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49 Cards in this Set
- Front
- Back
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Principle of least intervention
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prevention, nonverbal cues, praise appropriate behavior, vicarious reinforcement, verbal reminders, and consequences
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Time on task
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1. refers to the time that the student is actually on task while the teacher is instructing, 2. time on task is the best predictor of who is and who is not a quality teacher because good teachers will get the student on task and keep them there, 3. high time on task in teachers is correlated to high achievement in students
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classroom management
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allocated time, academic tasks, engagement rate, time on task
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Consequences & types
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group consequences, loss of privileges, repeat activity (satiation)
board = no good |
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Rewards (what kinds, how they work)
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positive reinforcement - adding something to increase a behavior
negative reinforcement - taking something away to increase a behavior positive punishment - adding something to decrease a behavior negative punishment - taking something away to decrease a behavior |
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Nonverbal cues
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(ex. standing next to a student who is talking so they will be quiet) body language is important
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Assertive discipline
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clear about whats appropriate and what's not, consistency, have consequences
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Planning for effective classroom instruction
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a. an average of 3 hours of preparation should go into one hour of class time
b. steps of planning - 1.establish goals (identify the behavior you want them to learn), 2. make an objective out of the goals (begin to focus on specific behaviors you want the students to learn to do. for instance, the students should be able to solve a single digit math problem by the end of class), 3. task analysis/lesson plan (teacher must analyze what they are going to accomplish and how to fulfill the objectives, teachers determine what exactly needs to be taught by breaking the goal down into smaller behaviors, teachers should create a lesson plan that outlines in writing how they will carry out the objectives) ex. objective is to teach person to drive in traffic. analyze behavior and plan that person needs to learn how to start car, steer car, avoid other cars, learn what signs mean, etc. before they can drive in traffic 4. teaching - the interactive part, putting it all together. teachers provide instruction as laid out in the lesson plan 5. test/assement - performance to generate a behavior so we can infer that learning has happened (ex. in swimming instruction, a basic objective may be putting in your face in the water for 3 seconds, if a swimmer does this then they have mastered it) 6. going on to the next goal/objective - there is always more to learn after mastery of one concept |
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Elements of effective classroom management
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a) classroom management, b) organization of the classroom, materials and supplies, c) establishing rules and consequences, d) managing classroom instruction, e) evaluate and adjust elements
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Withitness (remember Timing and Target)
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aware of everything happening the room
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Overlapping
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two actions at the same
ex. passing out papers and still talking |
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Smooth transitions
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moving through topics without distractions
(ex. give kids topic before moving into groups not after) |
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Momentum
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maintaing flow of instruction, constantly with it so you know everyone can move on
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Group focus
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making sure everyone is on task with minimal distractions/disruptions
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Instructional objectives - 3 parts of good objective
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behavior - has to observable
conditions of behavior level of performance |
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Bloom's Taxonomy of cognitive objectives
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a. knowledge - recall of facts, low on cognitive meter
b. comprehension - process and interpet information you have recalled c. application - use information to solve real world problems d. analysis - break down info then apply to solve, add more factors in, makes you think deeper about the same content e. synthesis - using knowledge to create something new (ex. now you know the area of a rectangle, now can you figure out the area of a triangle?) f. evaluation - judging based on a standard or comparing ideas, take a point of view and evaluate one side vs. the other |
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Teaching concepts
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things that need to be taught before the main goal
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Teacher knowledge of teaching = Importance of pedagogical knowledge
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knowledge of how to teach
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Task analysis
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a. analyzing the behavior - thinking about what we want to teach, breaking down behavior into smaller pieces to begin to plan instruction
b. task analysis of declarative knowledge - because you are teaching concepts they must have defining attributes, positive & negative examples needed, prior knowledge determines what you need to teach and what they already know c. task analysis of procedural knowledge - teaching how to do multistep procedures. procedural knowledge sometimes has judgment involved (knees are too close to steering wheel so you move your seat back) d. steps in task analysis of procedural knowledge - identify prerequisite skills (if you wanna teach addition they have to know how to count) and identify component skills (break procedure down into discreet steps) e. concerns and solutions for task analysis of procedural knowledge - completeness (are all steps included in our analysis?) amount of detail (is there enough detail included in analysis so the student will be able to complete the skill correctly?) relationship of sub-skills (how do the smaller skills in each step fit together to make the whole procedure we are trying to teach?) |
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Teacher effectiveness
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how past teachers affect your life
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Teaching functions
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set of teaching behaviors that are related to student achievement and learning
