NES Secondary Professional Knowledge Exam, (Answered) Verified Soution

NES Secondary Professional Knowledge Exam, (Answered) Verified Soution Theory: What is Erikson's theory? Psychosocial Theory of Development - Individuals experience internal conflicts at various stages of life (crises) which are resolved through interaction with others Theory: What does Erikson's theory suggest about secondary students? Competence: Industry vs. inferiority (ages 5~12) Fidelity: Identity vs. Role Confusion (ages 13~19) Theory: What can a teacher do to help students based on Erikson's theory? Help students explore identity, beliefs, careers, and responsibilities. Model career choices. Help students find resources to work out personal problems. Give many "second chances" Theory: What is Piaget's theory? Theory of Cognitive Development - Infants are born with sensory and reflexive skills that they use to engage the environment and ultimately construct mental representations of it Theory: What does Piaget's Theory suggest about secondary students? -Concrete Operational (ages 7~11) time, space, and quantity are understood and can be applied but not as independent concepts -Formal Operations (age 11+) theoretical, hypothetical, and counterfactual thinking, abstract logic and reasoning Theory: What can a teacher do to help students based on Piaget's theory? Concrete Operational Student: use props, visual aids, manipulatives, well-organized presentation, use familiar examples Formal Operational Student: continue to use concrete operational teaching, hypothetical questions, scientific reasoning, teach broad concepts not just facts, inwards reflection Theory: What is Vygotsky's Theory? Social Development Theory - children's thought structures develop through interaction with individuals in their environments, informed by the culture in which they live Theory: What does Piaget's Theory suggest about secondary students? Work within students' ZPD Theory: What can a teacher do to help students based on Vygotsky's theory? -Scaffolding -accessibility to tools that support thinking -build on cultural funds of knowledge -utilize dialogue and learning groups Vocabulary: Scaffolding providing sufficient support to promote learning when concepts and skills are being first introduced to students. Might include: -resources -a compelling task -templates and guides -guidance on the development of cognitive and social skills Vocabulary: ZPD The zone of proximal development (ZPD) is the difference between what a learner can do without help and what they can do with help Theory: What is Kohlberg's Theory? Stages of Moral Development - Moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor Theory: What does Kohlberg's Theory suggest about secondary students? Secondary students will fall somewhere in these levels: -Interpersonal accord and conformity -Authority and social-order maintaining orientation -Social contract orientation Theory: What can a teacher do to help students based on Kohlberg's theory? Help students: examine their dilemmas, see others' perspectives, help students really listen to each other, and ensure your class reflects concern for moral issues and values Development: What 3 areas of development occur in secondary students? 1) Physical/biological 2) Cognitive 3) Socioemotional (including moral) Development: How does development contribute to early adolescent's (10~14) behavior? -adolescents seeking peers with similar values and recognition/attention/status -risky activities emerge -if academic problems become more pronounced then frequent failure leads to less engagement in school activities Development: How can you help failing students and students falling behind? -Suggest and demonstrate effective study strategies -extra academic support for those struggling -provide a regular time and place for them to seek guidance and advice on academic or social matters -provide opportunities for adolescents to make decisions -hold them accountable for their actions and provide appropriate consequences Development: How does development contribute to late adolescent's (14~18) behavior? -associating with "bad" peers -vast differences in interest of educational tracks -students in extracurricular activities tend to stay in school longer -sexual activity and parenting -neighborhoods/ communities with opportunities / local cultures Development: How can you help late adolescents' development? -Communicate caring and respect for all -Allow choices in subjects, but have high standards -provide guidance / assistant for low achievers -help students explore higher education opportunities and career paths -encourage extracurricular activities -get them involved in their communities Vocabulary: synaptic pruning the process of synapse elimination that occurs between early childhood and the onset of puberty in many mammals MEANING: improvements in memory and attention Development: How does the brain develop during adolescence? Increased: -planning and decision making skills -faster cognitive processing -improved memory and attention -matured motor and speech functions Development: How can a teacher support brain development in secondary students? 1)analyze and regulate emotions 2)support new interest in passions 3)acknowledge positive features of adolescents' new found interests and passions 4)ask them to think about future consequences of their actions 5)steer them away from risky events 6)encourage abstract thinking 7)encourage students to express themselves emotionally and empathize Development: How can a teacher support secondary students emotionally through their biological development? 1)Be supportive and optimistic about their abilities and potential for success 2)be patient and help them present themselves well to others 3)provide safe outlets for risk-taking 4)avoid scare tactics but deter them from dangers 5)let them experiment with adult-like roles Vocabulary: Collectivism the practice or principle of giving a group priority over each individual in it Development: What outside influences affect students' development? 1) family structure 2) cultural background 3) family livelihood 4) parenting styles 5) disruptive influences 6) maltreatment (report to CPS) 7) individualism 8) collectivism 9) behavior toward authority figures 10) valued activities 11) Conceptions of time Development: What are some examples of differentiated instruction? 1)using multiple methods to deliver instruction 2)providing tiered activities and problems 3)presenting both concrete and abstract examples of concepts 4)offering a range of resource materials 5)planning small-group and team activities 6)developing learning contracts with students 7)planning and developing enrichment and remediation activities 8)using portfolios to assess student growth Development: How can you encourage self-esteem of your students? 