EDT 321
Universal Design for Learning (UDL)
-Calls for design structures to anticipate the needs of individual w/ disabilities and accommodate these needs proactively -provide flexible methods of *presentation* (multiple examples including digital materials, support background context) -provide flexible methods of *action/expression* (practice w/ supports, on-going feedback) -provide flexible options of *engagement* (offer choice, levels of challenge) (PA/EE)
-community of learners -interdisciplinary -common planning time
-Creating *teams* of teachers and students is vital to the development of a middle level ---- -teams in middle schools are most often ---- teams w/ each teacher responsible for one or more subject areas - ----- -a regularly scheduled time for teachers with the same students to meet and plan
Constructivism
-a teacher facilitating students as they use critical or higher-order thinking skills to construct their own learning -good for adolescents bc most prefer active learning; this takes emphasis off teaching and places a squarely on learning and the learner -one manifestation of inquiry-based learning
bullying
-aggression with intent to harm; it's about exerting power over another person -this is not a rite of passage or an act of growing up; this does not include spontaneous acts that arise in particular circumstances: it is willfull and intentional
cognitivism (replaced behaviorism in 1960s as dominant paradigm)
-argues that the 'black box' of the mind should be opened and understood; the learner is viewed as an information processor (like a computer) -mental processes such as thinking, memory, knowing, and problem-solving be explored; knowledge can be seen as
Constructivism
-building upon past knowledge where the emphasis is placed on the student -Characteristics: -students aren't a blank slate, they come in with past experiences and cultural factors; emphasizes learning and not teaching; involves learners in real world situations; bases itself on the principles of the cognitive theory -Theorists: Vygotsky, Piaget, Bruner
relational bullying
-bullying most often practiced by girls which involves humiliation through ignoring, excluding, or shunning
flipped classroom
-classroom that entails using technology to digitally deliver a mini-lecture or provide content that's accessible on electronic devices -students spend more time working together at higher levels of Bloom's taxonomy (Pioneer, Johnathon Bergmann, proposes the following: -students have more opportunities to direct their own learning -students may access material present electronically any time -teachers have more time to work with students individually during class periods)
-exploratory -wheel -encore -related arts
-courses taught outside the core are sometimes called related arts, ---- curriculum, ---- course (referring to the fact that they are rotated) or ---- courses (as opposed to 'core) -the most generic term for these courses are ---
Differentiated Instruction Approach (Tomlinson)
-focused in general education classroom Differntiae of : content -standards/knowledge process- methods/groupings product- show/assess (CPP) Around students: -readiness/ability -interest -learning profile -prior knowledge (RILP)
-inquiry-based learning (the process of inquiry is open-ended, beginning w/ a topic or scenario and involving a brief exploration or in-depth research) (one manifestation of inquiry-based learning is *constructivism*- a teacher facilitating students as they use critical or higher-order thinking skills to construct their own learning)
-learning from questions and investigations (just as the name suggests)
Teacher-centered: -behaviorism (TB) Student-centered: -constructivism -interactive -sociolinguistics -reader response -critical literacy (S-RISCC)
-list the learning theories and state whether teacher-centered or student-centered
-Mind, Brain, and Education (MBE)
-research on how our brains work is a dynamic area of science, often referred to as ----; this emerging field of research connects diverse disciplines to discover more about how we learn; the last 3 decades have seen rapid progress in our understanding of how the brain functions during learning
Behaviorism
-students are shaped through positive or negative reinforcement -punishment: positive = application; negative = withholding of a stimulus -learning: change in behavior, in the learner -Theorists: Pavolv (Pavlov's dog), Watson (environment shapes behavior, nurture over nature), Thorndike, Skinner, Bandura, Tolman
-exceptionalities -gifted and talented -identification -intervention
-students with ---- are those who have abilities or disabilities that set them apart from other students -students with enhanced abilities are often referred to as ---- - ------ -deciding who has what exceptionality and to what degree - ------ determining how best to meet their educational needs
