MATBLOG: Master of Arts in Teaching at Johnson & Wales University

Classroom Management Strategies

2011-11-09T22:31:00.001-05:00

http://www.lessonplansinc.com/classroom_management_strategies.php

Constructivist Learning Theory

2011-09-09T04:44:00.000-04:00

Math Ideas

2011-06-29T08:34:00.004-04:00

http://www.ixl.com/?gclid=CIbfw4qR26kCFSwZQgodm1W6Vwhttp://www.blogger.com/img/blank.gif

A Conversation on "Waiting for Superman"

2011-04-22T23:17:00.005-04:00

This video is a very good discussion on the movie "Waiting for Supermen". Even if you have not seen it, it is really good to watch and listen. It is forty-seven minutes long and worthy of your time.

Piaget's Stages of Cognitive Development

2011-04-22T23:06:00.000-04:00

Science and Special Education

2011-04-18T08:20:00.001-04:00

http://www.glencoe.com/sec/teachingtoday/subject/special_ed.phtml

Science News for Kids

2011-03-12T23:07:00.001-05:00

http://www.sciencenewsforkids.org/

Your Final Text Message: Show this to your teenage students

2011-02-10T09:23:00.001-05:00

Guided Reading

2011-01-24T14:58:00.001-05:00

http://http://olc.spsd.sk.ca/de/pd/instr/strats/guided/guided.html

Literacy Connections

2011-01-20T14:18:00.000-05:00

http://http://literacyconnections.com/

Teaching Guided Reading: Setting up a Guided Reading Classroom

2011-01-05T22:18:00.000-05:00

The Connected Classroom.

2011-01-01T19:55:00.000-05:00

http://dell.triaddigital.com/connectedclassroom/?vID=1&ST=teaching%20technology&dgc=ST&cid=49511&lid=1561951&acd=58845,8,0,101617376,775244121,1293929686,,30135064,5766856690

Students with Exceptionalities

2010-12-22T21:53:00.000-05:00

http://www.teachervision.fen.com/special-education/new-teacher/48459.html

Ken Robinson - Differentiated Teaching -

2010-12-10T13:53:00.000-05:00

Differentiated Instruction

2010-12-10T13:49:00.000-05:00

Technology in the Classroom

2010-12-04T21:32:00.000-05:00

http://http://www.edzone.net/~mwestern/newteach.html

What Do Lesson Plans That Use Constructivist Ideas Look Like?

2010-11-26T09:41:00.000-05:00

http://http://www.thirteen.org/edonline/concept2class/constructivism/demonstration1.html

Why Do We Have Dispositions, and Where Did We Get Them?

2010-11-10T08:25:00.003-05:00

This post is a repost from February 2009. Please refer to older posts to learn more about dispositions.

When I first began discussing dispositions, I mentioned that it was a way of measuring teacher quality. Most professional organizations define teacher quality as knowledge, skills and dispositions-more on the knowledge and skills in later posts. Why is teacher quality so important? Linda Darling-Hammond, renowned educational researcher at Stamford University, said it best, “Teacher quality is one of the most important factors influencing student achievement..." There have been empirical studies to prove this fact.

While National Board for Professional Teaching Standards (NBPTS), National Council for the Accreditation of Teacher Education (NCATE), Interstate New Teacher Assessment and Support Consortium (INTASC), as well as content area organizations mention dispositions, there is no consensus for criterion on which to measure dispositions. Because accreditation of teacher education institutions requires assessing dispositions, several models have emerged. For example, NCATE defines dispositions “values and commitments” as linked to teacher performance. Other organizations equate them with attitudes, characteristics, ethics, and professional behaviors. Still another model talks about self-assessment and reflection. This model attempts to reach the complexities involved in teacher dispositions and self-improvement. All of these models attempt to capture dispositions that teachers need to be effective educators that enhance student learning.

So where did we get the criterion and indicators for your dispositions? Well, obviously we looked at all these models. But we also looked at the vision and core values of the School of Education. It was important of us to connect your dispositions to these qualities since we believe these to be significant in all areas in the School of Education.

As with all worthy assessments, this disposition rubric is a work in progress. We continually use the data we garner from it to improve it. By following this procedure for all of our assessment tools, we hope to improve our teacher education program to make you a successful educator.

At the beginning of this post I used the work “discussing’. This blog might have started out as me telling you about dispositions; however, from the comments I have been seeing it has turn into a valuable discussion. Please feel free to make a comment. I value them.

ZPD and scaffolding

2010-11-08T09:44:00.000-05:00

VYGOTSKY'S DEVELOPMENTAL THEORY: AN INTRODUCTION ( DAVIDSON FILMS )

2010-11-08T09:43:00.000-05:00

Piaget & Vygotsky

2010-11-08T09:27:00.000-05:00

Motivation & Learning

2010-11-03T17:14:00.001-04:00

Theories of Learning

2010-11-03T17:14:00.000-04:00

Introduction to Learning Theories

2010-11-02T09:15:00.000-04:00

RACISM

2010-10-20T10:45:00.000-04:00

http://www.navreme.net/publications/8-index.html

The Trevor Project

2010-10-13T17:46:00.002-04:00

The Trevor Project is the leading national organization focused on crisis and suicide prevention efforts among lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth.

Please check it out.
http://www.thetrevorproject.org/about-trevor/organization

Bullying in Schools

2010-10-03T15:15:00.001-04:00

http://www.bullyinginschools.com/

Diversity Kit

2010-09-22T11:51:00.002-04:00

I posted this site on my yahoo group site for cultural competency: http://groups.yahoo.com/group/culturallyresponiveteacher/

I am not sure many of you saw it. It is a wonderful resource from the Education Alliance at Brown University, so I am posting it here. Also, feel free to join the yahoo group to share your ideas and resources with other educators.

http://www.alliance.brown.edu/pubs/diversity_kit/

The Learning Pyramids

2010-09-06T07:53:00.000-04:00

http://photopeach.com/album/cqqe7w

Best Practice in Education

2010-09-01T22:11:00.004-04:00

What is "Best Practice?"
The term "Best Practice" has been used to describe "what works" in a particular situation or environment. When data support the success of a practice, it is referred to as a research-based practice or scientifically based practice. As good consumers of information, we must keep in mind that a particular practice that has worked for someone within a given set of variables may or may not yield the same results across educational environments.

Grover J. Whitehurst, as assistant secretary for Educational Research and Improvement at the U.S. Department of Education, defined evidence-based education as “the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction.” Professional wisdom allows educators and family members to adapt to specific circumstances or environments in an area in which research evidence may be absent or incomplete. But without at least some empirical evidence, education cannot resolve competing approaches, generate cumulative knowledge, and avoid fads and personal biases.

These are the nine standards:

•1: A Clear and Common Focus

In high-performing schools, administrators, teachers, students, and parents share and commit to clearly articulated and understood common goals based on the fundamental belief that all students can learn and improve their performance. There is clear evidence of school practices to support this belief.