1) value and accept all pupils for attempts and accomplishments 2) create a safe environment 3) become aware of personal biases 4) model appropriate behaviors of self-criticism, perseverance, and self-reward 5)avoid destructive comparisons and competition, have students compete with their own prior levels 6)set up support groups / study buddies, teach students how to encourage each other 7) and many more (see study guide Chapter 1) Vocabulary: Constructive (as in... learning is constructive) children are active participants in the construction of knowledge and use experiences to construct understanding of the world Vocabulary: Classical Conditioning when a neutral stimulus gets associated to something else (Pavlov) hint: think association Vocabulary: Operant Conditioning reinforcing or punishing behaviors, such as assigning grades, might want to limit external rewards to promote intrinsic motivation hint: think rewards & punishments Instructional: What are 5 constructivist strategies to support learning? 1) Embed learning in complex, realistic, and relevant learning environments 2) Provide for social negotiation and shared responsibility as a part of learning 3) Support multiple perspectives and use multiple representations of content 4) Nurture self-awareness and an understanding that knowledge is constructed 5) Encourage ownership in learning Theory: What is the Multiple Intelligence Theory? Intelligence can be put into 8+ categories and varying amounts of any combination. 1) logical-mathematical 2) linguistic 3) musical 4) spatial 5) bodily-kinesthetic 6) interpersonal 7) intrapersonal 8) naturalist hint: no need to memorize, just understand Instructional: What are 3 categories of learning styles? 1) visual vs. kinesthetic vs. aural 2) holistic vs. analytic 3. impulsive vs. reflective Vocabulary: Metacognition reflecting on thinking and knowledge; thinking about thinking Instructional: How can teachers promote metacognition in students? 1) teach and model effective strategies for learning 2) scaffolding :) 3) explore multiple perspectives 4) promote self-regulated learning 5) emphasize the critical thinking process and reflection instead of memorization and recall Instructional: What are 4 strategies to help long-term retention? (remembering things for a long time) 1) rehearsal 2) elaboration 3) organization (my favorite) 4) visual imagery Instructional: What are some good teaching strategies / How can you scaffold for students? 1) go from simple --> complex tasks 2) offer partly complete examples for students to finish 3) mnemonics, reminders, cues 4) modelling 5) making connections from known to new info 6) provide organizers, outlines, guides, etc. Vocabulary: Schema building a representation of a plan or theory in the form of an outline or model; an accumulation of specific knowledge about a topic, general world knowledge about how things/people work, and knowledge about the topic/text's organization Instructional: What are two strategies learn verbal information and three strategies to learn procedural information? 1) attention focusing 2) schema building 1) pattern learning 2) self-instruction 3) part-whole practice Instructional: How can you support independence and self-regulated learners? (excluding general "good teaching" strategies) 1) focus on setting goals and tracking progress 2) use multiple-task assignments 3) provide opportunities to work independently Instructional: What are the 8 roles of a teacher? 1) decision maker 2) problem solver 3) resource person 4) facilitator 5) adviser 6) coach 7) model 8) disciplinarian Instructional: What are the 6 roles of a student? 1) observer 2) active listener 3) collaborator 4) self-directed learner 5) tutor 6) model Instructional: How can a teacher incorporate students' families and communities into education? 1) recognizing when a family's resources are limited 2) parent education workshops 3) being alert to a student's changes as an indicator of family hardship 4) providing programs that encourage positive student interaction with the community Instructional (?): Student learning is best supported when schools have what? 1) the desire for student learning 2) a plan for school growth and development 3) effective leadership 4) high quality resources 5) sufficient budgets 6) professional development programs 7) An effective assessment system 8) educated and committed staff Instructional: What are 3 general grouping types? 1) grouping by age/development level (like grade levels) 2) Ability grouping 3) inclusive classrooms (special needs + non-disabled peers together) Diversity: What are ways to be an inclusive and non-discriminating teacher? 1) be flexible in grouping strategies 2) make sure all students are challenged 3) be careful about how you respond to low-achieving students in class 4) use materials that show a wide range of ethnic groups 5) make sure your teaching doesn't reflect racial, ethnic, or gendered stereotypes/prejudices 6) evaluate fairly 7) believe and hope for all students 8) monitor your nonverbal behavior too Diversity: What are ways a teacher can support an ELL student? 1) model and teach academic vocabulary and standard English grammar 2) help students understand when standard grammar is required and when vernacular is okay 3) modify grading for excusable language errors Diversity: How can a teacher support a student with ADHD? 1) provide a quiet environment 2) allow extra time 3) encourage notes and organizational tools 4) regularly check progress 5) in some cases ignore minor inappropriate behaviors while encouraging or rewarding on-task ones Diversity: How can a teacher support a student with speech and communication disorders? 1) consult with the school's speech-language pathologist 2) modeling appropriate language 3) expanding or recasting their utterances 4) patiently waiting for them to communicate a thought 5) repeating what they have said to ensure that they were understood 6) assistive technology, such as talking books or voice-output devices. 7) encouraging the use of graphic organizers or other tools to structure information and guide comprehension 8) offer visual materials 9) modify assessments to reduce the amount of writing necessary Diversity: How can a teacher support a student with intellectual disabilities? 1) help these students develop life skills necessary for transitioning from school to community (e.g., money or time management, goal setting, personal care). 2) provide individual instruction 3) scaffolded activities :) 4) simplified instructions 5) extra time to complete tasks 6) explicit connections between concepts Diversity: How can a teacher support a student with autism spectrum disorder? 1) reducing distractions, 2) providing structured daily schedules to keep students focused, 3) teaching memory strategies 4) encouraging participation in group projects and extracurricular activities to build friendships and practice social skills 5)acknowledging and rewarding positive behaviors Diversity: How can a teacher support a student with emotional and behavioral disorders? 1) talk to the student directly 2) service learning activities in which they feel a sense of agency and commitment to the community 3) programs and interventions that model and teach social interaction and conflict resolution skills 4) accommodations that reduce anxiety during assessment, such as extra time or a quiet room for testing Diversity: How can a teacher support a student with physical or sensory challenges or other health differences? 