Effective Instructional Techniques and Effective Teaching

1. Effective Instructional Techniques and Effective Teaching

2. Effective Teaching Effective teaching focuses on how the teaching

competencies and skills of the teacher facilitate the students' intellectual
growth. It is safe to conclude that teaching effectiveness is one component
or dimension of expert teaching in Philippine Higher Education.

3. Effective teaching may be broken down into six domains: Subject matter
expertise Classroom management expertise Instructional expertise
Communication expertise Diagnostic expertise; and Rational expertise

4. SUBJECT MATTER EXPERTISE by Ronaliza Esguerra

5. SUBJECT MATTER EXPERTISE Defined as having thorough mastery of

content as indicated by knowledge of latest advancements related to the
lesson, relationship of the lesson to other subjects or disciplines, varied
examples and application, and effective way of organizing content to
facilitate learning.

6. STRANDS OF SUBJECT MATTER EXPERTISE

7. 1. Thorough/excellent knowledge of content All of the expert teachers

possess a thorough mastery of what they teach. An expert shares the
personal outlook that reflects humility: Remember that no one knows
everything and that you learn even from an educated person

8. 2. Being up-to-date with the latest developments in their fields Example:

Explains new alternative ways of solving a chemistry problem based on the
latest book edition.

9. 3. Knowledge of the interrelationships among the structural elements or

concepts of the subject matter The expert teachers have a clear, coherent
view of their course content in terms of the interrelationships among the
various topics or constructs comprising it.

10. 4. Knowledge of the relationship of the lesson with other courses or

disciplines An expert teacher asserts: "A teacher must have the diligence to
know not only the specific subject matter that she teaches but also the
related subject area."

11. 5. Knowledge of practical application and concrete, interesting examples

to clarify abstract ideas/concepts The expert teachers have readily
available examples, which are simple, clear, and interesting, to clarify or
concretize abstract ideas.

12. CLASSROOM MANAGEMENT EXPERTISE by Jennica Cabrera

13. CLASSROOM MANAGEMENT EXPERTISE Another sub-domain of effective
teaching is Classroom management expertise. This sub-domain consists of
the following strands:

14. STRANDS OF CLASSROOM MANAGEMENT EXPERTISE

15. 1. Efficient handling of routine activities and time management All

expert teachers manage classroom routine and time efficiently. This is
another essential of teaching expertise. One class observer notes: She
knows all the names of her students and calls them by their first names or
nicknames. She knows who are absent without looking at the class record and
seat plan.

16. In the classrooms of the expert teachers, classes are started and ended
on time, checking of class attendance is done in the shortest time possible,
enough time is allotted for group activities, and activities are completed with
the time limit.

17. 2. Maintenance of students on- task behavior. The expert teachers keep
their students highly participative during class discussions. An expert teacher
maintain that students are generally serious and quiet while answering seat
works or experiment, and attentive while listening to the teachers or to their
classmates.

18. 3. Absence of class disruptions Expert teaching makes sure that classes
do not experience interruptions or delays in learning which are often caused
intentionally by bored, disinterested, or misbehaving students.

19. Alexander (1996) describes expert teachers as those who experience

very few interruptions or delay. Alexander gave reasons for the absence of
learning interruption is the ability of the teacher on the following:

20. Ability to plan Ability to engage students in creating meaningful and

interesting activities Ability to hold students attention when they lecture;
Ability to clearly communicate their expectations of student behavior and of
class activities.

21. INSTRUCTIONAL EXPERTISE by Marie Crizelle Navarro

22. INSTRUCTIONAL EXPERTISE The third domain of teaching expertise is

instructional expertise. It refers to the facility in the use of varied instructional
methods and strategies, effective use of instructional devices and materials,
and instructional clarity to facilitate learning.

23. STRANDS OF INSTRUCTIONAL EXPERTISE

24. 1. Use of varied teaching activities Expert teachers employ teaching

strategies suited to the students interests, experiences, and maturity levels.

25. The teachers can employ lecture and recitation, together with at least
one of the following teaching strategies to make the learners active
participants in the learning process:

26. vconcept mapping v brainstorming vsong and movement v role-playing v

pantomime v choral reading vvisual imagery v simulation v individual/group
reporting v jazz chants v debate; and vcooperative learning, among others.

27. 2. Use of varied instructional equipment and materials to enhance

instruction The experts use instructional devices and materials to clarify
concepts, enrich or strengthen an input lecture, sustain students attention
and encourage their participation, induce reflective thinking, and test
students comprehension of the lesson or ability to apply learned concepts.

28. The following are the materials to enhance instruction: vComputer vSlide
projector vLaboratory apparatuses vFilms vPowerPoint presentations vVideos
and audio tapes

29. vPictures vScience specimens vDrawings vCartoons vPlay/cue cards

vStudents projects; and vOrdinary materials (e.g., paper clips, leaves, news
paper, cartolina and Manila paper.

30. 3. Instructional clarity Explanations of expert teachers are well-

organized, easy to follow, and direct to the point. The experts signal
transitions and give clear, practical examples to facilitate students
understanding of the lesson.

