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61 Cards in this Set
- Front
- Back
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Formal Curriculum
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arranging experiences so that intended outcomes are reached.
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Hidden Curriculum
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learnings that are not always intended but emerge as students are shaped by the school culture, including the attitudes and behaviors of teachers
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Null Curriculum
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when it is decided that a topic is unimportant or too controversial, inappropriate or not worth the time, that topic is never taught
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Extracurriculum
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teaches the lessons students learn in school activities such as sports, clubs, etc. places where a great deal of learning occurs, without test or grades.
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Classroom rules
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-no more than five
-positively stated -observable and measurable -appropriate for developmental level -model for students -consistent consequences -review them |
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Engaged Time
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allocated time in which students are actively involved with subject matter
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Withitness
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teachers who are aware of student behavior in all parts of the room at all times.
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Pedagogical cycle
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1. Structure: the teacher provides information, provides direction, and introduces topics
2. Question: the teacher asks a question 3. Respond: the student answers the question, or tries to. 4. React: the teacher reacts to the student's answer and provides feedback. |
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Blooms Taxonomy
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Level I: Knowledge
Level II: Comprehension Level III: Application Level IV: Analysis Level V: Evaluation Level VI: Create |
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Level I: Knowledge
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Recall information.
Ex. When was the treaty of paris signed? |
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Level II: Comprehension
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Demonstrate ability to arrange and organize previously learned information mentally.
Ex. Summarize the paragrah. Explain why Romeo took the poison. |
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Level III: Application
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Apply previously learned information to answer a problem.
Ex. draw a map showing the original 13 colonies. |
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Level IV: Analysis
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Use three kinds of cognitive processes:
1. Identify causes, reasons or motives. 2. Reach a conclusion. 3. Find evidence to support a conclusion. Ex. Why did the young man write the letter? Why do the chemicals react this way? |
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Level V: Evaluation
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Judge the merits of an aethetic work, idea or solution to a problem.
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Level VI: Create
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Develop original communication, make a prediction and solve problems with many possible answers.
Ex. What would be an alternate ending of the story? |
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Wait time- why use it?
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-longer responses
-statements supported with evidence -speculative thinking increases -more student questions -fewer failures to respond -more students participate -fewer discipline problems -better performance on higher-order thinking skills |
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Acceptance
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comments such as "uh-huh" and "ok" which acknowledge that students answers are acceptable. but it is not as strong as praise
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Effective praise- how, when and why
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-it is contingent upon student performance
-it is specific -it is sincere -it informs students of their competence and the importance of their accomplishments -it attributes success to ability or effort -it uses past performance as context for present performance |
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Most Frequent teacher reaction
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Acceptance
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Cooperative learning groups- how grouped
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students work on activities in small, heterogeneous groups, and they often receive rewards or recognition based on the overall group performance.
Groups should be: -heterogeneous -small |
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Fragmentation
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teacher breaks directions into choppy steps instead of one fluid unit
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Overdwelling
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teacher spends more time than is necessary to correct an infraction of classroom rules
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Dangles
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teacher begins a thought, then leaves it hanging without completion.
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Overlapping
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the ability to do several things at once.
ex. reprimanding a student while continuing the lesson |
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NCLB: Content Standards
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what students should learn
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NCLB: Performance Standards
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Levels at which students should be performing
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NCLB: Opportunity-to-Learn Standards
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Can retake test the next year
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Principle of least intervention in discipline
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use the simplest intervention that will work. (don't make a mountain out of a molehill)
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Four forms of sexual harassment
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1. Visual
2. Written 3. Physical 4. Verbal |
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Visual Sexual Harassment
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Drawings, posters, inappropriate clothing
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Physical Sexual Harassment
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touching, pulling at clothing, unwanted actions (kissing, hand holding)
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Written Sexual Harassment
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emails, notes, blogging/facebook
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Verbal Sexual Harassment
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whistling, remarks, insulting
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3 Criteria for Fair Use
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1. Brevity- not to long
2. Spontaneity- time to obtain written permission 3. Cumulative Effect- limiting # of reproduced published works that may be used in a cause |
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7 Forms of Bias
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1. Invisibility
2. Stereotyping 3. Imbalance/Selectivity 4. Unreality 5. Fragmentation/Isolation 6. Linguistic Bias 7. Cosmetic Bias |
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Invisibility
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certain group is ignored, excluded form society/textbooks
-no gays or lesbians included in textbooks |
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Stereotyping
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rigid roles or traits are assigned to all members of a group
-all blacks are athletes |
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Imbalance/Selectivity
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only presenting one side of an issue
-woman were "given" the right to vote, ignores the fact that women fought and struggled to gain civil rights |
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Unreality
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not including the unpleasantness
-ignoring ongoing racism/sexism in society |
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Fragmentation/Isolation
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isolating groups, implying they are not apart of society's mainstream and far less important.
-"Ten Famous Asian Amerians" |
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Linguistic Bias
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using language to classify and degrade social groups.
-"roaming" "wandering" native Americans, "men and their wives" |
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Cosmetic Bias
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illusion of equity, implying a subject is included.
-book cover of many cultures, inside only talks about Americans |
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Buckley Amendment 1974
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Family Educational Rights and Privacy Act granted parents of students under 18, and students 18 or over the right to examine their school records & grades.
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Title IV of Civil Rights Act
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1964 a federal law that prohibits employment discriminations based on race, color, religion, sex or national origin
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Standards to determine Negligence
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1. Whether a reasonable person with similar training would act in the same way
2. Whether or not the teacher could have forseen the possibility of an injury |
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State of Corporal punishment today
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some states have legalized "reasonable and not excessive" factors such as seriousness of offense, age/physical condition of the student should be considered
-different from district to district ex. Texas, Florida, Missouri, Kansas |
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Sexual Harassment in schools- effects on teachers
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can happen between student/student, student/teacher, teacher/teacher
-sexual bribery, interference w/learning environment -changes level of participation, mood |
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Academic Freedom
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non-obscene and appropriate materials may be used, teach without coercion/censorship/other restrictive interference.
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Malfeasance
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an act that cannot be done lawfully regardless of how it is performed
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Misfeasance
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failure to conduct in an appropriate manner an act that might otherwise have been lawfully performed
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Educational Malpractice
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failing to provide an adequate education to students
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Nonfeasance
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failure to perform an act that one has a duty to perform
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Length of time to keep copyrighted videotapes
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no more than 45 days
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Length of time to keep copyrighted videotapes
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no more than 45 days
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Consequences for Participating in Teacher Strikes
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some districts refuse to hire or renew contracts of teachers who were active in strikes
-discriminatory school board actions -such activity makes you liable to legal sanctions |
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Zero Tolerance Policy
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policies that offer schools with little or no flexibility in responding to student infractions related to alcohol, drugs, tobacco, violence, and weapons.
-developed by local school districs and a number of state legislatures -most cases, students who violate policies must be expelled |
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Allowance of Corporal Punishment
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some states it legal
- Texas, Missouri, Kansas |
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Procedure when Teachers Suspects Child Abuse
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report suspicions to authorities- better safe than sorry
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Magnet Schools
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origin 1970's inner cities, way to reduce "white flight"/desegregation
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Reasons for home schooling
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fundamental christianity, avoid public schools, lack of school safety, more intimate and nurturing environment, economics, racism or anti-semitism, ideologies- impact values, pedagogies- experimental activeness, socialization, technology, athletics
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Stages of Teacher Development
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1. Survival- just trying to get through
2. Consolidation- student learning , analyze problem, thoughtful strategies 3. Renewal- seek new approaches 4. Maturity- perspective, give back to profession |
