Depth of Knowledge Chart

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

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).

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

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

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

Check out the link above. What do you think?

Technology in the Classroom

Look what this teacher has done!

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

What are the implications of this for education?

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

Wise Up, America

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.

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.

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

Effective Teacher Commands

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.