•2: High Standards and Expectations

High-performing schools show evidence that each teacher believes “all students can learn and I can teach them.” Staff members are dedicated to helping every student achieve challenging state and local standards. All students are engaged in an appropriately ambitious and rigorous course of study in which the high standards of performance are clear and consistent and the conditions for learning are modified and differentiated. This results in all students being prepared for success in the workplace, postsecondary education, and civic responsibilities.

•3: Strong Leadership

School leadership is focused on enhancing the skills, knowledge, and motivation of the people in the organization and creating a common culture of high expectations based on the use of skills and knowledge to improve the performance of all students. Leadership fosters a collaborative atmosphere between the school and the community while establishing positive systems to improve leadership, teaching, and student performance.

•4: Supportive, Personalized, and Relevant Learning

In high-performing schools, supportive learning environments provide positive personalized relationships for all students while engaging them in rigorous and relevant learning.

•5: Parent/Community Involvement

In high-performing schools, parents and community members help develop, understand, and support a clear and common focus on core academic, social, and personal goals contributing to improved student performance and have a meaningful and authentic role in achieving these goals. The school community works together to actively solve problems and create win-win solutions. Mentoring and outreach programs provide for two-way learning between students and community/business members.

•6: Monitoring, Accountability, and Assessment

In high-performing schools, teaching and learning are continually adjusted on the basis of data collected through a variety of valid and reliable methods that indicate student progress and needs. The assessment results are interpreted and applied appropriately to improve individual student performance and the instructional program.

•7: Curriculum and Instruction

High-performing schools have aligned curriculum with core learning expectations to improve the performance of all students. Students achieve high standards through rigorous, challenging learning. Staff delivers an aligned curriculum and implements research-based teaching and learning strategies. Students are actively involved in their learning through inquiry, in-depth learning, and performance assessments.

•8: Professional Development

Ongoing professional development aligned with the school’s common focus and high expectations to improve the performance of all students is critical in high-performing schools. These professional development offerings are focused and informed by research and school/classroom-based assessments. Appropriate instructional support and resources are provided to implement approaches and techniques learned through professional development.

•9: Time and Structure

High-performing schools are flexibly structured to maximize the use of time and accommodate the varied lives of their students, staff, and community in order to improve the performance of all students. The structure of programs extends beyond the traditional school day and year as well as beyond the school building. The program draws on the entire community’s resources to foster student achievement.

The above explanation is from the following organization:
http://ctserc.org/s/index.php?option=com_content&view=category&id=42&Itemid=26
Here are more examples:
http://www.nea.org/tools/17073.htm

Looking at Student Work!

2010-08-15T08:59:00.012-04:00

There are many benefits to teachers that practice the strategy of looking at student work,

http://www.lasw.org/index.html

Knowing your students

2010-07-06T16:13:00.003-04:00

Getting to know your students is one of the best ways to get them to learn. Here are some strategies:

http://www.michigan.gov/documents/5-2_107267_7.pdf

Special Education Resource

2010-05-14T16:47:00.002-04:00

http://seriweb.com

The site above is a good resouce. Check it out.

Constructivism

2010-05-03T09:41:00.005-04:00

Constructivism is one of the philosophies of teaching and learning we try to instill in you. Please take the time to check out this site. It gives you some wonderful tools to use in your teaching.

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Constructivism

2010-04-25T22:34:00.000-04:00

Definition

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Discussion

There are several guiding principles of constructivism:

Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.
How Constructivism Impacts Learning

Curriculum–Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students’ prior knowledge. Also, it emphasizes hands-on problem solving.

Instruction–Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment–Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.

Reading

Jacqueline and Martin Brooks, The Case for Constructivist Classrooms.

Bloom's Taxonomy

2010-04-25T10:39:00.009-04:00

New Version

New Version
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy.

Note that the top two levels are essentially exchanged from the Old to the New version.

Old Version

Old Version

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

Michael Pohl's Website about Bloom's Taxonomy

Example of Questions at different levels (done using OLD taxonomy)

Depth of Knowledge Chart

2010-04-22T21:32:00.002-04:00

You will find this chart quiet helpful when planning lessons.

http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

The following article is another helpful explanation.

http://facstaff.wcer.wisc.edu/normw/All%20content%20areas%20%20DOK%20levels%2032802.doc

Theory of Cogniative Development

2010-04-13T13:38:00.002-04:00

Jean Piaget (1896-1980) was one of the most influential researchers in the area of developmental psychology during the 20th century. Piaget originally trained in the areas of biology and philosophy and considered himself a "genetic epistemologist." He was mainly interested in the biological influences on "how we come to know." He believed that what distinguishes human beings from other animals is our ability to do "abstract symbolic reasoning." Piaget's views are often compared with those of Lev Vygotsky (1896-1934), who looked more to social interaction as the primary source of cognition and behavior. This is somewhat similar to the distinctions made between Freud and Erikson in terms of the development of personality. The writings of Piaget (e.g., 1972, 1990; see Piaget, Gruber, & Voneche) and Vygotsky (e.g. Vygotsky, 1986; Vygotsky & Vygotsky, 1980), along with the work of John Dewey (e.g., Dewey, 1997a, 1997b), Jerome Bruner (e.g., 1966, 1974) and Ulrick Neisser (1967) form the basis of the constructivist theory of learning and instruction.

While working in Binet's IQ test lab in Paris, Piaget became interested in how children think. He noticed that young children's answers were qualitatively different than older children which suggested to him that the younger ones were not dumber (a quantitative position since as they got older and had more experiences they would get smarter) but, instead, answered the questions differently than their older peers because they thought differently.

There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.

Process of Cognitive Development. As a biologist, Piaget was interested in how an organism adapts to its environment (Piaget described as intelligence.) Behavior (adaptation to the environment) is controlled through mental organizations called schemes that the individual uses to represent the world and designate action. This adaptation is driven by a biological drive to obtain balance between schemes and the environment (equilibration).

Piaget hypothesized that infants are born with schemes operating at birth that he called "reflexes." In other animals, these reflexes control behavior throughout life. However, in human beings as the infant uses these reflexes to adapt to the environment, these reflexes are quickly replaced with constructed schemes.

Piaget described two processes used by the individual in its attempt to adapt: assimilation and accomodation. Both of these processes are used thoughout life as the person increasingly adapts to the environment in a more complex manner.

Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Accomodation is the process of changing cognitive structures in order to accept something from the environment. Both processes are used simultaneously and alternately throughout life. An example of assimilation would be when an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle. An example of accomodation would be when the child needs to modify a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle.

As schemes become increasingly more complex (i.e., responsible for more complex behaviors) they are termed structures. As one's structures become more complex, they are organized in a hierarchical manner (i.e., from general to specific).