1) modify classroom materials to be inclusive 2) assistive technology 3) arranging the classroom for mobility and visual communication (my own input) Diversity: What can a teacher do outside the classroom to understand student diversity? 1) learn the demographics of the area 2) review community resources for cultural practices of different groups 3) research cultures 4) discuss with colleagues 5) arrange activities to brings students and families to community resources 6) consult and engage with social service agencies 7) consult with special ed teachers 8) take classes on special needs 9) Talk to advocacy organizations Diversity: What kinds of things can teachers do to include all students in a diverse classroom (challenged through gifted)? 1) Breaking assignments and instruction into smaller, more manageable segments 2) Providing a choice of response formats on assignments 3) Reducing the length of assignments 4) Planning activities that require students to work with partners or in small groups 5) Allowing the use of assistive technology when it is necessary to ensure that all students can participate fully in classroom life and activities 6) Encouraging acceleration within the lesson 7) Offering enrichment opportunities to accompany general class work 8) Providing resources written at higher and lower reading levels Vocabulary: Informal Assessment vs. Formal Assessment Informal Assessment: spontaneous, unsystematic observations Formal Assessment: preplanned, systematic data gathering Vocabulary: Performance Assessment involves nonwritten behaviors and/or nonverbal performances Vocabulary: Criterion-referenced vs. Norm-referenced Criterion-referenced: indicates mastery or non-mastery (rubric) Norm-referenced: compares performance to that of peers (bell curve) Vocabulary: Traditional Assessment vs. Authentic Assessment Traditional Assessment: assesses learning separate from real-world tasks (taking a test) Authentic Assessment: assess ability to apply learning to real world tasks (performing a lab experiment) Vocabulary: Formative Evaluation vs. Summative Evaluation Formative Evaluation: any evaluation that takes place before or during a project's implementation with the aim of improving the project's design and performance (quizzes, skill checks, etc., think "short term") Summative Evaluation: the focus is on the outcome of a program (test, reports, concerts, think "long term") Assessment: What are 6 categories of assessment? 1) informal vs. formal 2) paper-pencil vs. performance 3) standardized vs. teacher-developed 4) criterion referenced vs. norm-referenced 5) traditional vs. authentic 6) formative vs. summative Instructional: What are the 12 types of instructional strategies? 1) expository instruction 2) direct instruction 3) computer-based instruction 4) teacher questions 5) homework 6) mastery learning 7) class discussion 8) cooperative learning 9) discovery 10) computer-based research 11) peer tutoring 12) authentic activities Instructional: what are 6 kinds of cooperative learning? 1) brainstorming 2) cooperative learning groups 3) interviews 4) discussions 5) peer practice 6) debates Instructional: what are 6 kinds of inquiry (experiential) learning? 1) field trips 2) experiments 3) simulations 4) role playing 5) games 6) observations Vocabulary: Inquiry learning vs. cooperative learning Inquiry learning: Learning through experiences, hands-on Cooperative learning: learning within a group or with others Instructional: What should teachers do to ensure effective group work? 1) pre-assign groups, mixing students with diverse backgrounds, perspectives and skill levels 2) provide a challenging task with a clear goal 3) Assign specific roles if necessary 4) Provide guidelines for group interactions 5) Model and/or directly instruct students about how to scaffold each other's learning 6) Offer individual as well as group feedback 7) Monitor group activity, and mediate and redirect if students ask for help Instructional: What kinds of roles can technology play in the classroom? 1) technology to replace the teachers (instructional tools) 2) supplemental technology 3) technology for authentic learning 4) technology to support research 5) technology as a tool for communication Motivation: What sorts of things motivate students intrinsically? 1) activities that make students curious 2) activities that build on their established interest 3) personally relevant activities 4) activities with personally satisfying outcomes 5) activities that are seen as controllable 6) Encouraging realistic challenges and rewarding efforts to achieve them 7) Increasing the students' sense of the value in the task and their expectation of success Vocabulary: Intrinsic Motivation vs. Extrinsic Motivation Intrinsic Motivation: being motivated for your own individual reasons Extrinsic Motivation: Being motivated because of outside factors (like getting a reward or for someone else) Motivation: What kind of factors affect student motivation? 1) anxiety 2) teacher and family expectations 3) peer pressure 4) competition 5) students' goals 6) grading practices 7) the level of challenge 8) the nature and frequency of feedback 9) student reasoning behind success and failure Communication: What should a teacher consider about a student when using different kinds of communication? 1) students' age 2) gender 3) culture and ethnicity 4) linguistic background Motivation: What are the three factors affect a student's belief they failed/succeeded? 1) locus (internal/external) 2) stability 3) control Instructional: For what reasons does a teacher ask questions to the class? 1) Capturing or maintaining attention 2) Developing or assessing interest 3) Evaluating students' preparation and determining prior knowledge 4) Reviewing previous lessons 5) Engaging students in discussion 6) Guiding thinking 7) Developing critical and creative thinking skills 8) Checking for comprehension or level of understanding 9_ Summarizing information 10) Stimulating students to pursue knowledge on their own Management: What kind of non-academic things should a teacher do to help students feel welcomed/belonging? 1) learn names right away, pronunciation, nick-names, etc. 2) learn interests and goals 3) Emphasize whole-class activities as students get to know one another, then add activities that offer opportunities for collaboration 4) Assign groups with attention to diversity 5) Communicate high expectations for achievement and a commitment to helping all students learn 6) Celebrate all students' achievements and efforts, not only those who have the highest grades 7) be interested in and respect diversity Management: What kinds of things will promote good behavior in classroom? 1) Plan and then explain any procedures and routines at the start of the year 2) State rules positively (listen quietly vs. stop talking) 3) Be explicit about prohibited behaviors and give consequences Management: How can a teacher promote healthy kinds of prosocial behavior? 