Professional Education Test

Lawrence Kohlberg theory of moral development

1. Preconventional Level - external consequences - no internalization of values 2. Conventional Level - guided by internalized social conformity 3. Postconventional Level - guided by internalized legalized and moral principles/protect the rights of society

fundamental concepts of cognitive theory, equilibrium, adaptation, assimilation, accommodation, schemata, schema formation and modification

1. balance 2. consists or assimilation and accommodation 3. children for schemata 4. mental construct about some aspect of the environment

metacognition, schema, transfer, self efficacy, self regulation and zone of proximal development

1. thinking and understanding one's thought process 2. mental construct or representation 3. sense of competence for a task 4. ability to monitor, control and adjust one's behavior 5. the difference between what one can do unassisted vs what one can do with guidance

affective, social and moral development milestones for adolescents

15-17 yrs experience less conflict with parents and display more independence, spend more time with friends, more interest in dating, sharing more intimacy, feel depression: which can lead to unprotected sex, lower grades or substance abuse older teens can think abstractly, capable of higher moral development levels adults can show affection, spend time in mutually enjoyed activities, encourage responsible decisions, discuss expectations and respectful behavior

summarize the Americans with Disabilities Act and some ways it applies to students

1990 ADA granted the same civil rights protections based on disabilities as previously accorded by the 1963 civil rights act. modeled on the civil rights act and rehabilitation act which required federally funded programs to provide equal access ADA included public buildings, facilities, programs and activities which include all public schools titles II and III include enforceable standards for accessible design, and construction of buildings and facilities, barrier removal, alterations and accessibility requires equal opportunities, participation and benefits from public facilities

main principles of american association of educators code of ethics for educators

1: conduct towards students, interact justly, considerate with every student, protect student information, resolve disciplinary problems by school rules 2: conduct towards practices and performance: meet appointment or contract terms and apply for, accept and assign positions and responsibilities based on professional qualifications, maintain physical and mental health and social judgement to perform personal duties 3: conduct towards colleagues: protect information confidentiality, don't make willfully false statements, or interfere with free choice 4: conduct towards parents: communicate with parents all information in student's interests, respect diverse cultural values and traditions in classrooms and communities, take active and positive role in school and community relations

scaffolded instruction showing how teacher and student roles are involved and changed

1: teacher models how to perform a difficult or unfamiliar task 2: teachers and students work together on completing the task 3: students work in pairs to complete a blank task 4: students practice independently

developmental milestones 2-6 yrs old

2 months- hold head up, push up from stomach, limb movements become smoother, track objects visually, recognize people, fuss to show boredom, coo gurgle, turn heads 4 months- hold heads steadily, roll stomach to back, bring hands to mouth, swing at hanging toys, express happy and sad, respond to affection, reach for things they see, babbling, imitate sounds 6 months- roll front to back and back to front, put objects in mouth, support standing weight, vocalization, taking turns making sound with parent, babble vowel strings, respond to their name

visual impairments and measurements of visual acuity

20/20 vision is reading at 20 feet from a snellen eye chart what one would normally see 20/200 vision is reading at 20 feet what one should see at 200 ft legal blindness is defined as 20/200 after correction in the better eye low vision is anywhere from 20/200 to 20/70 after correction in the better eye and a visual field of 30 degrees or less visual field of 20 degrees or less in tunnel vision -ranges from 5/2000 to 10/200 motion perception is 3/200 to 5/200 seeing bright light from 3 ft away but not movement below 3/200 is light perception

developmental milestones in the social and affective domains for 3, 4, and 5 year olds

3- typically show affection for others spontaneously, imitate adults and peers, show concern for crying friends, take tunes in games, display wide range of emotion, easily separate from parents and dress themselves 4- pretend play at being parents, play make believe, prefer to play with other children than alone, cooperate with peers, cannot distinguish fantasy and reality, like talking about their interests 5- more likely to follow rules, want to be like their friends and please then, enjoy singing acting and dancing, demonstrate sympathy, can tell the difference between fantasy and reality, alternate between cooperative and demanding

main components of the third through sixth issues addressed by terms of the 1990 Florida consent decrees settlements

3: prohibits denying service by stent ELP level and affirms student right to access regardless of before, during or after school day programming, requires compensatory educational programming, exceptional student education, dropout prevention, equal student services 4: requirements for certification and in service training, evaluation and implementation 5: monitoring issues 6: outcome measures respectively require identifying procedures the DOE must follow to determine how much each school district complies with agreement

examples of assignments that teachers can give to middle and high schoolers that are effective for goal setting and develop planning

6-8: identify resources, analyze influence of supports and obstacles in completing goal action steps, define long term and short term goals, apply goal setting skills to academic development, set a positive social interaction goal 8-10: select a sport, hobby or interest to accomplish in a month, plan goal time-frames and action steps, monitor progress and adjust accordingly, analyze what you learned 9-11: identify who helped you achieve and goal and how, why you could or couldn't overcome goal obstacles, why schedule conflicts could require changing goal time frames, how substance use could impede achievement 10-12: set long term academic or career goals with action steps and completion dates, analyze how currant health behavior decisions might affect long term educational or career goals, create positive coping strategies

Response to Intervention Model

A multilevel prevention framework applied in educational settings that is designed to maximize student achievement through the use of data that identifies students at risk for poor learning outcomes combined with evidence-based intervention and teaching that is adjusted on the basis of student responsiveness. tiers: research based core classroom instruction, targeted instruction for students in need of additional challenge or support, intensive instruction for students whose needs are not accommodated by the first two tiers

Piaget's theory of cognitive development

A theory made up of sensorimotor period, preoperational period, concrete operations, and formal operations expressed contructivism- children are not passive learners but actively constructed in their own learning, knowledge and worlds by interacting with their environments sensory motor stage: infants respond to sensory input with motor responses Preoperational: young children are egocentric, they think intuitively not logically not able to focus on more than one physical attribute of an object at a time or follow sequences of reasoning concrete operations: school age children can calssicfy, perform other logical mental operaions and reverse them as long as they have concrete objects for reference formal operations: preadolescents and adolescents develop the ability to perform abstract mental operations without concrete support, understanding and manipulating concepts in math, philosophy, law, politics, etc.

types and characteristics of behavioral disorders

ADHD: attention spans are short, easily distracted, excessive physical activity, have difficulty sitting still or paying attention, stimulants like Ritalin increase focus oppositional defiant disorder: irritability, aggression, hostility, negativity, lose their tempers, argue, purposely irritate others

define teachable moment

An opportunity to teach a skill based on a situation that just happens

contemporary model of the whole child approach

Association for Supervision and Curriculum Development and US centers for Disease Control and Prevention have collaborated to make a model to coordinate public health, school health and educational processes and practices to improve health and learning each child deserves to be safe, healthy, supported, engaged and challenged ASCD's school improvement tool is a totally online needs assessment that educators in schools worldwide can use to determine what practices to implement or improve

ABCD method

Audience Behavior Condition Degree of master required ex: 100 percent, 95 percent

social learning theory, modeling and vicarious learning

Bandura students need not experience everything directly and personally to learn could observe other children engaging in behaviors and receiving desirable rewards for doing so, they would then imitate the other children's behaviors in hopes of receiving similar rewards modeling is when a child copies adult actions modeling by watching others in vicarious learning

relationship of ELL L1 literacy to english literacy and language development

ELL student need: readiness, interest and learning profile based on needs teachers modify: content, process, product and affect (attitudes and emotions that influence learning)

developmentally appropriate practice for kindergartners

Education that focuses on the typical developmental patterns of children (age-appropriateness) and the uniqueness of each child (individual-appropriateness). instructional techniques and assessment methods must take into consideration age, individual growth patterns and cultural influences encourage efforts and perseverance add challenge slightly beyond current skills and decrease challenge as needed accompany demonstrations and modeling with clear verbal directions

Howard Gardner's Theory of Multiple Intelligences

Eight intelligences in problem solving: namely linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, naturalistic, interpersonal, and intrapersonal. Possible ninth is existential. schools traditionally emphasize linguistic and logical-mathematical emphasized learning skills in context such as apprenticeships

ways of detecting atypical and typical development

IQ scores two standard deviations or more below the average for a standardized test typically compared to other kids their age

differences between standardized tests of ability and achievement

IQ tests are common tests that measure ability, also tests of creativity, divergent thinking and domain specific abilities do not indicate or predict student grades, only indicate what a student is capable of and some even measure mental health constructs achievement tests measure what they actually achieve to compare student progress across years, to peers or across schools

some examples of activities teachers can give in grades k-6 to help them develop self awareness/management/esteem and peer interaction that will enable them to achieve goals

K-2: explain examples of school success, realize the relationship between what you want to achieve and goal setting, divide into manageable steps 1-3: identify a situation you want to change, explain how becoming what you want and school success are related, identify progress, explain how to improve classroom behaviors 3-4: explain how literacy characters, people or you have overcome goal obstacles, name steps for doing homework/studying/organizing materials, evaluate what you could have done better to achieve your goal 4-6: develop friendship and academic goals with actions steps and dates, monitor progress, analyze step delays or changes and evaluate your goal achievement level

Define reliability and validity

Reliability: Getting same score over/over. Validity: test measures what it says it measures. internal consistency compares two versions of a test concurrently and correlates if they measure the same construct predictive validity: how well a test predicts abilities content validity: whether a test represents all of a given construct construct validity: if a test measures its identified construct and not others

marketing analysis technique that teachers can apply to student content knowledge

SWOT: strengths, weakness, opportunities and threats identifies target markets, analyzing market trends and developing marketing plans can be used in career counseling

resources where teachers and schools can provide enrichment or remediation for students

Stanford Mobile Inquiry Learning Environment- uses technology innovatively for educational enrichment Students for the Advancement of Global Entrepreneurship- emphasizes civic responsibility and duty for business Teach for All- remediation program that is models teaching lifetime educational advocacy and leadership foundations Penpal schools- teach 6 week courses about world issues

norm referenced tests

Tests where a student's performance is compared with a norm group, or a representative sampling students similar to the student. A person's score on a norm-referenced test describes how the student did in relation to the norm group. Tests results are reported in such formats as standard scores or percentiles.

how teachers can most easily access national, state and district curriculum standards and framework to inform their curriculum design and instructional planning

The US department of education funds and supports high curriculum standards in public shcools but does not itself develop them, individual state departments do. most states have adopted common core standards CCSS has a website with information additional websites for every student succeeds act (replaced no child left behind) districts and schools have traditionally printed copies of their standards and are now generally published online

