PSYCH 220 Test 4

Six steps in the no-lose method

1. Define the problem: What exactly are the behaviors involved? What does each person want? (Use active listening to help students pinpoint the real problem). 2. Generate many possible solutions: Brainstorm, but remember, don't allow any evaluation of ideas yet 3. Evaluate each solution: Any participant may veto any idea. If no solutions are found to be acceptable, brainstorm again. 4. Make a decision: Choose one solution through consensus- no voting. In the end, everyone must be satisfied with the solution 5. Determine how to implement the solution: What will be needed? Who will be responsible for each task? What is the timetable? 6. Evaluate the success of the solution: After trying the solution for a while, ask,"Are we satisfied with our decision? How well is it working? Should we make changes?"

Guidelines: Designing Learning Spaces

Note the fixed features, and plan accordingly Create easy access to materials and a well-organized place to store them Provide students with clean, convenient surfaces for studying Avoid dead spaces and "racetracks." Arrange things so you can see your students and the can see all instructional presentations Make sure work areas are private and quiet Provide choices and flexibility. Try new arrangements; then evaluate and improve

Six processes of the Cognitive Domain

Remembering: remembering or recognizing something without necessarily understanding, using, or changing it Understanding: Understanding the material being communicated without necessarily relating it to anything else Applying: Using a general concept to solve a particular problem Analyzing: Breaking something down into its parts Evaluating: Judging the value of materials or methods as they might be applied in a particular situation Creating: Creating something new by combining different ideas

Give feedback and correctives based on student answers

Reteach if necessary

Review and check the previous day's work

Reteach if students misunderstood or made errors

Roseshine's six teaching functions

Review and check the previous day's work, Present new material, provide guided practice, give feedback and correctives based on student answers, provide independent practice, and review weekly and monthly to consolidate learning

Pygmalion Effect

exceptional progress by a student as a result of high teacher expectations for that student; named for mythological kin, Pygmalion, who made a statue, then caused it to be brought to life

Two Types of Questions

Convergent: only one right answer Divergent: many possible answers

Five-step negotiating strategy in Peer Mediation

1. Jointly define the conflict: Separate the person from the problem and the actions involved, avoid win-lose thinking, and get both parties' goals clear 2. Exchange positions and interests: Present a tentative proposal, and make a case for it listen to the other person's proposal and feelings, and stay flexible and cooperative 3. Reverse perspectives: See the situation from the other person's point of view, and reverse roles and argue for that perspective 4. Invent at least three agreements that allow mutual gain: Brainstorm, focus on goals, think creatively, and make sure everyone has the power to invent solutions 5. Reach an integrative agreement: Make sure both sets of goals are met. If all else fails, flip a coin, take turns, or call a third party- a mediator

Three methods of resolving a conflict between a teacher and a student

1. Teacher imposes a solution: may be necessary during an emergency, as when a defiant student refuses to go to the hall to discuss a public outburst, but it is not a good solution for most conflicts 2. Give in to the student's demands: you might be convinced by a compelling student argument, but again, use this sparingly 3. The "no-lose method": the needs of both the teacher and the student are taken into account in the solution. No one person is expected to give in completely; all participants retain respect for themselves and each other.

Concept Development

Activities and discussion promote higher-order thinking skills and cognition

Regard for students' perspectives

Activities encourage student autonomy and emphasize students' interests, motivations, and points of view

Components of Classroom Organization

Behavior management Productivity Instructional learning formats

Negative Climate

Disrespect, anger, hostility

Clarity and organization

Clarity: the most promising teacher behavior for future research on effective teaching. Teachers who provide clear presentations and explanations tend to have students who learn more and who rate their teachers more positively

Domains of Bloom's Taxonomy

Cognitive, affective, and psychomotor

Components of Instructional Support

Concept development Quality of feedback

Teacher Sensitivity

Consistency and effectiveness in responding to students' academic and emotional needs

Quality Feedback

Consistency in providing specific, process-oriented feedback and back-and-forth exchanges to extend students' learning

Cognitive area of teaching

Contains instructional support

Procedures and Routines

Describe how activities are accomplished in classrooms, but they are seldom written down; they are simply the ways of getting things done in class Administrative Routines: taking attendance Student movement: entering and leaving or going to the bathroom Housekeeping: watering plants or storing personal items Lesson-running routines: how to collect assignments or return homework Interactions between teacher and student: how to get the teacher's attention when help is needed Talk among students: giving help or socializing

Planning

First, it influences what students will learn because it transforms the available time and curriculum materials into activities, assignments, and tasks for students Second, teachers engage in several levels of this- by the year, term, unit, week, and day. All levels must be coordinated Third, plans reduce- but do not eliminate- uncertainty in teaching. It must allow flexibility. When teachers "overplan"- fill every minute and stick to the plan no matter what- their students do not learn as much as students whose teachers are flexible. Plans are not meant to be broken, but sometimes they need to be bent a bit You can do it yourself- but collaboration is better. Working with other teachers and sharing ideas is one of the best experiences in teaching

Guidelines: Creating Caring Relationships

Get to know the students as individuals Communicate your respect for students' abilities Keep communications authentic but professional Seek student input and respect it, but don't take it too personally

Is homework a valuable use of time?