1) Providing reassurance that conflict is normal and can be a growth experience. 2) Assigning open-ended instructional activities that require problem-solving skills and strategies. 3) Developing a peer mediation program, in which students help each other resolve conflicts. 4) Directly teaching conflict resolution in the classroom. For example, activities that require students to read or act out scenarios offer guided practice in a neutral context. Vocabulary: prosocial behavior Prosocial behavior is any action intended to help others. One motivation for prosocial behavior is altruism, or the desire to help others with no expectation of reward Management: How can teachers prevent misbehavior? 1) alertness 2) being mobile throughout the classroom 3) not stopping the lesson to deal with issues, flow 4) starting lessons with whole group activities 5) keep the lesson moving, always have students doing something Management: What can a teacher do to address misbehavior? 1) nonverbal cues 2) reminding of rules and what good behavior is 3) being next to the student 4) withholding privileges (operant conditioning) 5) isolation or removal (operant conditioning) 6) assigning detention 7) sending thme to the office 8) directly conversing with the student and/or guardians Management: How should a classroom be arranged to promote learning? 1) Arrange the room to be consistent with instructional goals and activities 2) Keep high-traffic areas free of congestion 3) Be sure students are easily seen 4) Keep materials and supplies handy 5) Be certain students can easily see instructional presentations and displays Diversity: What are 5 kinds of family structures to be aware of? 1) single-parent families 2) blended families 3) multigenerational families 4) foster families 5) homosexual families Ethics: What 4 basic rights do students have? 1) the right to an education 2) the right to individual requirements if you have special needs 3) the right to participate free of gender, racial, religious, ethnic or background discrimination 4) the right to an environment without harassment and violence (verbal/physical/emotional) Ethics: What responsibilities must a teacher follow, and must a student follow? teachers must know the laws of the state in which they teach students must adhere to school rules and regulations Ethics: What responsibilities are the parents'? 1) their child's attendance 2) educational decision making 3) parents/students have the right to review their student records 4) students have a right to privacy Ethics: What things violate students' right to freedom of speech? 1) vulgar language 2) language that interferes with learning 3) offensive language 4) certain messages on clothing 5) anything published in a student newspaper Ethics: What things violate students'/teachers' right to freedom of religion? 1) using religious symbols or organized prayer in public school 2) any prayer that interferes with student learning 3) schools can't sponsor extracurricular religious clubs 4) teachers cannot advocate for or endorse particular religions Administrative: Describe how the state government plays a role in public education. The state government is responsible for addressing public policy, financing, and state-mandated content and performance standards. Typically this involves a state board and/or department of education. State departments of education are responsible for the leadership, regulation, and operation of the state education program and the administration of special services. Teachers are responsible for adhering to government requirements but rarely interact directly with the state government Administrative: Describe how the school district plays a role in public education. The school district is responsible for setting policies and regulations for school operations, establishing the curriculum, providing necessary resources, and serving as a liaison between the state department of education, the schools, and the community. The school district typically includes a school board, which oversees operations. Administrative: Describe how the superintendent plays a role in public education. The superintendent of schools serves as the chief administrator of the school district, responsible for day-to-day operations at the district level. The superintendent works with the school board and the school district staff to ensure the planning and delivery of effective education across schools in the district Administrative: Describe how the building principal plays a role in public education. The school or building principal is responsible for day-to-day operations at individual schools. Principals may lead staff development workshops as well as provide performance evaluations for teachers. Principals also implement disciplinary action following student misbehavior. In some cases principals may review or monitor teacher lesson plans or activities. Administrative: Describe how the department chairpersons and program coordinators plays a role in public education. Department chairpersons and program coordinators are sometimes employed as liaisons between principals and teachers. They may be responsible for planning or administration of curricular divisions or interdisciplinary programs. Administrative: Describe how teacher aides and paraprofessionals plays a role in public education. Teachers' aides and paraprofessionals provide instructional support for teachers. Classroom teachers frequently act as supervisors for the aides and the paraprofessionals they work with Administrative: What are some other kinds of professional staff in a public school? guidance counselors, special education professionals, library media specialists, and health workers, often coordinate efforts with teachers to promote student learning and development Administrative: What are some things teachers are required to do? 1) Providing fair and appropriate instruction for all students, including students with special needs 2) Keeping accurate student records, making them available to students and parents/guardians as requested, and ensuring confidentiality 3) Mandated reporting of child neglect/abuse 4) Fair and appropriate use of resources (don't break copyright laws, etc.) Professional: In what ways can a teacher reflect and develop their own teaching skills? 1) portfolio / documentation 2) reflective journal 3) action research projects 4) Assessment and observation by others, including colleagues, supervisors, or critical friends Bloom's Taxonomy Six cognitive levels: remembering, understanding, applying, analyzing, evaluating, and creating Piaget's Stages of Cognitive Development Sensorimotor Pre Operational Concrete Operation Formal Operation Cultural Differences The differences that might affect behavior include: eye contact, hand movements, silence, religious beliefs and loss of face. Nonverbal communication Proximity (closeness), paralinguists (pitch and tone), and humor (releasing stress and building community) Divergent thinking Taking one topic and breaking it down into many smaller parts in order to gain insight about the topic as a whole. Convergent Thinking Thinking that represents the analysis or integration of already taught or previous knowledge. It leads to an expected end result or answer. Why, how, Inclusion vs Mainstream Inclusion is thought of as the better option to avoid segregation. Mainstreamed is where they are with the regular class only during certain classes. Inclusion allows the students to be with the class for almost all the time with the help if an aid based on their IEP (Kayla, Sophia, Abi). IEP Individualized Education Program. 