The Art and Science of Effective Teaching

The Art and Science
of Teaching

www.theRTC.net

The Art and Science of Teaching


The material in this presentation was gathered from
various courses produced by the Regional Training
Center in partnership with The College of New Jersey
and Gratz College (PA and MD).



The courses represented include





Encouraging Skillful, Critical and Creative Thinking
Differentiated Instruction
Multiple Intelligences
And others

The Art and Science of Teaching
 Questions

to answer . . . 2 among many

 What

will I do to help students effectively
interact with new knowledge?

 What

will I do to engage students?

“To know and not to do
is not to know!”
- Stephen Covey

“Kids who do the doing,
and kids who do the talking
. . . DO THE LEARNING!
- Eric Jensen

Teaching for Thinking:

Creating a thoughtful and respectful classroom
through all instructional procedures and activities

 Community
 Find

building

someone who
 Stand up/Sit down
 Uncommon commonalities



 Relationship

skills

 Paraphrasing
 Probing
 Active

listening



 Cooperative

learning

procedures
 Think-pair-share
 Jigsaw
 Stir-the-class



 Simultaneous

sharing

procedures
 Turn

to your partner
 Team Web
 Carousel
 Gallery walk



 Active

learning
procedures




Community round robin
Discussion ball
Talking stick

Tony Robbins’
Six Basic Human Needs
 Certainty
 Uncertainty
 Significance

(capable)
 Connected
 Contributing
 Growth

Teaching of Thinking:
Specific instructional practices
designed to help students
acquire particular thinking skills and processes

 ASCD
i.e.

Core Thinking Skills
Making inferences, drawing conclusions, etc.

 Seven-step

model for teaching a thinking

skill
 Questioning frameworks
Think-Trix
Q-Matrix
Bloom’s

Taxonomy

Teaching about Thinking:
Metacognition and reflection:
Instructional methods and procedures that empower students
to reflect on their thinking

 Cognitive

frameworks

 Dimensions

of Learning, DeBono’s Six Hats for Metacognition


 Reflection
 KWL,

tools and activities

PMI, journals, reflection logs


 Instructional
 Concept

strategies

attainment, team webbing, group problem solving


 Graphic

organizers

 Venn

diagram, flow charts, summary pyramid,
6 word memoirs


 Creative

modes for metacognition

 Music,

art, portfolios, role play, dance, mime

5 Brain-based
and Learning Centered Principles
1.
2.

3.

4.

5.

The brain requires
social interaction
The brain is influenced
by emotions: Relaxed
alertness
The brain seeks
patterns and searches
for meaning
The brain is a complex
organ that can function
on many levels and in
many ways
simultaneously
Each brain is unique

Gardner’s Eight Intelligences
 Verbal-Linguistic

intelligence (word smart*)
 Logical-Mathematical intelligence
(number/reasoning smart)
 Visual-Spatial intelligence (picture smart)
 Bodily-Kinesthetic intelligence (body smart)
 Musical-Rhythmic intelligence (music smart)
 Interpersonal intelligence (people smart)
 Intrapersonal intelligence (self smart)
 Naturalist intelligence (nature smart)
 [ Existential intelligence (“spiritually smart?”) ]
*Words in parentheses are Thomas Armstrong’s
Armstrong’s

The Art and Science of Effective Teaching

Successfully intelligent people discern their strengths and
weaknesses, then figure out how to capitalize on their strengths,
and to compensate for or remediate their weaknesses.
Successfully intelligent individuals succeed in part because they
achieve a functional balance among a "triarchy" of abilities:
analytical, creative, and practical abilities.
Successfully intelligent people are not necessarily high in all
three of these abilities, but find a way effectively to exploit
whatever pattern of abilities they may have.
Moreover, all of these abilities can be further developed. A
fundamental idea underlying this research is that conventional
notions of intelligence and tests of intelligence miss
important kinds of intellectual talent, and overweigh what are
sometimes less important kinds of intellectual talent.
-Robert Sternberg

Analytical – “School Smart”
Make meaning from
text
 Can organize info
 See cause and effect
 Think logically
 Evaluate/Critique
 Compare/Contrast
 Take notes/Memorize
 See parts and whole


Creative – “Imagination
Smart”
Like to solve problems
in NEW and surprising
ways
 Experiment with ideas
 Phrases they like to
hear are


Create, invent,
imagine, design,
show how, suppose,
what if?

Practical – “Street Smart”
Need to
 Be shown how
something is used
 Apply
 Implement
 Demonstrate in the real
world
 Use ideas, not just learn
them
 Solve problems in a
meaningful context

Analytical
High grades
High test scores
Likes school
Liked by teachers
“Fits” into school
Follows directions
Sees flaws in ideas
Natural “critic”
May prefer to be
given directions

Chart from Sternberg, 1996,
p. 7

Creative

Practical

Moderate-low grades
Moderate test scores
Confined by school
Viewed as a pain by
teachers
Doesn’t “fit” well
Doesn’t like to follow
directions
Creates own ideas
Natural “ideas”
person
Likes to direct self

Moderate-low grades
Moderate-low tests
Bored by school
Viewed as
disconnected by
teachers
Doesn’t “fit” well
Likes to know use of
task and directions
Applies ideas
pragmatically
Natural common sense
Likes to find self in
practical settings

Analytical

Creative

Practical

Your friend needs a
really clear, step-bystep explanation of
what division is and
how it works. Please
write that explanation
and help your friend
see what you mean by
using number
examples as well as
words.