Homework should be assigned because if it is well planned, it can work for many students. Students that are in high school who do more homework and watch less television have higher grades even when race, gender, grade level, ethnicity, socioeconomic status, and amount of adult supervision are taken into account. It's not the amount of time that is spent on the homework that matters. It is the amount effort put into doing the homework that matters. Students' self-reported effort on homework is consistently and positively related to student achievement. Homework is a valuable use of time because it teaches the student a sense of responsibility. If the homework is well planned it should be assigned, but if it is not well planned it should not be assigned. If the teacher assigns homework on what was taught in class then it is a good reason to assign the homework. If the teacher did not teach anything that is related to the assigned homework then it should not have been assigned in the first place.

Productivity

How consistently learning is maximized with clear activities and routines, teacher preparation, efficient transitions, and minimal disruptions

Instructional Learning Formats

How well materials, modalities, and activities are used to engage students in learning

Gronlund

Start with the general; often used for writing cognitive objectives

Technology and Differentiation

IDEA requires all students eligible for special education services must be considered for assistive technology

Culturally responsive management

If the classroom is a comfortable, caring, embracing, affirming, engaging, and facilitative place for students then discipline is not likely to be much of an issue. It follow then that both classroom management and school achievement can be improved for students from different ethnic, racial, social, and linguistic backgrounds by ensuring that curriculum and instruction are culturally relevant and personally meaningful for them

Mager

Start with the specific; behavioral objective

Warmth and Enthusiasm

In studies of the emotional climate of the classroom, researchers consistently find that students learn more i classes where teacher-student relationships are warm, caring, nurturing, and congenial; the teacher takes student needs and perspectives into account; and teachers are not harsh or sarcastic

Review weekly and monthly to consolidate learning

Include some review items as homework. Test often, and reteach material missed on the test

Two kinds of expectation effects

Student behavior matches the inaccurate expectation Teachers are fairly accurate in their initial readings of students' abilities and respond to students appropriately

Provide independent practice

Let students apply the new learning on their own, in seatwork, cooperative groups, or homework. The success rate during independent practice should be about 95%. This means that students must be well prepared for the work by the presentation and guided practice and that assignments must not be too difficult. The point is for the students practice until the skills become overlearned and automatic- until the students are confident. Hold students accountable for the work they do- check it

Guidelines: Keeping Students Engaged

Make basic work requirements clear Communicate the specifics of assignments Monitor work in progress Give frequent academic feedback

Seven ways to stop misbehavior quickly

Make eye contact with, or move closer to, the offender. Try verbal hints such as "name-dropping" (simply insert the student's name into the lecture), asking the student a question or making a humorous (not sarcastic) comment. Ask students if they are aware of the negative effects of their actions, or send an "I" message. If they are not performing a class procedure correctly, remind the students of the procedure, and have them follow it correctly In a calm, unhostile way, ask the student to state the correct rule or procedure and then to follow it. Ask them "What are you doing? Is it against the rules? What should you be doing? Tell the student in a clear, assertive, and unhostile way to stop the misbehavior Offer a choice. For example, when a student continued to call out answers no matter what the teacher said, "(insert name here), you have a choice. Stop calling out answers immediately and begin raising your hand to answer or move your seat to the back of the room and you and I will have a private discussion later. You decide."

Present new material

Make the purpose clear, teach in small steps, and provide many examples and nonexamples of the ideas and concepts you are teaching

Reflective Teachers

are thoughtful and inventive practioners

Lesson Study

as a group, teachers develop, test, improve, and retest lesson to get to final version

Components of emotional support

Positive climate Negative climate (negative predictor of learning) Teacher sensitivity Regard for students' perspectives

Provide guided practice

Question students, give practice problems, and listen for misconceptions and misunderstandings. Reteach if necessary. Continue guided practice until students answer about 80% of the questions correctly

Five Basic Objectives of the Affective Domain

Receiving: Being aware of or attending to something in the environment Responding: Showing some new behavior as a result of experience Valuing: Showing some definite involvement or commitment Organization: Integrating a new value into your general set of values, giving it some ranking among your general priorities Characterization by value: Acting consistently with the new value