1) kid is identified in needing special ed 2) kid evaluated 3) eligibility decided 4) kid found eligible for services 5) IEP meeting scheduled 6) IEP meeting held, IEP written 7) services provided 8) progress measures, reported to parents 9) IEP reviewed 10) kid re-evaluated INVOLVING parent(s), regular education teachers, special education teachers, other individuals from the school or district and the student when appropriate Quantitative vs performance-based Performance-based tends to be more individually driven by each student and more exciting assessment, but does require a lot of thought on the teacher's end to make sure all the choices are relevant to the topic and be graded on some sort of scale. Standard error of measurement This is the estimate of "error" associated with the test taker's obtained score when compared with their hypothetical "true" score. Standard deviation is is a measure of the range of values in a set of numbers,. The statistic used as a measure of the. variation in a distribution. Testing modifications Directions: Key words could be underlined by the teacher, or teacher could read the directions aloud and ask if there are any questions before starting the test; ADAPTED EXPECTATIONS: Grading scale can be altered to account for students with lower cognitive functioning; TIME CONSTRAINTS: Extend test times with supervision depending on the student and their IEP; ESSAY QUESTIONS: Completing an outline, or have students verbalize answers onto a tape recorder, or someone transcribe their answers; ADDITIONAL TOOLS: formulas, dictionaries, sample problems, or computers. Bilingual Education 3 types of this education: SUBMERSION: students are dropped in an all-English class and learn English or fail. IMMERSION: Students are taught by a teacher who understand their language but only speaks English to them; TRANSITIONAL: Students native tongue is use doily to transition & explain English to them until they achieve fluency. Motivating students to learn 1. Ensure students know what they are doing and when they know they have achieved a goal in order to build their self-esteem/self-awareness 2.DO everything possible to satisfy the basic needs of the students: esteem, safety, and belongingness. 3.Encourage students to take risks in order to grow by talking up the rewards. 4.Direct learning experiences toward feelings of success. 5.Encourage self-confidence/self-direction. 6.Make learning relevant for students. Major Developers in classroom Management 1.LEE AND MARLENE CANTER: establishing and enforcing classroom rules as a way of controlling student behavior, mainly by discipline. 2.CARL ROGERS: Socioemotional climate. Having personal interpersonal relationships between students & teachers would foster a positive classroom. 3.RICHARD & PATRICIA SCHMUCK: Emphasis on teacher establishing & maintaining an effectively controlled classroom with cooperation being the key skills needed in order to have groups work effectively together. 4.BF SKINNER: Behavior modification. reward with good behavior (treat jar/5 PT break) and punish inappropriate behavior (think time). Biggest concern for new teachers Classroom management, establishing attendance, homework routines, dealing with bad behavior. Being organized. Have an experienced teacher as a mentor. Logical Consequences Do not occur naturally due to behavior but are implemented by teachers. They are similar to consequences that an adult would face and they therefore teach students what to expect in life and should be related, respectful and reasonable. Why students misbehave ATTENTION: Somme students feel they only belong in a classroom when they are noticed. Give positive attention to these students. INADEQUACY: When students have low self-esteem/self-worth they believe they will never succeed and develop feelings of inadequacy then will misbehave to distract attention from the fact they struggle. POWER: Some students want to be in control. REVENGE: When some students hurt others. A teacher must foster a safe classroom to prevent this. Communicating with parents The key to a successful classroom. Keep their interests in mind as it will be easier to communicate with them when there are concerns. Have them support you at home. Make phone calls for both positive and negative feedback. Emails, newsletters, class websites. Keep record of all phone communications. They should know how to get in touch with you. Madeline Hunter Direct Instruction. 1.Anticipatory Set 2.Objectives 3.Teaching 4.Guided Practice 5.Check for Understanding 6.Independent Practice 7.Closure Whole Group Discussion Consists of the teacher and students, where students are contributing comments that are directed by the teacher. The teacher may outline how the discussion may develop, using key terms and ideas and topics to contribute to the discussion. Springboard to small groups or independent work. Teacher is the facilitator and make sure no students dominate the discussion and all students have a chance to participate. Developing Interdisciplinary Lessons Determine how two or more disciplines correspond with the objectives in mind. It is important that a goal is always in sight. Three ways in which Interdisciplinary Instruction 1. Thematic Units: Teachers organize their lessons around a specific theme. 2.Curricular connections: when teachers of different classrooms want to focus on many aspects of one idea. 3.Thinking Skills development: when teachers want students to use the same strategies in a variety of subjects. Direct instruction helps kids master fundamental content essential to subsequent learning with prior lessons, gives kids a sense of continuity, logical extension of learning Collaborating integrate unique ideas with other subjects, climate of professional collaborating, mutual support Withitness communicate general awareness of classroom to kids, identify/correct misbehavior promptly/correctly Overlapping multitask, address misbehavior without interrupting flow of lesson Challenge arousal techniques to keep kids involved/enthusiastic Behavioral objectives tell kids what they'll learn/do, how to get task done, performance criteria/how assessed Cultural imposition believe all should conform to majority Information processing theory humans process the information they recieve, equates mind to computer, responsible for analyzing info from enivornment Persuasive learning theory the process of social influence, which takes place on a continuum from the intimate and interpersonal to the public Reflective teaching understand teaching styles strengths/weaknesses, make