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1
Q

10 characteristics of good teaching
- name all of them

A

1 Clear Structure of learning and teaching processes
2 High proportion of time-on-task
3 Constructive alignment of goals, content, methods
4 Variety of methods
5 Smart practice
6 Individual support
7 Classroom Atmosphere conductive to learning
8 Meaningful communication
9 Student feedback on teaching
10 Clear expectation and professional assessment of student achievement

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2
Q
  1. Clear structure of learning and teaching processes
A
  • the kids are able to follow a clear guiding thread set by the teacher
    >logical order
  • the students know at any time what they are meant to do
    > rituals and routins are key
  • clear rules/ instuctions are set for the students
  • teacher and students know their role during the lesson
    > shared responsibility/ learner autonomy
  • teacher speaks loud and clear
  • good preparation
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3
Q
  1. Clear structure of learning and teaching processes
    - Example
A
  • visual aids on the blackboard
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4
Q
  1. High proportion of time-on-task
A

-students are actively working on their tasks
> main goal, results that comply with task at hand
- not distracted, no/ little disruptions
> teacher tries to solve disruptions quiet and quickly without disrupting other students
- students know how much time they have and are able to plan accordingly
- little time spend on organizing noninstructional activities
- Teacher starts on time. Not helpful to rush the students

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5
Q
  1. High proportions of time on task
    - Example
A
  • set specific and clear time frame
  • timer
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6
Q
  1. Classroom atmosphere is conducive to learning
A
  • a good atmosphere is very important to ensure successful learning.
  • positive feedback, respect, politeness, openess, tolerance
  • encourage the students, so they aren’t afraid of saying something
  • listen to student needs
  • treat every student equally
  • change of perspective: How do my students feel in a certain situation? Is there something I can do to make them feel more comfortable
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7
Q
  1. Classroom atmosphere conducive to learining
    - example
A
  • group work/ games
  • feedback
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8
Q
  1. Variety of (instructional teaching) methods
A
  • different methods for different learning goals, content and students
  • variety of learners need a variety of methods
  • social setting: individual, pairs or group (…)
  • student centred phrases > focus on the student
  • teacher centred phrases > focus on the teacher

> the mix of different methods promises the best results

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9
Q
  1. Variety of (instructional) teaching methods
    - example
A
  • think-pair-shair
  • group-puzzle
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10
Q
  1. Smart practice
A
  • the subject matter has a subjective meaning for the student
    > authentic (not always possible, be transperent if not)
  • variety of practice methods
  • the method is suited for the individual student
  • repetition leads to automation
  • similar structured content should not be introduced parallel or successively
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11
Q
  1. Smart practice
    -example
A
  • mind maps
    -students think about possible exam questions
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12
Q
  1. Individual support
A
  • emotional and cognitive support
  • foster learner autonomy
    > support the student but don’t take away their own effort
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13
Q
  1. Individual support
    - example
A
  • a student is overwhelmed with the tasks, give them easier tasks
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14
Q
  1. Constructive alignment of goals, assessment, contents, methods
A
  • teaching is goal driven learning:
    >how to set your own learning goals, how to achieve them (with certain methods)
  • teacher’s goal is equal to the student’s goal
  • backward planning/ constructive alignment
  • goal, assessment, content, method need to fit together and should all contribute to the overall goal
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15
Q
  1. Constructive alignment of goals, assessment, contents, methods
    - example
A
  • goal is maximize student talking time
    > implement pair/ group work
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16
Q
  1. Meaningful communication
A
  • avoid IRE (initiation, response, evaluation/ feedback) pattern
  • authentic communication (group work/ prospects)
  • age appropriate
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17
Q
  1. Meaningful communication
    - example
A
  • group work where students talk about favorite books
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18
Q
  1. Student feedback
A
  • student feedback to improve teaching
  • encourage students, positive feedback culture
  • anonymous feedback
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19
Q
  1. Student feedback
    - example
A
  • online tools
  • box for feedback cards
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20
Q
  1. Clear expectations and professional assessment of student achievement
A
  • students know what is expected
  • assessment needs to be valid, reliable and objective
  • assess what is supposed to be assessed
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21
Q
  1. Clear expectations and professional assessment of student achievement
    - example
A
  • give your students a checklist with everything they need to know
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22
Q

Reflective practitioner

A
  • knowledge
  • pratice + experience
  • reflection/ drive to improve

> effort and hard work

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23
Q

Learning
- definition

A

“The process by which relatively permanent changes occur in behavioural potential as a result of experience”

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24
Q

Lerning
- neurobiological perspective

A
  • brain saves information in neurons (data points)
  • access to info through synapses (connections) between neurons

Learning = formation/ restructuring of neuronal network, i.e. changes in brain structures
- new information saved in neurons
- improvement of synapses: new/ strengthen & refine/ rewire old
- no synapses = forgotten