31. COMMUNICATION EXPERTISE by Aiman Dale Andres

32. Communication expertise refers to the skillful and expressive use of

verbal and non-verbal language that serves to arouse and maintain students
interest and attention and to facilitate instruction. In the absence of
communication expertise, subject matter expertise would be useless and
instruction would suffer. COMMUNICATION EXPERTISE

33. STRANDS OF COMMUNICATION EXPERTISE

34. 1. Expressive nonverbal or body language The expert teachers are very
expressive in driving home a point their voice, facial expressions, hand and
arm gestures, and whole body movement.

35. The following indicates how the expert teachers use nonverbal language
to communicate in the classroom: vHer eyes are very expressive, and she is
very likely. She is a visual aid herself vThe teachers gestures and facial
expressions are more than enough to explain his point of view. He is very
convincing. vFace is very expressive, changes expressions according to
moods.

36. The expert teachers who are expressive with their voice, eyes, face,
hands, arms, and bodies are more able to hold students attention than those
who are not, oral communication skills being equal.

37. 2. Excellent oral communication skills Most of the expert teachers are
very fluent, articulate, and have good voice quality (well-modulated, pleasant
or not irritating to the ears, and clear. When they talk, they vary their voice
pitch, intonation, and volume and rate of speech, depending on what they
what to emphasize.

38. 3. Provision for two-way communication Experts provide for two-way

communication in the classroom. However, they differ in that some experts
speak more expressively or emphatically than others. They vary their tempo
or rate of speech, intonation, and voice volume to stress important points
during instruction.

39. These teachers possess good voice quality (pleasant, well-modulated, and
clear). They are highly articulate, fluent, and concise. Their expressiveness in
oral communication helps arouse and sustains attention.

40. DIAGNOSTIC EXPERTISE by Catherine Acuna

41. Diagnostic expertise is defined as sensitivity to students learning

problems or difficulties, anticipation of probable learning problems or
misconceptions, and knowledge of students interests and ability levels.
DIAGNOSTIC EXPERTISE

42. STRANDS OF DIAGNOSTIC EXPERTISE

43. 1. Sensitivity to students learning problems/difficulties An expert

teacher is likely to pause and ask if students have questions or if they
understand what is being presented/discussed. An expert teacher approaches
different groups to check if they are on the right track. All of the experts
demonstrate sensitivity to students who are unable to follow a lecture or a
discussion.

44. 2. Anticipation of probable learning problems or misconceptions Expert

teacher determines students learning problems or misconceptions about the
lesson through oral questions and sensitivity to nonverbal clues.

45. Teachers get clues from students body language. A number of the
experts informally talk to students before or after the classes. They are well-
informed as to where their students coming from.
46. RELATIONAL EXPERTISE by Rjhay Capatoy

47. RELATIONAL EXPERTISE Relational expertise refers to the teachers

human relations skills in the classroom, which facilitate the establishment of
high rapport with the class and provision of a nonthreatening, psychologically
safe learning atmosphere that enhances students self-esteem.

48. STRANDS OF RELATIONAL EXPERTISE

49. 1. Nonthreatening disposition The expert teachers have very pleasing

personalities. They appear nonthreatening, non-intimidating, and patient.
They smile as they explain or listen to the students responses. They are
patient and do not mind giving additional examples and explanations as
needed.

50. Try to think if your teacher looks like . . .

51. 2. Enthusiasm The teacher is very lively and enthusiastic throughout

the lecture. There has never been dull moment in the class. He is full of
stories and examples related to the topic

52. 3. Providing a psychologically safe learning environment The effective

teacher addresses their students by name, express concern towards their
students, and treat them with respect, promoting psychologically safe
learning environment.

53. 4. Making learning pleasant and enjoyable Some teachers conduct their
classes seriously in a nonthreatening manner. However, other teacher go
further to make learning pleasant and enjoyable instead of being boring.
Their well-planned, interesting, and exciting learner-centered activities bring
about this kind of learning situation.

54. Following are some suggestion for the beginning teacher: vIn teaching
symptoms of infections of fallopian tube, the teacher makes use of a popular
television advertisement: Amuy-amuyin (foul odor) Pisil-pisilin (tenderness)
Silip-silipin (if there are discharges or if there is swelling)

55. vIn a class, cooperative learning teams present their assignments through
songs, monologues, and drama. vAfter a class activity, a teacher tells her
students to do a firecracker clap.

56. 5. High rapport with students The teachers enjoy what they teach and
their interaction with students. Even if the teachers are nonthreatening,
they are still respected by the students.

57. Example: A teacher interview There is camaraderie between me and my

students, a wholesome relationship, but there is respect. When I am angry,
they are afraid of me. In class, they know I mean business. Outside the
classroom, they can approach me, even shares jokes with me, but the respect
is still there.

58. 6. Affectionate interactions with students They consider students as

special and important persons instead of numbers that comprise a
class. They give each student a feeling of being appreciated.

59. Responsible Teaching by John Elly Baylon

60. Responsible teaching Responsible teaching is a component of expert

teaching characterized by learner- centerdness, development of students who
can assume responsibility for their own learning, and values integration.

61. Responsible teaching is demonstrated by teachers when they are: 1.

Integrate values in teaching; 2. Communicate their belief in the students
capacity for learning; 3. Facilitate development of understanding and draw
out generalizations and insights from students;

62. 4. Provide students with opportunities to assume an active role in the

learning process and to be responsible for their own learning; and

63. 5. Select and implement teaching strategies, learning activities, and

instructional materials in consideration of the varying needs, interests, and
backgrounds of the learners.

64. Effective Instructional Techniques and Effective Teaching