EPSY Chapter 14 – Teaching Every Student – Flashcards
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Pedagogical Content Knowledge
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Teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences.
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Dimensions of Classroom Climate
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Affective, Cognitive, Behavioral areas of teaching
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Affective Area of Teaching
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Emotional Support - Similiar to teacher warmth and enthusiasm.
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Cognitive Area of Teaching
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Instructional Support - Concept development and quality feedback that is specific and focused on the learning process.
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Behavioral Area of Teaching
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Classroom Organization and Lesson Management - Clear activities and routines that make more time for student learning and are really engaging.
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Planning: Instructional Objectives
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Behavioral Objectives Cognitive Objectives
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Behavioral Objectives
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Instructional objectives stated in terms of observable behavior. Behavioral objectives use terms such as list, define, add, or calculate.
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Cognitive Objectives
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Instructional objectives stated in terms of higher-level thinking operations. These objectives emphasize thinking and comprehension. Cognitive Objectives use terms such as understand, recognize, create, or apply.
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Robert Mager
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He developed a system for writing instructional objectives that includes student behavior, conditions, and criteria.
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Mager's 3 Components to Instructional Objectives
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1. Describes the intended student behavior 2. Lists the conditions under which the behavior will occur 3. Gives criteria for acceptable performance on the test. Mager contends that often students can teach themselves if they are given well-stated objectives.
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The following objectives uses Mager's format for preparing objectives: The learner will solve ten of twelve two-digit addition facts with 80% accuracy. In this objective, "80% accuracy" reflects the
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criteria.
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Bloom's Taxonomy of Educational Objectives
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A classification system of educational objectives. It is used by teachers to determine the level of thinking their students have achieved. Objectives were divided into 3 domains: 1. Cognitive 2. Affective 3. Psychomotor *Behaviors of these three domains occur simultaneously.
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Bloom's Cognitive Domain (Domain of Thinking)
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Memory and reasoning objectives. 1. Remembering. 2. Understanding. 3. Applying. 4. Analyzing. 5. Evaluating. 6. Creating.
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Bloom's Affective Domain (Domain of Emotional Response)
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Objectives focusing on attitudes and feelings. 1. Receiving. 2. Responding. 3. Valuing. 4. Organization. 5. Characterization by value.
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Bloom's Psychomotor Domain (Domain of Physical Ability)
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Physical ability and coordination objectives. Typically used by PE teachers. Should be of interest to fine-arts, vocational-technical education, and special education teachers.
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Taxonomy of the Cognitive Domain (Anderson & Krathwohl, 2001)
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1. Remembering/ Knowledge 2. Understanding/ Comprehension 3. Applying 4. Analyzing 5. Evaluating 6. Creating / Synthesis
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The Constructivist Perspective
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The constructivist approach emphasizes the active role of the learner in building understanding and making sense of information.
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Cooperative Learning
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A teaching method where students of mixed levels of ability are arranged into groups, and rewarded according to the group's success, not the success of an individual member.
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It is August, and Susan has decided to use cooperative groups in her fourth-grade science class for the upcoming year. Based upon effective cooperative learning practice, which of the following is a valid recommendation for Susan to consider as she plans this instruction?
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Provide instruction on social cooperation and group skills so that students better understand the process.
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Teaching Approaches - Direct Instruction/Explicit Instruction
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Systematic instruction for mastery of basic skills, facts, and information. Similar to Active Teaching.
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When should direct instruction be used?
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Teaching basic skills, clearly structured knowledge that is needed for later learning and that can be taught step by step and evaluated by standardized tests. Example: Science facts, math computations, vocabulary, grammar rules.
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Given that you would like your students to be able to identify verbs in sentences rapidly and accurately which of the following instructional models would you most likely use?
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Direct Instruction
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Melinda wants to help her students understand the concept of velocity. She provides a large number of Hot Wheels cars and small ramps, scales, stopwatches, and rulers for her students so that they can work to find patterns. Melinda then questions the students are a group, and they come to a description of the patterns that emerged. Of the following, Melinda's approach could best be described as
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Guided Discovery
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Teaching Approaches - Seatwork & Homework
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Seatwork: Independent classroom desk work. This technique is often overused. Homework: It is best to hold students accountable for completing work correctly, not just for completion.
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Which of the following is a disadvantage of lectures?
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Lectures can overload learners' working memories.
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Teaching Approaches - Questioning & Discussion
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Sometimes referred to as recitation. Teachers pose questions, students answer.
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Susan heard that posing questions to her students while teaching a topic will make her presentations better, so she has started to pose questions. However, she has found not many students are trying to answer, and most often those that do are the best students. Susan's problems with questioning are most likely tied to?
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No practicing equitable distribution.
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Classroom Questions for Objectives in the Cognitive Domain
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1. Remembering/ Knowledge: Define ..? 2. Understanding/ Comprehension: Explain...? 3. Applying: Calculate ..? 4. Analyzing: Fact or opinion ..? / What influenced the writings of ...? 5. Evaluating: Why would you favor...? 6. Creating / Synthesis: Whats a good name for ...?