better lessons, keep a reflecting journal, set goals, set strategies, set timelines, meet with teaching team, discuss, improve classroom management strengths/weaknesses, effective strategies, home skills Piaget Cognitive-developmental perspective (thought process). make predictions about FUTURE behaviors and events, think logically about abstract ideas, and engage in systematic scientific thinking Erikson "Crisis", sense of self, ego integrity. Based on the idea that individuals experience internal conflicts. ALL conflicts are ultimately resolved one way or the other (e.g., in favor of identity or in favor of role confusion), and the outcome of each then influences how the person tackles the next crisis. Vygotsky Interaction, culture in which they live in. Manageable with guidance (scaffolding/building up) Kohlberg Moral Reasoning. Students progress from made judgments about moral behavior based on the likelihood of rewards or punishments, to conventional reasoning based on the approval of and rules established by others. Students who withdraw from risks are generally ___ and often fail to complete assignments? Self centered due to their diminished self of steam What is Cognitive development? The ability to think and reason. Two most common ways to think about Cognitive development? Piaget's theory and the information processing theory. According to Piaget, around the time of puberty children enter into the stage of what? Formal operational thought T/F: Meta-cognitive skills (higher order of thinking) does not help the students reflect on their own thought process. False: teachers should encourage meta cognitive skills because it helps students reflect on their own thought processes and strategies, predicting and evaluating their performance, and setting appropriate goals. T/F: Teachers should not teach new learning and memory strategies to adolescence. False: adolescents are more likely than younger children to use their existing knowledge to help them learn new information, a process known as elaboration. Parents vs Child Attitude in Class Permissive - don't follow rules Authoritarian - not independent and negotiate rules and consequences Neglectful - don't trust teachers Dysfunctional - shame or withdrawal The following is an example of what? The teacher stands a bit further away during interactions and understands differences in communication style, practices, and beliefs Cultural norms and traditions. (Teachers need to recognize the difference between misbehavior and diverse perspectives) Accommodating developmental diversity in the classroom requires teachers to? (3 answers) 1.) Recognize when student behavior is in normative development or not 2.) Plan instruction that is developmentally appropriate for the age level 3.) Respect individual students' needs and privacy Using multiple methods to deliver instruction is and example of what kind of instruction? Differentiated These are all examples: a.) working together to set individual goals b.) enrichment and remediation activities c.) Using portfolios to assess student growth Unpopular students tend to do what? Be overly aggressive or withdrawn, lack in social skills and inattentive. Pointing out connections and using analogies to illustrate relations between concepts from different domains is an example of what? An instructional strategy and goal. An activity that fosters inquiry and problem-solving would be what? A community-based project. Name 5 constructivist strategies to support learning. 1. Relevance 2. Social Negotiation and Shared Responsibility 3. Multiple perspectives 4. Nurture self-awareness 5. Encourage ownership in learning List 4 strategies for processing information and long-term retention. 1. Rehearsal 2. Elaboration 3. Organization 4. Visual Imagery What are some forms of effective scaffolding? 1. Simple -> complex tasks 2. Offering partly complete examples for students to finish 3. Providing reminders 4. Modeling 5. Connect new and old information 6. Providing organizers/outlines 7. Modeling a strategy by thinking out loud Personal satisfaction can often be motivated by what? rewarding success (ex. ice cream after read 4 chapters) List some instructional strategies that foster self-regulation. 1. Assign complex tasks with multiple steps 2. Provide opportunities to work independently 3. Long-term projects 4. Cooperative learning projects (group projects) 5. Link with community based learning Jerome Bruner constructivist philosopher education should create autonomous learners 1. Enactive representation - motor responses in infancy 2. Iconic representation - visual image around 1-6 3. Symbolic representation - coded and categorical storage of information from 7 and up; like types of dogs John Dewey advocated for balance of child-center and curricula-center approach to education education should help students realize full potentials When planning a lesson, a teacher can best help ensure that instruction will be effective and appropriate for students with a range of socioeconomic backgrounds by asking himself or herself which of the following questions Will the examples use to illustrate and explore lesson contents be familiar and relevant to students with varied life experiences Understand processes of human development, variations in student development, and how to apply this knowledge to provide instructional environments and experiences that promote all students' development and learning. Descriptive Statements: 1. Demonstrate knowledge of major concepts, principles, theories, and processes of human development as related to young adolescents and adolescents. 2. Recognize developmental milestones and developmental variation in the physical, cognitive, linguistic, social, affective, and moral domains and their significance for instructional decision making for young adolescents and adolescents. 3. Demonstrate knowledge of characteristics and behaviors related to physical, cognitive, linguistic, social, affective, and moral development in young adolescents and adolescents and ways in which a student's development in one domain may affect development and performance in other domains. 4. Apply knowledge of cognitive development in young adolescents and adolescents and how to plan instruction that supports students' cognitive development. 5. Demonstrate knowledge of factors that influence the development of young adolescents and adolescents, such as home and community environments, values, and cultural differences. 6. Apply knowledge of the range of developmental differences in young adolescents and adolescents and the implications of this variation for instructional decision making. 7. Apply knowledge of typical developmental challenges for young adolescents and adolescents, such as those related to peer interactions, identity formation, self-esteem, sexuality, self-direction, risk taking, goal setting, and educational decision making, and effective ways to help students address these challenges. 