Final Test Flashcards
On TARGETT for learning
Task Motivation Autonomy Rewards Grouping Evaluation & Feedback Time Teacher
Task Motivation
motivation-enhance intrinsic attractiveness of task –”Real Life”
Autonomy
provide freedom for students to be recognized for learning
Grouping
provide opportunities for cooperative learning and decision-making
Evaluation & Feedback
Immediate and Specific
Time
the scheduling of the school day for learning
Teacher
Expectations –beliefs and predictions about students’ abilities
Teacher Expectations
Pygmalion in the classroom “Self-fulfilling prophecy”
list some sources of these expectations (ethnicity, background, socio economic status)
Pygmalion in the classroom
Pygmalion Effect (Self-Fulfilling Prophecy):
Often a “groundless” expectations that is “confirmed” because it has been expected.
Examples:
“This is the worst class I have ever had. You don’t want to learn.” - students perform worse
“You are the best class I have ever taught. You people can learn anything.”
Perspective on Teacher Expectations:
“Students will rise [or fall] to the level of expectation.” - Jaime Escalanate
“Honest Enthusiasm is Contagious”
Necessary Classroom Conditions:
Organized classroom free from interruptions safe-to-fail environment challenging but reasonable work Authentic, worthwhile, tasks
Management
involves the Logistics of the classroom:
Room arrangement
seating charts: Does Juan sit by Julia or Juanita?
Lesson preparation
[lesson plans], organization (how are materials passed to students – how collected)?
How are grades recorded –
students/parents notified?
Where are materials [worksheets, paper, texts, etc.] located?
ex
What are the class Rules and Consequences for not following the rules? Are they clearly understood by all students?
ex
What allowances have been made for individual learning differences (styles / preferences)?
ex
Creating a Positive, Active Dynamic classroom:
The creation of a positive, active, dynamic classroom can greatly reduce the need for disciplinary actions,
Positive
accentuates the good while dealing with the negative. “Good effort, Ralph. I know you will do even better next time.” “Ladies and gentlemen remember, we listen to one another in this class.” Instead of: “Shut up, This is the noisiest class I have ever taught.”
Active
The students play an important part in the determination of classroom activities. They may help decide the stories to be read, number of math problems, order of student presentations, etc… Also, the students are “doing” things not just “listening” –’hands-on’ science projects, etc
Dynamic
The classroom goes beyond the walls – field trips, guest speakers, “outside” projects, videos, etc…
The classroom goes beyond the walls – field trips, guest speakers, “outside” projects, videos, etc…
Rules for making rules
Try to eliminate do’s and dont’s
Classroom Zones
Action Zone: where most interaction goes on in classroom
- high achieving students = they do the same in the action zone as any other place
- under achieving students = better in action zone
- put high achieving students and low achieving in action zone seating
Withitness
Being aware to the best of your ability of EVERYTHING happening in the classroom
Dealing with discipline
Make eye contact
Verbal hints : name dropping
Ask students if they are aware of the consequences of their behavior
Remind students of the relevant rule or procedure
Ask the student to state the correct rule or procedure and follow it
Assertively tell the student to stop the misbehavior
Offer a choice
Special Problems with Secondary Students:
Work not completed: Teach students how to use a daily planner Keep accurate records Enforce established consequences Do not grade on ‘the benefit of the doubt’ Student continues to break rules: Seat student away from other students Catch them before they break the rules Enforce established consequences Don’t accept promises
Special Problems: Hostile Behaviors
Get out of the situation as soon as possible
Give the student(s) the choice to cooperate
Allow a short cool down period
Talk privately with student(s)
Send another student for help (assistant principal, dean of students, counselor, etc…)
Conference with a counselor, parents, other teachers
Keep a record of the incident
If hostile behaviors your responsibilities are:
Your Responsibility:
1. YOUR class 2. An effort by you to stop the disruptive behavior [verbal request] 3. Get help [other room - office] 4. Report Results
Characteristics of effective teachers:
- knowledge
- organization and CLARITY
- warmth, compassion
Assessments
- feedback for teacher, feedback for student
main purpose: to help students learn
Observations:
An important form of assessment. For it to be effective it must be: Systematic Objective Selective Unobtrusive And carefully RECORDED
Assessment
two purposes: feedback for teacher and students
- main purpose is helping students learn
- what does observation have to do with this?