Questioning, Discussion, and Dialogue

Recitation teachers pose a question, students answer Initiation: teacher asks questions Response: student answers Reaction: praising, correcting, probing, or expanding

Type of Feedback

Task Feedback: you should add more about ... Process Feedback: this page may make more sense if you use the strategies we talked about earlier Self-regulation feedback: you already know the main aspects. See if you included them in the paper Self-feedback: you are a talented writer. Excellent point. Good thinking

Behavior Management

Teachers' effectiveness in monitoring, preventing, and redirecting misbehavior

Research results of creating a positive learning environment

University of Texas at Austin studied classroom management. Their general approach was to study a large number of classrooms, making frequent observations during the first weeks of school and less frequent visits later in the year. After several months, the researchers noted dramatic differences among the classes Some classes had very few management problems, whereas others had many. The most and least effective teachers were identified on the basis of the quality of classroom management and student achievement later in the year. They developed management principles. They then taught these principles to a new group of teachers, and the results were quite positive. Teachers who applied the principles had fewer problems; their students spent more time learning and less time disrupting; and achievement was higher

Objectives of the Psychomotor domain

Voluntary muscle capabilities that require endurance, strength, flexibility, agility, or speed The ability to perform a specific skill

Positive Climate

Warmth, mutual respect, positive emotional connections between the teacher and students

Zero Tolerance

Zero tolerance means zero common sense. Research shows that punishment and zero-tolerance policies have not been very successful in preventing bullying, even though about 70% of teachers and counselors use punishment even in cases of mild bullying. In 2006, the APA set up a Zero Tolerance Task force. Analyzing a decade of research, they reached the following conclusions: Schools are not any safer or more effective in disciplining students now than before they instituted zero tolerance. The higher rates of suspension caused by zero tolerance have not led to less racial bias in disciplining students. Zero tolerance policies can actually lead to increases in bad behavior that then lead to higher dropout rates.

Self-fulfilling prophecy

a groundless expectation that is confirmed because it has been expected

Differentiated instruction

adapting teaching to the abilities and needs of each learner

Empathetic listening

allows students to find solution; more than just a parroting of the student's words; it should capture the emotions, intent, and meaning behind them

Natural/ Logical Consequences

can be used to support social/emotional by: Separating the deed from the doer. The problem is the behavior, not the student Emphasizing to students that they have the power to choose their actions and so avoid losing control. Encouraging student reflection, self-evaluation, and problem-solving. Avoid teacher lecturing. Helping students identify and give a rationale for what they could do differently next time in a similar situation The main point here is that decisions about penalties (and rewards) must be made early on, so that students know before they break a rule or use the wrong procedure what this will mean for them

Taxonomy

classification system of educational objectives

Bloom's Taxonomy

classification system of educational objectives developed by bloom and his colleagues; The objectives were divided into three different domain

Basic skills

clearly structured knowledge and essential skills, such as science facts, mathematics computations, reading vocabulary, and grammar rules; involve tasks that are relatively unambiguous so they can be taught step by step and evaluated by standardized tests

Assertive discipline

communicates to the students that you care too much about them and the process of learning to allow inappropriate behavior to persist. Teachers clearly state what they expect.

Withitness

communicating to students that you are aware of everything that is happening in the classroom- that you aren't missing anything

Universal Design

considering the needs of all users in the design of new tools, learning programs, or Web sites

Behavioral area of teaching

contains classroom organization

Affective Area of Teaching

contains emotional support

Group Discussion

conversation among students teacher is not dominant Advantages: students directly involved, learn to express themselves clearly, to justify opinions and develop tolerance; also ask for clarification and assume responsibility; evaluation and synthesis. Disadvantages: Unpredictable, poor participation

Assistive Technology

devices, systems, and services that support and improve the capabilities of individuals with disabilities. EX: computer programs

Affective Domain

domain of emotional response

Flexible Grouping

grouping and regrouping students based on learning needs. Continuous assessment so that student as are always working within their zone of proximal development.

Behavioral Objective

has three parts: First it describes the intended student behavior: What must the student do? Second, it lists the conditions under which the behavior will occur: How will this behavior be recognized or tested? Third, it gives the criteria for acceptable performance on the test.

