Eggen, P. Kauchak, D. (2010) Educational Psychology: Windows on Classrooms (8th Ed.) New Jersey: Pearson
 Maintain students’ attention
• “Because attention is where learning begins, attracting and maintaining student attention are essential.”
(Eggen & Kauchak ,2010,
p.207 ; Curtindale et al., 2007 ; Valenzeno, Alibali, & Klatzky, 2003)
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Plan attention-grabbing lessons :
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Remember lesson length vs. age group.
Be creative!
Use modern technology.
Use students’ names.
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“The use of students’ names is one of the most powerful attention getters that exist, and effective
teachers call on individuals instead of directing questions to the class as a whole. When this
becomes a pattern, attention and achievement increase significantly.” (Eggen & Kauchak, 2010, p. 208;
Eggen & Kauchak 2006; McDougall & Granby, 1996)
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Have students actively involved in learning activities.
You could use:
• Visual aids
•Out-of -the ordinary events
•Real-life problems
•Demonstrations
•Thought-provoking questions
•Computers e.g. online learning with Mathletics etc.
•Interactive Whiteboards
•Mind maps
Eggen, P., & Kauchak, D. (2010) Educational Psychology: Windows on Classrooms (8th Ed.) New Jersey: Pearson
Ask questions
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Helps you determine whether students have accurately perceived the information you’ve taught.
Helps to activate students’ prior knowledge. (schema activation)
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Use reviews
Ask what they already know on a topic.
Have them share personal experiences relating to the topic.
Places students into cognitively active roles when used to help guide thinking and learning.
Make learning meaningful
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Present information with interconnecting ideas.
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Teach closely related items together.
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Try to offer real-life and practical experiences in your classroom.
Provide rich learning experiences.
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Helps to avoid confusion further down the track.
Relevancy
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Incorporate mind maps, models, demonstration into your lessons.
“...providing children with rich learning experiences can amplify their intelligence, and denying them such
richness of experience can diminish their intelligence.” (Thomlinson, 1999, p. 18; Caine & Caine, 1991)
Remember students construct their own knowledge based on prior knowledge and experiences.
A student’s mind is like a brick wall. If a row is missing a brick you cannot build the next row on top of it;
same as if a student skips learning something, they cannot build on top of it until that brick is put in place.
Thomlinson, C. (1999) The differentiated classroom: Responding to the needs of all learners Alexandria, V.a.:ASCD retrieved July 2010 from Curtin University Library
Understand each students’ natural learning method.
“ All students could learn, but we cannot expect them to learn in the same way.” ( Tobias, 1994)
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Auditory learners:
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Visual learners:
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Learn by listening to verbal instructions; remember by forming the sounds of
words.
Lesson ideas: Verbal drills (with a classmate or computer), help them put
information into a rhythmic pattern (like a poem, a song, or a rap), YouTube,
interactive immersion programs; for reading assignments - let them read
aloud, use audio e-books.
Learn by seeing and watching; use strong visual associations.
Lesson ideas: YouTube clips, interactive immersion programs, powerpoint,
wikispaces, blogging; encourage them to take notes or doodle while
listening, have them draw their own picture (no matter how bad they think it
looks) to associate with facts, letters, or words.
Kinesthetic/Tactile learners:
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Learn by becoming physically involved and actually doing something with
what’s being learned.
Lesson ideas: Interactive immersion programs, using 3D modelling
software, provide them with stories to read that are filled with action, have
them listen to audio e-books while they do something physical, instruct
them to take notes or highlight information while listening, use activities/play
games that involve their whole body, try to provide small “breaks” in class –
especially with sit down work.
Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale House Publishers, Inc.
Eggen, P., & Kauchak, D. (2010) Educational psychology: Windows on classrooms (8th Ed.) 207, 196 - 217, New Jersey:Pearson
Eggen, P., & Kauchak, D. (2006) Strategies and models for teachers: Teaching content and thinking skills (5th Ed.) Boston: Allyn &
Bacon
McDougall, D., & Granby, C. (1996) How expectation of questioning method affects undergraduates’ preparation for class. Journal
of Experimental Education, 65, 43-54
Tobias, C. (1994) The way they learn: How to discover and teach to your child’s strengths (pp. 91-97) Wheaton, Illinois: Tyndale
House Publishers, Inc.
Valenzeno, L., Alibali, M., & Klatzsky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry.
Contemporary Educational Psychology, 28, 187-204.
Images:
Slide 14 -Teacher and Classroom - Microsoft Clip Art
Slide 15– Teacher and Classroom – Microsoft Clip Art
Slide 16 – Teacher and Classroom – Microsoft Clip Art
- Brick Wall - http://www.tmsspecialtyproducts.com/media/Building-wallillustration/200902060741MCT_____MCTILLUS_20090206_Building_wall
Slide 17- Learning Styles Cartoons (3) - Study & Learning Centre, RMIT © 2007
(1) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/auditory.html
(2) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/visual.html
(3) http://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/kinesthetic.html