Edu 201 Quiz 1
Describe an "effective teacher" using the five attributes of effective teachers.
1. Effective teachers have personal qualities that allow them to develop authentic and caring human relationships with their students, parents, and colleagues 2. Effective teachers can create classrooms that model social justice for children and adolescents in a democratic society. 3. Effective teachers have positive dispositions toward knowledge. They have command of at least three, broad knowledge bases that deal with subject matter, human development and learning, and pedagogy. They use this knowledge to guide the science and art of their teaching practice. 4. Effective teachers command a repertoire of effective teaching practices known to stimulate student motivation, to enhance student achievement of basic skills, to develop higher-level thinking, and to produce self-regulated learners. 5. Effective teachers are personally disposed toward reflection and problem solving. They consider learning to teach a lifelong process, and they can diagnose situations and adapt and use their professional knowledge appropriately to enhance student learning and to improve schools.
List and discuss the three stages of teacher development
1. Survival stage, when people first begin thinking about teaching and when they have their first classroom encounters with children from in front of rather than behind the desk, they are most concerned about their own personal survival. They wonder and worry about their interpersonal adequacy and whether or not their students and their supervisors are going to like them. Also, they are are very concerned about classroom control and worry about things getting out of hand. In fact, many beginning teachers in this initial stage have nightmares about students getting out of control. 2. Teaching situation stage, At some point, however-and this varies for different individuals--beginning teachers start feeling more adequate and pass beyond the survival stage. Various aspects of controlling and interacting with students become somewhat routinized. at this stage, teachers begin shifting their attention and energy to the teaching situation itself. They start dealing with the time pressures of teaching and with some of the stark realities of the classroom, such as too many students, inappropriate instructional materials, and perhaps their own meager repertoire of teaching strategies. 3. Student results and master stage. Eventually, individuals mature as teachers and find ways of coping or dealing with survival and situational concerns. During this stage, teachers master the fundamentals of teaching and classroom management. These become effective and routine. It is only then that teachers reach for higher level issues and start asking questions about the social and emotional needs of students, being fair, and the match between the teaching strategies and materials and pupils needs. Most importantly, it is during this stage that teachers have concern and assume responsibility for student learning.
Describe the most effective ways to motivate students?
Believe in Students' capabilities and attend to alterable factors Avoid overemphasizing extrinsic motivation Create learning situations with positive feelings tones Build on students' interests and intrinsic values structure learning to accomplish flow use knowledge of results and don't excuse failure Attend to student needs, including the need for self-determination Attend to the nature of learning goals and difficulty of instructional tasks Facilitate group development and cohesion
The three types of planning that a teacher participates in
Daily planning weekly and unit planning yearly planning
What does NGSS stand for?
Next Generation Science Standards
Learning styles Sternberg model
Practical intelligence relates to how you react to your environment and your ability to adapt to it or change it to suit your needs. Practical intelligence is the ability to thrive in the real world. You might compare practical intelligence to common sense or street smarts. It involves the ability to understand how to deal with everyday tasks. If you were analyzing someone's level of practical intelligence, you might ask yourself questions like: How does this person relate to the world around them? Are they adept at dealing with everyday experiences? Could someone take advantage of this person easily? Let's look at an example using Anne. She wants to purchase a used car. Anne doesn't want to be taken advantage of, so she is prepared with price comparisons and doesn't let the salesman talk her into purchasing any unnecessary extras. Because of this, she gets a better price than the person who bought a similar car the day before. Creative intelligence relates to the way a person approaches new information or a new task. You may also hear creative intelligence referred to as experiential intelligence. It involves a person's ability to apply their existing knowledge to new problems. If you were assessing a person's level of creative intelligence, you might ask questions like: How quickly can this person solve a new problem when presented with it? Can they automatically apply a new skill when they're presented with the problem again? There are two categories of creative intelligence: novelty and automatization. Novelty concerns how a person reacts the first time they encounter something new. Automatization concerns how a person learns to perform repeated tasks automatically. Our friend Mark demonstrates skill daily in both of these categories. Mark is a spy. He often has to quickly come up with new plans to address the situations he's placed in. Part of the reason he can do this so adeptly is because of his ability to easily reapply ideas he has used before to new situations. Analytical intelligence relates to how a person processes and analyzes information. You may also hear analytical intelligence referred to as componential intelligence. You could also think of analytical intelligence as book smarts since it is similar to traditional definitions of IQ and academic achievement.