Find a brand new
way to help us see
what division is all
about and how it
works. Use
numbers and words
to illustrate your
ideas so we are all
sure to understand.

Show how someone at
school, at home, or in
our town uses division
as part of his/her daily
life. Help us see how
and why the person
uses division, and give
number examples to go
along with your
illustrations.

Choose one of these three activities to show what you understand about division.
Your work should be accurate, complete, interesting, and explained so someone who
didn’t understand division well before looking at your work would understand it much
better afterwards. You will be asked to explain your work to some classmates when
everyone is finished with his or her work.

Sample Test using Sternberg’s
Intelligences - Complete one of the
following assignments:


Choice 1: Create a story or dialogue among
the following following scientists about their view of
the atom: Democritus, Dalton, Thomson, and Rutherford.



Choice 2: Compare and contrast the following individuals
and their view of the atom: Democritus, Dalton, Thomson,
and Rutherford.



Choice 3: From Democritus to Dalton to Thomson and then
to Rutherford, show how the advancement of the view of
the atom effected changes in society with each
modification. What inventions were created, etc.?

Robert Marzano’s

Productive Habits of Mind

Mental dispositions
that facilitate the
thinking process

Productive Habits of Mind
 Being

sensitive to feedback
 Seeking accuracy
 Evaluating the effectiveness of one ’s
actions
 Being precise
 Engaging intensely in tasks even when
answers or solutions are not available
 Pushing the limits of your knowledge and
performance

Habits of Mind
 Generating

and following your own

standards
 Generating new ways of viewing situations
Marzano believes that cooperative learning
can foster these mental dispositions and
behaviors.
His list does not exhaust all the productive
habits of mind, however.

Arthur Costa’s
16 Habits of Mind











Finding humor
Thinking flexibly
Responding with
wonderment and awe
Persisting
Managing impulsivity
Listening with
understanding and
empathy
Thinking about thinking
(metacognition)
Striving for accuracy
Questioning and posing
problems










Applying past knowledge
to new situations
Thinking and
communicating w/ clarity
and precision
Gathering data through
all senses
Creating, imagining, and
innovating
Taking responsible risks
Thinking interdependently
Remaining open to
continuous learning

Robert Marzano

ASCD CORE THINKING SKILLS

Focusing

 1.

Defining Problems: Clarifying needs,
discrepancies or a puzzling situation
 2. Setting Goals: Establishing direction
and purpose

Information Gathering

 3.

Observing: Obtaining information
through one or more senses
 4. Formulating Questions: Seeking new
information through inquiry

Remembering

 5.

Encoding: Storing information in longterm memory
 6. Recalling: Retrieving information in long
-term memory

Organizing
 7.

Comparing: Noting similarities and
differences among things
 8. Classifying: Grouping and labeling
things on the basis of their attributes
 9. Ordering: Sequencing things according
to a given criterion
 10. Representing: Changing the form, but
not the substance, of the information

Analyzing
 11.

Identifying Attributes and Components:
Determining characteristics or parts of
something
 12. Identifying Relationships and Patterns:
Recognizing ways in which elements are related
 13. Indentifying main ideas: Identifying the
central element
 14: Identifying errors: Recognizing logical
fallacies and other mistakes, and, where
possible correcting them

Generating
 15.

Inferring: Going beyond available
information to identify what is reasonably
true
 16. Predicting: Anticipating next events or
the outcome of a situation
 17. Elaborating: Explaining by adding
details, examples or other relevant
information

Integrating
 18.

Summarizing: Combining information
efficiently into a cohesive statement
 19. Restructuring: Changing existing
knowledge structures to incorporate new
information

Evaluating

 20.

Establishing Criteria: Setting standards
for making judgments
 21. Confirming the accuracy of claims

The Story Pyramid
I Word – Main Character
2 Words – Describe Character
3 Words -- Setting

4 Words – The Problem
5 Words – First event in plot

6 Words – Next event in plot
7 Words – Another event in plot
8 Words – The Resolution

6 Word Memoirs












By Larry Smith and Rachel Fershleiser
(Harper Perennial, $12)

“For sale, baby shoes, never worn” Ernest Hemingway
“Revenge is living well without you!” Joyce Carol Oates
“Macular degeneration. Didn’t see that
coming.”
“Was father, boys died, still sad.”
“I was born – some assembly
required.”
“Discovered moral code via Judy
Blume.”
“White trash tempered by wit and
charm.”

Life stories all in six words.

What can be summarized in 6 words?
A

short story
 A novel
 A lesson
 Someone’s life
 Results of an experiment
 How one feels today
 Life goals
?

A Seven Step model for Teaching
a Thinking Skill
1.
2.
3.
4.
5.
6.
7.

State the rationale for the thinking skill
Describe or define the thinking skill
Model or demonstrate the thinking skill
Invite learners to identify the indicators of
the thinking skill
Guided practice with constructive feedback
Reflection on practice and application of
the thinking skill
Independent practice

De Bono’s Six Hats for Thinking
 White

– the facts
 Red – emotions
 Black – negatives
 Yellow – positives
 Green – creative
 Blue – control

Thinking!

Review: Stir-the-class
 Group

members stand
shoulder to shoulder around
the room - space between
each group
 Leader poses a question
 Group huddles to discuss
the answer
 Leader calls a number and a
direction (right or left)
 Specified members of group
move and share

For More Information
on RTC courses face2face and online contact
Regional Training Center
800-433-4740
www.theRTC.net

The Art and Science of Effective Teaching

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