8. Evaluate various instructional strategies, approaches, and learning goals in relation to the developmental characteristics and needs of young adolescents and adolescents. Understand learning processes, factors that can affect student learning and performance, and how to apply this knowledge to provide instructional environments and experiences that promote all students' learning and achievement. 1. Demonstrate knowledge of major theories and concepts related to the learning process and their application in educational contexts. 2. Apply knowledge of processes by which young adolescent and adolescent students construct meaning and develop skills, including the use of different types of learning strategies, and techniques for making knowledge accessible and meaningful for all students, including English language learners and students with exceptionalities. 3. Identify strategies and technologies for facilitating learning for students with various characteristics and needs in given instructional contexts. 4. Apply knowledge of strategies for promoting students' development of independent thinking and learning, reflection and higher-order thinking skills, organizational and time-management skills, and sense of ownership and responsibility with regard to their own learning. 5. Apply knowledge of various teacher and student roles in the learning process and how different roles may affect student learning and outcomes. 6. Demonstrate awareness of factors in the home, school, and community that can affect student learning and the implications of these factors for teaching and learning. 7. Demonstrate knowledge of various classroom practices, such as grouping practices and teacher-student interactions, and their significance for student learning. Understand student diversity and how to provide learning opportunities and environments that are responsive to student differences, promote all students' learning, and foster students' appreciation of and respect for diversity. 1. Demonstrate knowledge of different types of student diversity, such as diversity in cultural background, socioeconomic background, gender, linguistic background, religion, and family structure, and the implications of given types of diversity for teaching and learning. 2. Demonstrate knowledge of different types of student exceptionalities, their characteristics, and their implications for teaching and learning. 3. Demonstrate knowledge of strategies for enhancing one's own understanding of students' diverse backgrounds and needs, resources in the school and community for meeting individual student needs, and strategies for connecting students and their families to these resources. 4. Identify strategies for working and interacting effectively in various classroom contexts with students with diverse characteristics and needs, including English language learners and students with exceptionalities. 5. Apply knowledge of strategies for planning and adapting instruction that is responsive to the characteristics, skills, strengths, and needs of all students and for ensuring that all students participate fully in classroom life and activities. 6. Apply knowledge of strategies for creating a positive, supportive classroom environment for all students and for promoting students' understanding and appreciation of and respect for diversity within the classroom and the community. Understand assessment instruments and practices, the relationship between assessment and instruction, and how to use assessment to guide instruction and monitor students' learning progress. 1. Demonstrate knowledge of important assessment concepts, such as reliability, validity, and bias, and the characteristics, uses, advantages, and limitations of various types of formal and informal assessments. 2. Demonstrate knowledge of appropriate assessment instruments and practices for given instructional situations or needs and how to select or construct assessment instruments for various purposes. 3. Apply knowledge of strategies for integrating assessment and instruction, for aligning assessment with instructional goals, and for using assessment to monitor student understanding and to guide instruction. 4. Demonstrate knowledge of the benefits of using multiple assessment methods to support instruction and appropriate strategies for adapting classroom assessments for students with various characteristics and needs, including English language learners and students with exceptionalities. 5. Apply knowledge of strategies for providing students with timely, accurate, and effective feedback and for helping students use teacher assessment, peer assessment, and self-assessment to guide their own learning. 6. Demonstrate knowledge of how to interpret assessment results and how to communicate assessment results to students and their families. Understand principles and procedures of curricular and instructional planning and how to use effective planning to design instruction that promotes all students' learning and achievement. 1. Identify procedures used in curricular planning and decision making, such as defining scope and sequence, determining prerequisite knowledge and skills, and aligning the curriculum with content standards. 2. Apply knowledge of effective lesson and unit plans and their characteristics, such as logical sequence, completeness, and feasibility. 3. Demonstrate knowledge of key factors to consider in instructional planning, such as local, state, and national standards; the nature of the content; and students' characteristics, prior experiences, current knowledge and skills, and readiness to learn. 4. Demonstrate knowledge of how to define appropriate learning goals and objectives, select effective instructional approaches, and determine the sequence of instruction. 5. Apply knowledge of how to use appropriate criteria to evaluate instructional resources, including technological resources, and how to select resources to meet various instructional needs. 6. Demonstrate knowledge of the benefits of and strategies for integrating curricula, creating interdisciplinary units of study, and planning learning experiences that provide students with opportunities to explore content from integrated and varied perspectives. 7. Apply knowledge of strategies for modifying instruction based on student characteristics and needs and for adapting lessons to ensure the success of all students in learning, including English language learners and students with exceptionalities. Understand principles and practices associated with various instructional approaches and how to apply these principles and practices to promote all students' achievement of instructional goals. 1. Identify the characteristics, uses, benefits, and limitations of various instructional approaches, such as direct instruction, cooperative learning, inquiry, and class discussion. 2. Apply knowledge of how to organize and implement instruction that promotes the ability of all students to achieve learning goals and of how to continuously monitor instructional effectiveness and respond flexibly to student understanding, engagement, and feedback. 3. Demonstrate knowledge of various instructional approaches in terms of student and teacher roles and responsibilities, expected student outcomes, and effectiveness in achieving given instructional purposes. 