1. review: begin class with a review to access prior knowledge already learned 2. presentation: present the information in an accessible way 3. guided practice: teacher works with the class as they practice (q&a sessions, students do problems and get feedback from teacher) 4. feedback: practice makes better performance if it includes feedback 5. independent practice: built in to make sure the students are doing it correctly (ex. homework) 6. review/consolidation: at the end of a unit to wrap things up |
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Review
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reconnects content, accesses prior knowledge, homework
reviews are short |
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Presentation (elements of effective presentation)
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keep students' attention,
good pace & flow, teacher is prepared for class, teacher encourages participation, good examples humor and enthusiasm |
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Guided practice (purposes & how to do)
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purposes:
1. this is when learning occurs, 2. checks students understanding, 3. practice emphasize what is most important to learn, 4. provides support as students attempt to learn (motivates students to try, teacher can provide prompts and cues, teacher can provide corrective feedback) how: 1. ask students questions about the new content (prepare in advance) 2. ask students to summarize concepts in own words (written summaries, explain to a partner) 3. have students generate their own examples (ex. teaching us spanish made us say "perro" with him) |
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Corrective feedback (4 types)
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correct & confident - "right" move on
correct & hesitant - "right" make them restate answer incorrect & carless mistake - ask simpler question incorrect & flawed understanding - ask simpler question |
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When to reteach?
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if one student is failing to comprehend it may be a person problem
if it is majority then they may need more practice. if they keep making errors then reteaching might be necessary |
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Independent practice
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student attempt problems on their own (ex. homework)
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Cooperative learning
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students work together to accomplish academic and social outcomes
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Necessary elements in CL
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group goal - reason to cooperate
individual accommodation - reason to learn |
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What makes discussions fail
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one student monopolizes
teacher talks too much teacher doesn't refocus discussion students not prepared |
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How to run effective discussions
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focus discussion around one or two topics
assume students are prepared - do not reteach content during discussion promote student-to-student discussion periodically summarize or draw conclusions - especially at the end of the dicussion |
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Adjusting teaching functions to teach implicit skills (ill structured content)
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continuum of content
well structured or explicit skills --> less structured implicit skills |
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symbolic reinforcers
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something you work for and then use to gain something else (ex. 10 stickers can be traded for a pencil)
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delayed reinforcement
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putting off reinforcement and working for the reinforcer in the future
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premack principle
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using a more desired activity as a reinforcer (ex. do your homework and we'll have a movie on friday)
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removal punishment
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taking something away (ex. detention --> you're taking away that social environment)
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prevention
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stops problems from happening such as teaching the rules at the beginning of the year
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vicarious reinforcement
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if a student sees another student being praised it is very powerful
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verbal reminders
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simple spoken reminders about what the correct behaviors are (ex. wait a minute class, remember what we meant by being polite?) shouldn't be used often
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consequences
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should be used as a last resort, if other steps are done well it should not have to be used much
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mastery and non mastery
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mastery is completion of goal
non mastery - not every student can master a goal. reteach or make a simpler objective |
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allocated time
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the time available for instruction, teaching is not always happening (ex. room set up, check homework)
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academic tasks
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the time that is spent actually teaching and instruction
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engagement rate
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this refers to the time that the student is paying attention in class
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Seating for effective classroom management
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the structure of a class may dictate how the class is run (ex. in 112 chambers, a small room with rows of seats facing the front of the room, one may expect a lecture type setting. group work and moving around acitivities probably won't occur)
avoiding distractions is key (ex. don't place the pencil sharpener in the front of the room where students may be tempted to get up and use it in the middle of class) |
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clarity in a presentation
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start lessons with a plan of what is going to be instructed (advanced organizer)
step by step presentations that follow a logical order give example |
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organization and planning in a presentation
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be explicit
good modeling use positive and negative examples give students a structure for information (give organization for content so they understand how it fits, ex. let kids filling out blanks in a powerpoint) |
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Kounin’s (5) Constructs of Management
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withitness, overlapping, momentum, smoothness, group alertness/focus
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QAIT model
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q = quality of instruction
a = appropriate level of difficult i = incentive/motivation t = time (every student learns at a different pace) |
