Critical Thinking:

-learns how to apply knowledge to a specific subject area and to other areas

-

Creative & Continuous,High order thinking:

-diversity in instructional strategies,engaging & challenging curricula, latest technologies

- students maintain portfolios

performance based assessments which allows to chart academic & emothion growth

Mental Mapping, graphic organizers, concept web- guide into deeper subject matter inquiry

-better orderly organized lesson plans

Journaling- understand own learning

Power points, poster presentations

-diversity

Deductive reasoning:

general concepts or principles supported by specific examples

ie: begin with conclusion -"all men are mortal"- then support the statement  men you know die therefore men are mortal

Inductive reasoning:

Drawing conclusions from info or data

ie: parents put on coats, kids believe they are going outside

Challenges:

Some wrong conclusions are made so monitor it closely

ie: legal system- may have some evidence but DNA prove it wrong

Memorization & Recall

- understanding students' learning styles allows teachers to share & target specific memorization techniques, which help absorb  large quantity of info expected to recall

MNEMONICS: ryhmes & acronyms ,

- visual learners

-easy if attached to spatial, personal, meaningful info

social reasoning:

theoretical frameworks to explain & analyze social patterns & largescale social structures

- different perspectives

- What is? not What should be?

-NOT philosophy or belief

Representation of Ideas:

Visual representation tools-provide strong connections & foundations

- demonstrates their understanding of idea or concepy

Use- graphs charts, paintings, drawings, videos

Readiness & Screening:

Not absolut concept but determined by relationship of subject matter/topic & previous knowledge, interest, motivation, attitude, experience, other similar factors

PreTesting:

access what needs to be covered , identify student's readiness

- focus on prior knowledge to understand new content

- will not identify readiness gaps

Basic skill readiness:

Arithmetic, Reading, writing

Readiness Gaps:

once identified  u are able to  design activities to close the gap

Curriculum & readiness:

curriculum developers is necessary to make generalizations about development level at partiular age  group or grade level:

-groups for alternative instruction

-adjusting or varying materials

-vary teaching methods

-vary learning tasks

Direct Instruction:clear instruction  which eliminates misinterpretations

Siegfried Engelmann & Wesley Becker

- emphasizes well developed & carefully planned lessons w/ small learning increments

- belief that all students, if taught properly, can learn

-

Discovery Learning: help build meaning- based upon Inquiry

-involves students solving problems by using their own experiences & prior knowledge to determine what truths can be learned.

Whole group Discussion:

-use for discussion of assignment

- peer based,

- gain different perspectives & learn to respect ideas at same time

- obstacle: same students tend to participate

Case Method:

instructional strategy  that engage students  in active discussion about issues & problems of practical application

- role playing

- teacher planning, student participation, set expectations on first day

Concept Mapping: useful tool

 many different kinds and uses

Inquiry:

-all learning begins w/ the student

Dewey's Primary interests of child:

-child's instinctive desire to discover things

-In converstation, the propensity children have to communicate

-In construction, their delight in making things

-Gifts of artistic expression

Questioning:

-strategy as old as Sacrotes

-carefully plan to lead students to critical thinking

Small group work:

- grouped accordingly

- otherwise higher learner learns to be a resource to lower, lower learner accepts help from another student & learns from proficient ones

Projects:

opens the door to learning as multitasking,  access many different skills- writing, drawing, research, observing, hands on, comparision, etc.

Factors that influence students:

Outside effects:

socio-cultural Factors- affect every area of development

Complex experience: if one aspect is altered, it affects other aspects

-provides barriors to learning

Physical Health: health, food, clothing

be aware & tell administrators

Mental: need healthy self images & self worth

-otherwise reduce their focus if distracted on personal issues

 Health Classes address:

-Sexuality, self image, peer pressure, nutrition, wellness, gang activity, drugs, nutrition, relevent issues

- part of a well rounded curriculum

-prevents students to engage in negative activities,

-

exposes them to relevent issues that affect them

Neglected & abuse:

- chronic shock syndrome- Flight or flight reaction : causes shift in biology of brain & allied systems

-reflected in brain chemistry & may last a lifetime

-hypersensitived to stressful situations

Abused: suffers from overstimulation

-Angry

-Energetic

-Rebellious

-Aggresive

-Hard to control 

Neglected:

-Withdrawn

-Quiet

-Almost sedated

-malnourised

-Shabby groomed

-sick alot

-persistant social anxiety

Physical Abuse: obvious signs of marks from hands, fists, belt,  or other items , bruises

- back up w/ hard evidence

Evaluating Injuries: note size & shape, describe in concrete terms

Sexual abuse:

-oversexualization prematurely, masturbation, act w/ students, promiscuious behavior

-deal very careful, wait for trained professional

-

Successful Environment:

Total Environment-composed of all aspects of student's life; home, community, neighborhood;classroom, school system

- look beyond boundries of school resources  to identify  other resources, issues, situations that will effect students success in class.

Obtain materials, speakers, media, presenters from:

- Libraries

-museaums

-zoos

-Nonprofit Org.

-social Clubs

-Societies

-Civic organizations

-community outreach

-Social Services

Examples of Issues or Situations:

-Muticultural backgrounds-curriculum obectives & strategies

-Parental & family influences;family income level, family educational level, stability level

-Teachers must provide an equal opportunity for learning no matter what their situation may be

Homogeneous grouping:

-classroom organizational concept where students are properly grouped

- Classroom climate:interactions &relationships are important for positive climate

-may lead to bad feelings, stress, inferiority, failure

-or boastful, supiority, stress to perform

Heterogeneous Grouping:

-students grouped to mixed ability

-allows all students to be successful

-Cooperative Learning

Shaping learning tasks & outcomes:

Motivation:

Internal state that activates, guides, & sustains behaviors

Theories:

-Learners' goals affect the way they engage in academic tasks

-attribution theory; Weiner- sucess or failure affect emotions, motivations 

Master Goals- increase ability & knowledge, positive outcomes

Performance Approach:seek for high grades & opportunities to demonstrate knowledge, neg & post. outcomes

Performance Avoidance: driven by failure,  avoid exposure situations, negative outcomes

Extrinsic Motivators: motivating students through utilizing rewards for good behavior; praise, stars, tokens

-argued not good way to develop intrinsic motivation, evidence that shows can decrease intrinsic in specific situations

Self determination Theory: claim praise & others undermine intrinsic motivation