teaching every student

Question 1

what do expert teacher do

Answer 1

• clearly explain
• organized, predictable environment
• enthusiastic, student engagement, interest, achievement
• warm, friendly, positive emotional support, treat people fairly
• use their knowledge, content, students, teaching

Question 2

what do expert teachers know

Answer 2

1. content
   - pedagogical content knowledge
2. pedagogical reasoning
   - understand student behaviour, what’s going on in a learning situations, make quick decisions, know how to manage a learning environment, keep track of what’s going on in a classroom
3. teaching strategies
   - know how to teach, teach different subjects/topics, different students
4. curriculum materials
   - what available resources are there, know what they need to teach
5. goals and purposes of teachi\ng
   - know about and reflect on their teaching at a broad or meta level, philosophies

Question 3

teacher expectations

Answer 3

1. self fulfilling prophecy
   - comes true because it is expected
   - pygmalion effect: exceptional progress as a result of high expectations
2. sustaining expectation effect
   - changes in a student’s performance
   - change not acknowledged, expectations not changed
   - strong effect on attributions and motivation

Question 4

pygmalion effect

Answer 4

• exceptional progress as a result of high expectations
• oak school experiment, rosenthal and jacobson
• how teacher expectations influence learning,
• grade 1-6 students, predict academic blooming using harvard test of inflected acquisition, fake test
• random 20% identified as bloomers in their files, they did bloom, students not aware only teachers
• original report overstated, but still consistent reliable pattern

Question 5

teacher expectations, asking students questions

Answer 5

• explanation of pygmalion, different treatment, unconscious bias

Question 6

source of expectations

Answer 6

• physical appearance
• stereotypes
• socioeconomic status
• siblings
• past performance
• student files/ what others have said
• language use
• behaviour, including extracurriculars, community involvement
• once expectations have been formed, difficult to change

Question 7

ambitious teaching

Answer 7

approach to teaching based on
- have and communicate high expectations of students
- challenging goals
- complex tasks
- engagement
- work with students (constructivist)
- knowledge of content, teaching, students

Question 8

expert teachers plan

Answer 8

• spend lots of time planning, influences how and what students learn
• how to allocate time resources
• what is the learning objectives and outcome I want for my students
• plan to reduce uncertainty but allow for flexibility

plan for
- individual lessons/days
- week
- month/unit
- year, following set cirriculum

requires knowledge about
- students
- subject area
- school and community
- assessment and teaching techniques
- available resources
- specific approaches based on cognitive and behavioural learning outcomes

Question 9

switch from

Answer 9

learning objectives (teacher focused) to learning outcomes (student focused)
- what will I teach vs what will students be able to do

Question 10

bloom’s taxonomy

Answer 10

• general classification system for educational objectives/goals
• improve communication among educators on design of curricula and assessment
• useful for unit and course level learning outcomes

Question 11

3 domains of bloom’s taxonomy

Answer 11

1. cognitive, memory, reasoning
2. affective
3. psychomotor

Question 12

bloom’s taxonomy
cognitive domain

Answer 12

• learning outcomes arranged hierarchically, bottom easiest, top hardest

higher level
creating: create something new
evaluating: judge value
analyzing: break down into its parts

lower level
applying: use to solve a problem
understanding: comprehension
remembering:knowing

Question 13

bloom’s taxonomy
affective domain

Answer 13

1. receiving: aware of environmental cues, being able to detect the presence of emotions
   eg. listening to others, remembering and using people’s names
2. responding: show a new behaviour because of that experience
   eg. actively participates in discussion to understand classmates
3. valuing (involvement): showing some involvement/commitment
   eg. sensitive to and committed to understanding cultural and personal differences
4. organization (integration): integrated into one’s values/behaviour
   eg. accepts and internalizes ethical standards, prioritizes understanding peers
5. characterization: fully internalizes new value, new value is stable and consistent
   eg. consistent commitment to ethical, respectful, culturally sensitive behaviour

