
16、arch Random Subjects (participants) Experimental and Control Groups Statistical Significance,Implications for Teachers,Educational psychology uses science to uncover information that helps teachers solve problems and teach effectively. Educational psychology uncovers trends in how teachers teach and how students learn. Teachers can learn from descriptive and experimental research.,End Chapter One,