Stages of Cognitive Development. Piaget identified four stages in cognitive development:

Sensorimotor stage (Infancy). In this period (which has 6 stages), intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Children acquire object permanence at about 7 months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbollic (language) abilities are developed at the end of this stage.
Pre-operational stage (Toddler and Early Childhood). In this period (which has two substages), intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner. Egocentric thinking predominates
Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7 types of conservation: number, length, liquid, mass, weight, area, volume), intelligence is demonstarted through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.
Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood.
Many pre-school and primary programs are modeled on Piaget's theory, which, as stated previously, provides part of the foundation for constructivist learning. Discovery learning and supporting the developing interests of the child are two primary instructional techniques. It is recommended that parents and teachers challenge the child's abilities, but NOT present material or information that is too far beyond the child's level. It is also recommended that teachers use a wide variety of concrete experiences to help the child learn (e.g., use of manipulatives, working in groups to get experience seeing from another's perspective, field trips, etc).

Piaget's research methods were based primarily on case studies [they were descriptive]. While some of his ideas have been supported through more correlational and experimental methodologies, others have not. For example, Piaget believed that biological development drives the movement from one cognitive stage to the next. Data from cross-sectional studies of children in a variety of western cultures seem to support this assertion for the stages of sensorimotor, preoperational, and concrete operations ( Renner, Stafford, Lawson, McKinnon, Friot & Kellogg, 1976).

2010-03-09T16:19:00.003-05:00

John Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges:
-maths could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule

-history could be learnt by experiencing how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects

Dewey had a gift for suggesting activities that captured the center of what his classes were studying.

Dewey's education philosophy helped forward the "progressive education" movement, and spawned the development of "experiential education" programs and experiments.

News and Information for Cohort 7

2010-02-23T15:25:00.002-05:00

Here is some important information for you. It is taken from your student handbook.

MARCH 2010

 THIRD TERM BEGINS – MARCH 9
 One night of classes (6:00 to 10:00)
 EDUC 5401 Strategies for Teaching Mathematics – 2 hours
 EDUC 5402 Strategies for Teaching Science – 2 hours
 NOTE: Fundamentals of Educational Research will meet twice this term (dates TBA)
 Two workshops per term, 5:00 to 6:00, same night as class (dates TBA)
 Fieldwork – 2 hours per week for each class
 Record school, location, hours and teacher signature on the paper Observation Log and submit to professor each week
 Record observation hours in Tk20

Big Thinkers: James Paul Gee on Grading with Games | Edutopia

2009-10-28T16:16:00.002-04:00

Big Thinkers: James Paul Gee on Grading with Games | Edutopia

Check out the link above. What do you think?

Technology in the Classroom

2009-10-28T15:39:00.005-04:00

Look what this teacher has done!

http://www.edzone.net/~mwestern/newteach.html

What are the implications of this for education?

2009-09-22T16:16:00.002-04:00

http://www.smartplanet.com/people/video/is-instant-translation-in-any-language-now-possible/319264/

Wise Up, America

2009-09-15T15:03:00.002-04:00

Dr. Howard Gardner, professor at Harvard's Graduate School of Education, warns that a failure to encourage a sense of altruism amongst Americans could signal the end of the US as a moral leader for the world.

How To Succeed in Teaching By Really Trying.

2009-08-05T16:20:00.002-04:00

Check out this great article I found:

http://blogs.edweek.org/edweek/LeaderTalk/2009/08/how_to_succeed_in_teaching_by.html

Critical Behaviors and Strategies for Teaching Culturally Diverse Students. ERIC/OSEP Digest E584.

2009-07-29T14:44:00.000-04:00

Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA.

There are many school factors that affect the success of culturally diverse students--the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few. Of all of these factors, the personal and academic relationships between teachers and their students may be the most influential. This relationship has been referred to as the "core relationship" of learning--the roles of teachers and students, the subject matter and their interaction in the classroom.

Certain behaviors and instructional strategies enable teachers to build a stronger teaching/learning relationship with their culturally diverse students. Many of these behaviors and strategies exemplify standard practices of good teaching, and others are specific to working with students from diverse cultures. A number of these behaviors and strategies are listed below.

TEACHER BEHAVIORS
* Appreciate and accommodate the similarities and differences among the students' cultures.
Effective teachers of culturally diverse students acknowledge both individual and cultural differences enthusiastically and identify these differences in a positive manner. This positive identification creates a basis for the development of effective communication and instructional strategies. Social skills such as respect and cross-cultural understanding can be modeled, taught, prompted and reinforced by the teacher.

* Build relationships with your students.

Interviews with African-American high school students who presented behavior challenges for staff revealed that they wanted their teachers to discover what their lives were like outside of school and that they wanted an opportunity to partake in the school's reward systems. Developing an understanding of students' lives also enables the teacher to increase the relevance of lessons and make examples more meaningful.

* Focus on the ways students learn and observe students to identify their task orientations.

Once students' orientations are known, the teacher can structure tasks to take them into account. For example, before some students can begin a task, they need time to prepare or attend to details. In this case, the teacher can allow time for students to prepare, provide them with advance organizers, and announce how much time will be given for preparation and when the task will begin. This is a positive way to honor their need for preparation, rituals, or customs.

* Teach students to match their behaviors to the setting.

We all behave differently in different settings. For example, we behave more formally at official ceremonies. Teaching students the differences between their home, school and community settings can help them switch to appropriate behavior for each context. For example, a teacher may talk about the differences between conversations with friends in the community and conversations with adults at school and discuss how each behavior is valued and useful in that setting. While some students adjust their behavior automatically, others must be taught and provided ample opportunities to practice. Involving families and the community can help students learn to adjust their behavior in each of the settings in which they interact.

INSTRUCTIONAL STRATEGIES
* Use a variety of instructional strategies and learning activities.
Offering variety provides the students with opportunities to learn in ways that are responsive to their own communication styles, cognitive styles, and aptitudes. In addition, the variety helps them develop and strengthen other approaches to learning.

* Consider students' cultures and language skills when developing learning objectives and instructional activities.

* Facilitate comparable learning opportunities for students with differing characteristics. For example, consider opportunities for students who differ in appearance, race, sex, disability, ethnicity, religion, socioeconomic status, or ability.

* Incorporate objectives for affective and personal development.

Provide increased opportunities for high- and low- achievers to boost their self-esteem, develop positive self-attributes, and enhance their strengths and talents. Such opportunities can enhance students' motivation to learn and achieve.

* Communicate expectations.

Let the students know the "classroom rules" about talking, verbal participation in lessons, and moving about the room. Tell them how long a task will take to complete or how long it will take to learn a skill or strategy, and when appropriate, give them information on their ability to master a certain skill or complete a task. For example, it may be necessary to encourage students who expect to achieve mastery but are struggling to do so. They may need to know that they have the ability to achieve mastery, but must work through the difficulty.

* Provide rationales.

Explain the benefits of learning a concept, skill, or task. Ask students to tell you the rationale for learning and explain how the concept or skill applies to their lives at school, home, and work.

* Use advance- and post-organizers.

At the beginning of lessons, give the students an overview and tell them the purpose or goal of the activity. If applicable, tell them the order that the lesson will follow and relate it to previous lessons. At the end of the lesson, summarize its main points.