- see exactly where kid is at
- noticing if test is not reliable for particular student
- part of assessment process
Subjective Testing:
Requires students to create an answer
- Most difficult part is judging quality of answers (scoring requires interpretation - Is “wordy” best?)
- Time consuming to correct
- Writing good, clear questions can be challenging
- Projects
Grades - Achievement or Effort?
Criterion- Referenced Testing:
- criteria for grades set in advance
- compared to standards NOT to OTHER students
Standard Deviation:
Definition
I. only works with normal curve
II. measure of how widely scores vary from the mean
III. The larger the SD the more spread out the scores
IV. The smaller the SD the closer together
If you are two standard deviations above (or below) the mean, do we celebrate or cry? Explain your answer.
If you’re two above - you’ve done as well or better as 98 people = Celebrate when above - if the SD is low, it’s not much of a celebration, but if the SD is small, it’s a huge celebration
If you’re two below - you did as well as two other people = cry - extent of crying determined by how big of a range SD is - if big is’s terrible, if small it’s not as much of a cry
Validity:
The degree to which a test measures what it says it is measuring.
Example: testing addition facts, but reading a lengthy problem is necessary to succeed in the problem would nto be valid
Reliability:
he consistency of the test RESULTS. If the same test was given on two different days, under the same conditions, the RESULTS should be the same or similar.
- DR.M’s CLASS ONLY: We observe Ralph all week doing multiplication (whatever) successfully. However, he fails a multiplication test on FRIDay which covered the material studied during the week. This test is NOT reliable for Ralph at this time. (MUST say this whole sentence on final).
- What is the number one goal of every student in regard to every student?
Four parts
- help him or her reach full potential
- in order to be able to do what must teacher take into account: learning styles,
- help him or her reach full potential
- individual differences,
- teacher efficacy (have to talk about each)
- What does it mean to say A student is receiving developmentally appropriate instruction? Give an example of how you would provide that developmentally appropriate instruction for student. (Keep in mind: GE - subject and grade)
Instruction that is student centered and provides activities appropriate to the developmental level of the student.
- What is the difference between the Premack principle (g-ma’s rule) and negative reinforcement? Give an example of each.
must choose one, If you eat your vegetables you can have dessert.
Negative reinforcement: Do a book report and you will not have to do the workshop. (you choose one, must do one they don’t want either. give options)
- What is perceived similarity and why is it important for a teacher to know? How are you gonna make use of that in your classroom?
If he can do it, so can I!
- What is constructive reflection and why is it so important for someone to become master teacher
Examining the way you taught/how your lesson went. You are wanting to change your teaching so you can help your students better.
- Why is a positive, active, dynamic learning environment so important? Explain each.
answer
- What is management and why is it so important for optimal learning to take place? (Put the word logistics in answer)
answer
- If we were to say a student is at-risk and therefore is not gonna graduate from high school - agree or disagree? explain. (LOTS make it and do well)
answer
- Name three dispositional thinking skills. Take one of three (CAN’T use curiosity) and tell how you will bring out of a kid who lacks it.
answer
- You are two standard deviations above the mean - celebrate or cry? (COULD be two below on final). Explain why and to what extent.
answer
- What is withitness and why is it so important for you to use?
answer
- Do you believe all kids want to learn, all kids can learn, and in your classroom, all kids will learn.
answer
- What’s the difference between punishment and discipline as described by Dr. M?
Punishment is for the teacher who is immature. It is revenge and to get even.
Discipline is for the student. It is redemptive. To help him/her reach his/her fullest potential.
- What must a test or any assessment tool do to demonstrate that it is valid, to prove that it is reliable? Give examples of each (a valid test and a reliable test). How does observation fit into discussion of reliability? Hint: think of Ralph (You must have expression: It is not reliable for him at this time.)
answer
- What does LD mean and what would you do to meet needs of LD student in your class?
Learning Disabled
- What are the two purposes for giving assessments and what is the most important use of them? How does teacher observations fit into that?
- To give the student immediate and specific feedback
- to give the teacher immediate and specific feedback in order to help the student reach his or her fullest potential and make adjustments
- What is assimilation, what is accommodation, and what is prior knowledge? Explain why each is important for you as a teacher to know.
Assimilation: from personal schemata or prior experience
must make changes to personal schemata must adjust
