SMART TEACHING
www.SmartTeaching.org

2.  A Teaching System

©2005 Ron Fitzgerald, D.Ed.

A thoroughly tested, research-based system for continuous improvement in teaching has now been published by this author in Smart Teaching:  Using Brain Research and Data to Continuously Improve Learning (ASQ Quality Press, 2005).  Complete information on this detailed handbook and CD-Rom is available under the topic   Teachers’ Handbook .  Here we simply present brief comments on twelve graphics that give you an overview of that system.

Be aware that this system is open-ended.  It covers factors that should not be neglected but allows wide latitude in the exercise of individual teacher creativity and preferences on any grade level in any subject.  The author has a wide background of experience as a junior high science teacher, K-12 science coordinator, K-12 superintendent, college teacher, state director of educational research, regional technical school superintendent, and consultant to many schools and professional organizations across the United States .  Most important, the brain-friendly, TQM-based system was implemented, fine-tuned, and proven successful in more than ten years of use by dozens of dedicated and talented teachers in Minuteman Regional High School in Lexington, Massachusetts.

This teaching system focuses on a critical fact - - A teacher’s mission is not to dispense knowledge; rather it is to facilitate learning.  If a student is not learning, the teacher is not succeeding.  Teaching processes must be continuously improved to ensure that each student learns at the highest possible level.  In a world where many nations are vying for economic dominance, the aggressive nurturing of a continuous improvement culture through our schools and in our society is necessary for the survival of our nation and our standard of living.

A. This is an 8-factor system.  It is based on brain research.  It works.  Each factor is a fundamental component of effective teaching.
B. Here is an outline of the system. Subsequent numbered graphics will explain why each factor is important.
C. If you are tempted to teach every student in the same way, study this graphic carefully. All students do NOT learn best in the same way!
Factor #1: Plan the competencies you want students to develop. Here you should consider state curriculum frameworks, professional standards, preparation for future learning, needed career skills, and student differences and interests. A good plan is a basic requirement.
Factor #2: Begin with motivation activities. Show students how the lesson(s) will give them power and how you will help them (anchor). Give them a unique, question-generating introduction (hook) to the lesson topics. See details in the available handbook.
Factor #3: Prepare students to take advantage of learning options on choices. This can be a schoolwide program in which students learn about different learning styles and choices and how to use their strengths.
Factor #4: Provide different ways for students to receive information:
  • Auditory
  • Visual
  • Somatic
  • Reflective

experiences.
Factor #5: Provide different tasks so that students can use talent or intelligence preferences and develop other talent strengths. Here you have students pursue tasks that let them "construct meaning", the true measure of learning. This is the area of “multiple intelligences.” Again, see details in the available handbook.
Factor #6: Promote mastery with some different re-teaching where necessary. The goal is student competence, not “20% missed is good enough!”
Factor #7: In a (total) quality management approach, if technique X does not work well, you try technique Y as an “adjustment.” Again, the goal is mastery and improved lessons in the future.
Factor #8: Celebrate success. Document competencies achieved or not achieved so the next teacher can carry-on properly. Help students take pride in learning.
Finally: Reflect carefully on the 8 components above. Can you see why each component is critical? Did your teacher preparation program equip you to use each component properly?
Use this system framework to develop your strengths for effective teaching. The available teachers’ handbook can give you more details and self-study help to increase skills in any component area.

NOTE:  If you wish to print this topic without getting graphics cut-off on pages, follow these directions:

  1. Click on the PDF button below to get a PDF format.  Then you can print.
  2. When you are done printing, use the back button on your browser to return to this web page.