Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.

1. The Art and Science
of Teaching
www.theRTC.net

2. 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

3. 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?

4. “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

5. 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

6. Teaching for Thinking:
Creating a thoughtful and respectful classroom
through all instructional procedures and activities
 Relationship
skills
 Paraphrasing
 Probing
 Active
listening

7. Teaching for Thinking:
Creating a thoughtful and respectful classroom
through all instructional procedures and activities
 Cooperative
learning
procedures
 Think-pair-share
 Jigsaw
 Stir-the-class

8. Teaching for Thinking:
Creating a thoughtful and respectful classroom
through all instructional procedures and activities
 Simultaneous
sharing
procedures
 Turn
to your partner
 Team Web
 Carousel
 Gallery walk

9. Teaching for Thinking:
Creating a thoughtful and respectful classroom
through all instructional procedures and activities
 Active
learning
procedures



Community round robin
Discussion ball
Talking stick

10. Tony Robbins’
Six Basic Human Needs
 Certainty
 Uncertainty
 Significance
(capable)
 Connected
 Contributing
 Growth

11. 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

12. 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

13. Teaching about Thinking:
Metacognition and reflection:
Instructional methods and procedures that empower students
to reflect on their thinking
 Reflection
 KWL,
tools and activities
PMI, journals, reflection logs

14. Teaching about Thinking:
Metacognition and reflection:
Instructional methods and procedures that empower students
to reflect on their thinking
 Instructional
 Concept
strategies
attainment, team webbing, group problem solving

15. Teaching about Thinking:
Metacognition and reflection:
Instructional methods and procedures that empower students
to reflect on their thinking
 Graphic
organizers
 Venn
diagram, flow charts, summary pyramid,
6 word memoirs

16. Teaching about Thinking:
Metacognition and reflection:
Instructional methods and procedures that empower students
to reflect on their thinking
 Creative
modes for metacognition
 Music,
art, portfolios, role play, dance, mime

17. 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

18. 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

20. Sternberg's Intelligence’s

21. 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

22. 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


23. 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?

24. 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

25. 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

26. 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.

27. 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.?

28. Robert Marzano’s
Productive Habits of Mind
Mental dispositions
that facilitate the
thinking process

29. 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

30. 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.

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

32. Robert Marzano
ASCD CORE THINKING SKILLS

33. Focusing
 1.
Defining Problems: Clarifying needs,
discrepancies or a puzzling situation
 2. Setting Goals: Establishing direction
and purpose

34. Information Gathering
 3.
Observing: Obtaining information
through one or more senses
 4. Formulating Questions: Seeking new
information through inquiry

35. Remembering
 5.
Encoding: Storing information in longterm memory
 6. Recalling: Retrieving information in long
-term memory

36. 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

37. 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

38. 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

39. Integrating
 18.
Summarizing: Combining information
efficiently into a cohesive statement
 19. Restructuring: Changing existing
knowledge structures to incorporate new
information

40. Evaluating
 20.
Establishing Criteria: Setting standards
for making judgments
 21. Confirming the accuracy of claims

41. 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

42. 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.

43. 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
?

44. 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

45. The Q Matrix

46. De Bono’s Six Hats for Thinking
 White
– the facts
 Red – emotions
 Black – negatives
 Yellow – positives
 Green – creative
 Blue – control
Thinking!

47. 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

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