2007

ISBN: 9789628908165

2005

Yes / No

wild talk

deliver

direct instruction

tempo

pleasantness

vigor

anchor & retention

relationshipnot wild talk

passion

quiz

practice + enriched
environment + engagement

set the stage

energizers

self-directed

PowerPoint

anchor

Think, pair, share

recall

advance organizer
graphic organizer

1997

inviting
atmosphere
daily talk

flash cards

10

learning tasks

PowerPoint

reproduce

engage in learning
cognitive dialogue

11

12

direct instruction

20 60

American Institutes for Research, 1999

 data
chartdiscussing web

scaffolding

13

14

1.

2.

common
sense

vice-versa

15

1.

2.

3.

15

4.

16

1.

2.

15 65
15 65

3.

20 15

17

18

Joyce,
Calhoun, & Hopkins2002
Gunter, Estes, & Schwab2003

Bransford, Brown, & Cocking2000

2005

External School Review

Report

fire at

process time

energetic
invitational

19


20

1.
2.
3.
4.

Six Ws

Bloom

 knowledge
and comprehensionBloom, 1956

add conditions

21

22

50%

cognitive domain

Blooms taxonomy knowledge

comprehensionapplicationanalysis
synthesis evaluation
high-order thinking
critical thinking
creativity

23

24

1.
2.
3.
4.
5.
6.

A B
A B

schema

relevance

If

isolated

25

26

instructional leaders

2005
23

1997

5784 10

American Institutes for Research. (1999). An educators guide

to schoolwide reform. Arlington, VA: Educational Research
Service.

27

28

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives:

The classification of educational goals. New York: Longmans.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people
learn: Brain, mind, experience, and school (Expanded ed.).
Washington, DC: National Academy Press.
Gunter, M. A., Estes, T. H., & Schwab, J. (2003). Instruction:
A models approach (4th ed.). Boston: Allyn & Bacon.
Joyce, B., Calhoun, E., & Hopkins, D. (2002). Models of learning:
Tools for teaching (2nd ed.). Buckingham, U.K.; Philadelphia,
PA: Open University.

The Application of Effective Teaching Strategies

29
CHIU Chi-shing
Abstracts
Based on the phenomenon exposed in classroom teaching, the
author analyzes and discusses the reasons of ineffective learning,
and gives suggestions on how lessons can be improved in different
stages during the delivery of lessons. The article explains how
teaching strategies should be applied to different learning
situations, with concrete examples on concept clarification and
questioning strategies provided. A system and comprehensive
analysis on factors affecting learning is important, taking into
account teachers abilities, characteristics of subject content and
teaching strategies. The development of instructional leadership
in a school is extremely important.