ED PSYCH PRESENTATION

Chapter 14: Teaching Every Student

Sydney Vair and Jasmine Gibson-McKenzie

CHAPTER 14 PART 1

Characteristics of effective teachers

Clarity and Organization - Barak Rosenshine and Norma Furst (1973) reviewed 50 studies that clarity was the most important aspect of effective teaching - Teachers who provide clear direction and instruction tend to have students who learn and obtain more of the content - The clearer the explanation the more the students learn

Warmth and Enthusiasm - Studies have shown that ratings of teacher enthusiasm are correlated with student achievement - Warmth, friendliness, and understanding seem to be the teacher traits most strongly associated with students liking the teacher and the class in general - Warmth and enthusiasm are not the only two important characteristics because they are based on variable studies - There is more student attention, interest, and engagement which leads to obtaining content better

KNOWLEDGE FOR TEACHING

- Expert teachers have elaborate systems of knowledge for understanding problems in teaching. - Expert teachers have clear goals and use reflection frequently to analyze and think back to different situations they have experienced as an educator to improve their work in the future with students - Pedagogical Content Knowledge combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences

WHAT DO EXPERT TEACHERS KNOW THAT ALLOWS THEM TO BE SUCCESSFUL?

1. The academic subjects they teach – their content knowledge is deep and interconnected
2. General teaching strategies that apply in all subjects (such as principles of classroom management, and effective teaching)
3. The curriculum materials and programs appropriate for their subject and grade level
4. Subject specific knowledge for teaching: special ways of teaching certain students and particular concepts, such as the best ways to explain negative numbers to lower ability students
5. The characteristics and cultural background of learners
6. The settings in which students learn – pairs, small groups, teams, classes, schools, and the community
7. The goals and purposes of teaching

recent research on teaching PIANTAS DIMENSIONS OF CLASSROOM CLIMATE

3. Classroom Organization (behavioral) - Classroom and lesson managment -Clear activities and routines -Make time for student learning and engagement

2. Instructional Support (cognitive) - Concept development - Discussions that require critical thinking - Promote higher-order thinking - Quality of feedback

1. Emotional Support (affective) - Positive climate - Teacher sensitivity - Regard for students' perspective

THE FIRST STEP: PLANNING

- Planning influences what students will learn, because planning transforms the available time and curriculum materials into activities, assignments, and tasks - It is important to plan in the beginning of the year so a routine can be established - Plans reduce but do not eliminate uncertainty in planning - Overplanning exists, plans are not meant to be broken but sometimes they need to be bent a little - Lesson study: as a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version -Collaboration in planning works better than individual planning, seeing other people's ideas is important

OBJECTIVES FOR LEARNING

- Most districts have objectives or standards for their students to reach Example of Standards for Technology

1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership

Classrooms: instructional objectives

1. Instructional Objectives: Clear statement of what students are intended to learn through instruction - Objectives are the performances expected of students 2. Behavioral Objectives: Instructional objectives stated in terms of observable behavior 3. Cognitive Objectives: Instructional objectives stated in terms of higher-level thinking operations - Emphasize thinking and comprehension - Understand, recognize, create or apply

FLEXIBLE AND CREATIVE PLANS-USING TAXONOMIES

PSYCHOMOTOR

- Benjiman Bloom and his colleagues created a taxonomy, or a classification system, of educational objectives - Objectives were divided into three dimensions

COGNITIVE

Physical ability and coordination objectives

Memory and reasoning objectives

AFFECTIVE

Objectives focusing on attitudes and feelings

THE COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DOMAIN

Cognitive Domain: 6 Objectives

Affective Domain: 5 Objectives

Psychomotor Domain: 4 Objectives

1. Reciving: Being aware of or attending to something in the environment. This is the I’ll-listen-to-the-concert-but-I-won't-promise-to-like-it-level 2. Responding: Showing some new behavior as a result of experience. At this level, a person might applaud after the concert or hum some of the music the next day 3. Valuing: Showing some definite involvement or commitment. At this point, a person might choose to go to a concert instead of a film 4. Organization: Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities. This is the level at which a person would begin to make long-range commitments to concert attendance 5. Characterization by Value: Acting consistently with the new value. At this highest level, a person would be firmly committed to a love of music and demonstrate it openly and consistently.

1. Remembering: Remembering or recognizing something without necessarily understanding, using, or changing it 2. Understanding:Understanding the material being communicated without necessarily rela ting it to anything else 3. Applying: Using a general concept to solve a particular problem 4. Analyzing: Breaking something down into its part 5. Evaluating: Judging the value of materials or methods as they might in a particular situation 6. Creating: Creating something new by combining different ideas

1. Student orientated (emphasis on what the student is expected to do) 2. Descriptive of an appropriate learning outcome (both developmentally appropriate and appropriately sequenced, with more complex objectives following prerequisite objectives) 3. Clear and understandable (not too general or too specific) 4. Observable (avoid outcomes you can’t see such as “appreciating” or “realizing”)

PLANNING FROM A CONSTRUCTIVIST PERSPECTIVE

- Traditionally it has been the teacher’s responsibility to do most of the planning, but the constructivist approach is a new way of planning - Constructivist Approaches: planning is shared and negotiated - Constructivist approach: View that emphasizes the active role of the learner in building understanding and making sense of information - Teachers and students make decisions together

