Wong Unit D and E Flashcards
standards
identify what is essential for students to master, form the core or backbone of the curriculum; the basis for learning, the basis for creativity, and describe what to teach
allocated time
amount of time given to a student for learning
engaged time
time you can see a student involved or engaged in a task
cooperative learning
set of instructional methods in which students work in small, mixed-ability learning teams; students responsible for not only their own learning but also the learning of teammates
academic learning time
time a teacher can prove or demonstrate that the student learned the content or mastered the skill
instructional time
time you can observe a teacher teaching
discuss “Tests tell you if the student needs corrective help” and what it implies for teachers
if you don’t correct and remediate, learning gets worse as the year progresses; teacher should use the results of each test item to assess for student learning and, if necessary, remediate and correct for student mastery; help the student take corrective action
list the parts of a scoring guide
criteria, point values, performance expected
describe the difference in a criterion-referenced test and a norm-referenced test
CRITERION-REFERENCED-each test question is written to a pre-stated criterion or objective, the only person a student competes against is him/herself; NORM-REFERENCED-used to determine placement on a normal distribution curve, used to determine competitive ranking
identify the three factors of writing an objective
(1) draw from curriculum (TEKS) (2) pick a verb (from Bloom’s taxonomy) (3) complete the sentence
write a good, original objective
x
list three tools to enhance student learning
how to take notes, how to read a textbook, homework as an extension of classwork
describe the difference in being assertive and aggressive as a teacher
ASSERTIVE - clear statement of the problem or issue, unambiguous body language, insistence on appropriate behavior and resolution of the problem; AGGRESSIVE - hostile, argumentative, inflexible
list the four steps to an effective assignment
- Determine what you want the students to accomplish. 2. Write each accomplishment as a single sentence. 3. Give the students a copy of the same sentences. 4. Post or send these sentences home with the students.
identify the purpose of a test and when the test should be written
the test will be used to assess student learning/assess a student’s performance of the lesson objectives, it must be written after the objectives but before the assignments and the lesson begins
list some tips for effective parent/teacher conferences
be flexible on scheduling, value parents’ time, begin with positive comments, listen to parents, take notes, avoid distractions, have an open mind and a positive intent, provide contact info and times, share support and resource info, develop an action plan, when difficult have a witness and support
discuss “Learning has nothing to do with what the teacher covers. Learning has to do with what the student accomplishes.”
The effective teacher uncovers the lesson by telling the students, up front, what the students will accomplish. Learning has nothing to do with what the teacher covers. Learning has to do with what the student is able to accomplish. Learning occurs only when a student demonstrates accomplishment.
relate how learning has to do with what the student accomplishes to the three student centered domains of PDAS
Domain I-student participation, Domain II-learner-centered instruction, Domain III-evaluation and feedback
identify the major differences in protective behaviors, maintenance behaviors, and enhancement behaviors
PROTECTIVE behaviors complain and rationalize to protect themselves, avoid what is expected by diverting attention away from them, can be very toxic; MAINTENANCE behaviors spend time coping and hoping life will improve, make up the hardworking backbone of society, wish, survive, and don’t rock the boat, not toxic but not nourishing either; ENHANCEMENT behaviors are “we” people, true leaders and professionals, learners and developers, nourishing people
know what “increase the amount of time the student is working and you increase learning”
whoever is doing the work is doing the learning
describe a scenario of how increasing the amount of time the student is working increases learning
x
discuss what the research says is valuable about cooperative learning and be able to list 4-6 benefits identified in class
learn much more of what is discussed with others, students reach higher levels of Bloom’s taxonomy; increased achievement, increase in positive relationships, greater intrinsic motivation, higher self-esteem, more “on-task” behavior, better attitudes toward teachers and school
share 3-5 things you should never say to a parent, why you shouldn’t and what an appropriate alternative would be
- Start with a negative, instead start with positive to soften the blow of the negative, 2. Johnny won’t be still, embarrasses and makes parents feel helpless, I’m struggling with Johnny sitting still, gonna try x, is there something else I should try, 3. I need you to …, puts too much pressure on already stressed parents, here’s what I’m doing, it would be great if you’d reinforce these at home 4. Johnny is just going to have to learn to …, parents know what he needs to learn but doesn’t know how to get him there, here’s what we are trying, having any success with strategies at home we might try
PDAS Domain I
student participation-engaged learning, successful in learning, critical thinking/problem solving, self directed, connects learning
PDAS Domain II
learner centered-goals and objectives, learner centered, critical thinking/problem solving, motivational strategies, instructional strategies, pacing/sequencing, value and importance, appropriate questioning/inquiry, use of technology
PDAS Domain III
motivated and assessed, assessment and instruction aligned, appropriate assessment, learning reinforced, constructive feedback, relearning and reevaluation