* Provide frequent reviews of the content learned.

For example, check with the students to see if they remember the difference between simple and compound sentences. Provide a brief review of the previous lesson before continuing on to a new and related lesson.

* Facilitate independence in thinking and action.

There are many ways to facilitate students' independence. For example, when students begin their work without specific instruction from the teacher, they are displaying independence. When students ask questions, the teacher can encourage independence by responding in a way that lets the student know how to find the answer for him- or herself. When teachers ask students to evaluate their own work or progress, they are facilitating independence, and asking students to perform for the class (e.g., by reciting or role-playing) also promotes independence.

* Promote student on-task behavior.

Keeping students on-task maintains a high level of intensity of instruction. By starting lessons promptly and minimizing transition time between lessons, teachers can help students stay on-task. Shifting smoothly (no halts) and efficiently (no wasted effort) from one lesson to another and being business like about housekeeping tasks such as handing out papers and setting up audiovisual equipment helps to maintain their attention. Keeping students actively involved in the lessons-for example, by asking questions that require students to recall information-also helps them to stay focused and increases the intensity of instruction.

* Monitor students' academic progress during lessons and independent work.

Check with students during seatwork to see if they need assistance before they have to ask for help. Ask if they have any questions about what they are doing and if they understand what they are doing. Also make the students aware of the various situations in which a skill or strategy can be used as well as adaptations that will broaden its applicability to additional situations.

* Provide frequent feedback.

Feedback at multiple levels is preferred. For example, acknowledging a correct response is a form of brief feedback, while prompting a student who has given an incorrect answer by providing clues or repeating or rephrasing the question is another level. The teacher may also give positive feedback by stating the appropriate aspects of a student's performance. Finally, the teacher may give positive corrective feedback by making students aware of specific aspects of their performance that need work, reviewing concepts and asking questions, making suggestions for improvement, and having the students correct their work.

* Require mastery.

Require students to master one task before going on to the next. When tasks are assigned, tell the students the criteria that define mastery and the different ways mastery can be obtained. When mastery is achieved on one aspect or portion of the task, give students corrective feedback to let them know what aspects they have mastered and what aspects still need more work. When the task is complete, let the students know that mastery was reached.

RESOURCES
Artiles, A. A. and Zamora-Duran, G. (1997). Reducing disproportionate representation of culturally diverse students in special and gifted education. Reston, VA: The Council for Exceptional Children.
Grossman, H. (1998). Ending discrimination in special education. Springfield. IL: Charles C. Thomas.

Kea, C. (1998, April). Focus on ethnic and minority concerns: Critical teaching behaviors and instructional strategies for working with culturally diverse students. CCBD Newsletter. Reston, VA: The Council for Exceptional Children.

Markowitz, J., Garcia, S. B., and Eichelberger, J. H. (1997, March). Addressing the disproportionate representation of students from ethnic and racial minority groups in special education: A resource document. Alexandria, VA: National Association of State Directors of Special Education. (ERIC Document Reproduction Service No. ED406810).

Based on Focus on Ethnic and Minority Concerns: Critical Teaching Behaviors and Instructional Strategies for Working with Culturally Diverse Students by Cathy Kea.

Response to Intervention

2009-06-30T10:47:00.000-04:00

Effective Teacher Commands

2009-06-09T13:50:00.002-04:00

Here are some helpful hints from Jim Wright:

As classroom managers, teachers regularly use commands to direct students to start and stop activities. Instructors find commands to be a crucial tool for classroom management, serving as instructional signals that help students to conform to the teacher's expectations for appropriate behaviors.

Teachers frequently dilute the power of their classroom commands, however, by

-presenting commands as questions or polite requests. Commands have less impact when stated as questions or requests, because the student may believe that he or she has the option to decline. The teacher who attempts, for example, to quiet a talkative student by saying, "Tanya, could you mind keeping your voice down so that other students can study?" should not be surprised if the student replies, "No, thank you. I would prefer to talk!"

-stating commands in vague terms. A student may ignore a command such as "Get your work done!" because it does not state specifically what behaviors the teacher expects of the student.

-following up commands with excessive justifications or explanations. Because teachers want to be viewed as fair, they may offer long, drawn-out explanations for why they are requiring the class or an individual student to undertake or to stop a behavior. Unfortunately, students can quickly lose the thread the explanation and even forget the command that preceded it!

Using Effective Commands Teachers can reduce problems with student compliance and make their commands more forceful by following research-based guidelines (Walker & Walker, 1991):

Effective commands:

-are brief. Students can process only so much information. Students tend to comply best with brief commands because they are easy to understand and hard to misinterpret.

-are delivered one task or objective at a time. When a command contains multi-step directions, students can mishear, misinterpret, or forget key steps. A student who appears to be noncompliant may simply be confused about which step in a multi-step directive to do first!

-are given in a matter-of-fact, businesslike tone. Students may feel coerced when given a command in an authoritarian, sarcastic, or angry tone of voice. For that reason alone, they may resist the teacher's directive. Teachers will often see greater student compliance simply by giving commands in a neutral or positive manner.

-are stated as directives rather than questions. Perhaps to be polite, teachers may phrase commands as questions (e.g., "Could we all take out our math books now?"). A danger in using 'question-commands' is that the student may believe that he or she has the option to decline! Teachers should state commands as directives, saving questions for those situations in which the student exercises true choice.

-avoid long explanations or justifications. When teachers deliver commands and then tack lengthy explanations onto them, they diminish the force of the directive. If the instructor believes that students should know why they are being told to do something, the teacher should deliver a brief explanation prior to the command.

-give the student a reasonable amount of time to comply. Once the teacher has given a command, he or she should give the student a reasonable timespan (e.g., 5-15 seconds) to comply. During that waiting period, the instructor should resist the temptation to nag the student, elaborate on the request, or other wise distract the student.

Five Classroom Management Strategies – They Really Work

2009-05-20T11:23:00.002-04:00

Article by Kellie Hayden
Published on May 18, 2009

Strategy number 5 – Keep the lesson moving. If you have a forty-five minute period, plan three different activities. Try to get them up out of their seats at least once during the class period. Those students with pent up energy will thank you for it.

Strategy number 4 – Don’t lecture for the whole period. Students who are actively engaged in a learning activity are generally not disrupting the class. Hands-on activities work great for vivacious classrooms.

Strategy number 3 – Talk to your students. If you see them in the hall, in the cafeteria or at the grocery store, ask them how they are. If you see a student in the local newspaper, congratulate them. If they do something nice, tell them that you appreciate their kindness. This lets them know that you really do care about them.

Strategy numbers 2 -- When students are being disruptive by talking, poking, pulling or crumpling paper, go stand by them. This works best with boys. I have taught from the back of the room by the orneriest boys. This sends them a direct message to stop what they are doing. Most of the time they stop and get back to work.

