Running head: Chapter 11 Assignment

Judith Quintero-Ramirez
Chapter 11 Assignment
EDU 1010
11/13/15

Chapter 11 Assignment

Motivation is what keeps us going. In teaching, it is the energy to learn. (Kauchak &
Eggen 341). There will always be a reason we do things. We are human, if we have to do
repeatedly something, we would not be continuing if there was no motive. We go to school every
day; t is the same routine: wake up, eat, go to school, mile, eat, recesses, back learning, more
recesses, clean up, it then go home. For elementary this is the routine that students go through
from Monday to Friday, on a regular basis. So how do we stay motivated? How do the students
get up every day? Four primary instructional strategies help students learn the curriculum in
depth, which may also help motivate students to stay motivated (Kauchak & Eggen 360).
The first strategy is direct instruction; it is the foundation that is taught to build on what is
to be learned later on. The teacher will first review what they know, then introduce what they
will learn. Next the teacher will give examples using the skill or steps needed. Last they will let
the student practice what they have learned (Kauchak & Eggen 361). An example would be
teaching adding double digits. The teacher will remind what the students have learned about
adding single digits and about place values. Then the students will be introduce adding double
digits. Afterward, The teacher will show the steps on how they should solve the type of problem.
Lastly, the students try to solve similar problems on their own.
Another instructional strategy would be Lecture-Discussion. A lecture is where the
teacher is up in front of the classroom talking about the curriculum, which is an ineffective
strategy to use. The student may just tune the teacher out. However, when it is paired with a
discussion, it can be beneficial. To keep the students engaged they will need to include. Ask them
questions in the lecture. "What do you think this means?" "What do you think happens next?"
This method will keep the students engaged. Especially if they believe they will be called on
next.

Chapter 11 Assignment

The next instructional strategy is guided discover. "It involves teacher providing students
with information and then guiding them to an understanding of concepts and generalizations,"
(Kauchak & Eggen 367). An example of this would be high school chemistry. In the class, we
would watch the teacher demonstrates an experiment and shows the class how to solve any
equations we may use. The example would give us background knowledge to what we should
know in able to analyze the experiment we had to do. In the lab, we had instructions to what we
had to do the experiment, but we did not know what to expect. In our lab notebooks, we recorded
our observations of the experiments, calculated equations and answered some question to reflect
upon what we observed.
The last instructional strategy is cooperative learning; it combines a set of instructional
strategies to help meet objectives through social interactions and communication. (Kauchak &
Eggen 370). An example would have a 1st-grade class learning their measurements. The teacher
would first teach them about how to measure correctly. Afterward, the teacher would split them
up into small groups giving them a worksheet. As a group, they would have to find objects
around the classroom that would match a particular measurement on the worksheet.
Essential teaching is teaching that maximizes learning for all students, and it is the
essence of being professional and requires skills (Kauchak & Eggen 338). Here are some
examples. As a teacher, one must be organized. The school has a minimal time frame that a
teacher must teach specific curriculum during the day. Which means one must make transitions
quick and easy, spending no more than three minutes. For example, the students may have their
writing journal out. Just as the teacher is switching to math, there will be three minutes. The
teacher will have their math book or over materials needed. In an easy access, Another skill
would be a review. The repeating material helps the student learn the curriculum and connect to

Chapter 11 Assignment

the next lesson. The teacher may put up a problem they had gone over previously, this may be
used to introduce another problem. An example would be a teacher had taught equivalent
fractions, the next lesson they will review how to make fractions equivalent then the teacher will
introduce adding fractions with non-common denominators.

Chapter 11 Assignment

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References

Kauchak, D., & Eggen, P. (2014). Becoming an Effective Teacher. In Introduction to Teaching:
Becoming a Professional (Fifth ed.). Upper Saddle River, New Jersey: Pearson
Education, Inc.