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 moves away from one size fits all nature of curricula that teaches the average student while overlooking exceptional students 3 principles are: provide multiple means of representation, provide multiple means of action and expression, provide multiple means of engagement

define the term sequence as it relates to curriculum design

Whereas a scope represents breadth and depth of content coverage and learning objectives, sequence represents presenting material in logical order sequencing reflects the philosophy that students should be instructed starting with concrete concepts becoming progressively more abstract throughout successive grade levels after establishing scope, educators must determine when to teach it. this is important when certain learning is often dependent on previous other knowledge. even when some learning experiences are not reliant on mastering prerequisite knowledge, curricula may be sequenced instead according to increased complexity teachers must carefully sequence instruction, both within and across key learning areas. (reading effectively -> writing effectively)

experimental learning

a student centered activity where students use inductive reasoning to discover information process takes precedent over product, hands on learning participation increases student motivation critical components are formulating plans to apply learning to other contexts and reflecting about learning experiences

roles that special education teachers can contribute to collaborative teaching activities

adapt curriculum and instruction and provide classroom modifications and accommodations for students with various disabilities can share knowledge of considerations for each category of disability to best fit student needs

how a teacher can take advantage of an unanticipated learning opportunity

adult guided activities include active/significant roles for children while gild guided activities include intentional adult roles in which adults take advantage of both learning experiences they planned and unexpected opportunities adults with prior experience can reinforce a learning opportunity and teach in the moment using experience

strategies for effective parent teacher conferences

advise starting with positive student aspect, working into needed improvements and sandwiching criticism between positives some teachers send conference invitations with forms requesting parents write and return questions or concerns before the meeting, including a list of major topics and expectations keeping student work samples handy is useful some teachers design games and ideas parents can use at home emphasize the importance of thanking parents for attendance advise reviewing two or three things students can improve

concepts essential to standards based learned and their theoretical bases

all grade levels have learning goals to which all instruction and assessment are aligned because the strongest school level influence on student achievement is opportunity to learn initial performances do not receive low grades but require repeated practice until students have mastered the skills formative assessments, giving feedback and promoting growth are emphasized effective feedback is the strongest single classroom instructional change increasing learning and achievement

instructional activities that help students develop complex thinking processes

analyze text: determine purpose, question, clarify and predict compare-contrast: make students develop questions about similarities and differences, writing them in graphic organizers inferring: provide political cartoons or comic strips and ask students to infer their meaning categorizing: play 20 questions or sorting games summarizing: model first, have students work in partners or small groups synthesizing: have students contribute to an idea web mural adding ideas and comments and connecting them

provisions of the federal educational rights and privacy act for protecting the privacy of student educational records

applies to all schools receiving federal funds parents and eligible students have rights to inspect and review schools student educational records, to request school corrections of misleading or inaccurate records, formal hearings if schools refuse to amend records schools must generally obtain written parent or student permission to release information from student educational records disclosure without consent is ok if school officials having valid educational interests, schools where students transfer, specified auditing and evaluating officials and students aid schools are first required to inform parents and students and allow them enough time to request non-disclosure

ways educators can address peer related issues

as teens are working to define their identities teachers can appeal to adolescent investment in this process by reinforcing their independent choices, decisions and affirming their uniqueness as people support teens in resisting peer pressure can exploit peer related issues by assigning cooperative learning projects, emphasizing other learning experiences involving postive social interactions

examples for adults to facilitate young children's learning through play activities

assist in planning by discussing who they will be, what will happen, encourage children to play together id play breaks down adults can intervene, redirecting attention from distractions, refocusing and extending play time provide age appropriate materials, develop rules to avoid injury encourage skills like problem solving

basic principles for teachers to observe when interpreting data of research into practices

autos, speakers and others frequently cite research however those citing or quoting do not necessarily determine a study's quality to interpret research, teachers should consider researchers clearly state their study's purpose without pre study opinions or vague assertions

some ways in which various professional development resources are applied to the process of teaching

benefit from literature reviews, meta analyses, compilations or other syntheses identifying consensus on effective practices to implement organizations disseminate findings and provide course where members can learn skills to improve their teaching and student learning improvement through graduate courses are common

define the term scope relative to curriculum design

breadth and depth in which it covers content in each subject; clearly identified learning objectives reflect local, state and national standards includes both how much material teachers must cover on any specified topic and how much teachers should expect students to accomplish resulting from instruction

Jerome Bruner and education

by interacting with their environments, children actively construct their learning, knowledge and reality learning is creating your own idea as well as remembering knowledge education should produce autonomous learners 1. enactive representation: action based information based on motor responses, retained in muscle memory, emerging in infancy 2. iconic representation: visual image based information emerging between 1-6 yrs old 3. symbolic representation: coded or symbolic storage of information emerging around 7 (ex. dog breeds) originated idea of scaffolding*

examples how teachers can show students the appeal of instructional content and activities to motivate their interest in them

by showing its appeal to show novelty comment how you have not seen anything quite like a certain topic to show utility describe a topic as including valuable ideas that you will use again to show applicability point out how relevant certain subject matter is to the course to show anticipation prompt students to ask themselves while reading what next logical step the text foreshadows to show surprise, remark that the class has used some subject matter in many ways to show challenge suggest students will find the material interesting and invite them to rise to a challenge to show feedback predict when students try an assignment they will discover what they understood in the previous lesson to show closure, announce that many students have asked abut the topic, telling them they will now finally find out more and why

benefits of teacher participation in school and district committees and activities

can access opportunities to work with professional colleagues enables teachers to solve problems for their students and themselves work both during school days and extracurricular events participation enables communication with parents and demonstrates to students their interest and support beyond the academics

forms of student motor or physical disabilities

can affect coordination, balance, strength and flexibility assistant and adaptive devices are used and therapy to treat disorders

how teachers can utilize progress maps to organize student assessment data to enhance student learning

can design classroom assessments to help students organize their learning goals involves establishing benchmarks to use as criteria in rubrics, identifying transfer levels as referents for rubric expertise levels, making individual progress maps, plotting their scores, giving customized feedback, planning future learning activities include initial baseline assessment data

peer assessment

can empower students to take responsibility for and mange their own learning can help students learn assessment techniques and develop lifelong assessment skills leads to exchanges of ideas and diffusion of knowledge can motivate students to engage in more depth with course materials should create rubrics to assure student cooperation must model constructive criticism, appropriateness and descriptive feedback

benefits of integrating technology

can further learning through building local and global communities consisting of students/teachers/administers/parents/scientists and others offering learning tools, scaffolds, visualizing tools, modeling programs, giving classrooms exciting real world problem based curricula and expanding teacher learning opportunities support collaboration, reinforcing learner's social nature

auditory disabilities

central auditory processing disorder, a neurological deficit in interpreting structure and meanings of speech sounds totally deaf students cannot hear any sound hard of haring students have hearing loss but some residual hearing

ways students acquire skills

children acquire motor, cognitive, language, emotional, social and other skills through playing learners of all ages acquire skill through direct instruction books can be read and electives taken to learn interests apprenticeships and internships

ways where listening, speaking, reading and writing are related

children learn to understand the spoken language they heard sooner than they develop the ability to speak expressively and before they can read and write learn to listen first understand input they receive first, enabling them to produce output phonemic awareness helps children understand spoken language while phonics helps them relate spoken word to written language

educator considerations related school readiness

children may enter school ready to learn but not optimally and have a range of cultural environmental and educational background experience for educators to promote all children's learning they must offer school environments recognizing diversity, enabling comfortable transitions to each learning level and supplying community support as needed divided into readiness for school and readiness to learn

define cognitive, affective and psychomotor domains as these apply to categorizing instructional objectives

cognitive- mental skills, corresponds to most knowledge, facts/info/ideas/concepts one can learn affective- emotional attitudes on can develop and apply psychomotor- physical skills that one can learn and apply

factors that impede school-home communication

collaborating with families makes teachers' jobs easier and raises students odds of succeeding higher involvement in children's education correlates with higher student achievement teachers impede when they only tell parents and families what to do diverse family member educational backgrounds can impede communication and participation in childhood education parental availability and participation can be affected by family dynamics teachers who collaborate non judgmentally can address such constraints teachers should initiate positive parent communication when the school year starts and maintain regular communication

How Community/home/school factors can affect teaching and learning

community: SES factors affect learning, more affluent committees have more resources and support, more populated with highly educated residents home: parents with higher incomes can access more quality education resources, regard education higher and serve as ole models school: urban schools where riots occur make school unsafe and hard to concentrate

salient characteristics of cognitive information processing theory and define cognitive mapping

computers were used as concrete models for information processing theory to describe how humans execute and sequence cognitive activities how people attend to environmental events, encode new information, relate it to existing knowledge, store memory and retrieve information people receive sensory input and attend to it through the process of attention, chunk and rehearse it temporarily and encode it for transferring to long term memory via working memory encoding includes grouping data, outlining, establishing hierarchies and developing concept trees

ways paraprofessionals collaborate with school teachers

concrete assistance like taking roll, setting up activities and helping distribute materials, grading papers/tests, working with individual students may be trained to watch students and collect behavioral data provide individualized attention

ethical responsibilities for a classroom teacher

confidentiality advantage- not use professional relationships for advantage protection truth authenticity integrity non-discrimination

identify four elements of classroom instruction that teachers can differentiate amoung students

content to learn process students use to master content products students will produce learning environment differentiating processes include: set up interest centers, assign tiered activities, provide hands on support, combine group and individualized work, differentiate task duration

an example of a standards based instructional unit that uses a culminating task to assess ELL student learning, content, skills, benchmarks, instructional accommodations for more accurately assessing ELL content knowledge

content: science; strand: inquiry; standard; demonstrating skills required for scientific inquiry topic: how caterpillars become butterflies, benchmarks: generating ideas, questions or predictions regarding environmental organisms, objects, places, events and relations ships culminating task: write explanatory text supported by drawing monarch butterfly life cycles to determine ELL knowledge, accommodations include furnishing L1 instruction and materials, modeling, think alouds, establishing content, learning-strategy and language objectives vary reading material genres, linguistic levels and cognitive levels observation logs and development scientific vocabulary glossaries

provisions of the elementary and secondary education act's 2010 re authorization for meeting ELL, migrant and homeless student's needs

continues formula grants to states and school districts for ELL programs allowing for a variety of programs and teacher development requires new state criteria for consistent eligibility determination, placement and program or service based on valid, reliable state ELP assessments and system implementation for evaluating ELL programs effectiveness and garnering data on ELL subgroup achievement for driving better district program improvement decisions and effective program selection also proposed new grants to states districts and non profits for innovation program development requires states to adopt and implement statewide ELP standards by grade, aligned with state academic content standards for college and career readiness

describe characteristics of advantages of interdisciplinary instruction

cross curricular instruction applies knowledge, principles, and values to multiple school disciplines and subjects concurrently often these are related through central themes is often a remedy to recurring educational problems like instruction in isolated areas and fragmented learning and a means of supporting goals like giving students more relevant curricula, teaching reasoning and thinking and facilitating skills transfer to other contexts

characteristics of early adolescent development

develop meta cognition, independent thought, high curiosity and broad interest prefer learning through peer interactions, active experience and learning about subjects useful and interesting to them develop abstract thought, analyze and synthesize information, formulate and test hypotheses, think reflectively, tackle complex ideas and understand metaphorical nuances more interested in authentic and real life learning

models of developing appropriate instruction related to literacy development for early childhood

direct instruction: whole class, small group and one on one learning centers: individually themed classroom areas for student selection free play: students explore physical environment, pretend, converse and practice motor skills small group instruction: teacher modeling reading, discussion of story events, open ended learning opportunities guided reading: teachers and students read text fluently in unison with expression and connotation, then discuss the story

sources of academic difficulty for ELL students including special needs

directly attributable to teaching and learning environment deficits, including lack of access to effective ESL or bilingual instruction, mismatches between middle class oriented instruction and low SES student backgrounds others may additionally have specific learning disabilities which require specialized instructional methods to enable successful learning facts necessary to ELL success include recognizing the importance of student L1s, collaborative community and school relationships, shared educator knowledge bases of effect instructional methods for ELLs, effective teaching and academically rich programs that integrate instruction in basic and higher order cognitive skills in both L1 and English

strategies teachers can use to help students develop higher order thinking to ensure literacy development

directly teach the idea of concepts, including in content areas, ensure students understand specific concepts, identify key concepts, give students help and practice give verbal explanations alternate concrete-abstract-concrete learning materials teacher inference, encourage explanation and elaboration teach learning process components: attention, memory, language, graphomotor, processing, organization and higher order thinking

how professional organizations contribute to professional educator's knowledge, expertise and skills

discipline-specific and other organizations enhance educators knowledge, expertise and skills through conventions, conferences, workshops, training, publications, online courses, networking, etc.

examples of kinds of provisions included in most school district policies for using technology in their schools

district policies may include internet safety terms like software filters blocking access to material that is harmful or inappropriate typical disclaimers include that filtering software may block access to other materials, may not succeed in blocking in access to all inappropriate materials and does not cancel user obligations not to access such materials terms and conditions of use for curriculum and instructing include using district technological and telecommunications resources consistently with districts curriculum and diverse student development levels may define district electronic resources as part of curriculum, not a general use public forum acceptable use prescriptions and proscriptions, including regarding copyright laws and software agreements are typically parts of these policies

criterion referenced tests and how they differ from norm referenced tests

do not compare student results to norms or other students, compare to pre-established criterion test authors have selected criteria to indicate successful student performance on each item tested can include minimum percentage or number out of total correct, description of required detail, clarity, rates of speed, oral clarity, reading fluency

strategies students use during reading to improve comprehension

do now: give students a quick thought provoking question or statement requiring responses 3-5 minutes in length response sheets: connect text to existing knowledge and later become relevant study guides post it notes: write questions in class to ask, ideas and thoughts and summaries regarding test text rendering: establishes student-text interaction re-reading: have students target specific key concept defining, illustrating or supporting text chunking: break text into paragraphs literature circles: small group student centered regular reading discussion

typical vs atypical child development

each child's personal history, characteristics, family history and environment influence the rate and patterns of their development why there are ranges for development most children can typically sit unassisted around 6 months while some take up to 10, an infant whose legs stiffen when they attempt to roll over may indicate a motor delay disorder atypical- older children who cannot dress, use utensils, draw with crayons or cut with scissors two year olds having vocabulary below 50 words and using no or few two to three word combinations may have speech or language delays

