three types of relationships among students
- Cooperative or positive interdependence
- competitive or negative interdependence
- individualistic or no interdependence
cooperative learning
- An approach to teaching in which students work in small groups or teams, sharing the work and helping one another complete assignments. Includes key elements:
- Small groups (4-6) working together
- Assignments require that students help one another while working on a project
- In a competitive arrangement, groups may compete against one another.
- Group members contribute to group goals according to their talents, interests and abilities.
opportunity to learn
• Based on the premise that teachers should use time to provide all students with challenging content through appropriate instruction
choice theory
- Misbehavior in the classroom arises when students’ learning experiences do not enable them to create quality worlds for themselves.
- Teachers must establish warm, non-coercive relationships with students; teach students meaningful skills, not ask them to memorize; enable them to experience satisfaction and excitement by working in small teams; and move from teacher evaluation to student self-evaluation.
direct instruction
- Systematic instructional method that focuses on the transmission of knowledge and skills from the teacher (and the curriculum) to the student.
- Generally most appropriate for step-by-step knowledge acquisition and basic skill development but not appropriate for teaching less structured skills like writing. It has 8 steps
8 Steps of Direct Instruction
- Tell students what they will learn.
- Review previously learned skills and concepts related to new material.
- Present new material, using examples and demonstrations
- Assess student understanding by asking questions; correct misunderstandings.
- Allow students to apply new information.
- Provide feedback and corrections
- Include new material in homework.
- Review periodically.
mastery learning
• Based on the assumptions that all students can learn material if they are given enough time and taught properly and that students learn best when they participate in structured program of learning. They also take diagnostic tests to assess ability. 5 steps
5 Steps of Mastery Learning
- Set standards for mastery.
- Teach content directly to students.
- Provide corrective feedback.
- Provide additional time and help in correcting errors.
- Follow a cycle of teaching, testing, reteaching and retesting.
scaffolding
- Constructivist teachers provide students with support as they learn new material.
- This comes in the form of clues, encouragement, suggestions or other assistance.
- Various support based on student learning. Provides enough scaffolding to enable the student to “discover” the material on their own.
- Concept of scaffolding is based on the work of L.S Vygotsky who coined the term zone of proximal development to refer to the point where students need help to continue learning.
co-teaching
Two or more teachers teach together in the same classroom. Possible co-teaching variations:
• One teach, one observe.
• One teach, one assist.
• Station teaching: the lesson is divided into two parts; one teacher teaches one part to half of the students while the other teaches the other part to the rest and then the groups switch.
• Parallel teaching: Class divided in half and each teacher instructs half the class individually.
• Teaming: fluidly share responsibilities
servant leadership
- Developed by Robert K. Greenleaf in the 1960’s.
- Teachers must be attuned to the student as a whole individual, not just as a brain to absorb content. 10 characteristics
10 Characteristics of Servant Leaders
- Listening: Pay close undivided attention to what others are saying.
- Empathy: Understanding of the feelings of others along with the ability to feel how the other person is feeling.
- Healing: Have the ability to heal themselves and others.
- Awareness: “With-it-ness.” Be perceptive and sensitive to subtle changes.
- Persuasion: Use an influencing style that is open, honest and not manipulative.
- Vision: Be able to discern trends and underlying causes that can explain student behavior.
- Foresight: See long term implications of current plans and options. Keep in mind the larger goal of helping students maximize their growth in both the cognitive and affective domains.
- Stewardship: Care for others and strive to build a sustainable future.
- Commitment to growth: Be motivated to develop others for their own sake. They find fulfillment in seeing people grow and achieve potential.
- Building community: Foster collaboration, shared ownership and a sense of belonging; make student voice a part of the classroom.
