Teaching Brophy

Outline
Principles of Effective Teaching (6)
1. A supportive classroom climate (8)
2. Opportunity to learn (10)
3. Curricular alignment (13)
4. Establishing learning orientations (15)
5. Coherent content (17)
6. Thoughtful discourse (19)
7. Practice and application activities (21)
8. Scaffolding students task engagement (23)
9. Strategy teaching (25)
10.Co-operative learning (27)
11.Goal-oriented assessment (29)
12.Achievement expectations (31)
Notes
Principles of Effective Teaching (6)
1. A supportive classroom climate (8)
Students learn best within cohesive and caring learning communities (8)
a. Research findings (8)
i. It provides both the teachers and students with a caring
atmosphere that help students with their relationships both
with the teacher and with each other. This atmosphere
transcends gender, race, ethnicity, culture, socio-economic
status, handicapping conditions, and all other individual
differences (8)
b. In the classroom (8)
i. Display personal attributes that will make them effective as
models and socializers (8)
ii. Connects with and builds on the students prior knowledge
and experiences (8)
iii. Teach their students that it is okay to make mistakes
2. Opportunity to learn (10)
Students learn more when most of the available time is allocated to the
curriculum-related activities and the classroom management system
emphasizes maintaining their engagement in those activities (10)
a. Research findings (10)
i. Teachers who manage both their class, students, and time
well will be able to fully explore the students learning
opportunities.
b. In the classroom (10)
i. Use their class time mostly on curricular related activities
(11)
ii. Not wasting class time on unnecessary things
iii. clear and consistent in articulating their expectations (11)
iv. more time in interactive discourse (11)
Note: maximizing the opportunity to learn does not mean that we
cover as much content as possible
 Note: opportunity to learn could also mean the overlapping of
learning activities and assessment
3. Curricular alignment (13)
All components of the curriculum are aligned to create a cohesive
programme for accomplishing instructional puposes
a. Research findings (13)
i. Teachers should keep in mind that covering a large amount of
content is useless without clear objectives and assessment
b. In the classroom (14)
i. Content taught in school would prove useful in the real world
ii. Plan activities to achieve the set goals
iii. Connect the goals to the content to the application
4. Establishing learning orientations (15)
Teachers can prepare students for learning by providing an initial
structure to classify intended outcomes cue desired learning strategies
(15)
a. Research findings (15)
i. The opening activity should act like a preview, an introduction
to the objectives, and a link to what the students have
learned before
b. In the classrooms (15)
i. Introduce the subject by linking it with something the student
already knows
ii. Inform the students of the goals of the lesson
5. Coherent content (17)
To facilitate meaningful learning and retention, content is explained
clearly and developed with emphasis on its structure and connections
(17)
a. Research findings (17)
i. What the students learn in the class should be connected
with what they learn in other classes and their application in
the real world.
b. In the classroom 917)
i. Content should be interconnected and organized in a way
that students can understand
ii. Teachers should express the excitement over the content
iii. Teachers should:
1. Value depth of content over width
2. Develop content by exploring the important ideas and
its connections
3. Teach the content as a series of connected knowledge
structured around powerful ideas (18)
4. Plan learning activities and assessment that are
connected with the content
6. Thoughtful discourse (19)
Questions are planned to engage students in sustained discourse
structured around powerful ideas (19)
a. Research findings (19)
i. Teachers should provide guiding questions that can help
students think more critically about the content of learning
b. In the classroom (19)
i. When a new lesson is introduced, the teacher should
emphasize more on interactive discourse
 ii. The questions should cover most of Blooms Taxonomy
iii. Address the questions to the class as a whole
iv. The questions should give the students a chance to evaluate
and criticize
7. Practice and application activities (21)
Students need sufficient opportunities to practice and apply what they
are learning, and to receive improvement-oriented feedback (21)
a. Research findings (21)
i. Teachers should give students opportunities to practice what
they have learned in class so the knowledge that has been
taught will not be easily forgotten
b. In the classroom (21)
i. Practice is important to polish a students skills
ii. Practice should emphasize conceptual understanding and
application of skills (22)
iii. Teachers should give students homework that are reasonable
iv. Feedbacks are also important in practice
8. Scaffolding students task engagement (23)
The teacher provides whatever assistance students need to enable them
to engage in learning activities productively (23)
a. Research findings (23)
i. The assignments that teachers give should be relevant,
varied, and motivate students to challenge themselves
b. In the classroom (23)
i. Teachers should give guidance when giving an assignment
ii. Teachers should monitor and occasionally help students when
they are doing the assignment
iii. Teacher also need to assess performance for completion and
accuracy (24)
iv. Teachers should follow this activity with engaging in a class
reflection
9. Strategy teaching (25)
The teacher models and instructs students in learning and self-regulation
strategies (25)
a. Research findings (25)
i. Teachers should teach in a sequence of propositional
knowledge (what to do), procedural knowledge (how to do it),
and conditional knowledge (when and why to do it) (25)
b. In the classroom (25)
i. Teachers should keep in mind that students learn from
example
ii. Strategy teaching is most effective when it includes
cognitive modeling: the teacher thinks out loud while
modeling (25)
iii. Teachers could use the strategy teaching in particular
assignments or in general
iv. Teachers should ask questions or make comments to lead
students to self-reflection and evaluation
10.Co-operative learning (27)
Students often benefit from working in pairs or small groups to construct
understandings or help one another master skills. (27)
a. Research findings (27)
 i. Teachers should focus more on cooperative learning than
independent studies as it increases the students interest and
provides social benefits
b. In the classroom (27)
i. Teachers should give students opportunities to work
together in pairs or small groups (27)
ii. Some forms of cooperative learning call for students to help
one another achieve individual learning goals (28)
iii. Co-operative learning should combine group goals with
individual accountability (28)
iv. The activities for group learning should be well suited to
those formats (28)
v. Teachers should give students the instructions they need for
group activities
11.Goal-oriented assessment (29)
The teacher uses a variety of formal and informal assessment methods to
monitor progress towards learning goals (29)
a. Research findings (29)
i. Assessment is not just about testing the students, but also to
see how close they have come in meeting the goal
b. In the classroom (29)
i. Teachers use assessment to evaluate both students and the
curriculum
ii. Learning activities can be used to assess as well
iii. Assessment should continue for the whole unit
12.Achievement expectations (31)
The teacher establishes and follows through on appropriate expectations
for learning outcomes (31)
a. Research findings (31)
i. Teachers should set high expectations for students and
believe that they can reach it. Teachers are also responsible
to get the students there
b. In the classroom (31)
i. Teachers expectations can shape both what teachers
attempt to elicit from their students and what the students
come to expect from themselves. (31)
ii. Teachers should set the minimum expectations for students
as individuals and the class as a whole
iii. Teachers should expect that their students can achieve the
expectations
iv. Teachers should compare what students did then with now
rather than compare one student from another
v. Teachers should stretch the students minds and not
protecting them from failures (32)
 Reflection
When making a lesson plan, I will take these twelve principles into consideration.
This books gives very specific considerations that will improve my lesson plans,
all from the opening activity to the assessment. When I did my micro-teaching I
forgot to state my objectives, so I really have to keep that in mind next time. I
should also keep in mind the connection between my lesson to other lessons.
Next time I will state my instruction clearly and state the goal for the lesson. I
will also try to connect the application of my lesson to the real world and to a
Biblical Worldbiew.