Freud's Theory of Human Development as it relates to early childhood and elementary years

each psychosexual development stage revolves around erogenous zones where pleasure focuses at the time id, ego and superego 1-3 years (anal stage), ego emerges providing sense of self and reality, toilet training is important life stage, if rewarded excessively toddler may become possessive of bowel movements deriving excessive pleasure from them 3-5 years (phallic stage) superego and conscious emerges providing a moral compass, discover genitals as erogenous zones, oedipus complex elementary time is latency period wherein sexual impulses are suppressed in favor of developing social skills and relationships

characteristics of how peer acceptance and conformity gain importance during adolescence

early assertions of self are reflected in the very individual, sometimes bizarre way young children may dress or eat, however social acceptance and peer pressure are extremely powerful forces by the time they are in school children show concern for belonging to groups and fitting social contexts teenagers are hypersensitive to peers perceptions and opinions and highly concerned with social acceptance teens struggling with identity can also feel threatened about defining their individuality conforming to groups reduces self consciousnesses and prevents teens from standing out, assures them they are not alone

physical and cognitive characteristics of typically developing children in early childhood, middle and late childhood and adolescents

early childhood- gain 2.5 inches and 5-7 pounds, preschoolers become taller and slimmer, heads are less over sized, continuing brain maturation, progress in attention planning and language, reasoning develops 4-7 yrs but is not logical, by 5 gross motor skills gain automaticity middle and late childhood- growth is slow and consistent, heads and waists become more proportionate to height, bones and muscle tissue strengthen, coordination improves, 10-12 years coordination skill is approximately adults, prefrontal cortex development improving attention, memory, and reason adolescents- puberty combines physical and sexual maturation, improved processing and reasoning, emotion related amygdala matures by 18-25

salient linguistic, affective, and moral characteristics of children

early childhood: greater sensitivity to spoken phonological features, linguistic rule systems understanding, learning and apply syntactic rules to speech, dramatic vocabulary improvement and conversation skills, 4-5 yrs self awareness and self consciousness, preconventional reasoning with external punishments and rewards until 9 yrs middle and late childhood- understanding alphabet, categorizing, 6-11 yrs vocabulary grows to 14,000-40,000 words, complex grammar comprehension, more varied coping strategies, self regulation, Kohlberg's second level of reasoning adolescents: skills advance including spoke and written sentences, writing stories that follow grammar rules, consistently accurate inferences from text, metaphors, postconventional reasoning, social contracts and moral standards

why professional versatility is essential to effective classroom teaching

education is not a one size fits all endeavor no two learners are the same and no classes are the same given the diversity of students, open mindedness and willingness to adapt are arguably the most important characteristics of successful teachers openness to the possibility of a new approach allows a teacher to persevere through the most challenging circumstances

factors to consider for choosing assessment instruments to use

educational context, intellectual capacity for purposes of educational placement, curricular and instructional design, individualized or differentiated instruction to ascertain daily living activities a child can perform compared to age peers tests like Vineland Adaptive Behavior Scales are indicated Bayley Scales of Infant and Toddler Development help evaluate developmental levels

aspects of integrating technology into instruction

effective when it supports curriculum goals must support: active student engagement, group participation, frequent interaction and feedback and connect with real life

what regular reflection contributes to effective teachers and several teacher activities that support reflective practices

enables teachers to gain some distance and objectiity to analyze their instructional practices and interaction with students which enables them to identify, plan and implement measures to improve these to track their effectiveness teachers should establishing baselines early in the school year they can keep journals and write reflections of interactions as much as possible can write truthfully, do pre designed self assessments, peer assessments, systematic incident analysis and keep portfolies

characteristics of independent study as an instructional methods

encompasses a range of different methods intentionally provide independent study types of methods for the purposes of developing initiative, self-determination, self-reliance, self-direction and self-improvement teacher is facilitator or guide increase student motivation must ensure students have the skills for it doing homework, writing reports, computer based instruction, assigned questions, etc.

principles for teachers to follow when instructing students to write in content areas

ensure that course content is central to the the writing process what the writing communicates takes precedence, how it communicates this is incidental ensure that students know the content material before they write design writing activities that involve students' synthesis and organizing their knowledge rather than regurgitating enable students to be learners and researchers provide support while they write, offer peer revisions publicize student writing so teachers are not the only audience

guidelines and ideas for teachers to develop lessons in content area writing

entails not repeating facts but inquiry, discovery and synthesis multiple choice tests and short answer more efficiently show facts students know, writing requires and enables students to assemble what they learning and apply it to new contexts develop ideas for different writing formats to explore learning objectives: assignments offering only a choice of a report or essay, giving main topics and page length frequently fail by not letting students explore the available range of writing formats

provisions of a federal law governing equal access for school clubs and groups and a supreme court ruling upholding it

equal access act prohibits discrimination against religious groups in public high schools receiving federal funds such schools having at least one non curriculum, student led club meeting outside class hours must all organization of additional such clubs and equal access to school meeting places westside community schools vs mergens the supreme court declared this law constitution and let a Christian student group meet

uses, strengths, limitations of essay questions vs selected response and of written vs performance measures

essay questions test composition and writing skills as well as subject area knowledge enable students to go in depth and detail topics showing the extent of their knowledge afford student choice about subtopics, points and how much they emphasize them are more time consuming to administer and grade/subjective

importance of play to early childhood development

essential for healthy brain development develops physical strength, dexterity, cognitive and emotion strength, imagination, and interaction with the environment learn how people behave, create worlds, overcome fears and practice adult roles develops self confidence and resiliency learn sharing, cooperating, conflict resolution, negotiation and leadership

strategies teachers can promote successful classrooms where all students participate and have their needs met

establish a climate where students feel safe, secure and engaged discuss how students want the classroom to work and how to maintain the best climate promote cooperation, involvement and a stimulating, inviting, productive environment with appealing arrangements and displays organize the classroom to allow student movement, stations for long term involvement and easy technology access engage students in the processes of developing procedures and routines assign and manage meaningful assignments with purpose prepare for teaching

characteristics of analytical scoring as applied to writing

evaluates and scores discrete writing features, concise concept expression, creativity, grammar, punctuation may average theses scores or weigh them by importance helps teachers consider all writing elements and diagnoses what areas need more help time intensive for teachers, not all students read comments and negative comments can be counterproductive

examples of how technology is integrated into teaching and learning environments

examining patterns of teacher and student use of technology can show if and to what degree technology is integrated teacher use: instruction, locating resources, accessing libraries, downloading curriculum materials, networking with colleagues, communicating with parents student use: projects, calculations, collecting data, research, etc.

findings about how teacher expectations influence teacher behavior and student performance

expectations become self-fulfilling prophecies offer more feedback and are kinder to students they feel will be successful new intensive teacher training shifts teachers beliefs to help support all students and have high expectations for all their students

teaching strategies to use after reading to develop student's reaching comprehension

expert jigsaw: break large texts into intact content chunks, assign students to read various sections, then have one member explain content to the rest and clarify through discussion reflection: give a guiding question to help connect new learning to existing knowledge whip: for ensuring every student participates, gathering data, enabling student sharing of varying responses to open ended questions, go around the room have students answer aloud a text based question I search: in a user friendly inquiry research project, students choose topics according to an open ended broad question, list topic questions, research sources, write papers

identify what type of motivation grades involve

external motivators provide an index of how a student performed in classroom activities and assessments students displaying extrinsic motivation might say they need certain letter or number grades to pass courses and accomplish graduation from high school, receive praise from parents

internal vs external motivation

external: include teacher and parent expectations of students, rewards students can earn by demonstrating learning and grades, requires little preparation or effort to apply, frequently distract students from leaning the subject matter, the are durable, can decrease internal motivation internal: student interest in subject matter, learning and desire for knowledge, take longer to change behavior, not dependent on rewards or punishment

professional development opportunities to help educators utilize and integrate technology

facilitates and enhances instruction, learning and education and is now a necessity now that society depends on and requires its use so heavily International Society for Technology in Education offers consulting for helping educators develop customized learning programs workshops include providing in depth examination of worldwide educational initiatives using technology, also peer coaching

strategies for partnering with families to support education

family involvement improves student attitudes, scores, post secondary enrollment, self-esteem, attendance and behavior avoid preconceptions about families, respect them and make them allies contacting and building rapport with families at the beginning of the year, communication the importance of the partnership sets an inviting tine give families information about ways of creating positive home learning environments ask about expectations for child and how they support them

expert recommended practices teachers can use for differentiating reading instruction

find discussion particularly important when differentiating reading instruction effectively builds on every individual student's factual knowledge and understanding and gives students opportunities to build comprehension and clarify meaning students deepen recall and understanding when teachers ask them to progress past fact recall and memorization and apply them to problems and issues must never assume every student absorbs the same information from a lesson writing strengthens comprehension and enables thinking, exploration and learning advise teachers to think through every unit to determine what they want students to learn

considerations for selecting assessment formats

first always remember that any comprehensive assessment must include multiple and varied methods, instruments, tools and formats age appropriateness is important

assessment formats and how they can apply to specific instructional objectives

for making preschool and K placement decisions, developmental scales are useful for assessing their developmental levels in various domains these tests are also helpful in comparing developmental levels to age norms for diagnosing developmental delays developmental scale results then also become useful for designing instructional objectives where teachers can help children with delays reach normal development

considerations for teachers to explain student assessment results

for younger students teachers should avoid technical terms that students can't understand knowledgeable parents may only want to know which comparison group was used or how their child compares nationally, for less knowledgeable parents, give them a clear concise definition or common sense equivalent

differences between formal and informal assessments

formal assessments provide quantitative data because they are standardized and report standard scores informal provide qualitative data because they are not standardized and more subjective formal enable comparison of individuals with peer groups but not specific details of the individual informal gives more detail about an individual's strengths, needs and performance formal are norm referenced tests while informal are typically criterion referenced tests

characteristics and types of formal and informal assessments

formal include standardized methods for their administration, scoring and interpretation standardized testing instruments have been statistically proven valid quizzes and exercises at the ends of educational chapters or units are examples teacher observations, call q and a sessions, running reports, projects/presentations and experiments are informal

types of formal and informal assessments, their applications, advantages and disadvantages

formal: standardized tests, data are calculated/summarized, standardized scores/percentiles or stanines are provided, statistical analyses support conclusions based on test results, certain score ranges is average for representative samples of the student population in a given grade, informal: performance and content driven not data driven, scores are most rubric scores, criterion referenced or performance based tests to compare students to peers their own age, compare student's strengths and weaknesses or assess achievement formal are good for summative not formative assessment and generalized data not individualized data, informal tests more generalized are good for ongoing assessment but less objective or statistically supported

formal and informal assessments

formal: woodcock-Johnson reading mastery, Stanford achievement and diagnostic reading tests, state achievement tests, tests of reading comprehension, gray oral reading tests diagnostics informal: content area literacy assessment, qualitative reading inventory, reading preperation, silent reading, burns/roe informal reading inventory required for ELLS when assessment and learning are inseparable observational literacy checklists include using text structure and context clues, selecting graphic organizers and rereading reading portfolios indicate student reading times, choices and quantities, goals, insights and questions formal tests should be valid, reliable, give standard scores and identify literacy skills and needs