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Questions for Objectives in the Cognitive Domain 1. Remembering/ Knowledge
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Recalling or recognizing information as learned. Examples: 1. Define ... 2. What is the capital of...? 3. What did the text say about ...?
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Questions for Objectives in the Cognitive Domain 2. Understanding/ Comprehension
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Demonstrating understanding of the materials; transforming, reorganizing, or interpreting. Examples: 1. Explain in your own words... 2. Compare ... 3. What is the main idea of ...? 4. Describe what you saw ...
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Questions for Objectives in the Cognitive Domain 3. Applying
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Using information to solve a problem with a single correct answer. Examples: 1. Which principle is demonstrated in ...? 2. Calculate the area of ... 3. Apply the rule of ... to solve ....
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Questions for Objectives in the Cognitive Domain 4. Analyzing
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Critical thinking: identifying reasons and motives; making inferences based on specific data; analyzing conclusions to see if supported by evidence. Examples: 1. What influenced the writings of ...? 2. Why was Washington, D.C. chosen...? 3. Which of the following are facts and which are opinions...? 4. Based on your experiment, what is the chemical ...?
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Questions for Objectives in the Cognitive Domain 5. Evaluating
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Judging the merits of ideas, offering opinions, applying standards. Examples: 1. Which US senator is the most effective? 2. Which painting do you believe to be better? Why? 3. Why would you favor...?
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Questions for Objectives in the Cognitive Domain 6. Creating
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Divergent, original thinking; original plan, proposal, design, or story. Examples: 1. What's a good name for ...? 2. How could we raise money for ...? 3. What would the United States be like is the South had won ...?
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Convergent Questions (Only one right answer)
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Questions that have a single correct answer. Questions about concrete facts. Example: 1. Who ruled England in 1540? 2. Who wrote the original Peter Pan?
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Divergent Questions (Many possible answers)
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Questions that have no single correct answer. Questions dealing with opinions or hypotheses. Example: 1. In this story, which character is most like you and why? 2. In 100 years, which of the past five presidents will be most admired?
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Responding to Student Answers (Feedback)
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1. Task Feedback 2. Process Feedback 3. Self-regulation Feedback 4. Self-Feedback
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Task Feedback
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"You need to include more about the Treaty of Versailles."
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Process Feedback
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"This page may make more sense if you use the strategies we talked about earlier." *Process and Self-regulation Feedback are most powerful
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Self-regulation Feedback
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"You already know the key features of the opening of an argument. Check to see whether you have incorporated them in your first paragraph." *Process and Self-regulation Feedback are most powerful
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Self-Feedback
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"You are a great student." "That's an intelligent response, well done."
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A teacher is working on finding percents of numbers and displays the problem 20% of 45 = ? He asks, "What's the answer to this problem, Jack?" After thinking a few seconds, Jack responds, "900." Based on research examining teacher feedback, of the following what is the best response?
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"Not quite, Jack. Remember, the first thing we must do is change the percent to a decimal. What is the decimal equivalent of 20%?" Process Feedback
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Group Discussion
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Conversation in which the teacher does not have the dominant role; students pose and answer their own questions.
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Differentiated Instruction
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A flexible approach to teaching that matches content, process, and product based on student differences in readiness, interests, and learning needs.
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Within-Class Ability Grouping (Based on ability)
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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. There are many problems like segregation in lower-ability tracks.
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Flexible Grouping (Based on learning needs)
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Grouping and regrouping students based on learning needs. Assessment is continuous so that students are always working within their zone of proximal development. Includes high-level instruction and high-level expectations for all students. Examples: Small groups, partners, individuals, and even whole class.
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Technology & Differentiation - Assistive Technology
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Devices, systems, and services that support and improve the capabilities of individuals with disabilities.
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Pygmalion Effect
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Exceptional progress by a student as a result of high teacher expectations for that student.
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Self-fulfilling Prophecy
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A groundless expectation that is confirmed because it has been expected. The teacher's beliefs about the student's abilities have no basis in fact, but student behavior comes to match the initially inaccurate expectation. Stronger in early grades. Example: A teacher, who expects a student to be slothful, is likely to treat that student in such a way that it draws out the very same response he or she expects. Example: False belief that a bank is failing; this leads to a rush of patrons withdrawing money, which then causes the bank to fail as expected.
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The idea that if we start the day and think "I'll have a bad day today," such thinking may alter our actions and the prediction might be fulfilled by our actions is an example of what effect?
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Self-fulfilling Prophecy
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Sustaining Expectation Effect
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Student performance is maintained at a certain level because teachers don't recognize improvements. Teachers fail to see student potential and hence do not respond in a way to encourage some students to fulfill their potential, preventing change. Stronger in later grades. Example: A student shows improvement but the teacher does not alter his expectations to take account of the improvement. The teacher's unchanging expectation sustains the student's achievement at the expected level.