-LRE -IEP -IDEA (this act added guidelines for transitioning students)
-the 1975 Education for All Handicapped Children Act (PL 94-142) mandated, among other things, that all children w/ handicaps be given the right to a free and appropriate public education in the --- guided by an --- -in 1990, PL 94-142 was reauthorized as the ----
inclusion
-the assignment of students to the regular classroom for some or all of the day is known as ----; mainstreaming is a term often used interchangeably w/ this
Plasticity
-the brain's ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience -this explains how we make connections between what we know and new concepts, content and skills j
Differentiation of Instruction
-this calls for us to meet our students where they are, to accept them as learners w/ differing strengths and weaknesses, and to do all we can to help each and every student grow as much as possible -this tells us we can differentiate concept, process and product (CPP)
ubiquitous
-this word means 'everywhere at the same time, constantly encountered, and widespread'; a word that may be used to describe social media among young adolescents
-magnet schools (some urban magnet schools have successfully recruited kids from suburban and rural areas, creating a healthy diversity among students) -charter schools
-what some schools have been converted into; schools that attract students bc of a particular emphasis -a public school that is freed in specific ways from the typical regulations required of other public schools; these receive public funding and may use much of the money as they wish to promote student learning
critical thinking (using thinking skills is a cognitive act that may simply involve awareness of surroundings or may be as complex as making judgements that lead to actions)
- ---- involves observing, comparing and contrasting, interpreting, analyxing, seeing issues from a variety of perspectives, etc.
-school-within-a-school -advisory -flexible block schedule
- ---- is also known as a house plan; in this grouping, each *house* has its own distinct area of the building where at least the core classes are held - ---- -a special time regularly set aside for small groups of students to meet with specific adults - ----- this model provides large blocks of time allotted to teams to be used for instruction
unconditional teaching
Accepting students for who they are, not for what they do.
-knowledge -comprehension -application -analysis -synthesis -evaluation (KC-AA-SE)
Bloom's 6 different levels of thinking
-planning -learners
Both UDL and Differentiated Instruction are: -research-based -proactive approach to ---- -assisting all ---
-research -planning -all
Both UDL and Differentiated Instruction are: ---- based -proactive approach to ---- -assisting -- learners
Differentiation of Instruction
Carol Ann Tomlinson is responsible for which theory
CASEL
Collaborative for Academic, Social, and Emotional Learning
national curriculum
Curriculum starts with ----: -Common Core state standards a) Created by a group of governors so if students move across country, they will still have the same curriculum Sb) tates are responsible for setting state standards for children (Ohio uses Common Core to create Ohio New Learning Standards) -National Standards for Social Studies, Science, Math, ELA, etc. (National Council for Social Studies (NCSS, NSSTA, NCTM, NCTE, AMLE)-> don't necessarily write specific state standards for classrooms)
concept, process, product
Differentiation of Instruction: -this tells us we can differentiate ---, ---- and ----
constructivism
Learning *theory*: -children are active learners -children relate new info to prior knowledge -children organize and relate info to schemata
Reader Response Theory
Learning Theory: -Readers create meaning as they read and write -Readers think critically about books they are reading -Children become agents for social change
behaviorism
Learning theory: -teachers provide direct instruction -teachers motivate students and control their behavior -teachers use tests to measure learning -children are passive learners
interactive
Learning theory: -students use both prior knowledge and features in the text as they read -students use world-identification skills and comprehension strategies -fluent readers focus on comprehension as they read
Sociolinguistics
Learning theory: -thought and language are related -students use social interaction as a learning tool -teachers provide scaffolds for students
-visual- spatial -linguistic- verbal -logical-mathematical -interpersonal -intrapersonal -musical -bodily- kinesthetic -naturalistic -existentialism (8: VL- II-BMN)
List of Gardner Multiple Intelligences
Differentiated Instruction
Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs.