Gardner's eight types of intelligence
Summaries of eight intelligences: 1) Visual/Spatial - Involves visual perception of the environment, the ability to create and manipulate mental images, and the orientation of the body in space. 2) Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or foreign languages. 3) Logical/Mathematical - Involves number and computing skills, recognizing patterns and relationships, timeliness and order, and the ability to solve different kinds of problems through logic. 4) Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor skills, and expressing oneself or learning through physical activities. 5) Musical - Involves understanding and expressing oneself through music and rhythmic movements or dance, or composing, playing, or conducting music. 6) Interpersonal - Involves understanding how to communicate with and understand other people and how to work collaboratively. 7) Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and growing in the ability to control them and work with them consciously. 8) Naturalist - Involves understanding the natural world of plants and animals, noticing their characteristics, and categorizing them; it generally involves keen observation and the ability to classify other things as well.
Making connection to prior knowledge
Teachers can anchor instruction in students' prior knowledge and help them construct links between what they know and what they are to learn. By doing this, teachers help students see commonalities and differences among cultures and assist students in developing multicultural awareness. To do this effectively, though, teachers must actively seek out information about students' prior knowledge. They must spend time understanding their students' culture and sizing up what they know and what they don't know.
Differentiating instruction and attending to learner differences
Teachers can differentiate curriculum and learning actives that mesh with a variety of learning differences. One route is to incorporate visual, auditory, tactile, and kinesthetic modalities into lessons. Teachers can also apply cooperative as well as individualistic task-and-rewards structures. Teachers can vary lessons by making them more or less concrete or abstract and more or less formal or informal and by emphasizing-in-context as well as out-of-context learning
The Common Core State Standards in Nevada are called What?
The Nevada Academic Content Standards
Creating a culturally relevant curriculum
The contribution approach consist of devoting lessons to the heroes of various cultures; celebrating holidays of various cultures; and recognizing the art, music, literature, cuisine, and language of different cultures. The ethnic or single group approach sets aside lessons or units on specific groups or cultures or brings in literature or books that convey different cultural perspectives. although these can be very worthwhile educational activities, both the contribution and additive approaches have limitations. They emphasize difference between groups, not similarities, and they may have the undesired side effect of widening cultural gaps rather than bringing cultures closer together. A third approach is called transformational. When teachers use this approach, they strive to transform the curriculum by incorporating a series of concepts associated with cultural pluralism into ongoing lessons. With this approach, teachers identify important concepts (for example, pluralism, interdependence, or communication) appropriate to a particular subject or grade level and then use those concepts as the basis for lessons to promote understanding of cultural diversity A final approach defined by Banks is the social action approach, which encourages students not only to examine problems associated with diversity, but also to pursue projects that hold potential for taking action and promoting social justice.
Culturally responsive teaching
teachers need to be sensitive to the basis of cultural differences and how they can affect a student's classroom behavior. Reaching out to parents and others in the school's community is an important avenue for understanding students and their cultural differences It is important for teachers to connect to the world of their students' culture.
list and discuss strategies that you think characterize culturally responsive teaching
teachers need to recognize, respect, and build on differences. Teachers should hold high expectations and provide needed support to all students. Teachers should recognize that although students learn in different ways and differentiation is important, differences exist among all students, not just minorities. teachers recognize that all students can explore complex ideas and materials as they learn basic skills.
using flexible grouping
when teachers group students for instructional purposes, they can lean heavily on heterogeneous grouping and minimize ability grouping the deleterious effects of tracking and the poor-quality instruction generally found in lower-ability groups and classes are well documented. Membership in ability groups should be flexible; group composition should change as students progress or as new and different needs are identified.