Strategy number 1 – When you have stood by the student, talked to the student and kept them busy with lessons, and they still are disruptive, take them in the hallway. Ask them, “Are you OK?” It has been my experience that they crumble and tell you that they had a fight with their parents, didn’t get up on time or are having other issues. If they are defiant, send them on to the principal. In the last five years, I have sent very few kids to the principal’s office for classroom disruptions.

Kids are kids. If they are not actively engaged in the lesson, they will become actively engaged in something else – disruptive behavior. Try these five strategies to keep them learning.

Web 2.0 for the Classroom Teacher

2009-05-13T13:22:00.002-04:00

Here is an excellent resource:

http://www.kn.att.com/wired/fil/pages/listweb20s.html

Special Education in the Science Classroom:

2009-04-27T16:06:00.004-04:00

Here is a really good artical on teaching science.

http://www.glencoe.com/sec/teachingtoday/subject/special_ed.phtml

Setting Up Your Portfolio Matrix

2009-04-21T10:38:00.010-04:00

1. Choose your first piece of work. ex. lesson plan

2. Put that piece of work behind Tab 1.

3. Look at the RIBTS that piece of work (lesson plan) addresses: RIBT 1.2 & 5.1

4. On your matrix beside RIBT 1.2 in the Evidence Box you write Lesson Plan, the name of the assignment, then the number of the Tab. Since it is the first piece, it will be behind Tab 1.

5. Since the lesson plan also addresses RIBT 5.1, beside that standard in the matrix you also write Lesson Plan and in the Tab box write number 1.

Every assignment has a tab.

Creating Folders and Organizing Assignments and Artifacts in Tk20

2009-04-14T10:57:00.002-04:00

By now you have many assignments and artifacts in Tk20 from fall 2008 through winter and now spring 2009. You can organize these assignments and artifacts into folders. It will make it easier for you to locate and organize and use the assignments you need now. Here is the procedure:

Creating folders
1. Click Courses on the Main Tabs.
2. Click on Assignments in the left side menu.
3. Then click on Edit Folders on left side menu.
4. On the next screen click on the add new button-a field will appear for you to write a name.
5. Create a name for your new folder-suggestion: Fall 2008.
Click the add new button again to create another folder-suggestion: Winter 2008-2009.

Organzing Assignments and Artifacts
6. Then click on coursework.
7. Next click in all the boxes that have fall assignments.
8. Then in the upper right hand side of the page click on the drop down menu that says Move to Folder and select Fall 2008 folder. All of the fall assignments will be moved to this folder.
9. Next click on the box before all the assignments for the winter.
10. Then in the upper right hand side of the page click on the drop down menu that says Move to Folder and select winter 2008-2009 folder. All of the winter assignments will be moved to this folder.

You can follow the same procedure to organize your artifacts.

A great science and math site as well as other subjects. Check it out.

2009-04-06T13:42:00.003-04:00

http://www.internet4classrooms.com/k12links.htm

First Formal Review of Portfolio

2009-04-01T13:38:00.002-04:00

Here is a check list that will be used for your first portfolio review. The matrix were emailed to you. You will need them. Print them and put them in your portfolio.

I wish we were using electronic portfolios, but we are not there yet. It might still happen before the end of your program.

_____ Sufficient progress towards meeting the thirteen pre-student teaching FOCUS RIBTS

_____ Standard indicator(s) are numbered and written

_____ CEC standards are numbered and written

_____ Diversity standards are numbered and written

_____ Description of evidence is in paragraph form and explained completely

_____ Narrative for each indicator/standard demonstrates an understanding of the connection between the competencies required within the standard and how the evidence submitted reflects the candidate’s understanding gained through experience and study.

_____ Original work with professor’s comments

_____ Format

_____ Appearance

_____ Name on spine of binder

_____ Typewritten

_____ Dividers

_____ No page protectors

_____ Matrix

_____ No spelling errors

_____ No punctuation errors

_____ No grammatical errors

Glossary of Math Teaching Strategies

2009-03-26T14:52:00.005-04:00

Accelerated or individualized math: a system of having students work at different levels individually in one classroom. They progress by passing tests for each unit and move at their own pace.

Adjusted speech: teacher changes speech patterns to increase student comprehension. Includes facing the students, paraphrasing often, clearly indicating most important ideas,limiting asides, etc.

Curriculum Based Probe: having students solve 2-3 sheets of problems in a set amount of time assessing the same skill. Teacher counts the number of correctly written digits,finds the median correct digits per minute and then determines whether the student is at frustration, instructional, or mastery level.

Daily re-looping of previously learned material: A process of always bringing in previously learned material to build on each day so that students have a base knowledge to start with and so that learned structures are constantly reinforced.

Ecological approach/generate data from real life experiences to use in class: involves all aspects of a child’s life, including classroom, family, neighborhood, and community, in teaching the child useful life and educational skills.

Explicit timing: timing math seatwork in 30-minute trials that are used to help students become more automatic in math facts and more proficient in solving problems. Teacher compares correct problem per minute rate. Used to recycle materials and concepts.

Explicit vocabulary building through random recurrent assessments: Using brief assessments to help students build basic subject-specific vocabulary and also gauge student retention of subject-specific vocabulary. This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota during the 2001-2002 school year. The list represents strategies and activities that teachers report that they use(or have used)to teach middle school-aged English language learners with disabilities. In most cases, the words that the teachers used to describe a strategy or activity are what is presented here in the glossary. A few of the strategies listed have definitions taken from professional literature. In the 2004-2005 school year NCEO will conduct single-case studies with ELLs who have disabilities that will be based on selected strategies from this list.

Graphic organizers: visual displays to organize information into things like trees,flowcharts, webs, etc. They help students to consolidate information into meaningfulwhole and they are used to improve comprehension of stories, organization of writing,and understanding of difficult concepts in word problems.

Model-lead-test strategy instruction (MLT): 3 stage process for teaching students toindependently use learning strategies: 1) teacher models correct use of strategy; 2)teacher leads students to practice correct use; 3) teacher tests’ students’ independent useof it. Once students attain a score of 80% correct on two consecutive tests, instruction onthe strategy stops.

Monitoring of progress through group and individual achievement awareness
charts: Using charts to build awareness and motivation of progress for students. The emphasis here is on progress so even students working at different levels can chartsignificant gains. Native language support: providing auditory or written content input to students in their native language.

Problem solving instruction: explicit instruction in the steps to solving a mathematical or science problem including understanding the question, identifying relevant and irrelevant information, choosing a plan to solve the problem, solving it, and checking answers.

Reciprocal peer tutoring (RPT) to improve math achievement: having students pair,choose a team goal to work toward, tutor each other on math problems, and then individually work a sheet of drill problems. Students get points for correct problems and work toward a goal. Reinforcing math skills through games: Using games to follow-up a lesson in order to reinforce learned skills and use the skills in another context.

Response journal: Students record in a journal what they learned that day or strategies they learned or questions they have. Students can share their ideas in the class, with partners, and with the teacher.

Student developed glossary: Students keep track of key content and concept words and define them in a log or series of worksheets that they keep with their text to refer to.

