question

neuroscience

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the study of the structure, function, development, and physiology of the brain and the nervous system

question

it is at the __________ of understanding how people perceive and interact with the external world

answer

forefront

question

the teaching process is ________; it requires communication with your students and demands that you be an active listener, not just a talker

answer

dialectic

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teaching is easy and that anyone can teach is a common

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myth

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teaching is not "________", and in addition to what you have to _______ to be able to teach, there are many things you have to _____ to create the opportunities for students to learn

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telling; know; do

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pedagogy

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the art and science of teaching; all that you know and believe about teaching;;it's a personal creative expression of oneself; the belief system and orientation you bring into your instructional practice

question

Joseph Jourbert

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French philosopher who said "to teach is to learn something twice"

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pedagogy is a science because it relies on careful observations of

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1)students dispositions 2) students prior knowledge 3) students' responses to the activities and questions in which they are engaged

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cognitive science

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multidisciplinary field that focuses on how information is represented, processed, and transformed as we learn something; helps us understand how students learn and how we can best promote that learning

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instruction

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the act or process of teaching; the way your pedagogy becomes enacted in practice ex: if you believe that you need to understand students ideas and beliefs to help them gain new understanding that's your pedagogy, your instructional decisions will emerge from it

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pedagogical stance can ______ in response to ideas

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shift; people often use pedagogy and instruction interchangeably

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personal teaching philosophy

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a individual's own pedagogy informed by his or her own beliefs and understanding of how students learn best. A teacher's personal philosophy outs itself through the instructional strategies employed with the students; we revisit this every time we plan for instruction

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pedagogical content knowledge (PCK)

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the understanding of how particular topics, problems, or issue can be adapted and presented to match the diverse interests and abilities of learners; although you may have a content, still need to know all because not all students have same strength in content as you do

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learning theories

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an explanation of how learning typically occurs and about conditions that favor learning; formal idea about how people learn

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people no longer learn by knowledge being transferred from the mind of the teacher to the mind of the

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learner

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Benjamin Bloom identified a taxonomy or classification system of educational objectives in three domains:

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the cognitive, affective, and psychomotor

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cognitive domain

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represent a natural progression of behaviors important in learning

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committee hoped that teachers and curriculum developers would use this to develop strategies for helping

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students learn

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

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Bloom's original classes of learning behaviors. They were slightly reorganized and renamed with verbs in the 1990s, they were based on idea simple behavior with other simple behaviors form a more complex behavior; each level requires more complex thinking

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Anderson, student of Booms changed it to verbs, not nouns where she changed evaluation to

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creating; and it was deemed the highest level of cognitive function

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remembering

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can the student recall or remember the info? recall, define, memorize, list, repeat (essential to move on to next level)

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understanding

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can the student explain ideas or concepts? describe, classify, discuss, explain

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applying

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can the student use the info in a new way? choose, use, demonstrate, interpret, solve, write

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analyzing

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can the student distinguish between different parts? compare, contrast, appraise, criticize, differentiate, question, test

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evaluating

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can the student justify a stand or decision? argue, defend, judge, select

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creating

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can the student create a new product or point of view? make new meaning and assemble, construct, design, formulate, develop and write

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see figure on pg 71 where

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evaluation and synthesis become evaluating and then creating; and examples of Goldilocks

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Skinner's theory of operant conditioning

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viewed learning as a response to external stimuli in the environment

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behaviorism

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the theory that learning takes place in response to reinforcements (for instance, rewards or punishments) from the outside environment by Skinner; incentives for motivation; all learning is shaped by the stimuli in the environment and that free will plays no role in the process

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teachers use this approach by structuring their lessons around

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clear objectivies that stated what students would be able to do by end of the lesson and desired behaviors were regulated by carefully planned reinforcements and punishments. the external rewards could include good grades, increased privileges or a special smile from teacher

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students were seen as _______ participants in the classroom who responded to the teacher's direct rewards and punishments

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passive

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behaviorist ideas are big in

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classroom discipline; teachers rely on this when they set up specific rewards for good behavior and it asserts that students will modify their behavior in response to consistent delivery of rewards and punishments

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argue behaviorist teachers exercise too much

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control over students and that students tend to learn facts rather than deep concepts; rewards and punishments don't hlp students develop their own internal mechanism for doing quality wrk and that students eventually lose interest in what they are essentially being "Bribed" to do; getting money for grades or being paid to go to high school