-learn -active -learn -mental (-learning involves language -learning is a social activity -learning is contextual -one needs knowledge to learn -motivation is a key component in learning)
Principles of Constructivism: -it takes *time* to ---- -learning is an ---- process in which the learner uses sensory input and constructs meaning out of it -people learn to learn as they --- -the crucial action of constructing meaning is ----
-ESL (English as a Second Language) -Bilingual education -SEI (Structured English Immersion)
Programs Designed for EL students: 1) ----- -programs where students receive individualized assistance once or twice a week for about an hour each session; with this, little or no emphasis is placed on preserving native language or culture and --- teachers don't need to speak another language 2) ---- - involves the delivery of instruction in two languages with attempts to preserve and build on native language skill; a major barrier to this is the lack of teachers who aren't fluent in 2 languages and are also qualified to teach math, science, social studies, and language arts 3) ---- - an approach to serving ELs that includes a significant amount the school day spent in explicit instruction of the English language; although other content areas are touched on, the primary focus is on teaching students to become proficient in reading, writing, and conversing in English
-lecture -demonstration -teacher think-aloud -questioning -class discussion -brainstorming -note-taking -drill and practice -graphic organizers -enhancing vocab; sharing vocab -project-based learning -think-pair-share -jigsaw
Recommended instructional strategies: - ----- -a valuable teaching strategy to introduce a lesson, describe a problem, and/or provide info in concise ways - ---- a way of showing students something that would be difficult to convey through words alone - ---- - modeling thinking processes shows our students how they might go about solving problems, approaching tasks, or processing new information; can make invisible mental processes visible - ---- how we can prompt students to think on all six levels of Bloom's taxonomy on any topic in any subject by asking relevant questions and asking them to create their own questions -class ---- - ---- here the goal is to produce as many responses as possible; all contributions are allowed w/o judgement; a very popular and useful instructional tool to aid this is the K-W-L chart - ----- - requires both listening and critical thinking skills as we decide what is important to write down; we can give students a framework for notes - ---- -clarifying and consolidating material *already learned* and then repeating the info or skill; helps w/ long term retention and aids in developing speed and accuracy - --- -powerful instructional tools that help us think critically as we visualize knowledge and comprehend relationships in organized ways -enhancing vocab; sharing vocab - --- -based learning -think-pair-share -jigsaw
-Gardner opposes the idea of labeling learners to a specific intelligence -believed his theory should 'empower learners,' not restrict them to one modality -argues that IQ tests only measure linguistic and logical-mathematical abilities; he argues the importance of assessing in an "intelligence-fair" manner
Regarding Gardner's multiple intelligences, how is this involved with a changing view of intelligences
1) Students need to have a very strong need to be part of a social group; students who are part of *advisory* groups- small groups who form close relationship with each other and an adult in a school- often feel a bond of trust or belonging 2) Some students are *targets* for bullying 3) Early adolescence is prime time for *shyness*, given the self-consciousness of the age (may experience blushing, sweating, increased heart rate) 4) Teachers' social *backgrounds* may be different from their students' backgrounds
Social Development Issues (BATS)
1) Standard/objective 2) Evidence (assessment) 3) Procedures (in lesson; what will you have students do that day/activities) (THINK: SEP or LEP (see above) (standards, evidence, procedures)
Steps of backward design
Universal Design for Learning
The design of curriculum materials, instructional activities, and evaluation procedures that can meet the needs of learners with widely varying abilities and backgrounds
Behaviorist
Theorists: Pavolv (Pavlov's dog), Watson (environment shapes behavior, nurture over nature), Thorndike, Skinner, Bandura, Tolma
divergent-thinking questions
Type of cognitive question: -broad, reflective, or thought questions, open-ended, high order thinking questions that require students to think creatively? ex: Do you believe Mark Twain was a racist?
