Delivering Instruction to the Traditional Learner

Delivering Instruction to the Traditional Learner

Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-824-6.ch010
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The characterization of what constitutes a “good teacher” is probably as varied as the number of teachers in the classroom. Essential factors come into play, including the academic subject, the grade level and maturity of the learner, the preparation of the teacher, and others. Certain teachers are able to successfully impart even boring material while others render even the most appealing content unpalatable. Teacher preparation programs, for their part, pride themselves on transforming their charges into effective teachers by combining a firm grasp of subject knowledge with good teaching practice. This chapter offers the reader a look at the principles, practices and tools that make for an effective teacher of traditional students.
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Teaching traditional learners encompasses a broad range of activities from goal-setting goals to effective classroom presentations to student assessment. Teachers must formulate their course goals and learning objectives and must decide how their students will achieve them during the course analysis phase. Next, teachers design the course materials and development the modalities for delivery of the instruction. Implementation of the course is a lengthy process that includes delivery as well as assessment of the learning outcomes. Evaluation purposes are two-fold: to ensure student understanding and also to initiate course revisions. These elements of effective teaching are common to all instruction, to all learners, to all learning situations. For the traditional learner, however, there remain many unique considerations.

Traditional teachers must be able to offer a number of different modalities of teaching (verbal, written, kinesthetic, etc.) to address students with various learning styles. Successful students have been encouraged to think critically and apply the theories and concepts offered in class to real-life situations.

Effective traditional teaching begins well before the teacher enters the classroom. Actually, it begins before the teacher even becomes a certified educator. University and college teacher preparation programs remain focused chiefly on the traditional teacher. They groom their candidates via a series of courses that cover a generally accepted curriculum of fundamental teacher preparation courses (Table 1). Some of the most critical issues affecting education are represented in the four-year curriculum, and include the five pillars of education.

Table 1.
Representative elementary education pre-service curriculum
Elementary Education Pre-Service Curriculum
Pre-Service Core Courses
EDUC 0001Schools and Society
EDUC 0002Critical Issues Affecting American Education
EDUC 0003Educational Psychology
EDUC 0004Theories of Learning and Instruction
EDUC 0005Special Needs in the Elementary Classroom
EDUC 0006Special Learning Problems
EDUC 0007Assessment/Educational Statistics
EDUC 0008Instructional Design and Classroom Management
EDUC 0009Curriculum Design and Development
EDUC 0010Multimedia Design
EDUC 0011Computers in the Classroom
EDUC 0012Internet/Basic Web Page Design
Elementary Education Curriculum
ELED 0001Educational Assessment
ELED 0002Technology Literacy for Education
ELED 0003Electronic Media for Teachers
ELED 0004Elementary Content Area Reading and Assessment
ELED 0005Enhancing Instruction in Elementary Social Studies
ELED 0006Enhancing Instruction in Elementary Math and Science
ELED 0007Enhancing Instruction in Elementary Reading and Language Arts
ELED 0008Elementary Field Experience I
ELED 0009Elementary Field Experience II
ELED 0010Supervised Student Teaching (13 credits)
ELED 0011Student Teaching Seminar (2 credits)
Total Credits: 69

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