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cognitive learning theories

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explanations of the mental processes that occur during learning by Jean Piaget

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Piaget 1920s, swiss and from studies on children he developed the idea of

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stages of cognitive development; at certain times in a child's intellectual growth, different mental structures begin to emerge

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sensorimotor stage

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from 0 to 2, learning occurs mainly through sensory impressions and movement; child is separate from the environment and aspects of the environment (parents or fav toy) continue to exist even though they may be outside the reach of his or her senses

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preoperational stage

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from 2 to 7; childrens thinking is influenced by fantasy (way child would like things to be) and he/she assumes others see situations from his/her viewpoint; child takes in info and changes it in his/her mind to fit his/her ideas

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concrete operational

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7-11; ability to generalize concepts from concrete experiences, where the child makes rational judgments about concrete or observable phenomena, which in past he or she needed to manipulate physically to understand

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formal operational stage

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11+; ability to manipulate abstractions, learner no longer requires concrete objects to make rational judgments

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Piaget argued at each stage of maturation, child is ready for a

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different type of learning

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there aren't clear demarcations of mental development from one stage to the next

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true; as learner progresses from one stage to the next, there is an overlap (children handle concrete operations earlier than thought)

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at each stage, knowledge is not passively received by actively

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built up by the learner through process of invention or creation, NOT reception; gives learner responsibility

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Bruner argued at ANY stage of cognitive development teachers should allow children to

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discover ideas for themselves

question

Bruner's work became known as

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discovery learning

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difference in Piaget is that he believed children are always ready to learn a concept at

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some level; age doesn't matter; need to revist curriculum topics at various ages; spiraling effect of curriculum topcs as same broad topics are revisted at higher grade levels

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this practice is important in

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curriculum planning; discovery learning is influential today

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piaget's work was criticized for not taking into account

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social context

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social cognitive learning theories

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explanations that describe how learning involves interactions between the learner and the social environment

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Vgotsky (Russian social theorist)

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showed how social contexts influence the ideas that people develop; use language that is socially and culturally accepted; ex: "That's so cool" to another student; don't learn in cultural vaccum

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social cognitivists stress importance of

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modeling; students learn by observing you than by doing similar problem themselves; be further served with manipulative materials and working on exchanging units with their peers in a group- adding columns by modeling exchanging 10 ones for one ten

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parents, adults, siblings, peers all have major effects on a child's intellectual development besides just

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teachers

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Piaget, Bruner, Vgotsky and others have paved way for understanding how people

answer

learn

question

constructivism

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a group of theories about knowledge and learning whose basic tenet is that all knowledge is constructed by synthesizing new ideas with prior knowledge. Holds that knowledge is not passively received, rather it is actively built by the learner as he/she experiences the world; builds on cognitive and social cognitive theories but goes further by considering how new info becomes meaningful to the learner

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constructivism is the learning theory that most closely relates to what we

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currently understand about how people learn

question

learners interact with

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people, objects, and ideas to construct their understanding of what is happening around them

question

mental scheme

answer

the heart of this learning theory that is a sort of organizer in the brain, these structures help you make sense of the world and as you encounter new information, you try to fit it into your existing schemes

question

sometimes if it doesn't fit you have to

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revise your existing mental scheme (peanuts cartoon)

question

when new info fails to match your existing schemes you have a choice to

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ignore the new information where no new learning has occurred or you can remake your set of schemes to accommodate the new data- a process of truly making new information your own (author reorganized mental scheme when realized mail doesn't come from a tube, but a mailman- the mother wanted to use her existing mental schemes to help her learn)

question

effective teachers try to activate students prior knowledge so that during a lesson they can