Character Education Partnership (CEP)
a nonpartisan, nonsectarian, coalition of organizations and individuals committed to fostering effective character education in the U.S.
constructivism
a teacher facilitating students as they use higher- order thinking skills to construct their own learning active learning takes emphasis off teaching and places it on learning and the learner
Behaviorism
a worldview that assumes a learner is essentially passive, responding to environmental stimuli; the learner starts off as a clean slate (tabula rosa) and is shaped through positive and negative reinforcement
cultural responsiveness
an approach to education that crosses disciplines and cultures to engage learners by incorporating their ways of being, knowing, and doing
academic safety
an environment that ensures opportunities for success for all students regardless of previous achievement or pace of learning
Six Seconds
an organization that helps individuals, parents and educators navigate emotional issues in ways that increase emotional intelligence
educational technology
any tech-based device or program that enhances teaching and learning
homogeneous ability grouping
assigning a student to classes based on academic ability and achievement
Mendler, Curwin
be fair without treating everyone the same way, work toward long- term behavior changes
Albert, Nelsen, Dreikurs (AND)
be firm, friendly, clear, and encourage student goals
Glasser, Rogers, Freiberg, Gordon (GGRF)
class meetings accept no excuses for inappropriate behavior
Johnson & Johnson
emphasize 3 c's: cooperative, conflict resolution, civic values
-relevant (relates to students' own lives, ex: using tech, current events) -challenging (Must challenge all students; students must take responsibility for their learning) -integrative (Connect class to what is going on in students' daily lives; make lessons personal; Make connections across different subjects/topics (ex: combining math with econ)) -exploratory (Foster natural curiosity/ create lifelong learners) (RICE)
explain 4 elements of curriculum
*L*earning standard *E*vidence of learning/assessment (how we know goal was met) *P*rocedures/class activities (THINK: LEP)
explain format of backwards design (Wiggins & McTighe; pg. 28)
cooperative learning
form of instruction that requires students to do the following: -*depend* on each other for success -*interact* in a variety of ways, using positive *interpersonal* skills -be responsible for both individual tasks and group tasks -consider how their group is functioning and *make progress* towards the end product(s)
AMLE
formerly National Middle School Association; largest organization advocating for young adolescents
International Society for Technology in Education (ISTE)
gives us detailed descriptions of the knowledge and skills related to technology use appropriate for young adolescents
heterogeneous ability grouping
grouping of students *without* consideration of academic abilities or achievement
heterogeneous ability grouping
grouping of students without consideration of academic abilities or achievement
tracking (homogeneous middle level classroom is really an oxymoron- there aren't 2, much less 20, middle level students who respond in the same way and at the same time to any given scenario)
homogeneous ability grouping, or --- as it has been commonly called has been the norm in most levels of schooling for many years
cultural responsiveness
includes curriculum contributions from a variety of cultures; encourages students to express their individual cultures in the school; works to close achievement gaps
convergent questions
lead to exercising Bloom's remembering and understanding levels; question with one correct answer
inquiry- based learning
learning from questions and investigations
-visual- spatial -linguistic- verbal -logical-mathematical -interpersonal -intrapersonal -musical -bodily- kinesthetic -naturalistic (VLL- II-BMN)
list of Gardner Multiple Intelligences
1) *self regulation* is difficult 2) high risk for making poor *decisions* (bc of emotional variability) 3) *Events* triggering emotions to the point of disruption of the learning process
list of emotional development issues (SDE)
1) *Attention span* of young adolescents not as great as in late elementary school or will be in high school 2) Students typically have very vivid imaginations which can be linked to *abstract thinking* (encouraging students to use their imaginations and creativity to discover nuances and possibilities, rather than simply feeding them info) 3) B/c intellectual development is so variable among young adolescents, a group of students may represent a whole *spectrum of developmental levels* (this is one of the biggest challenges of middle level education) 4) Physical development and intellectual development happen concurrently; *active learning* should take precedence over passive learning 5) Students' newly acquired ability to experience *metacognition* (we can help students explore how their thinking takes place and what happens inside and outside the classroom that increases comprehension) 6) Students begin to understand what's *meaningful* and useful, w/ application to their lives- this affects curriculum (framing our lessons in the context of real life makes learning a more natural process)
