ImprovingClassInteraction-asamplelesson_周佩虹课件.pptVIP

* While male teachers used many display questions, female teachers asked more referential questions. Female teachers were more interactive with their students either in sin-gle-gender or mixed-gender classes. In mixed gender classes, male teachers were more interactive with boys than girls. These findings were supported by the findings of Thorne (1979) and Sadker Sadker (1992). Female teachers were also more supportive and patient. They gave more compli-ments to their students and used less directive forms. Therefore, gender affects the Teacher-Student interaction. Other researchers who found classroom interactions gen-der-related are Canada and Pringle (1995), Francis (2004), Hopf and Hatzichristoo (1999), Kelly (1988) and Shomoosi et.al (2008). * Preconceptions: All learners have preconceptions, attitudes, beliefs—and sometimes incorrect information. When constructing learning, it is important to ensure that a learner has a solid foundation, taking time to correct misconceptions. For example, concept inventories used with student response units can help both students and faculty identify misconceptions. ? Facts: In constructing learning, facts matter. Content can come from books, lectures, or the Web. ? Context: Facts and experiences are more likely to be remembered when placed in context—and in relationship to each other. IT allows learners to identify familiar contexts or ones that are of interest to them. ? Application and use: Knowing and understanding are different; a student understands a concept, skill or theory when he or she can apply it to a new situation.1 By applying new information—through problem sets, case studies, game-based applications, or simulations— learners can transfer learning from one situation to another. Studies have demonstrated that combining hands-on experiences with opportunities for reflection leads to deeper learning. ? Metacognition: Understanding how one learns—and being able to self-correct—helps a learner move from being a no