how diagnostic assessment differs from formative and summative assessments

formative is conducted during instruction summative is conducted after instruction diagnostic is conducted before instruction often called pre assessments, these focus on one domain or area can give educators information about previous knowledge that students have and informs them where to begin instruction give a baseline to compare to following instruction can use it to develop lesson plans and to differentiate instruction to meet needs

formative and summative assessment

formative: conducted during instruction, can improve teaching and learning as it occurs and continues summative: are conducted after instruction, may evaluate learning from a unit or semester

findings about the benefits of teacher collaboration to teachers, students and schools

found lower rates of turnover among new teachers at schools providing support through induction and mentoring programs teachers report strong collegial relationships, decision making involvement and self efficacy beliefs afford greater personal satisfaction in majority of schools teachers plan and teacher alone collaboration often dramatically turns around student achievement at chronically low performing schools within a few years

conditions under which the education practices commission can suspend or revoke an educators certification

fraudulent certificate pursuit or acquisition, knowingly and not reporting suspected child abuse, misconduct related to student safety or welfare, proven incompetence, committing crimes and being charged

research evidence based recommendations for teachers to instruct ELL students effectively

give challenging, meaningful curriculum content, text choices, authentic reading and writing activities placement by academic achievement with high quality instruction in challenging classes studies show ELL reading comprehension, writer identity development and peer collaboration are developed through extracurricular composition

ways which computer mediation supports student learning

gives students opportunities to access remote data sources, collaborate and share their work computer instruction combined with regular classroom instruction enhances motivation, achievement and attitudes prevalence in workplace demands student preparation enhance higher order cognitive processing, building skills in logical reasoning, inductive and deductive reasoning, making verbal analogies, practicing, problem solving give students autonomy in learning by going at their own pace

procedure for continuous monitoring charting of student performance

gives teachers information on student progress with short term objectives, can respond flexibly to student understanding/engagement and adjust instruction gives students visual depictions of their learning critical elements are frequently assessing student understanding and performance, ability to replicate assessment procedures over several days, tally or chart student responses to implement, select specific instructional objective, design an assessment sheet students can complete and score students on correct responses

ways teachers can teach students to use research based strategies for reading comprehension

graphic representations mental imagery questioning inference summarizing

strategies teachers can give for summarizing text and synthesizing information

greatest challenge is judging what to include or omit make sure students understand the full text, main ideas and details have students follow text's organization and tone while maintaining objective views summaries should be 15-20% of original text length have them compare to original text for accuracy give examples of well and poorly written summaries

ways IEP team members can help students, teachers and families with educational processes

guidance counselors can help by interpreting student scores, identify strengths and needs, counsel students on school programs and career paths, collaborate with teachers, listen to student academic and social problems IEP team can offer ways to incorporate classroom activities enabling students to address needs and objectives special education teachers provide ways of adapting and modifying curriculum and instruction, strategies for inclusive and differentiated instruction, knowledge about assertive devices speech language therapists can inform teachers of student goals, therapeutic techniques and how to integrate these with classroom instruction library media specialists help keep their technology current occupational therapists inform teachers of fine motor skills development and more or adapt devices para-educators can complete many routine classroom duties and work one on one with individual students

benefits of learning theory to education

has given educators a wealth of tools because it is practical regardless of cognitive or intellectual level, gives clear procedures to follow, deals with observable/measureless behaviors behavior shaping by reinforcing successive approximations towards an ultimate behavior and chaining similar behaviors are important

adolescent development and interaction between physical and social domains

high correlation between vocabulary and high test scores teachers can enhance adolescent linguistic mediation skills with exercises regarding literal vs. metaphorical word teens whose cognitive development exceeds their peers may be stereotyped as nerds, those whose physical development preccedes their peers may inadvertently harm others amygdala matures sooner causing intense emotions but prefrontal cortex doesn't mature until adulthood affective and social developments interact with moral development

three instructional strategies by Robert Marzano as effective for improving teaching quality and student achievement

homework and practice visual or nonlinguistic representations cooperative learning

relate several steps for adults to follow in teaching goal setting

how to talk about goals to understand and set them, define what they want to accomplish, by when and which related skills they already know rather than crushing aspirations of unrealistic goals help the child refine the goal into smaller associated goals as steps to the ultimate goal assists with task analysis, breaking down a goal into steps track and monitor progress celebrate success

three of nine instructional strategies by Robert Marzanon found to facilitate effective teaching and achievement

identifying similarities and differences summarizing and note taking reinforcing efforts, giving recognition

Erik Erickson developmental theory on adolescent years

identity vs. role confusion (adolescent 12-18) teenagers begin developing their individual personal identities social relationships are key to this stage teens that are successful in defining their personal roles develop a sense of being true to themselves, failure results in poor self image young adults (19-40) are included in teenage years because Erickson's theory associates the final teen year as part of young adulthood this is his stage of intimacy vs isolation, once teens have developed a sense of identity they progress forming intimate,loving relationships with other young adults

common problems teachers encounter relative to diversity

idiomatic expressions confuse students whose first language isn't English all students benefit from linguistic redundancy, seeing print or writing while hearing speech provide diverse examples in history, political knowledge, gender, regional info. do not assume students who do not speak up do not know class material

describe the classroom fair use of copyrighted images, sound, and videos found on the internet

images may be used for in classroom purposes by a teacher or student, may not be reposted without permission no more than 15 images or 10% of a given collection may be used up to 10% of musical composition may be used by educators or students as part of a multimedia presentation videos may be used for instructional purposes and may not be used for entertainment no more than 10% or three minutes (whichever is less) may be used

teaching strategies that involve students in active learning activities that allow them to show their learning in diverse manners

in a carousel questions strategy, the teacher writes several questions about a content topic being learned on large posters, small student groups rotate every few minutes around question sets and includes an answer not previously stated in case studies students are given real world stories and they apply their content knowledge in critical explanation, teachers ask students to consider reasons that explain content related problems in discussion webs students consider a content related problem in small groups then regroup and discuss with the class in field studies, students have opportunities to learn about and study issues in their community

conditions leading to gang involvement and how it relates to development

in low socioeconomic urban neighborhoods gangs often develop in part to protect members against violence from adult criminals and other gangs this positive motivation and protective benefit are still accompanied by undersireable effects more likely when students search to form personal identities many urban youth lack adult supervision, mentoring or role models membership fills need for group affiliation, belonging, identity, rules and behavioral direction security in us vs them mentality provide concrete foes to those feeling helpless to control or combat larger social ills such as poverty

how teachers can incorporate different learning modalities into their instructional practices to optimize individual student learning

include multiple and alternative modalities some student are auditory learners while others are visual learners teachers can give younger students materials with varied textures to accompany story reading assigning older students projects to interpret literature, science, etc. by constructing models or displays students with kinesthetic styles learn through physical movement and teachers can let them dance to music and apply exercise and sports movements to physics, math and other participles

four necessary features of instructional objectives

include student orientation, behavioral terminology, a criterion and a condition statement

what is meant by observable behavior

influenced by behaviorist learning theory only behaviors that were observable can be measured and changed through behavioral modification techniques based on operant conditioning principles a good instructional objective would not require a student to just know or remember but to, recall, name, list or repeat it because these demonstrate the student's knowledge and memory in ways we can observe

home and community cultural influences on elementary achievement

influential home factors include respect, education, career, maternal roles, expected family roles, emotional support school factors: safe environment, flexible grouping research finds teachers of high ability hispanic students frequently know little or nothing about home spoken language and many students are bilingual and bi literate but teachers do not know educational investigators advise standards of assessing hispanic students should reflect their culture and ethnic backgrounds

ways in which formal assessment results are used for making educational decisions

inform student placements into schools, grades and types of classes tacking is generally unpopular these days, educators seek to place students into groups where ability levels are similar and teachers can offer material that is challenging for students with disabilities formal assessments exist to inform educators where a student is on the spectrum given at the ends of schools years to measure achievement -used for student grade promotion, assess progress, school accountability and effectiveness

steps to evaluate electronic information critically

initial appraisal: what are authors credentials, is the institution reputable, is the source about a topic in the authors expertise, is it first hand experience, is the information relevant content analysis: read preface or abstract to discern author intent, is intended audience specialized, are sources too advanced or elementary, is it suitable for your needs, is author impartial, is it organized, what are their sources

recommendations for communicating assessment results to students and parents

initial briefing for the whole class or group tested and then follow up meetings with individuals, focus on how teachers will meet their needs briefing should include an overview of the assessment programs and instruments, results and plans for recognizing outstanding performance follow up should include strengths and needs and plan of action teacher and administration should jointly report results to parents to build active partnership

describe how different instructional approaches emphasize student responsibility for learning

inquiry guided method: students investigate to answer questions, attaining understanding of concepts independently, promotes lifelong research skills and places responsibility for learning on students learner centered method: teachers are responsible for facilitating learning while students take responsibility for learning instructional method of establishing learning communities: every member participates, taking responsibility for accomplishing goals, responsibility is collective service learning is an instructional approach combining academic content with a service project enabling reflecting and students learn to take civic responsibility team based learning: students participate as members of teams, students are more responsible and reliant on each other

instructional unit where the teacher integrates student listening, reading, writing and speaking skills unified by a common theme

integrating oral and print literacy into all content subject areas introduce the unit with a lesson where students use listening skills and note taking which use writing skills and speaking skills to answer questions, assign reading which uses literacy skills

three main categories of cognitive disabilities

intellectual disability: students function intellectually two standard deviations or more lower than average peers, learn at slower rates, milestones occur at later ages, difficulty understanding abstract concepts autism spectrum disorders: impairment in activities of daily living and behavior, often impair social understanding and interaction, difficulty understanding sarcasm figurative language, humor, starting conversations and conversational give and take, behavioral characteristics include repetitive actions, restricted interests, rigid routines, focusing on one activity for a long time and difficulty transitioning between activities specific learning disabilities: have difficulty processing linguistic and or numeric information, achievement is far behind intellectual abilities

ways teachers can establish supportive classroom environments

intentionally teach responsible behaviors, afford a multidimensional approach to eavery student, collaborate with parents, school counselors establish classroom harmony though creating warm, supportive atmospheres where every student feels they are an important member empower students and promote their sense of class ownership by involving them actively in disciplinary processes

characteristics and advantages of brainstorming, cooperative learning, groups, interviews, discussions, peer practice and debates

interactive strategies promote interpersonal and social skills brainstorming eliminates or minimizes student inhibitions and promotes self-expression, originality and creativity without critisism accquire more ideas as a group cooperative learning groups promote collective and individual accountability, responsibility and teamwork interviews help students learn about one another discussions let students exchange ideas peer practice affords classmate support and greater comfort levels debates teach students to apply logic with evidence

differences between internal and external rewards

intrinsic rewards originate within the individual, feeling gratification at learning or knowing something for the sake of knowledge, feeling self efficacy for being able to perform a certain task extrinsic rewards are provided by other people or the environment

six procedural steps for teaching that follow direct instruction principles

introduction and review: get student attention to introduce now information or review or build upon previously learned information development: model the skill, knowledge or behavior students will need to demonstrate, clearly explain and give sufficient examples, check for understanding by asking key questions guided practice: once students respond to positively to modeling/explanations/examples, assign tasks for them to practice, offer help and direct instruction closure: conclude the lesson independent practice: assign tasks to students who demonstrated proficiency and competency evaluation: assess progress formatively through classroom assignments or summatively through projects or tests to determine if learning goals are met

provide an example of a lesson plan with eight steps including the amount of time the teacher allots for each step and examples of activities

introduction- 5 minutes, teacher writes Lincoln quote and students discuss meaning foundation- 5/10 minutes, brief discussion, key words and vocabulary brain activation- 5/10 minutes, ask what the words mean body of new information- 10/15 minutes, referring to specific textbook pages write key ideas or notes clarification- 5/10 minutes, students write reflection practice and review- 5/10 minutes, small group discussions independent practice- 10 minutes, write brief summaries closure- 5 minutes, students share with a partner

summarize an example of eight sequential phases or steps in a lesson plan that builds on prior student knowledge, extends understanding and engages students

introduction- state purpose foundation- confirm prior student knowledge brain activity- clarify concepts body of new information- present the main lesson clarification- check for understanding practice and review- supervise practice independent practice- select further review to do independently closure- connect lesson steps and information

ways educators can create supportive, positive classrooms evironments

invited or involve parents to meet students needs together crucial Cs of parental support: communication, connection nad collaborative invite other teachers and staff to collaborate in solving learning and discipline probables encourage and praise students' positive steps, efforts, strengths, progress and improvement not just finished products encouragement helps students self validate and reflect on their own responses to their strengths and accomplishments effective praise is informative and appreciative building a sense of accomplishment and capability is key turn mistakes into learning opportunities give respect, listen to students, communicate positive expectations, involve students in decision making