list of intellectual development issues (AAAA-MM)
1) Middle Level students *need info* on physical development (not only do middle level students have a tough time finding answers, they can rarely define the question or problem when it comes to physical growth and changes) 2) Physical changes affect *behavior* (teachers serve students well when they recognize and accept a variety of behaviors that may result from puberty; ex: students may face being uncomfortable, restless, rapid growth) 3) Rapid Growth requires increased and balanced *nutrition* 4) Young adolescents shouldn't be *stereotyped* according to physical characteristics 5) Many girls will start *period* during school day 6) Students feel compelled to regularly check their *appearance* 7) Overactive (sweat) *glands*
list of physical development issues (AB-GN-NPS)
information processing model
model of memory that assumes the processing of information for memory storage is similar to the way a computer processes memory in a series of three stages
Academic self-esteem
one's perception of her/his ability to succeed academically
divergent questions
open- ended question, often with many possible responses
Watson, Pavlov, Skinner, Thorndike, Bandura, Tolman (PWS-BTT)
originators and contributors of Behaviorism
audience, behavior, condition, degree
parts of a learning objective
Gathercoal
provide consequences based on individual situations model acceptable standards
BF Skinner
provides reinforcers
cultural pluralism
recognition that our country's people consist of varying cultures, ethnicities, and races that all contribute to a common goal of freedom and productivity
Cybercitizenship
responsibly using technology in ways that do not harm others (in 2012, the fed govt passed the Children's Online Privacy Protection Act (COPPA), a bill designed to make more transparent the operations of websites that cater to children)
Ginott
send a message that addresses the situation and does not attack student's character; model behavior
Canter, Canter, Jones
set *clear* limits and insist on responsible behavior follow through with promises and previously stated *consequences*
cooperative learning
students working together in small groups to accomplish a learning task or a learning objective
withitness (Kounin)
the ability to appear to have eyes in the back of your head as you seem to see and hear everything. This means they need to be 100 percent present so every student is looked out for in the classroom and teachers can be there for students
-flexible ability grouping
the difference between tracking and -----: -tracking/ability grouping clalls for static groups - ---- - calls for grouping and regrouping that meets individual needs; this is a no-cost way to boost student achievement
curriculum (4 elements: relevant, challenging, integrative, exploratory -RICE)
the primary vehicle for achieving the goals and objectives in a school
social-emotional learning (SEL)
the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions
self-concept
the sum of what a person thinks about themself including gender, name, personality, family
self-monitoring
this is the ultimate form of classroom management; Burden and Byrd suggest we teach this as a means of achieving self-discipline by prompting students to ask themselves questions when they're tempted to violate a rule
cueing question
type of cognitive question: -cues the answer or response you are seeking if the student has not responded after sufficient wait time or have given inadequate responses Original question: How many legs each do crayfish, lobsters, and shrimp have? Ex: The class to which those animals belong is class Decapoda. Does that give you a clue about the # of legs they have?
clarifying question
type of cognitive question: -helps teacher better understand a student's ideas, feelings and thought processes ex: What I hear you saying, is that you would rather work alone than in your group. Is that correct?
convergent-thinking question
type of cognitive question: -low-order thinking questions that have a single correct answer ex: What is geography?; If the circumference of a circle is 31 meters, what is its radius?
evaluative question
type of cognitive question: -require students to place a *value* on something or take a *stance* on some issue -ex: Should the U.S. allow clear-cutting in its national forests?; Should the Electoral College be abolished?
visual, auditory, kinesthetic, and tactile (VACT)
what are the learning modalities?
presents six levels of thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation (SACKE)
what is blooms taxonomy?