Students generate word problems: Have students create word problems for a specific math skill. Through the construction of a problem the students learn what to look for when solving word problems they are assigned. Tactile, concrete experiences in math: Using three dimensional objects in math instruction such as geometrical shapes, coins, or blocks used to form various geometrical shapes.

Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling metacognitive thought. Ex: Reading a story aloud and stopping at points to think aloud about reading strategies/processes or, in math, demonstrating the thought process used in problem solving.

References:
Celce-Murcia, M. (Ed.). Teaching English as a second or foreign language. 3rd Ed.
Boston: Heinle & Heinle.
Chamot, A.U. & O’Malley, J.M. (1994). The CALLA handbook: Implementing the
cognitive academic language learning approach. New York: Addison-Wesley.
ERIC Digest. (1993). Teaching limited English proficient students to understand
and use mathematics. ERIC DIGEST 70. (EDO-UD-91-0). Document accessed on the web:
http://eric.web.tc.Columbia.edu/digests/dig70.html on February 23, 2001.
Laturnau, J. (2001, June). Standards-based instruction for English language
learners. PREL Briefing Paper (PB0102). Honolulu, HI: Pacific Resources for Education
and Learning.
Meyen, E.L., Vergason, G.A., & Whelan, R.J. (1996). Strategies for teaching
exceptional children in inclusive settings. Denver: Love Publishing Co.
Rathwon, N. (1999). Effective school interventions: strategies for enhancing
academic achievement and social competence. New York: The Guilford Press NYC.
Smith, T. et al. (1995). Teaching children with special needs in inclusive settings.
Allyn and Bacon.

Math Think-Alouds

2009-03-17T16:34:00.001-04:00

Inquiry Based Science

2009-03-17T14:40:00.000-04:00

Program Outcomes

2009-03-12T13:17:00.005-04:00

For over a year the MAT faculty and staff have been in the process of creating a conceptual framework. The conceptual framework serves as the guiding structure to articulate the multiple dimensions of the MAT teacher education program. The creation of this document consists of multiple steps. Here are some of them:

•Review our mission and vision
•Review our philosophies and goals
•Determine the knowledge bases in the program with regard to theories, research, and practice
•Determine candidate proficiencies
•Align the above with local and national standards
•Determine, select and create assessments.

All of these aspects were discussed among the staff and brought to the faculty for further discussion and analysis. Last summer the faculty and staff worked with well known researcher Marilyn Cochran-Smith from Boston College to further guide, clarify, and validate our work. The process was time consuming, but it was very worthwhile. All of this work has led to a shared vision of the curriculum that is coherent and meaningful.
The most important result that has occurred in this process has been the creation of four program outcomes. It is important for you to get acquainted with them. Please read them and answer the questions below.

I. Candidates have knowledge of diverse learners and are responsive to their developmental and social contexts.
All candidates will:
•design appropriate research-based learning experiences that reflect understanding of developmental stages and the way each student learns;
•develop appropriate learning experiences that reflect an understanding of the language and culture of others;
•establish a safe environment where each student is accepted and where curiosity and risk taking are valued;
•use student’s prior knowledge to make personal connections to subject matter.

II. Candidates have the knowledge of teaching as intricate and collaborative work.
All candidates will:
•set expectations for learning, model learning strategies, and provide constructive feed-back;
•create opportunities for students to self-assess;
•use a variety of explanations and multiple representations of concepts that help students develop conceptual understanding;
•deliver effective instruction based on research to keep students challenged, focused and accountable;
•revise instructional strategies both long range and moment to moment; as necessary;
•use technological advances to enrich instructional practices;
•collaborate and work in partnership with peers, schools, families, other professionals and agencies in supporting student learning.

III. Candidates will know their subject matter and how to teach it in light of the social purposes of education.
All candidates will:
•have a deep understanding of the history, structure and real-world purposes of education;
•use research in the disciplines that they teach.
•incorporate local, state and national standards curriculum and instruction
•balance breadth and depth, incorporate affective and cognitive goals for learning.
•know professional, educational, legal and ethical responsibilities to students and their families.
•teach specific subject matter in ways that are universally accessible to all students.

IV. Teacher candidates will become reflective teacher researchers who will use assessment and contextual data to inform practice.
All candidates will:
•continuously use insights from assessment for instructional and programmatic changes over time;
•design and/or select assessments that embody standards and goals using the backward design process;
•select and/or design tools that are most useful for assessing student competence;
•analyze and synthesize data from multiple sources to identify strengths and needs at the classroom, school and district level to inform instruction;
•provide data-based accommodations and modifications addressing academic and contextual variables that may influence students’ performance.

These outcomes are our beliefs and thus the foundation of the MAT program.

Why do you think we chose these outcomes? What do these mean to you?

Further explanation these ourcomes will occur in later posts.

Outcomes for Teachers

2009-03-03T11:05:00.001-05:00

Skpying With Will Richardson

2009-02-12T13:40:00.002-05:00

Skyping With Will Richardson

2009-02-12T12:04:00.003-05:00

Why Do We Have Dispositions, and Where Did We Get Them?

2009-02-10T08:46:00.004-05:00

When I first began discussing dispositions, I mentioned that it was a way of measuring teacher quality. Most professional organizations define teacher quality as knowledge, skills and dispositions-more on the knowledge and skills in later posts. Why is teacher quality so important? Linda Darling-Hammond, renowned educational researcher at Stamford University, said it best, “Teacher quality is one of the most important factors influencing student achievement... There have been empirical studies to prove this fact.

While National Board for Professional Teaching Standards (NBPTS), National Council for the Accreditation of Teacher Education (NCATE), Interstate New Teacher Assessment and Support Consortium (INTASC), as well as content area organizations mention dispositions, there is no consensus for criterion on which to measure dispositions. Because accreditation of teacher education institutions requires assessing dispositions, several models have emerged. For example, NCATE defines dispositions “values and commitments” as linked to teacher performance. Other organizations equate them with attitudes, characteristics, ethics, and professional behaviors. Still another model talks about self-assessment and reflection. This model attempts to reach the complexities involved in teacher dispositions and self-improvement. All of these models attempt to capture dispositions that teachers need to be effective educators that enhance student learning.

So where did we get the criterion and indicators for your dispositions? Well, obviously we looked at all these models. But we also looked at the vision and core values of the School of Education. It was important of us to connect your dispositions to these qualities since we believe these to be significant in all areas in the School of Education.

As with all worthy assessments, this disposition rubric is a work in progress. We continually use the data we garner from it to improve it. By following this procedure for all of our assessment tools, we hope to improve our teacher education program to make you a successful educator.

At the beginning of this post I used the work “discussing’. This blog might have started out as me telling you about dispositions; however, from the comments I have been seeing it has turn into a valuable discussion. Please feel free to make a comment. I value them.

