Ch.7+notes

=Chapter 7= Learning and Teaching in the Classroom


 * What Is Taught and How Should It Be Taught?**

** Objectives for Chapter 7 ** After completing this chapter, the student should be able to achieve the following objectives:

** Key Words and Phrases ** To better understand this chapter, it is helpful for the students to fully understand the following: academic-subjects orientation active teaching advance organizers coding systems constructivist teaching cooperative learning curriculum event sampling formal curriculum frequency counts hidden curriculum high-stakes testing initial motivation inner curriculum Jean-Jacques Rousseau John Dewey learner-centered orientation learning intentions lesson objectives mastery goals needs-of-society orientation nonverbal behaviors paralanguage performance goals questioning scripting selective verbatim state standards structure-of-the-disciplines approach task analysis activities teacher clarity teachers’ dispositions wait time
 * Distinguish among learner-centered, needs-of-society, and academic-subjects curricula
 * Suggest ways the hidden curriculum sends messages to learners
 * Explain how teachers’ dispositions influence their teaching
 * List qualities of active teaching and constructivist teaching
 * Describe classroom observation techniques

Students can become familiar with these words and phrases through a variety of methods, including matching and supplying-the-missing-word quizzes. A quick review in or out of the classroom will enable students to progress through the chapter faster and more smoothly. It is not necessary for students to develop complete mastery with all words, because meaning will become clearer and more permanent with usage and through the activities students experience over the course of the chapter.

** Instructional Strategies and Suggestions ** Students begin the chapter by learning the definition of key words and phrases to facilitate comprehension. This activity can begin as an in-class or out-of-class assignment, then transition to review and follow-up activities. Student experiences to clarify definitions and reinforce retention include matching, definition, and word-search quizzes.

1) Using vocabulary words for Chapter 6, develop a Find-A-Word puzzle. Then test the puzzle on your class.
 * In-Class Assignments **
 * Learning Vocabulary Words Activities **

2) At the beginning of class, have students complete word-match sheets. The words relate to the topics to be discussed that day.

3) In collaborative groups of 4–6, the students design a framework of a curriculum for fourth graders. The group must decide the type of curriculum, the instructional styles, and the method of assessment to be used. Students first use computers to research grade- and subject-appropriate goals, if indicated, and then develop the presentation into a PowerPoint to be presented in class.
 * What Is Taught Activities **

4) In groups, have students discuss things they learned in school that were not a part of the formal curriculum. Have each group select a leader to present the list to the whole class, then discuss which could have been hidden curriculum and which could have been inner curriculum learning.

5) The students will list and then evaluate the contemporary topics that other students think should be included in the curriculum. Dissenting students must defend choices.

8) Should teachers teach to the test? Develop debating teams with three to five students, establish guidelines for a debate, and have teams defend their position using information from the chapter and expanded information from research.
 * How Is It Taught Activities **

9) Invite a classroom teacher, school board member, parent, and school administrator to your classroom to participate in a panel discussion regarding high-stakes testing and accountability. Prior to the date, the students each submit three questions for the panel; the questions are discussed in class, and the top 10 are selected to be asked of the panel. Questions should relate to the topics in Chapter 6 or previous chapters. This panel idea was also suggested in Chapter 1; the instructor will decide the most appropriate chapter in which to convene it.

10) Have students describe a teacher they have had whose nonverbal behavior sends a different message than the words used.

11) Log on [] Applying Bloom’s Taxonomy to study the application of questioning stems. Choose assessment topics from the chapter; apply questioning stems from each level—knowledge, comprehension, application, analysis, synthesis, evaluation. Students practice asking questions until questioning feels natural.
 * Teacher Questioning Activities **

12) The students will design an observation chart or checklist using time and event sampling, frequency counts, etc., that will be used in activity #13.
 * Observing in Classroom Activity **

13) Students visit a classroom to complete the observation sheet that was developed in class. They analyze the instructional strategy to determine if the curriculum orientation is learner-centered, academic-subjects, or needs-of-society oriented.
 * Out-of-Class Assignments **

** Web Sites ** Go to MyEducationLab at [|www.myeducationlab.com] and select the topic “Curriculum and Instruction.” Read the article “Guiding the Innate Constructivist.” Identify how the examples given apply constructivist principles**.**
 * Constructivist Teaching **

The following site gives support for practices in Sudbury schools. [] The National Center for Fair & Open Testing maintains the following site. [|http://www.fairtest.org] This Web site provides a useful discussion about an approach to teaching that motivates by requiring students to apply new knowledge as they complete assignments. [] University of Illinois site with information about questioning. [] 6-2 Curriculum and Instructions Foundations 6-3 Focus Questions 6-4 thru 14  Part I: The Curriculum 6-15 Part II: Instruction 6-16 thru 18  Part II: Instruction – Teacher’s Dispositions 6-19, 20  Part II: Instruction – Active Learning 6-21, 22  Part II: Instruction – Program Planning 6-23 Part II: Task Analysis 6-24 Part II: Learning Intentions 6-25, 26  Constructivism 6-27, 28  Teacher Clarity 6-29, 30  Inquiry 6-31 Homework and Learning 6-32 thru 38  Summary 6-39 Reflections  ** How Do We Know Students Have Learned? ** ** Objectives ** After completing this chapter, the student should be able to achieve the following objectives:
 * SERN-Sudbury Education Resource Network **
 * Fair Test **
 * Project-Based Education **
 * Effective Classroom Questioning **
 * PowerPoint Slides **
 * Slide # PowerPoint Slide Name **