TEACHING APPROACHES

Direct Instruction has the following characteristics

Direct Instruction/Explicit Teaching: Systemic instruction for mastery of basic skills, facts and information - Active Teaching: Teaching characterized by high levels of teacher explanation, demonstration, and interactions with students

a) The teacher's classroom management is especially effective, and the rate of student interruptive behaviors is very low b) The teacher maintains strong academic focus and uses available instructional time intensively to initiate and facilitate students learning activities c) The teacher insures that as many students as possible achieve good learning progress by carefully choosing appropriate tasks, clearly presenting subject-matter information and solution strategies

ROSENSHINES SIX TEACHING FUNCTIONS

3. Provide guided practice

5. Provide independent practice

1. Review and check the previous day’s work.

6. Review weekly and monthly to consolidate learning

4. Give feedback and correctives based on student answers

2. Present new material

ADVANCE ORGANIZERS

- Teachers using direct instruction often begin with an advance organizer - Advance organizer: Statement of inclusive concepts to introduce and sum up material that follows

- Advance organizers fall into two categories - Comparative Activate already existing schemas. They remind you of what you already know - Expository Provide new knowledge that students will need in order to understand upcoming information

SEATWORK

- Seatwork: Independent classroom work - Example: A summary of research from 1975 to 2000 found that students with learning disabilities, who often have trouble improving without a teacher guidance, were spending 40% of their time on individual seatwork - Be available to students for seatwork and make sure you are present

DISCUSSION QUESTIONS

1. Did you have teachers that did not portray warmth and enthusiasm? If so, did you feel as if it affected your academic success?
2. What is Pedagogical Content Knowledge and why is it important for an educator?
3. What are Pianta’s three dimensions of classroom climate? Which do you feel is the most important within a classroom?
4. Why is overplanning harmful to both students and teachers?
5. Explain planning from a constructivist perspective?
6. Why do you feel direct instruction causes fewer behavioral problems in a classroom?
7. Why is creating taxonomies important to education?
8. What are the two categories advanced organizers fall into and what are their definitions?

CHAPTER 14 PART 2

Question, discussion, dialogue, and feedback

Questioning

• Effective questioning skills are among the most valuable skills that a teacher can possess.
• Recitation=Teacherrs pose questions, student answer. (C.S. Weinstein & Romano, 2015)
• IRE= Initiation (teacher ask the question) Response (student answer) Evaluation/reaction (praising,correcting,probing, or expanding)- Burbules & Bruce, 2001

CONVERGENT VS DIVERGENT

• Convergent question is when there is only one correct answer
• Divergent question is when there is many possible answer
• Question that require deep explanations help students improve academic performance and enhance authentic understanding

Fitting the questions to the student

• All kinds of question can be effective
• Younger and lower-ability students of all ages is simple questions that allow a high percentage of correct answers
• High-ability students should include harder questions with more critical feedback

+ INFO

responding to students answers

• When responding to students it should be direct.
• if students answer quick, firm, and correct. You can just accept it
• If answer is correct but with hesitant, the teacher should give feedback about why the answer is correct
• If student is unsure, partially or completly wrong but they made a honest attempt then the teacher should probe for more information, give clues, simplify the question reteach the material.
• if the student gives wrong answer being silly or careless just give correct answer and move on.

Type of Feedback

• Task Feedback
• Process Feedback
• Self-Regulation Feedback
• Self-Feedback

Group Discussion

• Group Discussion: Conversation in which the teacher does not have the dominant role; students pose and answer their own questions

• students form a collective constuct meaning and complex understanding
• students being directly involved builts motivation
• this environment allows students to show different idea and forms about thinking among other peers on the same subject

UNDERSTANDING BY DESIGN

Understanding by Design

A system of lesson and unit planning starts with key objectives for understanding and then moves backwards to design assessments and learning activities.

PLANNING BY DESIGN

Essential Questions

Step 1

Key Understanding

Designing the Goal

AuthenticTradional Assessment

Step 3

Step 2

Designing the Assessment

Designing the learning

Diffenentiated Instruction

Teacher Centered vs Student Centered

• Differentiated instruction-A flexible approach to teaching that matches content,process, and product based on student differences in readiness, interests, and learning needs. Takes into account students' abilities, prior knowledge,and challenges so that instruction matches not only the subject being taught but also students' needs.

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

• Flexible grouping-Grouping and regrouping students based on learning needs

• Adaptive teaching- Provides all students with challenging instruction and uses supports when needed,but removes these supports as students become able to handle more on their own.

Technology and Differentiation

• Assistive Technology-Devices, systems and services that support and improve the capabilities of individuals with disabilities
• Universal design-Considering the needs of all user in the design of new tools, learning programs, or web sites

Teacher expectations

• Pygmalion Effect-exceptional progress by a student as a result of high school teacher expectation for that student; named for mythological king, Pygmalion, who made a statue, then caused to be brought to life
• Self-Fulfilling prophecy- A groundless expectation that is confirmed because it has been expected.
• Sustaining expectation effect- Students performance is maintained at a certain level because teachers don't recognize improvements

Discussion Questions

1. Distinguish between convergent and divergent question?
2. The different type of discussion groups?
3. What is adaptive teaching?
4. Which is better student based or teacher based learning?
5. What is UbD?
6. Would you use UbD in your classroom?
7. What are disadvantages of group discussion?