Pros and Cons of Portfolio Assessment

involve reviewing a collection of student work products gathered cumulatively over a period of time advantage is they can provide real evidence of student progress, another is that products may be artworks, models and other concrete objects which are more individualized and demonstrate more student skills students with different learning styles can produce evidence of those strengths can be shown in portfolios can be used in both summative and formative assessments disadvantages include time grading and required to make portfolio and lack of standardization

instructional principles and strategies for developing student's content area vocabulary knowledge

involves integrating new vocabulary with existing knowledge, repeated word, concept exposure and use and multiple opportunities for using new vocabulary meaningfully in reading, writing and discussion strategies: increasing independent reading amounts motivators include using the lexile system to match text difficulty to student reading levels and personal interests, reading incentive programs incorporating quizzes, reviews, book clubs and literature circles choose the most important words to teach, representing new concepts, generating important learning and critical academic vocabulary essential for comprehending ideas teach: synonyms, antonyms, paraphrase definitions, give examples, assign sentences demonstrating comprehension, assign word sorting, word parts and common greek and latin roots

characteristics of effective teachers by experts for inclusive practices

keep focus on academics, give students maximal opportunities for learning, demonstrate good classroom management, use work oriented business like styles, express enthusiasm, communicate high expectations of students of what they can achieve, apply strategies to keep students motivated, use direct instruction, monitor student activities, give clear explanations, use varied resources, adjust to individual student needs, spend time doing whole class interactive teaching, ample guided practice, fast paced lessons, careful curriculum control and sequencing, positive peer assistance

How knowledge is constructed

knowledge is acquired best through collaboration and real-world experiences learners assimilate new information into existing mental schemes or modify existing schemes for new ideas, draw on existing knowledge to actively interpret new input based on established insights and beliefs four iterive learning processes: cueing or retrieving previous knowledge, the outcome is an examination or consolidation of knowledge, integrating new skills and information into current belief, creating cognitive dissonance with and existing belief, developing self regulated learning related to testing instructional effectiveness

the levels of bloom's taxonomy

knowledge-recalling information learned comprehension- grasping, restating, explaining application- of knowledge to new situations analysis- separating components of material and showing relationships synthesis- bringing separate ideas and concepts together to create new wholes and relationships evaluation- judging the value or worth of information according to established criteria

ways younger students develop skills and make sense of the world through play

learn through adaptation to the environment seek to establish balance if a young child can fit a new concept into an existing schema they can assimilate it, if is radically different the child accommodates it by altering scheme or creating a new own children learn by interacting with and upon their environments

define constructivism, zone of proximal development, scaffolding

learning by interacting with and upon your environment with hypothesis and experiment type behavior area between where a learning can accomplish something independently vs with guidance temporary needed support withdrawn as learners gain proficiency

reciprocal determinism, conditions necessary for modeling, observational and vicarious learning

learning is a process involving the individual, the environment and the behavior attention, retention, reproduction and motivation

thematic instruction

learning is best in the context of a coherent whole and connected to real life organizes curriculum around overarching themes, teaching around experience not isolated disciplines goal is teaching these cognitive skills within the context of real world topics, combining both enough broadness to enable creative exploration and enough specificity for practical application

how learning styles, gender, culture, SES and prior knowledge affect student leaning and performance

learning style: visual, auditory, kinesthetic gender: boys are physically aggressive, girls display relational aggression cultures: south american and aisan cultures prefer cooperation over competition SES: students may miss school from lacking proper clothing and shows, malnutrition makes it more difficult to perform prior knowledge: students with marginal literacy cannot write stories but excel at oral story telling and are familiar in tradition of their cultures

characteristics of holistic scoring when applied to student writing assignments

less time consuming than analytic scoring enables multi-grader scoring the original teacher chooses at least three student essays which according to the teacher's criteria based on the learning objectives represent the high, low and average achievement using those as models, the graders assess many essays written by a class found highly reliable and consistent as a method of scoring student writing it takes so much less time disadvantages include that individual students are not informed of specific reasons for their grades

Lev Vygotsky and teaching practices

lived in russian revolution, stressed the importance of social learning believed in different stages of cognitive development believing that it varied between societies as it was heavily influenced by culture more knowledgeable other- a person with a higher level of skill or understanding than a given student zone of proximal development- distance between two levels of cognitive development, 1. the level of actual development where a student can accomplish something independently and 2. the level of potential development where a student can accomplish something with guidance emphasized ability and potential above knowledge first to prove self talk was an important part of self regulation and learning

difference between operant and classical conditioning

main difference is classical conditioning manipulates reflexive or involuntary behaviors both contribute to the belief that behaviors can be established, increased, decrease, eliminated, connects and shaped through manipulating related environmental stimuli

Erik Erikson and human development

major influence was Freud focused on personal self images and social interactions toddlers (2-3) confronting toilet training experience autonomy vs. shame and doubt, in learning physical control successful children develop independence children who succeed in interacting with and manipulating their environments develop a sense of purpose children who fail at this by exerting excessive power or by receiving disapproval develop guilt school age (6-11) face industry vs inferiority successful coping with new social and academic requirements develops feelings of competence

teacher strategies to help students develop reading comprehension

making connections- text to self, text to text, text to world questioning: question-answer-relationships visualizing inferring determining importance synthesizing

what acceptable use policies are in information technology, when they are used and typical requirements

many schools require students and staff to sign their AUP document before providing them with a network ID to gain access, AUPs are also required by internet service providers of users when they sign up for the company;s internet access services users agree to comply with such rules as not using the service to contribute to violating nay law, not trying to violate any user's or network security, not posting commercial messages to usenet groups, trying not to send spam

ways to locate, access and manipulate electronic information, use online help and evaluate the validity and accuracy of electronic information sources

many search engines exists, user friendly sites create huge databases indexing millions of websites, locating sites relevant to the search term software applications enable accessing and manipulating information from remote devices help buttons load on windows and include FAQs to evaluate e-information first appraise authord credentials, publication date, revision and edition, publisher and journal title, analyze content including intended audience, objective reasoning, coverage, writing style

long term goals, short term objectives, instructional objectives, lesson plan objectives

mastered over a school year and stated in broad terms, correspond to content areas derived from long term goals, completed in shorter periods can generally master objectives in one lesson

categories of speech or language disorders

may involve only speech, only language or both remediation is speech therapy treatments depend on the causes

issues and teacher considerations related to the assessment of ELL students content area knowledge

may need to determine wheather ELLs understand english language prompts and directions for completing a task and making sure they demonstrate comprehension enough to complete the task often understand concepts in their own language but not english authentic and alternative assessments superior to traditional testing forms are beneficial, like story telling, oral interviews, demonstrations and projects

standard deviation, mean, median, mode, grade equivalent sores, age equivalent scores

mean of the mean, measuring score, data dispersion, equals the square root of the variance, nearer to 0 indicates all data points clustered close to average average of a data set middle number value occurring the most where on a continuum a student's score falls based on students age not grade

attributes of various types of standardized aptitude tests

measure potential rather than accomplishments IQ test measure intellectual ability in various cognitive domains but not actually how students perform academically aptitude tests measure student interest and ability for certain areas and domains some evaluate broader domains others interest and abilities for specific activities may produce strange results not accurately reflecting the whole person or even applicable career directions

define scaffolding

metaphorical iteration of literal building construction scaffolding, temporary support enabling students to complete tasks they cannot accomplish on their own at the time, can be withdrawn as students progress

ways student sensory impairments have impacts on learning

miss a lot of input in our highly visually oriented society orientation and mobility specialists can help them navigate school and environments can benefit from magnifiers, large print texts, sitting close to the board, text to speech communicator, ASL interpreters, avoid putting hearing impaired students far from fire alarm

what is a profession learning community

most often small groups of educators who meet on a regular basis to discuss and collaborate to improve teaching skills and student academic performance might discuss the creation or editing of class materials, completed student work as exemplars of learning, data of assessments or professional literature focus is leaning and what the teacher can learn about student learning

examples illustrating possible effects of student motivation, self-confidence, self esteem, cognitive development, maturity and language on learning and development

motivation: the best designed and implemented instruction will fail if students are not first motivated, internal locus of control is more motivating for achievement than external locus of control, teachers engage student's interest by selecting subjects students want to know about and offering choices of learning activities and specific subtopics to investigate self-confidence: students lacking hesitate to try anything anticipating failure, they need encouragement and approval of themselves, lacking self confidence for specific tasks is self-efficacy self esteem: largely determines self confidence, teachers can raise this by showing and communicating that they value and care about their students cognitive development: students at different levels need differentiated instruction maturity: teachers must consider whether emotional or social maturity differs from physical or cognitive maturity and interact appropriately language: many teachers mistake ELL deficits for learning disabilities causing over representation in special education

two common assessment formats and when they should be used

multiple choice tests have stems, usually questions and several answer choice, sometimes more than one correct answer, easily administered to large classes, can be scored by assistants or computers, can measure memory/knowledge/problem shelving oral questioning is the most common, can use hypothetical and check understanding, applies to assessing spoken language, more valid than reliable and time intensive

examples of classroom practices where teachers can incorporate information about ELL students' cultures into learning and foster cultural understanding among all classmates

must comprehend the impact of culture on classroom learning consider which schemata ELLs bring into the classroom, connect new information to their existing knowledge and instruction to student cultural as well as personal and world experiences invited ELLs to bring or discuss native dishes by holding cultural food fairs or have in class presentations about holiday tradition invited them to wear or bring traditional clothing, explaining their significance and answering classmates questions discussions about prominent characters, religious beliefs and significant historical events

instructional strategies that researchers have found to promote student development of higher order thinking

name and define each cognitive skill for students, model steps for apply each skill, explain appropriate skill application contexts, assign cooperative leaning groups, ask questions give practice brainstorming, decision making, experimenting, problem solving give opportunities to discover procedural knowledge, promote internal locus of control by helping students perceive themselves as effective learners

how instructional design and goals can be aligned with statewide assessments

need to first read the standards on which statewide assessments are based a teacher whose students will be taking a test based on common core standards would need to first review the standards and align their teaching to ensure that everything included in those standards is included in their curriculum

three stages of development from the perspective of developmental psychology

new self image based on physiological changes and apply emergent logical cognitive and ration judgement skills mid-adolescents separate from parents, become adventurous, develop responsibility and self reliance late adolescent identity and social role stabilizes, shift from selfish to caring for others, establish life goals teachers should plan lessons to help students move from piaget's concrete operations to formal operations stage must experience school success, resolve identity, have future action plans

role of mentors in education

no individual can reach every student or solve every problem a number of school systems have begun formal programs to help train veteran teachers to serve as mentors mentor is a veteran teacher who is accepting of a new teacher, is effective in a variety of different interpersonal contexts, and adept at providing instructional support is empathetic, optimistic and open to development in new aspects of the teaching profession is a resource to share tips and ticks, put issues into perspective and reassure teachers who are overwhelmed

three of the nine instructional strategies identified by Robert Marzano for improving teaching and learning

objectives and feedback- not overly specific, readily compatible with student's personal goals hypothesis formulation and testing help students apply pre existing knowledge for additional learning uses

number of standards based instructional practices and how these benefit ELL students

organizing content by what students must know and do to perform at high levels can correct habits of offering ELLs unchallenging curricula and enhance communication with parents about achievement including higher order cognitive processes set high learning expectations assigning real life inquir enables ELLS to build on previous knowledge and use diverse problem solving methods stressing holistic concepts emphasizes what ELLs understand and how they think furnishing varied opportunities for student exploration and time to develop conceptual and situational understanding values ELL cultural and linguistic backgrounds helps use multiple sources of information multiple assessment formats complement diverse learning and knowledge methods