** Key Words and Phrases ** To better understand this chapter, it is helpful for the students to fully understand the following:
 * Explain the multiple roles of assessment in education
 * Define commonly used assessment terms
 * Point out the functions of placement assessment, formative assessment, and summative assessment
 * Describe steps in planning a high-quality assessment program
 * Describe characteristics of measurement options, including selected-response measures, free-response measures, performance assessment, and portfolios

affective domain authentic assessment bell-shaped curve Bloom’s Taxonomy checklist cognitive domain criterion-referenced evaluation derived scores diagnostic assessment distractors evaluation formative assessment free response Krathwol’s Taxonomy measurement norming groups outcome goals performance assessment placement assessment portfolio psychomotor domain rating scale reliability rubric selected response standardized tests summative assessment validity Students can become familiar with these words and phrases through a variety of methods, including matching and supplying-the-missing-word quizzes. A quick review in or out of the classroom will enable students to progress through the chapter faster and more smoothly. It is not necessary for students to develop complete mastery with all words, because meaning will become clearer and more permanent with usage and through the activities students experience over the course of the chapter.

** Instructional Strategies and Suggestions ** Students begin the chapter by learning the definition of key words and phrases to facilitate comprehension. This activity can begin as an in-class or out-of-class assignment, then transition to review and follow-up activities. Student experiences to clarify definitions and reinforce retention include matching, definition, and word-search quizzes.

1) This chapter presents a good opportunity to show students the assessment process while they learn assessment procedures: Administer a pretest at the beginning of the chapter, and then a posttest at the conclusion; students reflect on process and outcome. 2) Require students to keep a reflection journal, an assessment tool, during this chapter. At the conclusion of the chapter, have students reflect on their reflection, to assess the changes in knowledge, understanding, and attitude. 3) Discuss the purposes and uses of a checklist assessment sheet, then the have students rate themselves on a Disposition Assessment sheet. 4) Define //authentic// and //traditional assessments//. In cooperative groups, students develop arguments explaining which best meets the requirements of high-stakes testing, and students with diverse learning needs. As a class, they will reconcile the different opinions. 5) Preview Woodcock and Johnson, Peabody, and Brigance standardized tests. Have students complete a sample test, then discuss the process and compare the tests. 6) Give students a prompt and have them practice free- and selected-response options to various test questions to determine which test is best with which type of question. 7) Decide outcomes for a topic to be determined by the students. Once the outcomes are defined, work backward to develop curricular objectives and an assessment tool. 8) Have students construct a PowerPoint presentation that defines portfolios and presents a step-by-step process for portfolio contents detailing the importance of each step. 9) Have students develop an annotated bibliography of assessments used for various subjects and purposes at the grade level they wish to teach.
 * In-Class Activities **
 * Out-of-Class Activities **

** Web Sites ** At this site, you will find the home page of CRESST, an affiliate of the Graduate School of Education and Information Studies at UCLA. It posts results of a variety of topics related to research. __[|http://www.cresst.org]__ Go to MyEducationLab at [|www.myeducationlab.com] and select the topic “Assessment.” Read the article “Grading to Communicate,” by Tony Winger. Then go to the topic “Standards and Accountability” and read the article “Grading in a Standards-Based System,” By Susan Colby.
 * Center for Research on Evaluation, Standards, and Student Testing (CRESST) **
 * Grading and Communication **

To view an example of a performance evaluation task and a scoring rubric, go to [|www.myeducationlab.com] and select the topic “Assessment,” then view the following two artifacts: “Science Fiction Book Report” and “Colonial Economies.” Both artifacts are examples of performance assessment tasks. “Colonial Economies” is an excellent example of a performance task for a group. It also includes a rubric that can be used for scoring the performance task.
 * Performance Evaluation **

Various Web sites can be accessed for scoring rubrics on the Internet.

This site is maintained by an advocacy group that is committed to eliminating abuses that sometimes have been associated with standardized testing. You will find links to materials focusing on eliminating test biases that might negatively influence test takers because of their gender, race, class, and cultural characteristics. []
 * The National Center for Fair & Open Testing **

 7-2, 3 The Need to Understand Assessment ok 7-4  Focus Questions 7-5 thru 8  The Purpose of Assessment 7-16 thru 19  Assessment and Instruction 7-20 Planning for Assessment 7-21 Taxonomy 7-22, 23  Bloom’s Taxonomy 7-24 Krathwohl’s Taxonomy 7-25, 26  Developing Criteria 7-27 thru 29  Measurement Options 7-30 thru 37  Summary 7-38 Learner Reflection
 * PowerPoint Slides **
 * Slide # PowerPoint Slide Name **
 * 7-**9 thru 15  Key Assessment Terms