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build on what they already know, challenge it, rethink it, and refine it

question

if a student has a misconception that is plainly wrong the teacher should

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treat it with respect and guide the student in confronting new information that contradicts them and by wrestling with the contradiction, the student will hopefully modify old mental schemes or create new ones and this way genuine learning will occur; just flat out correcting it verbally will make the ideas linger underground

question

order of digits in a number tells you the value, but you need to have it explained with bundles in numerical form to represent the numbers we talk about; this is a code that the students need to reinvent that code for

answer

themselves; then the ones, tens, hundred columns have meaning; not just memorizing

question

if don't understand the _________ of carrying the one, they will only have a shallow, fragile understanding of what they're doing and not fully grasp what happens later

answer

meaning

question

the __________ is so important to learning and mental schemes, because education is far broader than just schooling

answer

environment (homes, interests, people, daily practices); ex: ny teacher takes kids to subway, local parking meters, auto repair shop to teach math, vocab, etc to give experimential exposure that a formal class cant give

question

actively engaged students have more _______ firing allowing them to use more parts of the brain, connect prior knowledge, and build on what they already know

answer

neurons; Dewey encouraged active participation of students in their own learning

question

we base our practices of teaching on

answer

learning theories

question

relationship between

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neuroscience and teaching informs our pedagogy and helps us to guide instruction with meaningful context

question

access students' existing understandings and experiences and draw attention to

answer

the kinds of knowledge that help students to learn with understanding

question

Fish Is Fish talks about

answer

young minnow and tadpole become friends that sees other animals as cow-fish, dog-fish, etc until he learns they aren't really fish. like a tadpole that grows legs. he has to apply what he already knows to learn new material; if the frog had provided more details about birds, cows, and people, it would have helped the fish understand their body parts have functions animals need for survival; like saw people walking on tailfins

question

curriculum

answer

a plan of studies that includes the ways instructional content is organized and presented at each grade level; latin for running course; organized by content area: language arts, mathematics, social studies, foreign language, and science curricula

question

formal curriculum

answer

the official plan of studies

question

informal curriculum

answer

learning experiences that go beyond the formal curriculum, like activities the teacher introduces to connect academic concepts to the students' daily lives; ex: local event or news story (often in social studies) to link with students own lives, earthquake for science; bring meaning t formal curriculum and deepen students understanding of concepts theyre learning

question

hidden curriculum

answer

social rules and values schools and teachers transmit to students; communicated through rules of conduct, dress codes, social atmosphere, relationships among people in school environment; ex: girls clean chalkboards and boys carry flags

question

the _____________ has dominated public education since the early 1990s with the No Child Left Behind Act being passed in 2002

answer

standards movement

question

formal curriculum in public schools is established by each

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state; with individual school districts adjusting it to a greater or lesser degree, but rely heavily on input of national groups that have been actively involved in establishing standards for their discipline

question

National council of teachers of mathematics and common core state standards have great influence over states in math and the latter English as well

answer

true

question

standards movement has prompted subject-area associations to state explicitly what students should know and be able to do at each grade level from kindergarten-12 resulting in

answer

national standards for each subject; so there are for science, language arts, foreign languages, social studies, math, technology, health, and physical education

question

the National Governor's Association and the Council of Chief State School Officers used these documents and others to establish

answer

Common Core State Standards whose use is encouraged by each state in the criteria for the Race to the Top competition

question

local schools control of their curricula in each area was quite _______ until the federal NCLB Act was passed in 2002 and the RTTP competition was implemented in 2010

answer

broad

question

NCLB requires students held accountable by means to statewide exams that assess their knowledge at various grade levels often beginning in

answer

3rd grade; what changed school's control over curricula

question

Why is it thought of as one-size-fits-all?

answer

statewide assessment process demands a uniform statewide curriculum if students are to be successful on tests and Obama trying to exempt states from rigid NCLB accountability as long as states can devise assessment system that meets RTTP Funding criteria

question

school built pond to encourage science program with koi and grade level classes took responsibility for monitoring temperature and turbidity of pond and noticing life around it

answer

NCLB makes stuff like this harder

question

Emily Style in 1996 suggests that curriculum should be both a

answer

window and mirror

question

this metaphor implies

answer

curriculum must provide windows for students into the world of others-it should help students learn abut other people, other cultures, and other realities curriculum must offer mirrors of students own reality. It should be connected to their lives in ways that help them see the subject matter as meaningful

question

basal readers are books in series to teach reading (1930-1970) that are designed for a particular reading level like

answer

Dick and Jane, McGuffey Readers and Alice and Jerry

question

Dick and Jane was a window for author, not a mirror because they had a picket fence with a lawn, sprinkler and red wagon and she lived

answer

in the inner-city; towards 1980s and 1990s dick and jane stories waned because did not reflect diversity and were thought to be less authentic than other forms of children's literature