4. Demonstrate knowledge of how to provide instruction that promotes higher-order thinking and creativity; encourages independent thinking and learning; enhances students' ability to synthesize knowledge, solve problems, and acquire, analyze, and organize information; and helps students work cooperatively and productively in group settings. 5. Demonstrate knowledge of the use of technology in instruction and strategies for effectively integrating technology into specific instructional situations to support student learning. Understand principles and practices of motivation and communication and how to apply these principles and practices effectively to promote students' active engagement and learning. 1. Demonstrate knowledge of intrinsic and extrinsic motivation, strategies for gaining students' attention and promoting motivation to learn, and ways to use encouragement and various types of peer support to sustain student interest and promote learning. 2. Apply knowledge of the relationship between direct engagement in learning and students' interest in lessons and of procedures for enhancing relevance and promoting intrinsic motivation to learn. 3. Recognize factors and situations that tend to promote or diminish student motivation, appropriate ways to apply various motivational strategies, and the expected outcomes of different strategies in given situations. 4. Demonstrate knowledge of factors such as age, gender, and cultural and linguistic background that can affect classroom communication. 5. Demonstrate knowledge of methods for interacting effectively with all students to achieve specified communication goals, such as clarifying content, communicating high expectations for learning, and promoting a climate of collaboration and support. 6. Apply knowledge of communication strategies for meeting specific instructional needs and for promoting understanding and engagement of all students in learning, including English language learners and students with exceptionalities. 7. Demonstrate knowledge of skilled questioning and how to use various questioning techniques to achieve instructional goals, such as facilitating recall, stimulating curiosity, encouraging divergent thinking, and promoting higher-order thinking and creativity. Understand how to structure and manage the classroom to establish a safe, inclusive, and positive environment that is organized and productive; fosters excellence; and promotes learning, appropriate student behavior, and effective work habits. 1. Apply knowledge of strategies and procedures for creating a safe, supportive, and inclusive learning environment that encourages students' active engagement, risk taking, and collaboration in learning. 2. Demonstrate knowledge of strategies for promoting positive student interactions, facilitating conflict resolution, and promoting students' understanding and application of ethical principles such as honesty, courtesy and respect, academic and personal integrity, and civic responsibility. 3. Demonstrate knowledge of various strategies for managing student behavior and relationships between specific classroom-management approaches and student learning, attitudes, and behaviors. 4. Demonstrate knowledge of strategies for creating an organized and productive classroom environment that fosters excellence, promotes learning, optimizes students' time on task, and encourages self- regulation and a sense of responsibility and accountability. 5. Apply knowledge of effective strategies for organizing the physical environment of the classroom to meet instructional needs, managing class schedules and transitions, and handling routine tasks and unanticipated situations. Understand how to establish partnerships and collaborate effectively with families, colleagues, and members of the community to enhance and support student learning. 1. Apply knowledge of strategies for developing partnerships with families to support student learning and for encouraging and facilitating the involvement of parents/guardians in their children's education. 2. Demonstrate knowledge of the importance of school-home communication, factors that facilitate or impede communication, and methods of initiating and maintaining effective communication with all students' families. 3. Identify strategies for conducting effective conferences with parents/guardians, addressing the concerns of parents/guardians in various contexts, and interacting effectively and appropriately with all families, including those with diverse characteristics, backgrounds, and needs. 4. Demonstrate knowledge of effective methods for establishing and maintaining supportive, collaborative relationships with professional colleagues in given school contexts. 5. Apply knowledge of how to collaborate effectively with specialists and others in the school community to meet student needs and enhance student learning. 6. Demonstrate knowledge of how to develop partnerships with individuals, businesses, and institutions in the community and how to use community resources to expand and enrich student learning. Understand roles and expectations for professional educators, legal and ethical guidelines, and strategies for continuous professional growth and self-reflection. 1. Apply knowledge of the rights and responsibilities of students, teachers, and parents/guardians in various educational contexts. 2. Demonstrate knowledge of the structure and components of the public education system, teacher roles in various educational contexts, and appropriate teacher interactions with and responses to other professionals in the system, parents/guardians, community members, and students. 3. Recognize the requirements of teachers in given situations, such as providing instruction to students with special needs, ensuring educational equity for all students, maintaining the confidentiality of student records, and seeking copyright permission for use of instructional resource materials. 4. Demonstrate knowledge of various types of professional organizations and professional development opportunities and resources, including research; action research; interactions with mentors, supervisors, and colleagues; and their use in enhancing professional knowledge, skills, and expertise. 5. Demonstrate knowledge of important traits and behaviors associated with effective teaching (e.g., curiosity and love of learning, tolerance and open-mindedness) and strategies for using reflection and self-assessment to identify teaching strengths and challenges and to improve professional practice. What is the first way in which teachers can apply processes of acquiring and integrating new knowledge to help ELL students access meaningful learning? Activate prior knowledge Kohlberg's Stages of Moral Development Pre-conventional Morality: 1. Obedience and Punishment 2. Individualism and Exchange Conventional Morality: 3. Interpersonal Relationships 4. Maintaining Social Order Post-conventional Morality: 5. Social Contract and Individual Rights 6. Universal Ethical Principle