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25
Basisdimensionen von Unterricht
- strukturierte Klassendurchführung - Kognitive Aktivierung - Konstruktive Unterstützung
26
Strukturierte Klassenführung - Which characteristics support the Basisdimension?
- 1. Clear structure of learning and teaching procedures - 2. High proportion of time-on-task - 3. Constructive alignment of goals, (Assessment), contents, methods - 7. Classroom atmosphere conductive to learning - 10. Clear expectations and professional assessment of student achievement
27
Kognitive Aktivierung - Which characteristics support the Basisdimension?
- 2. High proportion of time on task - 4. Variety of methods - 5. Smart practice - 8. Meaningful communication
28
Konstruktive Unterstützung - Unterthemen
- metakognitiv selbst-regulativ - kognitiv - emotional, sozial, motivational
29
Konstruktive Unterstützung Which characteristice supports the Basidimension?
- 6. Individual support - 7. Classroom atmosphere conducive to learning - 9. Student feedback on teaching
30
Facilitating good teaching: Competence of good teachers
Me/ Myself as a teacher and a person: Content: societal, school related, regional, Learners: positive atmosphere, advanced knowledge regarding child/ adolescent developement Pedagogy: expert learning, curricula, continuous developement Content: expert subject, continuous developemenz
31
input - orientation
- what teachers have done - "Klassenbuch" topics, What did we do/ We covered that yesterday > result of PISA-shock
32
Output-orientation
What did students learn? What did the learning process enable them to do? >empowerment/ can-do-approach >goal-driven curriculum >primary responsibility of teacher
33
Cognitive activation
active processing of sensory information
34
learning processed distinguished according to (lack of) conciousness
- explicit learning - implicit learning
35
explicit learning
concious: with/ focus/ attention/ awareness > conciousness
36
implicit learning
subconscious: without focus/ attention/ awareness >lack of consciousness
37
learning processes distinguished according to (lack of) intentionality
- intended learning incidental learning
38
intended learning
intended: Planned, prodminant in school, with clear focus/ goal > >intentionality
39
incidental learning
non-intentional, additional, on the side, by chance >e.g. parent reads story to their child multiple times > lack of intentionality
40
Mental Lexicon
- Meaning - Use - Form
41
Meaning
sematically related words stored together - hypernyms - synonyms/ antonyms - translation - same word class
42
Use
Frequently used collocation/ chunks stored together >e.g.: quench your thirst
43
Form
similar writing, shape & sound (clang associations) stored together (goes -clothes)
44
Learning > theory of constructivism
active process > knowledge/skills/competences to be actively constructed through demanding cognitive activity/effort by every learner themselves > cannot be taught/ passed on from teacher to student/ student to student
45
Motivation -Definition
"An internal state that arouses, directs and maintains behavior" (Woolfolk, 2010)
46
Intrinsic motivation
activity itself is rewarding/ pleasent for a person > internal locus of causality (within a person)
47
Competence - definition
"Kompetenzen sind die bei Individuen verfügbaren oder durch sie erlernbaren kognitiven Fähigkeiten und Fertigkeiten, um bestimmte Probleme zu lösen, sowie die damit verbundenen motivationalen, volitionalen und sozialen Bereitscheften und Fähigkeiten, um die Problemlösungen in variablen Situationen erfolgreich und verantwortungsvoll nutzen zu können" (Weinert 2001)
48
Competence -combination
Combination of - knowledge - attitudes/ self-related skills - ability, skills
49
Kompetenzbereiche des Fachs Englisch (competence dimensions/ areas) > Schaubild
- Sprachlernkompetenz (links) - Interkulturelle kommunikative Kompetenz - Funktional kommunikative Kompetenz - Text- Medienkompetenz (Mitte) - Sprachbewussheit (rechts)
50
Five theories of motivation & their inventor - Name
1. Behaviourism - Skinner 2. Maslow's hierachy of needs - Maslow 3. Self-Determination Theory - Deci&Ryan (Pink added Purpose) 4. Attribution theory - Weiner 5. Expectancy-Value-theory - Wigfield & Eccles
51
competence orientation
focus on students being able to problem solve
52
can-do-approach
-focus on things that students are able to do -celebrate those things
53
CEFR
- Common European Framework of Language - skilllevel A1 - C2 > influenced the Bildungsstandards
54
assessed
- text with gasps - fill in some terms
55
ability
- basic - e.g. being able to produce sounds with your mouth
56
Skill
- better than ability - e.g.: speaking skills which consist of talking & knowledge of language
57
competence
- subordinat thing - requires both ability and skill - e.g.: speaking competence wich consists of speaking and listening
58
declaritive knowledge
e.g.: you know what a bike is
59
produceral knowlege
e.g.: you know how to ride a bike
60
receptive skills
literally just reading and listening
61
productive skills
literally just speakin, writing and mediation > creating your own product
62
inductive approach
- letting students figure out the rules themselves from examples > bottom-up: accommodation > new knowledge is accommodated in the existing neuronal schemata
63
deductive approach
- telling students the rules and letting them come up with examples - top-down process: assimilation > neuronal conflict: neu knowledge challenges what the student already knows
64
exercise
- focuse on form - gap-fill exercises - languag in isolation > usually only used for "practice", not very effective nor efficient
65
task
- more authentic, using language skills to solve a problem > e.g.: writing a diary entry > outcome/ product at the end > primarily focus on task more effective (for fostering competences)
66
accuracy
> focus on "correct" use of language > making no mistakes > usually important for "writing" focussed tasks
67
fluency
- focus on "fast-paced" use of language - usually important for speaking focussed tasks
68
competence
What do I know
69
Performance
How do I perform
70
Error
- I did not know that > you do not know that you made an error and cannot fix it
71
mistake
- I forgot that in the moment - you notice the mistake and fix it - you theoretically know that this is wrong
72
Theories & Principles of language leraning & their inventors - name
1. Behaviorrism - Skinner 2. Innatism/ nativism - Krashen 3. contempory perspective/ interactionism - Vygotsky
73
extrinsic motivation
- motivation due to extrinsic cause > attractive incentives/ rewards & unattractive punishment (avoidance) > exterbal locus of causality
74
locus of causality
- location of cause/ reson for action - internal vs external
75
locus of control
- location of the control of action - internal vs. external
76
learned helplessness
- uncontrollable/ unavoidable events/ outcomes - downward spiral > motivational deficits: reluctant to work > cognitive deficits: not training/ practice of abilities/ skills/ competences > emotional deficits: anger, loss of energy, anxiety, depression
77
growth mindset
- rephrasing attributions - there is always something you can do

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