Copyright Goodheart-Willcox Co., Inc. 316 Unit 4 The Teacher As a teacher, planning effective examples as you develop lessons is important. When choosing examples, start with simple and progress to more complex. Be sure the examples are relevant to what you are teaching. Ask students to provide examples to check their level of learning. Try to include different formats to match varied learning styles. A dia- gram, photo, or demonstration might serve as a visual example. Include verbal examples in oral explanations. Sometimes examples can involve stu- dent movement to help kinesthetic learners. For example, a teacher might have students physically show the formation of chemical compounds. Using sodium chloride as an example, one student might act as the electron in a sodium atom and others the electrons in a chlorine atom. The sodium electron joins the chlorine electrons, moving the atoms together as a sodium chloride ion. Pacing Pacing refers to the rate at which a teacher moves through the components of a lesson or the lessons throughout the day. If the pace is too slow, students become bored. If it is too fast, they can- not keep up and fail to learn all that they should. The ability to pace a lesson appropriately is a learned skill. When you understand the various points to consider with pacing, it is easier to learn how (Figure 14.7). Learning appropriate pacing in teaching takes practice. It requires a balance between having a lesson drag and having it speed along too quickly. Proper pacing requires knowledge of learners, both as a group and as individuals. Sometimes teachers must pace a lesson at different speeds for different students. As the school year progresses, an effective teacher knows the class well enough to achieve a “natural” pace. Achieving Closure While participating in activities, students engage in the process. At the end of an activity, it is essential to help students reflect on what they have learned, its purpose, and meaning. This process, or closure, is more than a quick summary. Closure is a process that helps students draw conclusions based on what they have learned. It helps them apply learning and lends a sense of achievement. A teacher can handle closure in many ways. It is generally part of the Summary section in a lesson plan. For learning to be effective, students need to relate new knowledge to prior knowledge and to future knowledge. In the end, students should be able to answer the question, “What did I learn and what does it mean to me today?” Points to Consider with Pacing • Request feedback and suggestions from teachers and peers on your presentation style • Determine whether your natural pace of presentation tends to be fast, slow, or on-target • Adjust your style to better meet learners’ needs, if necessary Know your natural style Alternate types of activities • Use a variety of types of activities to keep students involved, attentive, and learning • For younger students, balance quiet individual work with activities that involve movement and talking • Older students may also need a change of pace during the class period Plan for smooth transitions • Use transitions to move students from one activity to the next • Avoid inappropriate student behaviors occurring by using well-plannned, quick transitions • Alert students to finish up their work in preparation for a new activity • Set clear guidelines for transitions, including behavioral expectations • Watch students’ reactions • Use questions and activities to gauge when most students understand a lesson • Remember that the age of students and complexity of the information will affect pacing Look for signs of understanding Figure 14.7 When a teacher paces a lesson appropriately, students are more likely to remain actively engaged in learning.