why educational outcomes should be measurable

outcomes should be observable and have some way to quantify the behavior demonstrating learning behaviorist learning theory pointed out that only observable behaviors can be measured, therefore changed Ex: the student, given a sentence written in past and present tense will be write a new sentence in future tense. can be observed, measured and imporved

technological application that teachers can more effectively complete administrative tasks

paperless teacher is an app for the ipad that automates and customizes processes of taking attendance, planning lessons, creating rubrics and entering grades it weighs each gradable element according to teacher specifications and calculates grades enabling teachers to send to parents and students

who may be included as individualized education program (IEP) team members

parents, special ed teachers, teachers, audiologists, occupational/physical therapists, ASL interpreters, social workers, school nurses, psychologists, advocates

impacts of individuals with disabilities education act

passed in 1975, guarantees the right of children with disabilities to a free, appropriate public education in the least restrictive environment the right to education of school aged children is covered in part B, part C addressed the right to early intervention and early childhood education of babies and toddlers with disabilities LRE clause has dual purpose: prevent segregation of children with disabilities to special schools or classes and to be interpreted differently according to the needs of every individual students every student is able to receive special education and related services for an identified eligible disability must have an individual education plan IEP plan including students, teachers, special educators, therapists identify students needs and specific learning objectives, timeframes and numerical criteria for determining success IEP includes assistive and adaptive devices and equipment and other supports

impacts of student substance use on development and learning

physical and neurological development of younger children are incomplete, alcohol and substance use can damage the central nervous system and other body systems can affect myelination, heart liver, kidneys and other organs are still developing when use becomes abuse, students neglect hygiene and schoolwork, attendance and grades fall and dropouts become common can trigger anxiety, depression, paranoia, schizophrenia and bipolar disorders

planning, memory and recall as cognitive processes in the learning process

planning is where many students fail before plunging into activities it require abstract thinking and imagination to envision the process of a task before actually performing them planning is in the prefrontal lobe students use working memory to rehearse information in short term memory and move it to long term memory for retention retrieve from long term memory by recalling it or recognizing it

how teachers can model, explain and give students practice in and feedback on research based reading comprehension strategies of prediction, prior knowledge, comprehension monitoring, think alouds and analyzing text structure

prediction: model for inexperienced or hesitant students, ask their opinions and invite similar and different positions prior knowledge: have students think about their own lives similar to text characters' experience comprehension monitoring: have students mark or make notes when reading to identify main ideas, note agreement/disagreement and identify confusing parts think alouds: model the though process for students analyzing text structure: helps students understand plot and character development using evidence to support arguments

strategies to support cognitive development in early childhood

preventing interruptions and distractions, show interest in children's activities presenting learning materials to pique curiosity support mastery motivation with sufficient materials without the tasks being impossible scaffolding play to the next level discuss time concepts use toys and language to introduce shape awareness

an aspect of human development that has an impact on behaviorist learning theories by not being sufficiently explained by them

primary limitation is that it fails to account for or explain maturational, hormonal, and other changes occurring throughout the lifespan ex. puberty biological mechanism is not addressed by these theories that behaviors are responses to stimuli in the environment externally

what is action research

process of reflective classroom inquiry performed by the teacher a technique though a teacher might refine their practice by using new data Plan, Act, Observe, Reflect

John Dewey (1859-1952) and education

progressive social reform movement president of American Psychological Association pragmatist and instrumentalist philosopher learning by doing shifted schools from authoritarian teacher centered, rote learning methods to democratic classrooms, relevant curricula and participatory activities emphasized social/interactive nature of education education taught children how to live, realize their full potential and apply those abilities balance of child and curriculum centered teachers as providers of producing high character

what student self assessment can help students and teachers accomplish

promotes student reflective and metacognitive skill development, critical thinking in analysis and judging effectiveness of teacher instructional practices and student learning strategies, helps teachers identify and understand student differences having students contribute to rubrics or learning contracts helps students be aware of expectations

provisions of section 504 of the rehabilitation act of 1973 relative to public school students with disabilities

protects the rights of people with disabilities in activities and programs receiving federal funds by prohibiting discrimination against them based on disability requires school districts to provide free appropriate public education to each of their qualifying students with disabilities law defines appropriate education as designed to meet disabled student's individual education needs as well as ensuring that non disabled students needs are meet

ways teachers can work with mentors

provide insights, resources, strategies developed through years of experience, reassurance regarding challenges and non judgmental support in student relationships and classroom management they help identity ineffective and consistent responses help with gaps in subject area content knowledge, specialized vocabulary, connecting lessons help understand appropriate per lesson material and students need for clear directions help implement lesson plans effectively by timing activities properly help teachers interact with supervisors and staff and help self evaluate

examples illustrating how behaviorist and social learning theories explain aspects of human development

psychoanalytic theories of human development made claims about internal processes that could not always be empirical evidence, behaviorist learning thirstiness sought in response to restrict their examinations to outwardly demonstrate behaviors they could observe and measure

physical and cognitive milestones in adolescents

puberty 15-17 yrs old girls mature faster and boys may still be physically maturing girls are typically two years ahead of boys concerned about their bodies adults need to be vigilant for eating disorders learn more clearly defined work habits provide reasons for the choices they make adults should encourage adequate sleep, exercise and nutrition and provide support

purposes, characteristics and benefits and teacher uses of educational research

purposes: research informs educational policy and practices characteristics and benefits: teachers do not passively receive research findings but they actively decide its implication for classroom practice teacher uses: study to inform instruction, critique research by asking questions, strategically select research most promising for enhancing teaching

differentiate between qualitative and quantitative research methods in education

quantitative are deductive in nature, investigators will collect and analyze numerical data with mathematical and statistical tools, compare pre test and post test to determine if a lesson was effective qualitative are inductive in nature, investigators will collect and analyze textual data collected from interviews, observations or conversations, discussing a lesson after the fact and ask the students for their perceptions of the effectiveness of the lesson, will help determine why students were or were not successful

why might a researcher want to investigate a problem using a mixed methods study

quantitative methods are adept to answering if questions numerical based methods can help answer questions regarding whether there is evidence that a pattern is occurring qualitative methods would be required to determine why students have not learned a given concept well mixed method inquiry can benefit an educator seeking to grow by providing both direct verdicts and indirect contexts to questions of pedagogical effectiveness

pros and cons of quantitative and qualitative research methods

quantitative methods are more objective, numerical data is unbiased researchers must interpret qualitative data and can be susceptible to bias quantitative methods tend to require more planning time before implementations while qualitative measures require more time after implementation quantitative methods are stricter in their design, collected responses must be numerical qualitative methods are more open ended, a greater variety of responses can be accepted and analyzed

kinds of student diversity and guidelines for teachers to respond to diversity in their classroom

race, SES status, homelessness, disabilities, intellectual ability, language treat students as individuals with unique, complex identities, ask open ended questions that invite experience and observation, do not ask students to speak for their minority group, pronounce names correctly

typical challenges encountered by middle and high school students

rapid physiological and psychological changes -magnitude and speed will vary -understanding limb pain and becoming winded easily may help -aide in helping adjust for nutrition and watch for eating disorders and self-consciousness

ways at which teachers use assessment to monitor student understanding and guide instruction

rather than teach an entire unit and administer an end of unit tests, only to discover students did not understand key points, it is more useful to monitor student understanding early and often, such as reflective questions seeing no or few volunteers may show a need to reteach concepts quizzes at ends of lessons within units monitor understanding in small group projects teachers may have a student orally report progress so teachers can offer time management strategies or advise

how a teacher can interpret student assessment scores

raw scores on a statewide assessment equals the number of items a student answered correctly can only be meaningful and interpreted relative to both the total number of items and raw scores of other students in the same grade must not be compared among different test administration many use a horizontal scale score allowing score comparison by adjusting for varying test form difficulty can compare student cohorts or individuals in the same grade a vertical score scale allows educators to measure student progress

examples of word identification strategies where teachers can help students develop foundations for vocabulary knowledge, reading fluency and comprehension

reading copious amounts of fairly easy text best develops high frequency word recognition context clues: include semantic or meaning clues syntactic clues: help determine parts of speech through word order picture clues: inform word meaning through illustration word structure clues: enable more experienced readers recognizing common letter clusters in words analogy clues: help readers identify simple syllables and words through phonemic awareness of word initial sounds and rhymes

considerations regarding teacher use and maintenance of student records and information

records can include student/curriculum information, annual standardized test scores. IEPs, ELp levels, academic background, recent report cards, conference information, teacher comments teachers should check school's policy and procedures regarding student records, check cumulative student records first when they have questions about a student, open and update cumulative records when school year starts, update IEPs and ELP level changes and conference information throughout the year, add final attendance, curriculum covered and comments at year ends

functions of formative assessments

reduces learning gaps also helps teachers design instruction targeting specific learning goals, support student learning, monitor student progress, identify strengths and weakness, differentiating instruction, improving outcomes to close learning gap: identify what students know and design instruction designed for students to progress, give clear and detailed feedback, active student involvement towards learning, break apart major goals into smaller progressions

characteristics and procedures of typical teacher appraisal systems

reflective teachers fear neither self evaluation nor evaluation by others but seek experienced other educators' opinions to inform their self-improvement to serve their students best appraisals are typically conducted annually by trained administrators ho observe individual teachers throughout the year and apply established criteria for acceptable performance areas include: student centered instruction, active student participation, student progress, professional communication/development, procedure compliance

ways the 2010 re authorization of elementary and secondary education act aided to address diverse student needs

replaced ESEA and NCLB demands fair, rigorous accountability for all school performance levels meeting diverse learner needs and more equitable provisions of fair opportunities for student success to ensure opportunity and equity for every student requires its programs to offer a wide range of supports and resources enabling students to graduate, attend college, establish careers includes programs for meeting the special education needs of ELL students, students with disabilities, homeless students, migrant worker 's children and neglected students states it is the federal government's responsibility for giving assistance to rural school districts and other high need areas

summarize an example from the US department of education of a public education structure for teacher roles at progressive levels of qualifications, experience and expertise

resident: beginners, not teachers of record, not student teachers but normally 1 yr master teacher supervised residency novice: certified but still developing, paired with a master teacher, not tenured, promoted within 2-5 yrs professional: tenured lifelong learners, exemplar academic coaches and advocates master: key school leadership team members, work in classrooms, lead school teams and are teaching resources for the whole professional team teacher leaders: divide time between classrooms and working with leadership teams and principals

define learning resources vs learning materials

resources include locations and means for finding teaching materials: websites, libraries, stores materials mean concrete objects: worksheets, workbooks, games

one effective model with multiple uses including literacy instruction and summarize its components

response to intervention model tier 1: all students receive the same positive behavioral or learning supports promoting learning and preventing problems for most students tier 2: at risk students do not response to tier 1 receive less generalized intervention tier 3: students do not respond to tier 2 intervention and need more individualized, intensive instruction

what role does the educator system play in a democratic society

rose to prepare students to become responsible citizens in a democratic society decisions regarding schools were made in deference to the common good school system is open to every student and they are entitled to an education that will allow them to have a fair opportunity to be a successful adult

respective characteristics of rubrics and analytical checklists

rubric defines in advance a specific behavior, skill or task to perform, it supplies basic guidelines and criteria for successful performance, typically define general performance ranges first go over rubric with students to explain what it means and then direct students to follow the rubric advantages: combining learning objectives, associated tasks, performance guidance and task evaluation criteria disadvantages: assigning performance levels, not precise percentages to grade analytical checklists predefined certain behaviors, skills and tasks, check observation of their presence or absence, time saving by being pre made, but not able to observe or identify additional valuable components

freud's developmental theory characterizes adolescent years

school age children suppress sexual id impulses to focus on developing social relationships and learning academic content fifth and final psychosexual stage that continues in adults reprise of the phallic stage