Ethical

2009-02-03T06:57:00.004-05:00

So, what are ethics? To clarify this inclusive topic, let’s look at a definition. Merriam-Webster defines ethics as the discipline dealing with what is good and bad and with moral duty and obligation, a set of moral principles, the principles of conduct governing an individual or a group, a guiding philosophy. Ethics are also closely related to two other dispositions: Professional and Reflective. A true professional has a code of ethics and uses critical reflection on their code with respect to values and morality in their daily practice.

In your MAT program it is difficult for you to fully express ethics as they would apply to the teaching profession. It also makes it difficult for professor to assess ethics as well. However, this is the time for you to begin to develop a code of ethics that you will carry and hone throughout your professional life. Consequently, we have selected indicators for this criterion in our rubric that can be assessed and set a base for you to develop into your own code of ethics that can be applied when you start teaching.

All of you are going to be special educators. The Council for Exceptional Children has created a Code of Ethics for Special Educators of Persons with Exceptionalities. Go to this site and read the CEC’s Code of Ethics.
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/default.htm
This code is not only relevant for special educators but any educator as well. Begin to internalize this code.

Here is the rubric:

Ethical

Above Expectation
• always demonstrates the value of human diversity
• always shows respect for the varied talents of individuals
• always demonstrates compassion toward others
• consistently demonstrates sensitivity to students and colleagues needs interests and development
• always sets high expectations for self and others

Expected
Meets Standard
• demonstrates the value of human diversity
• shows respect and compassion towards others and their varied individual talents
• demonstrates compassion toward others
• respectful of others
• sets high expectations for achievement for self and others
• exhibits awareness and willingness to help others with their needs, interests, and development
• honest

Needs Improvement
Below Standard
• decisions based on self-interest only
• exhibits lack of tolerance for individual differences
• does not plan instruction based on varied abilities of individuals
• dishonest; presents others work as own
• demonstrates a lack of awareness of standards and policies of the profession
• does not exhibits awareness and willingness to help others with their needs, interests, and development

Professional

2009-01-26T07:26:00.007-05:00

The rubric is first this time so you can read it. Notice the last bullet in Above Expectation and Expected. It mentions professional behavior.
Above Expectation
•always arrives on time with no absences
•thoroughly prepared for class at all times and extends beyond the required assignment with resources
•records including assignments are meticulously organized, accurate, and current
•accepts responsibility for actions and seeks feedback
•Is a roll model for professional behavior

Expected
Meets Standard
•follows applicable policies and procedures from professors and the MAT program
•is prepared for class
•maintains accurate and up-to-date records ex. Tk20, portfolio entries
•accepts responsibility for actions
•completes assignments on time
•maintains professional behavior

Needs Improvement
Below Standard
•unexcused lateness or absences
•not prepared for class
•assignments are late
•does not follow policies and procedures
•exhibits apathy
•does not exhibit professional behavior
•makes excuses for lack of production
•waits to be told what actions to take
•blames others for mistakes
•depends on others for answers

That term is really broad. What does it mean for you as a graduate student and as a future teacher? Some of the other indicators in this rubric help you to understand what some of it is. However, it is really more than those items.
James Ball in his book Professionalism is for Everyone talks about the five keys to being a true professional:
Character
Aspects of a professional’s character include integrity, honesty, truthfulness, forthrightness, trustworthiness, being responsible, being diligent, doing what is right, and projecting a professional image.
Attitude
Having a professional attitude means, adopting a service mentality, seeking responsibility, having determination, and being a team player.
Excellence
To excel as a professional you must press for excellence, strive for continual improvement, be attentive, and follow instructions.
Competency
Professional competency in your field is a combination of expertise, performance, personal effectiveness, and being a good communicator.
Conduct
Professionals conduct themselves with maturity, manners, loyalty, respect for authority, confidences, confidentiality, and a touch of class.

Basically Mr. Ball has categorized professional behaviors into five areas. These areas help to understand all of the nuances that comprise professionalism. However, how do these apply to teaching?

Princeton University’s teacher education program has an encompassing explanation that will help you understand what you need to practice in order to be a professional educator.

Professionalism: Teachers will conduct themselves, in both appearance and performance, to a high standard of professionalism that encourages the growth of mutual respect between the teacher and students, parents, colleagues, and administrators.
a. Lessons, teaching materials, and professional communications are prepared carefully and are planned well in advance with appropriate consultation with the cooperating instructor.
b. Suggestions from the cooperating instructor and supervisor are considered and applied.
c. Proper attire is worn.
d. Punctuality and attendance for obligations is valued and demonstrated, and responsibilities are met in a timely fashion.
e. All aspects of daily conduct are appropriate and professional.
f. Relationships, interactions, and language used with students, parents, and colleagues are appropriate and productive.
g. All student teaching requirements (for example: formal observations, self evaluations,and journals) were fully completed and submitted within the deadlines set by the cooperating instructor and/or supervisor.
h. Honesty and integrity are demonstrated in all interactions with students, professionals and other individuals.
i. Interest is shown in the life and culture of the school through observation, interaction with school personnel, and through involvement with extra-curricular activity.

These are a lot of behaviors to learn in eighteen months. Our expectation is that you will practice them through the program and continue to do so when you are teaching because being a professional is a lifelong skill to be continually sharpened.

This Video was created for Sony Executives last June.

2009-01-21T11:14:00.004-05:00

This video is an amazing statement about your future as a teacher.

Look at the resources section. How does this man, Johann Heinrich Pestalozzi, relate to this video?

Reflective...

2009-01-18T09:09:00.007-05:00

When I read over my last post, I realized that I did not explain what collaborative means, nor did I give any resources to help you understand its meaning. So, let’s look at collaborative now.

When you become a teacher you become part of a learning community, a community that depends on each other to function smoothly like a high performance engine. When part of the engine does not function properly, it eventually breaks down somewhere. The end result in education is that students get negatively affected. When you entered this master’s program, you became part of a learning community. Your community consists of your professor and the members of your cohort as well as staff and schools you visit. All of these pieces working together collaboratively make you a fine teacher. Here is a resource for you to read: http://www.parrotpublishing.com/Inclusion_Chapter_3.htm
It explains how that high performance engine works in schools with respect to collaboration. You will learn more about this topic next fall in your Collaboration course.

Our next disposition is reflective as in reflective practice. The term was introduced by Donald Schön in his book The Reflective Practitioner in 1983. It describes a behavior used in all professions but most closely related to education or health.
Reflective practice is a continuous, self regulated process. It is a skill or a habit of mind that involves one’s own experience in applying knowledge while often being coached, assessed, or reviewed by professionals in a discipline. In education it refers to the process of the educator studying his or her own teaching methods and determining what works best for the students. When I reviewed my last post and realized that it needed more explanation, I was being reflective practitioner. Reflective practice can also help individuals to develop personally as well professionally.
Here is a resource for you to read to help you understand the term. Please read it. It does a great job at explaining reflective practice. Take this opportunity to learn how to be a better teacher and read the explanation on the following site.
http://cstl.syr.edu/cstl2/home/Teaching%20Support/Teaching%20Practice/141000.htm

Let’s look at the rubric. Read it several times.