question

schools today use both

answer

basal readers and authentic children's literature offering language arts curriculum that include both formats; select required literature for each grade level and this with the basal reader provides the backbone of language arts curriculum

question

basal readers now include combo of

answer

nonfiction, biographies, adaptations of original childrens books, condensatins of classic childrens lit and original stories and feature students of diff origins

question

typical language arts has evolved to function better as both a

answer

window and a mirror so students get a glimpse into different kinds of worlds and more types of students see themselves in the material

question

way to understand children's mental schemes to make curriculum more relevant is by

answer

paying careful attention to the experiences of your students; Ask how can I make this more relevant?; writing assignments and discussion allows students authentic selves into classroom

question

assessment

answer

collecting information to determine the progress of students learning; What do my students know? How are they able to demonstrate that knowledge?

question

traditional assessments like paper pencil, fill in blank, multiple choice, true false, not necessarily essay are thought of as a measure of what

answer

students recall at the moment, not necessarily what they have incorporated into an existing or new mental scheme

question

assessment is like a good instructional task that should be a part of every lesson because it

answer

provides feedback to both the teacher and the students about how the students are developing and understanding of the concepts in a unit

question

embedded assessments

answer

classroom-based assessments that make use of the actual assignments that students are given as a unit is being taught. these can be use to evaluate developmental stages of student learning; "writing and refection" are examples, feel natural; journal, research report, engage in debate, design project or write an essay explaining phenomenon

question

authentic assessment

answer

an assessment that asks students to perform a task relating what they have learned to some real world problem or example; peform tasks through which they can express own ideas; true false and multiple choice tests don't let them document understanding like these

question

also called performance assessment because often involves

answer

a performance of some kin

question

Harvard graudates called Project Zero where they were interested in teaching for understanding and designing understanding performances or performances of understanding which are

answer

activities that require students to use what they know in new ways or in ways that build their understanding of unit topics ; publically demonstrate their understanding by reshaping, expanding on, extrapolating from and applying what they already know

question

another example of an authentic or performance assessment is your

answer

teaching portfolio; because it represents your view of teaching and learning and the sense-making you engage in as you prepare to teach and examples of plans and projects you create for your students as you practice teaching in schools and uses info from this course

question

rubric

answer

a scoring guide for an authentic assessment or a performance assessment, with descriptions of performance characteristics corresponding to points on a rating scale; bc authentic performances are open-ended; quality ratings may be excellent, good, needs improvement or numerical scores like 4, 3, 2, 1 and then those can be added up to score a grade A, B, C

question

two examples of understanding performances

answer

social studies: have people take side of who fired first shot aroundn the world, british or colonists and the figure out how reports are different and present info to class math: collect data about school attendance over 2 weeks and calculate percentage of students who fit various categories (absent, present, tardy) and create graphs to represent data visually, collect feedback from class and revise graphs in accordance to feedback

question

bc NCLB doesn't have particular relevance to nature of instruction given in class and are traditional style only over math and language arts critics argue data collected is

answer

not reliable; only tell youlittle of what you need to know about your students learning;

question

good teaching requires us to seek out

answer

multiple ways to find out what students know and are able to do in a given area of content

question

its often difficult for test makers to consider variations of

answer

students geography and learning experiences; these tests often have questions based on Bloom's taxonomy calling students to "recall, remember or repeat" what they know

question

critics believe difficult for standardized tests to asses

answer

higher levels of cognitive function and represent single assessment experience and results in getting incomplete measure of students understaning

question

people worry teachers

answer

teach to the test bc teachers feel enormous pressure to ensure test scores go up; some narrow curriculum to match test oonly teach whats covered, or only multiple choice format to resemble it

question

if standardized tests had modalities and offered diff types of assessment formats

answer

matching instruction wouldn't be a problem; if test didn't address freshwater ponds, its doubtful students would have had pond experience

question

often disconnect between what we learn about teaching and what we are able to enact in an actual classroom

answer

true

question

teaching requires

answer

practice; we need to examine our beliefs and become comfortable with ourselves as learners as we embark on becoming teachers PG 85 bullet points!!

question

boundaries between movements and learning theories can

answer

overlap and become blurred; your approach should never be all or nothing, students learn from formal and informal environments

question

learning is a

answer

complex process; theres a lot that goes on in our brains as we learn that we still don't know

question

big question teachers face

answer

Who are my students and how can I teach them?

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