role school's community play in its mission to educate

schools have primary responsibility of education children but community engagement is a vital aspect of any truly successful school teachers can always use additional classroom resources to improve the effectiveness of educator one characteristic of a successful teacher is their ability to build and maintain positive partnerships with members of the community a supportive community will come to support its school and an involved school can give back through service and volunteer projects

general impacts of community, racial and cultural differences on middle and high school education

schools reflect societal racism healthy for minorities to express their racial and cultural identities all school community members must be involved in designing learning experiences founded in understand and respect for racial and cultural diversity schools are desegregated but suburbs and cities are not making them subject to economic and racial limitations

explain how curriculum scope and sequence interact with each other and both interact with learning standards

scope of curriculum refers to all the content it will include within a specified length of time. curriculum sequence refers to at which point during the time range specific parts of the scope of learning will occur by coordinating these, educators give order to their delivery of curricular content making sure their delivery covers all requirements and builds on itself

scoring guides, anecdotal notes and continua

scoring guides typically issued by authors of specific standardized assessment instruments advantage is that it instructs scorers to follow procedures and interpretations minimizing the chance scoring will be inaccurate anecdotal notes have advantage of recording teacher observations of behavior but include lack of standardization or norms continua offer advantages of avoiding the limitations of discrete grades and enabling more precise descriptions but include difficulty comparing scores without exact numbers

tips for teachers to get students engaged and increase their on task times

seating arrangements appropriate to the specific activity enhance engagement, choosing course materials relevant to students give students some control and choice in learning assigning achievable yet challenging tasks assign cooperative learning and other projects to promote reciprocal relationships

teachers role in shaping policy and advocating the teaching profession

secretary of education arne duncan stated public education for coming decades will be shaped by attracting and retaining the best talent to elevate and strengthen the teaching profession DOE in efforts to enlist this next teacher generation started the TEACH.org project with Microsoft's ED related project RESPECT which temporarily employs active teachers for input about federal budget, teaching reform and redefining teaching

identify characteristics of adolescent emotion and psychological development and some educational practices related to adolescent affective and behavioral tendencies

seeking unique personal identities and independence characterize adolescent emotional and psychological development teens try to balance peer approval and adult acceptance self discovery and identity quests can increase vulnerable feelings as sensitivity to self-other differences grow young adolescence is typified by unpredictability and intensity self esteem is low and fragile, notoriously self conscious and hyper sensitive to criticism

instructional practices to help students enhance their content area reading comprehension

self monitoring strategies help students identify what they do or do not understand and apply suitable strategies to resolve comprehension problems helping students develop meta cognitive strategies includes pinpointing problem locations, identifying the problem, paraphrasing difficult text, reviewing text to connect earlier with later references and previewing later text to inform current meanings semantic organizers help students distinguish fiction and nonfiction, focus on structure and demonstrate relationships in texts answering questions gives students purpose for reading having students generate questions on main text ideas or requiring synthesizing information from different text portions helps them realize whether they can answer them

how teaching decision making and goal setting can help students develop self direction

setting goals show kids they have control over their lives first must decide what they want to accomplish, this helps motivate children to achieve things for their own satisfaction internal locus of control and intrinsic motivation adults can help define what a goal is and can listen more than talking to support children

ways teachers can communicate with parents about how to compare and interpret test scores

should explain that these are derived by comparing their child's scores with those of a comparison group comparing scores child to child makes results most meaningful for parents to see how their child is similar or different to other children should compare test scores with daily classwork before parent conferences

teacher considerations for assigning student peer assessment

should explain to students the benefits and expectations of the process one disadvantage is that student relationships and interactions can influence peer review to be personal or subjective can keep student work anonymous to make comments more objective students inexperience with peer assessment may not know what kinds of feedback are useful, which can be addressed bu giving students examples of feedback quality to impart structure norms and appropriateness, teachers should provide time limits and clear directions for in class review, define deadlines for hw peer review peer review is more valid when students are more familiar with and take more ownership of criteria teachers should offer their input and guidance

teacher self assessment model as an example of instructional areas in which teachers can assess their proficiency, identify supporting students evidence and make improvement

silver strong & associates: synthesizing much of the best instructional design from constructivist perspectives has nine dimensions for combining the categories of instructional design and delivery with four cornerstones of effective teacher 1: preparing students for new learning, presenting new learning, deepening learning, helping students reflect and celebrate learning, applying learning 2: organization/rules/procedures, positive relationships, culture of thinking and learning, engagement and enjoyment

1990 florida META consent decree regarding ELL instruction

six issues: identification and assessment, equal access to suitable programming, equal access to suitable categorical and other programming personnel, monitoring, outcome measures

Albert Bandera and education

social learning theory emphasized social interaction accepted behaviorist learning theories like antecedent stimuli, behaviors and consequence stimuli that punished or reinforced behaviors believes that learning doesn't change behaviors children learn by watching others keys to observational learning are: attention, retention, reproduction and motivation

communicating test results with parents having different native languages or cultures

some cultures view education as more unilateral or authoritarian they may punish children for low scores or avoid helping them some cultures students receive few years of formal education so parents may have lower expectations families will differ on their view of wanting to keep a child proficient in their L1

general characteristics of ELL students as a population in America including common misconceptions

some families speak no english at home or several languages may identify with America culture or others stigmatized for how they speak diversity within requires multiple responses to meet needs

examples of how educators can help high school students address education and career issues and make informed decisions

some students need higher education to qualify for careers they want, others to explore further or discover career preferences and others for additional life experiences and social maturity

common ways various student behavioral disorders and symptoms can affect learning

some students with disabilities may explode with frustration or have extreme difficulty expressing a need or how they feel some are unable to sit still or concentrate and often disrupt with out of seat behavior can reduce by teaching replacement behaviors for communication, meeting needs, making adjustments and establishing self control

how can a teacher use feedback on their teaching methods to initiate a process of personal professional development

specific feedback is more useful than generalizations feedback helps teachers get the opportunity to initiate a conversation about their pedagogy follow up questions can clear up vagueness can be something to talk over with a mentor don't take it personally, just improve on appropriate feedback

identify the purpose and importance of curriculum standards and frameworks and explain how they apply to planning instruction

standards establish more curricular focus, refinement of previous work, clearer communication of expectations to students and enhanced learning standard articulate what the student is expected to be able to do and what they should know give governing bodies and people who work in educator a common language to use when planning curricula

two sources of criteria that educators can use for evaluating technological and other instructional resources in their districts and schools

state education departments typically publish guidelines for their districts to evaluate instructional material according to state criteria, aligned with state content standards and curriculum frameworks for each subject some examples of elements found important to address and overlooked by existing criteria include: need for more authentic assessments, evaluations criteria focusing on technology's overall role in a specific instructional unit and criteria for evaluating whether an instructional unit is practical educators have typically consulted resources like standards published by national organizations for their discipline, books on subject specific assessment and teacher/researcher experience

aspects of the process, personnel and criteria involved in teachers determining their development goals

states typically certify or license college graduates to teach for two years with the expectations that they will obtain more certificate during that time teachers meeting state established goals earn more advances licensure goals can include reading professional literature, attending conferences, being on school district professional committees

benefits of using student growth model to track student progress

statistical methods to gauge student progress on standardized tests, typically from the end of one school year to the end of the next allow students to be evaluated more approximately based on a dynamic growth measure instead of a static placement measure a number of background factors may have contributed to low achieving scores growth models incentivize both progress toward proficiency in understanding students and continue improvement for proficient students

what is implicit teacher bias

stereotypes or attitudes that are manifested unconsciously in the classroom and may adversely affect student learning awareness of potential biases is the first step in overcoming them must think of students of individuals not just a group

aspects of equity issues arising from differences in technology access

still a digital divide between poor and rich countries schools often poorly integrate or under use available technology

cooperative learning groups, collaborative groups, heterogeneous and homogeneous grouping, multi-age groups and grouping by gender

structured, contain three or four students, clearly defined goals and operations and roles cooperation, goal achievement, task completion and group process awareness are important flexible roles way change throughout homogeneous groups may feel more comfortable multi-age groups can facilitate mentoring relationships

three factors for selecting text resources

student age and reading development state: beginning, requiring mainly guided reading, combining reading and development of comprehension skills, expanding vocabulary, increasing proficiency reading situation: guided reading for acquiring and developing new skills, including advanced skills for intermediate readers, silent independent reading for practicing and increasing proficiency text level: lexile system, fry readability graph, flasch kincaid readability score and other formal systems and methods are available for rating or evaluating reading levels

key characteristics of student transitions to middle school

students contend not only with pubertal changes but also difference in school location, learning environments, scheduling, activities, classmates, etc. teens become more preoccupied and anxious about their appearance, become more independent and express more of their own personality which warrants greater privacy needs as well as withdrawing from parents and seeking friends self centered hypersensitivity to other's perceptions

how experimental and virtual instruction strategies benefit student learning

students generally love field trips for getting them out of classrooms and providing real world adventures also benefit from applying knowledge and skills to real life situations they experience direct ownership of their learning instead of abstractions, concepts become real technology makes simulations increasingly accessible, interactive and vivid role plays enable students to envision different perspectives games apply knowledge and skills observations develop student perceptions

several ways teach can use the strategy of writing for authentic purposes to engage k-12 students in writing and develop written communication skills

students write for authentic purposes when they write material for real life reasons, addressing it to real audiences authentic writing is the most similar to the writing we experience in real life to use authentic purposes and writing as an instructional strategy, teachers can do several things they can support students by providing them with print rich environments young children should be surrounded by attractive, appealing books combining pictures and simple texts that can be accessed independently older students unmotivated to read should be offered texts on topics personally interesting to them, select texts with good illustrations, show movies adapted from novels, take turns reading together giving students opportunities to interact with others in response to reading also prepares them for authentic writing

characteristics associate with helpful feedback

targeted ongoing timely actionable level headed

deferentially describe direct instruction vs indirect instruction

teacher centered, direct instruction is the oldest, most widely used teaching model, teachers give explicit, structured instruction using uniform lesson plans, exploration and discussions are exclude direct instruction is a confirmed way of improving curriculum indirect instruction is student centered and interactive

discuss which roles teachers and students primarily play in different instructional models

teacher centered: teacher plays the most active role, delivering instruction through lecture, assigning homework and giving tests while students are passively retaining and repeating information student centered: students play more active roles as teacher encourages and guides them to ask their own questions, form their own hypothesis and test them, teachers may only be consultants on projects some students need explicit instruction but active student participation and teaching learning or thinking skills not just information produces more original thinkers

expert recommendations for teachers to interact differently with students whose behavior is problematic

teacher expectations and resulting behaviors subtly yet powerfully influence studrnt behaviors observe how every student engages/interacts and listen to students to try and understand their goals and motivations note students perceptions of their classmates, you and assessments if time permits, interact with students in nonacademic games or activities of their choice, observe student strengths reflect on your best and worst teachers, write five words to describe them, list how your students might perceive you and compare

characteristics shared by all learning groups assigned by teachers that promote true learning

teachers are actively involved as guides, coaches, evaluators and resources groups are given work that is meaningful and challenging teacher ensures students clearly understand learning objectives and schedules students feel comfortable asking questions and discussing topics

four elements of classroom instruction teachers can differentiate

teachers can differentiate content, processes and activities whereby students learn content, products students create by applying and demonstrating what they learned, learning environment

how teachers are generally require to instruct special needs students

teachers collaborate with special educators who provide knowledge and expertise about classroom accommodations and modifications, differentiated instruction, etc. but teachers are still responsible for special needs students instruction unless the student's IEP specify otherwise must ensure all students receive education equity by making curricular, instructional and classroom environmental modifications or accommodations, including selecting or adapting material to reflect multicultural perspectives, differentiating instruction, consciously avoiding bias, offering equal opportunities and treating all students fairly

legal rights and responsibilities of teachers, students and parents

teachers have rights to due process receiving termination notice, protection from discrimination, privacy, setting student behavior rules, requesting support with students, freedom of expression limited by student age and grade level, prohibiting political or personal class discussion, correct guide or punish students students with disabilities have a right to free and appropriate public education in least restrictive environment which gives parents due process rights to advance notice and refusal of identification, evaluation and placement for special education