Expert Teachers

have elaborate systems of knowledge for understanding problems in teaching

Warm Demanders

have the same expectations for all students, but helps assist students meet those expectations

Seatwork

independent classroom-desk work; should follow up a lesson and give students supervised practice; Should not be the main mode of instruction

Direct Instruction

instructor explains material to students (lecture)

Instructional objectives

intended learning outcomes; performances expected of students after instruction in order to demonstrate their learning

Advanced Organizers

introductory statement on the board enough to encompass all the information that will follow. Can serve three purposes: They direct your attention to what is important in the coming material, they highlight relationships among ideas that will be presented, and they remind you of relevant information you already have

Why does direct instruction work?

it helps students perceive connections among ideas

Movement Management

keeping lessons and group moving at an appropriate (and flexible) pace, with smooth transitions and variety

Overlapping

keeping track of and supervising several activities

Six Basic Objectives in Bloom's taxonomy

knowledge, comprehension, application, analysis, synthesis, and evaluation

Collaborative Reflection

looking back on what worked and what didn't work with other teachers

Self-Management

management of your own behavior and acceptance of responsibility for your own actions

Lesson Revisions

move away from the "cookbook" make it your own plan

Problems with ability grouping

no research that it is better. Leads to division of students on basis or race, ethnicity, and social class.

Cognitive Objectives

objective should be stated first in general terms. Then the teacher should clarify by listing a few sample that provide evidence that the student has attained the objective

Cognitive Domain

the thinking domain

Engaged time

time spent actively involved in specific learning tasks; also called time on task

Rules

often written down and posted; specify expected and forbidden actions in the class Elementary School Respect and be polite to all people: Give clear explanations of what you mean by "polite," including not hitting, fighting, or teasing. Examples include waiting your turn, saying "please" and "thank you", and not calling names. This applies to behavior toward adults (including substitute teachers) and peers Be prompt and prepared: This rule highlights the importance of the academic work in the class. Being prompt includes the beginning of the day as well as transitions between activities Listen quietly while others are speaking: This applies to the teacher and other students, in both large-class lessons and small-group discussions Obey all school rules: This reminds the student that all school rules apply in your classroom. Then students cannot claim, for example, that they thought it was okay to chew gum or listen to an iPod in your class, even though these are against the school rules, "because you never made a rule against it for us." Whatever the rule, students need to be taught the behaviors that the rule includes and excludes. Examples, practice, and discussion will be needed before learning is complete Secondary School: Bring all needed material to class: The teacher must specify the type of pen, pencil, paper, notebook, texts, and so on Be in your seat and ready to work when the bell rings: Many teachers combine this rule with a standard beginning procedure for the class, such as a warm-up exercise on the board or a requirement that students have paper with a proper heading ready when the bell rings. Respect and be polite to all people: This covers fighting, verbal abuse, and general trouble-making. All people includes the teacher. Listen and stay seated while someone else is speaking: This applies when the teacher or other students are talking Respect other people's property: This means property belonging to the school, the teacher, or other students Obey all school rules: As with the elementary school rules, this covers many behaviors and situations, so you do not have to repeat every school rule for your class. It also reminds the students that you will be monitoring them inside and outside your class. Make sure you know all the school rules. Some secondary students are very adept at convincing teachers that their misbehavior "really isn't against the rules"

Scripted Cooperation

one way of incorporating active learning into lectures; Several times during the presentation the teacher asks the students to work in pairs. One person is the summarizer and the other critiques the summary, then they switch roles for the next summary/critique

Planning with a constructivist approach

planning is shared and negotiated; The teacher and students together make decisions about content, activities, and approaches

Pedagogical content knowledge

unique kind of teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences; very complex and specific to the situation, topic, students, and even the individual teacher

Counseling

uses empathetic listening

Rosenthal and Jacobson

randomly chose elementary classrooms and told teachers that the students probably would make significant intellectual gains during the year. Students did have larger gains than normal that year. Data suggests existence of Pygmalion effect or self fulfilling prophecy.

Psychomotor Domain

realm of physical ability

Participation structures

rules defining who can talk, what they can talk about, when and to whom they can talk, and how long they can talk

Sustaining Expectation Effect

student performance maintained at a certain level because teachers don't recognize improvements

Within-class ability grouping

system of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences.

Adaptive teaching

teacher provides all students with challenging instruction and uses supports as needed, but removes supports as students learn.

Spreading the action around

teachers should move around the room when possible, establish eye contact with and direct questions to students seated far away, and vary the seating so the same students are not always cosigned to the back

"I" Message

telling a student in a straightforward, assertive, and nonjudgmental way what he or she is doing, how it affects you as a teacher, and how you feel about it

Allocated time

the amount of time that is available for learning

Academic learning time

the amount of time that the students are working with a high rate of success; the amount of time that the students are actually learning and understanding

Classroom management

the goal is to maintain a positive, productive learning environment

Action Zone

the place in the classroom where participation is greatest may be in other areas such as on one side or near a particular learning center