Question 14

bloom’s taxonomy
psychomotor domain

Answer 14

• physical ability
• performance of specific abilities ( eg. holds pencil correctly)
• least work done on this domain

Question 15

depth of knowledge

Answer 15

• alternative to bloom’s cognitive domain
• four levels based on cognitive demands, complexity of the thinking involved
  easiest - hardest

recall and reproduce
- work with facts, terms, simple procedures; knowledge

skill/concept
- demonstrate conceptual understanding by converting to a new form, deeper than rote learning; explanation

strategic thinking and reasoning
- analysis and evaluation to solve complex problems, more than one possible answer, use evidence; integrate information

extended thinking
- strategic thinking and problem solving over time, complex planning; adaptation; synthesis and reflection

Question 16

rosenshine’s six teaching functions

Answer 16

• developed to support teaching in math and reading, mastery of basic skills, nowadays widely employed
• review/check previous day’s work/remind what they already know
• present new material
• guided practice
• feedback
• independent practice
• review
• at any step, reteach if misconceptions/misunderstandings/gap in knowledge

Question 17

rosenshine’s six teaching functions
present new material

Answer 17

direct instruction/explicit teaching: step by step, structured, systematic instruction
- advance organizer for attention: what they will learn later, link to relevant knowledge
- factual knowledge, mathematical calculations, vocabulary
- efficient
- attentional demands
- pace differences, no pace suits all

Question 18

rosenshine’s six teaching functions
guided practice and feedback

Answer 18

independent work (seatwork), provides practice/review
- requires monitoring, supervision, GUIDED practice
- effective if extension of lesson
- loses its effectiveness if overused

Question 19

rosenshine’s six teaching functions
independent practice and review

Answer 19

• homework, clear instructions
• feedback and correction, available support/resources?

Question 20

additional approaches to teaching
questions and discussion

Answer 20

1. initiation: teacher asking the question
   - tailor to different levels of bloom’s taxonomy
   - related to lesson
2. response: students share their thoughts
   - time to think, 20-30 seconds, ineffective if too brief
3. follow up
   - encourage, praise, correct, probe, expand etc.

Question 21

additional approaches to teaching
group discussion

Answer 21

• among students, instructional conversation
• structured
• higher level of student involvement, unpredictable, social/personal factors influencing group choice
• higher levels of bloom’s taxonomy

Question 22

best teaching method?

Answer 22

• Teacher-centred and student-centered can both be effective
  choice depends on
• learning outcomes
• subject area
• age
• assessment methods
• amount of new material
• practical constraints (eg. time)

Question 23

understanding by design
backward design

Answer 23

1. learning outcome: what will the student know? what will the student be able to do?
2. assessment: how to tell if student achieved learning outcome
3. pedagogical approach: teaching aproach

all 3 need to align and be consistent

Question 24

differentiated instruction

Answer 24

• students differ in motivation, ability, social skill, language ability, past experience, home life etc
• deal with learner differences by teaching students differently
• difficult to do

Question 25

ability differences: between-class ability groups (tracking)

Answer 25

- doable solution to differentiated instruction - separate classes by ability, often mirrors SES - advanced, standard, remedial streams - or cross grade grouping by subject ability eg joplin plan, ungraded, grouped by ability - benefits high ability students, progress faster - no strong impact on average level students - disadvantages low ability students, quality of instruction, learning objectives, influences self efficacy beliefs, expectations, attitudes, social

Question 26

within class ability grouping

Answer 26

- within the class, by ability in subject flexible grouping: frequent group readjustment, not fixed, group influenced by current ability, tailoring of instruction to their level of skill, social comparison - limited research on effectiveness

Question 27

universal design

Answer 27

- architectural term - intentional approach to design for accessibility without barriers - accessible to everyone, respect human diversity and dignity

Question 28

universal design for learning (UDL)

Answer 28

- proactive design to ensure educational accessibility regardless of individual differences

Question 29

3 principles of UDL

Answer 29

- representation: alternative ways to present information - action and expression: various formats for students to demonstrate what they have learned - encouragement: different ways to encourage participation, to encourage self reflection and self assessment