examples of teacher strategies for planning interdisciplinary units

teachers of different subjects collaborate to plan interdisciplinary instructional units, generating topics, generating topics and developing instruction and assessment. for example math and PE teachers have students count the times they can hit paddleballs consecutively and practice graphing them vocation or technical high school students restored a historic landmark, integrating journalism, math and shop class teachers find students gain more complex understandings of disciplines and their relationship through interdisciplinary instruction

teaching and learning practices that apply research data finding them effective for instructing students and improving their achievement

teaching students to identify idea similarities and difference helps understand complex concepts research shows students higher order cognitive skills for analysis and synthesis, in depth analysis and reading comprehension improve through summarizing and note taking educational achievement motivation research demonstrates the impact of recognition for reinforcing and monitoring effort teachers raise achievement by recognizing, rewarding and praising specific goal achievements

validity, reliability, raw scores and scaled scores

testing means that a test instrument measures what it intends to measure consistency students actual scores convert raw scares to common scales permitting numerical comparison

characteristics of adolescent moral development and some teaching practices to address these

the ability to make principle choices increase with moral development young adolescents, developing abstract thinking, typically become idealistic, highly valuing fairness in human interaction start to reconcile their understanding of others caring about them with their own start to consider other's feelings and are less self centered develop personal values aside from their parents beliefs stop seeing in black and white and see in shades of gray

some views and ideas in debates about the research vs practice in education

the gap between research and practice requires more cooperation between researchers and practitioners researchers propose professional learning communities as solution and some perceive researcher-practitioner tension attributable to researchers seeking knowledge to practitioners seeking solutions to operational problems disagreements about vocabulary, reward systems and nature of theory and knowledge four interrelated issues characterizing research practice gap: education research yields insufficient valid/reliable or conclusive results, research has limited application, teachers find research not meaningful/conclusive or practical, teachers either lack the skills to apply findings or seldom apply it appropriately

research findings about the status and effectiveness of reading enrichment interventions

the literature shows reading comprehension and school achievement correlate, major factors influencing at risk students' lower literacy and achievement include SES status, classroom environment and teacher training advanced or gifted readers typically receive identical materials and instruction to grade-level and below grade level readers testing the effects of intervention using their schoolwide enrichment model reading on oral fluency, comprehension and attitudes towards reading, researchers found this student centered enrichment program including 25-25 minutes daily of extended, structured, independent silent reading self selected, challenging books with support, individualized instruction increased oral reading fluency

ways in which teachers of the gifted and talented can collaborated with teachers

these students can demand more material to learn, at faster rates, extended content, answers to their more pressing questions and feedback as they work independently on projects teachers specialized in this can help take pressure off of teachers by working directly with the students and giving teachers ideas for enriching activities and coordinating these classroom units and lessons

ways that library media specialists can collaborate with classroom teachers

they are experts at locating information and resources contribute skills for accessing and evaluating information resources in different formations for both students and teachers function as a model for students, showing them how to locate, access and evaluate information available in the school library keep up with mastering newest electronic resources

instructional strategies that help students develop content area literacy

think pair share activities reflect individually on content area topics, exchange with partners and discuss them with a class, KWL charts scaffold literacy development, gives students a purpose for reading and facilitates activating existing knowledge graphic organizers help because of their visual/spatial format, supplement emergent verbal skills by illustrating information non-linguistically media responses groups help students connect media to their own lives and clarify their responses to media

types, uses and aspects for differentiating instruction related to reading comprehension and learning

tiered assignments and products are varied in abstractness or concreteness, complexity, step numbers, learning modalities and independence compacting eliminates instruction and practice of content for students who have mastered it independent study focuses on student interest interest groups enable student topic choice flexible grouping exposes students to collaboration multiple question levels promote problem solving skills, student challenge and accountability learning contracts enables congruence with student learning styles choice boards can be used offering varied reading based activities

three areas of executive functioning that commonly pose challenges for students

time management, planning and organization development starts in infancy and needs a solid foundation executive functioning involves cognitive skills utilized for executing tasks

practices teachers can use to promote student use of higher order thinking

to get students to explore ideas from diverse perspectives, plan and ask questions prompting them to use their imaginations to promote problem solving ask students how, have them brainstorm and guide them to develop research skills have students form research questions, guiding revisions and formulating hypotheses and conducting experiments and reporting results

why elementary school teachers need to use instructional methods that reflect student differences and developmental issues

to maximize the potential of each student when students receive instruction that responds to their developmental levels, as well as their learning profiles and personal interest they find school more satisfying teachers who differentiate instruction are seen as more profession, competent and creative

steps involved in the research need to do in school and libraries to write research papers

topic: appeal to student curiosity subtopics: informed by what students want to know sources: three kinds minimum, prints, non-print, text, media, images, teach fair use and copyright read, think, select: model, discuss, practice critical reading strategies note taking: using subtopics as titles pre sort notes sort notes: by subtopics then into paragraphs, logically based

teacher considerations for early and later adolescents and how middle school transition can affect learning

transition between schools can be difficult for students, teachers may not realize the extent of variation among schools distinguishing adjustment or developmental difficulties from more severe problems is easier for teachers who have worked with students of a variety of ages teachers can use deductive reasoning with students or if then proposals to enable adolescents to speculate possibilities

elements of salient characteristics of learning activities that promote critical thinking skills and ownership of learning

true student involvement is stimulated by activities that give pupils something to do and not something to learn and the doing is of such nature as to demand thinking or the intentional noting of connections schools can involve students as planners in designing new buildings, developing classroom behavior guidelines, selecting textbooks, researching careers and planning coursework students as professional development partners collect and analyze data and participate in team development as learning community members

classical and operant conditioning

type of conditioning refers to where the stimulus occurs just before the expected behavior is to occur. Pavlov type of conditioning that adds the concept of a reinforcer or a reward. Skinner thorndike's law says action followed by desirable consequence will be repeated while action followed by undesirable consequence will decrease skinner found behavior increased, decreased and was shaped through manipulating rewards and punishment

Six Types of Play identified by Mildred Parten

unoccupied: not truly playing, simply observing anything of interest, solitary or independent play: unaware or uninterested in other's activities (2-3 yrs old) onlooker behavior: observing others playing without participating, may talk or interact socially but not join in on playing parallel play: playing near other children but separately associative play: showing interest in and interaction with others playing but activities are not coordinated or organized cooperative play: interested in both play activity and participants

differentiated instruction practices that expert teachers find effective for enhancing student literacy

use common instructional texts for read alouds to facilitate differentiation can use teaching text read alouds to build background knowledge, demonstrate strategy application to students, introduce issues and invite student responses and assure every student has access to information and skills they need to improve their reading using multiple texts at varied reading levels enables all students to obtain information from material they can read best organize every individual unit instead of teaching from the textbook

ways teachers can use informal assessment findings to inform their educational decisions

used to inform ongoing instruction during implementation they may find some students not responding or having difficulty can change the time frame student is expected to achieve objectives, change objectives to represent smaller increments, change the instructional approach

characteristics of culturally responsive instruction

utilizes diverse student's cultural background knowledge, previous experiences and performance styles, increasing the effectiveness and appropriateness of learning for them by teaching through and to their strengths recognizes various ethnic groups cultural heritage as legitimate employs a broad range of instructional strategies addressing different student learning styles environment considerations include using literature reflecting literary genres and ethnic perspectives, incorporating everyday living concepts like jobs, economics and consumer behaviors and activities that reflect a range of experiences to accommodate different learning styles

research findings about how teachers address student conceptions, misconceptions and preconceptions

value in having students discuss scientific concepts and struggle to define these on their own before teachers supply them with scientific terminology enables students to construct and own their knowledge teachers also observe students from diverse cultural backgrounds may have different ways of making sense of problems emphasize structured activities needing to address previous student knowledge

what is vertical/ horizontal alignment and how is it linked to educational standards

vertical alignment is the process where courses are sequenced across a curriculum, what you learn in 4th grade will prepare you for what you will learn in 5th grade horizontal alignment is that all classes in a grade level will learn the same standardized material

ways teachers can include students in instructional decisions

we want control over our circumstances and activities students perceiving teachers as having all control are more likely to respond only to external rewards and punishment and less likely to develop internal motivation to learn and achieve academically when teachers include students in instructional decisions students feel ownership and increased motivation for acquiring and demonstrating knowledge

resources outside of school available to an educator to develop as a professional

websites like edutopia can help a teacher stay current with the latest technology or innovative pedagogy national organizations offer memberships for teachers with resources nation and state based organizations organize conferences at which educators collaborate research journals are published regularly and are peer reviewed modern professional is one that is open to new ideas and is willing to put fourth the effort to learn about new methods

examples reflection questions that a teacher might ask themselves after a classroom activity

what were the learning objectives did this experience work well what can I change about this lesson what should I have asked before this experience what student behavior was most notable how do my students learn were all my students actively participating what data do I need to make an informed decision about this activity's effectiveness what do my data tell me can my students meet the objectives in a more efficient manner

ways student development domains interact

when cognitive development is ahead of physical development the child is likely to become frustrate when they can conceive of things mentally but not do them physically oppositely children whose physical abilities precede cognitive abilities may cause physical harm to others or property linguistic development influences social development because of social interactions some students may have superior emotional intelligence to high academic skill

benefits and elements of school partnerships with community members

when schools share responsibility for student learning with families and communities, students can see how school curriculum and skills required in the real world are connected more opportunities for engaged and meaningful learning

ways teachers can help students learn age appropriate study skills

when students must analyze information to identify its most important aspects and then express it in their own terms they need to know how the information is basically organized and be able, replace and preserve elements of it when teachers prepare their lecture in outline form students can more easily take notes having students question text, clarify as needed and make predictions improves their summarizing skills allotting time and encouraging students to review and revise their notes frequently enables them to study for tests at their highest potential

advantages and disadvantages of student self assessment

when students must analyze their own thinking and learning critically they become more motivated to learn, they develop metacognitive skills enhancing their engagement and supporting lifelong learning motivation may be less objective when scoring themselves

define the instructional grouping configurations of whole class, small group, independent learning, one on one, and pair share

whole class is traditional, most widely used model, teacher delivers lecture, assigns classwork, asks questions and leads discussions small group divides classes into groups, each group collaborates, researches and discusses topics independent learning allows proceeding at student's own pace using their own strategies and learning styles one on one benefits students needing intensive, direct instruction, intervention, interactions and relationships think pair share structures student discussion, limiting off task thinking and behavior and builds in accountability

topics relative to test results that parents typically want to know

why their children were tested is a common question standardized can identify child's school strengths as well as areas where their child may need to improve evaluate and improve their child's school and district to improve education educators should tell parents children are never evaluated based on a single test and any assessment program is one among multiple tools evaluating performance score in the 75th percentile means that child scored higher than 75% of other students

legal responsibilities with respect to suspicion of abuse or neglect

will vary by state required by law to report suspected abuse to local authorities within a timeframe reports are confidential and educators who make a report in good faith are typically immune from criminal or civil repercussions

pre reading comprehension strategies

word splash: clarifies purpose for reading, motivates and engages, students try to spell 7-10 familiar and unfamiliar words and have them write a seven line minimum short story to read aloud key words: write paragraphs explaining key words prewriting questions: have students survey text and write questions the text will likely answer story: teachers select 10-15 key concepts, words or phrases to form impression pictures: to predict subject matters think-pair-share: cooperative learning, students write their thoughts on an open ended question, compare with partner and share input KWL chart: know, want to know, learned

how curriculum scope and sequence are used in planning curricula

work together to furnish instruction with an organized structure which enables students to receive the maximum number of opportunities to learn and to take advantage of these to learn the most they can

define several processes whereby adolescent students acquire and integrate new knowledge

younger children have had less time to generate a limited repertoire of schemata about the worlds and either fit new experiences into these or create new ones older students have accumulated more schemata and made more modifications in them to construct more extensive, detailed and sophisticated knowledge the first learning process they engage in is activating their existing knowledge in new environments the second process is assimilation or acquiring knowledge without disequilibrium the third process is accommodation which is acquiring new knowledge through encountering and resolving disequilibrium and restoring new equilibrium with new positions and beliefs