Summary of Five Perspectives on 'Good Teaching' Each of ...

1 11-12-02 12:00 AMTPI - Teaching Perspectives SummariesPage 1 of 8 Pratt and John CollinsSummary of FivePerspectiveson ' good Teaching' PrintCloseEach of the paragraphs belowrepresents a different perspective on 'Good teaching'.Together, they will help you understand and interpret yourprofile. Keep in mind that these five are not mutuallyexclusive Perspectives . In our research involving hundredsof teachers, the vast majority hold one or two dominantperspectives. Many hold an additional 'back-up' perspectivethat is high, although not dominant. This combination ofdominant and back-up Perspectives allows teachers toaccommodate changes in context, content, and sense requires that no one can operate from allfive simultaneously, since they represent contrasting andsometimes competing views of teaching.

2 On your profilesheet you also have sub-scores for Beliefs (B), Intention (I),and Actions (A) within each perspective . These sub-scoresscores will further help to identify your philosophy ofteaching by highlighting whether your views within aperspective are grounded (differentially or equally) in whatyou believe, what you intend to accomplish, or whateducational actions you undertake in your teaching teachingrequires a substantialcommitment to the11-12-02 12:00 AMTPI - Teaching Perspectives SummariesPage 2 of 8 or teaching means havingmastery of the subject matter orcontent.

3 Teachers' primaryresponsibilities are to representthe content accurately andefficiently. Learner'sresponsibilities are to learn thatcontent in its authorized orlegitimate forms. good teacherstake learners systematicallythrough tasks leading to contentmastery: providing clearobjectives, adjusting the pace oflecturing, making efficient use ofclass time, clarifyingmisunderstandings, answeringquestions, providing timelyfeedback, correcting errors,providing reviews, summarizingwhat has been presented, directingstudents to appropriate resources,setting high standards forachievement and developingobjective means of assessinglearning.

4 good teachers areenthusiastic about their contentand convey that enthusiasm totheir students. For many learners, good transmission teachers arememorable presenters of 12:00 AMTPI - Teaching Perspectives SummariesPage 3 of 8 teaching is aprocess of socializingstudents into newbehavioral norms andways of teachers are highly skilledpractitioners of what they in classrooms or at worksites, they are recognized for theirexpertise. Teachers must revealthe inner workings of skilledperformance and must translate itinto accessible language and anordered set of tasks which usuallyproceed from simple to complex,allowing for different points ofentry depending upon the learner'scapability.

5 good teachers knowwhat their learners can do on theirown and where they needguidance and direction; theyengage learners within their 'zoneof development'. As learnersmature and become morecompetent, the teacher's rolechanges; they offer less directionand give more responsibility asstudents progress from dependentlearners to independent teaching11-12-02 12:00 AMTPI - Teaching Perspectives SummariesPage 4 of 8 be planned andconducted "from thelearner's point ofview". good teachers must understandhow their learners think andreason about the content. Theprimary goal is to help learnersdevelop increasingly complex andsophisticated cognitive structuresfor comprehending the key to changing thosestructures lies in a combination oftwo skills.

6 (1) effective questioningthat challenges learners to movefrom relatively simple to morecomplex forms of thinking, and (2)'bridging knowledge' whichprovides examples that aremeaningful to the , problems, cases, andexamples form these bridges thatteachers use to transport learnersfrom simpler ways of thinking andreasoning to new, more complexand sophisticated forms ofreasoning. good teachers adapttheir knowledge to learners' levelsof understanding and ways teaching11-12-02 12:00 AMTPI - Teaching Perspectives SummariesPage 5 of 8 that long-term, hard, persistenteffort to achievecomes from the heart,not the become motivated andproductive learners when they areworking on issues or problemswithout fear of failure.

7 Learnersare nurtured in knowing that (a) they can succeed at learning ifthey give it a good try; (b) theirachievement is a product of theirown effort and ability, rather thanthe benevolence of a teacher; and(c) their learning efforts will besupported by both teacher andpeers. good teachers care abouttheir students and understand thatsome have histories of failureresulting in lowered self-confidence. However they make noexcuses for learners. Rather, theyencourage their efforts whilechallenging students to do theirvery best by promoting a climateof caring and trust, helping peopleset challenging but achievablegoals, and supporting effort as wellas achievement.

8 good teachersprovide encouragement andsupport, along with clear11-12-02 12:00 AMTPI - Teaching Perspectives SummariesPage 6 of 8 and reasonable goalsfor all learners but do not sacrificeself-efficacy or self-esteem forachievement. Their assessments oflearning consider individual growthas well as absolute ReformEffective teachingseeks to changesociety in the Social Reform point ofview, the object of teaching is thecollective rather than theindividual. good teachers awakenstudents to values and ideologiesthat are embedded in texts andcommon practices within theirdisciplines.

9 good teacherschallenge the status quo andencourage students to considerhow learners are positioned andconstructed in particular discoursesand practices. To do so, theyanalyze and deconstruct commonpractices for ways in which suchpractices perpetuate conditionsthat are unacceptable. Classdiscussion is focused less on howknowledge has been created, andmore by whom and for whatpurposes. Texts are interrogated11-12-02 12:00 AMTPI - Teaching Perspectives SummariesPage 7 of 8 what is said and what is notsaid; what is included and what isexcluded; who is represented andwho is omitted from the dominantdiscourse.

10 Students areencouraged to take critical stancesto give them power to take socialaction to improve their own livesand the lives of others. Criticaldeconstruction, though central tothis view, is not an end in Simple Steps For Interpreting Your TPI Profile1. Review the Summary Paragraphs: Remind yourself what philosophical viewpoint each of the fiveperspectives represents: Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. Remember, these are Teaching Perspectives ; not personality-based styles or technical methods . 2. Examine Your Profile Sheet: The height of each of the five vertical bars on your profile representshow strongly you hold each of the five Perspectives outlined on the Summary Sheet: Transmission,Apprenticeship, Developmental, Nurturing, and Social Reform.