Criteria: Reflective

Above Expectation
•continuously self –assesses and seeks constructive feedback to improve practice.
•continuously applies knowledge to practice to increase learning and skills
•committed to developing the highest educational potential of self
•assumes leadership role in solving problems creative and resourceful

Expected
Meets Standard
•engages in self-assessment and accepts constructive feedback to improve practice
•applies knowledge to practice to increase learning and skills
•engages in developing educational potential of self takes initiative in resolving problems

Needs Improvement
Below Standard
•does not engage in self-assessment and accept constructive feedback to improve practice
•does not apply knowledge to practice
•does not develop potential
•avoids seeking solutions to problems

Healthy Attitude + Positive Actions = Good Teacher Dispositions

2009-01-11T21:06:00.004-05:00

The quality of a good teacher is measured in many ways. One very important way is the disposition each teacher develops as they learn to teach. This disposition assessment occurs in every teacher education program in the nation. It is a must for any good teacher education program. It is required of them by their state and accreditation organization.

Many of you come into our MAT program possessing these qualities, and some of the qualities are developed over time as you learn to be a teacher. It is our job to assess these qualities continuously from admittance into the teacher education program through licensure.

As you learned during your orientation, we have a rubric that your professor uses to assess these dispositions. Some of your professors may have reviewed it with you. They may have asked you to self-assess and have you share the results with them.

This assessment will be used for every course. It is a formative assessment during the course, and it becomes a summative assessment at the end of the course. If there are any unacceptable qualities that manifest during the course, it will register on your summative assessment. It will be duly noted there. If patterns of unacceptable disposition develop over time without improvement, then your status in the MAT program will be jeopardized.

We have modified the indicators of rubric we gave you at the orientation to better reflect those qualities you need cultivate.

Let’s take a look at the first one:
Criteria: Collaborative
Above Expectation
• take the lead when working with others
• creates an optimal learning environment in groups and class activities

Expected-Meets Standard
• willing to work with others
• plans, executes and finishes assigned tasks within the group on-time and thoroughly

Needs Improvement-Below Standard
• resistant to working with others
• fails to complete or is consistently late with group assigned tasks

Read this disposition carefully-maybe two or three times to get familiar with it. It occurs in every class the minute you enter it.

The next post will discuss the next disposition: Reflective.

Say Them Out Loud!

2009-01-02T09:34:00.007-05:00

I have never been one to make resolutions at the beginning of each new year. Instead I prefer to give myself reminders of things I need to do and renew goals that still need to be achieved. Important decisions need to be made throughout the year and not just limited to one time on January first. It keeps me focused. With that philosophy in mind I have created a list of things that an M. A. T. candidate would need to be reminded of and goals that need to be renewed. I could have added more, but five items seemed plenty for now. I might add more later.

Say these items out loud. They will make more of an impression on you if you do and will echo in your brain when you are not doing them.

1. I will be a certified teacher by the spring of 2010.
This fact might seem obvious, but it is a motivating factor to work hard to achieve your goal.

2. I plan to get to class ten minutes before the start of class. It will allow me to get settled and get ready for the class. I will be able to have the time to ask the professor questions. It will also set a good disposition for being an effective teacher. It will also make a good impression as well.

3. I will plan my fieldwork schedule well ahead of time. If I do this now, I won't have to scramble later. Each time I do my fieldwork I will enter my work in Tk20.

4. I need to work on my portfolio. If I am not sure how to build my portfolio, I will contact my advisor for help.

5. I will take every opportunity presented to me to learn about teaching.

Good Luck to All in 2009.

A student makes an impressive Chrismas card for his teacher ...

2008-12-21T12:42:00.002-05:00

Perhaps you will be a teacher who inspires someone to do something special.

Who is your favorite teacher?

2008-12-17T10:37:00.001-05:00

Who is your favorite teacher?

One teacher's feelings about her first year

2008-12-15T12:04:00.000-05:00

New Section

2008-12-14T17:33:00.000-05:00

There is a new section for resourses on the right side of this blog. Check it out!

Becoming a Teacher

2008-12-11T15:51:00.000-05:00

Did you learn anything from the video?

2008-12-10T20:04:00.000-05:00

Blogs are a wonderful way to communicate and collaborate. They allow for careful thought and meaningful response. We get to know the creator as well as the individuals making comments. It has an intimate quality with a universal effect when use responsibility.

Do you think this is true?

MATBLOG: Master of Arts in Teaching at Johnson & Wales University

Classroom Management Strategies

Constructivist Learning Theory

Math Ideas

A Conversation on "Waiting for Superman"

Piaget's Stages of Cognitive Development

Science and Special Education

Science News for Kids

Your Final Text Message: Show this to your teenage students

More Guided Reading

Guided Reading

Literacy Connections

Teaching Guided Reading: Setting up a Guided Reading Classroom

The Connected Classroom.

Students with Exceptionalities

Ken Robinson - Differentiated Teaching -

Differentiated Instruction

Technology in the Classroom

What Do Lesson Plans That Use Constructivist Ideas Look Like?

Why Do We Have Dispositions, and Where Did We Get Them?

ZPD and scaffolding

VYGOTSKY'S DEVELOPMENTAL THEORY: AN INTRODUCTION ( DAVIDSON FILMS )

Piaget & Vygotsky

Motivation & Learning

Theories of Learning

Introduction to Learning Theories

RACISM

The Trevor Project

Bullying in Schools

Diversity Kit

The Learning Pyramids

Best Practice in Education

Looking at Student Work!

Knowing your students

Special Education Resource

Constructivism

Constructivism

Bloom's Taxonomy

Depth of Knowledge Chart

Theory of Cogniative Development

News and Information for Cohort 7

Big Thinkers: James Paul Gee on Grading with Games | Edutopia

Technology in the Classroom

What are the implications of this for education?

Wise Up, America

How To Succeed in Teaching By Really Trying.

Critical Behaviors and Strategies for Teaching Culturally Diverse Students. ERIC/OSEP Digest E584.

Response to Intervention

Effective Teacher Commands

Five Classroom Management Strategies – They Really Work

Web 2.0 for the Classroom Teacher

Special Education in the Science Classroom:

Setting Up Your Portfolio Matrix

Creating Folders and Organizing Assignments and Artifacts in Tk20

A great science and math site as well as other subjects. Check it out.

First Formal Review of Portfolio

Glossary of Math Teaching Strategies

Math Think-Alouds

Inquiry Based Science

Program Outcomes

Outcomes for Teachers

Skpying With Will Richardson

Skyping With Will Richardson

Why Do We Have Dispositions, and Where Did We Get Them?

Ethical

Professional

This Video was created for Sony Executives last June.

Reflective...

Healthy Attitude + Positive Actions = Good Teacher Dispositions

Say Them Out Loud!

A student makes an impressive Chrismas card for his teacher ...

Who is your favorite teacher?

One teacher's feelings about her first year

New Section

Becoming a Teacher