Final Test Flashcards
On TARGETT for learning
Task Motivation Autonomy Rewards Grouping Evaluation & Feedback Time Teacher
Task Motivation
motivation-enhance intrinsic attractiveness of task –”Real Life”
Autonomy
provide freedom for students to be recognized for learning
Grouping
provide opportunities for cooperative learning and decision-making
Evaluation & Feedback
Immediate and Specific
Time
the scheduling of the school day for learning
Teacher
Expectations –beliefs and predictions about students’ abilities
Teacher Expectations
Pygmalion in the classroom “Self-fulfilling prophecy”
list some sources of these expectations (ethnicity, background, socio economic status)
Pygmalion in the classroom
Pygmalion Effect (Self-Fulfilling Prophecy):
Often a “groundless” expectations that is “confirmed” because it has been expected.
Examples:
“This is the worst class I have ever had. You don’t want to learn.” - students perform worse
“You are the best class I have ever taught. You people can learn anything.”
Perspective on Teacher Expectations:
“Students will rise [or fall] to the level of expectation.” - Jaime Escalanate
“Honest Enthusiasm is Contagious”
Necessary Classroom Conditions:
Organized classroom free from interruptions safe-to-fail environment challenging but reasonable work Authentic, worthwhile, tasks
Management
involves the Logistics of the classroom:
Room arrangement
seating charts: Does Juan sit by Julia or Juanita?
Lesson preparation
[lesson plans], organization (how are materials passed to students – how collected)?
How are grades recorded –
students/parents notified?
Where are materials [worksheets, paper, texts, etc.] located?
ex
What are the class Rules and Consequences for not following the rules? Are they clearly understood by all students?
ex
What allowances have been made for individual learning differences (styles / preferences)?
ex
Creating a Positive, Active Dynamic classroom:
The creation of a positive, active, dynamic classroom can greatly reduce the need for disciplinary actions,
Positive
accentuates the good while dealing with the negative. “Good effort, Ralph. I know you will do even better next time.” “Ladies and gentlemen remember, we listen to one another in this class.” Instead of: “Shut up, This is the noisiest class I have ever taught.”
Active
The students play an important part in the determination of classroom activities. They may help decide the stories to be read, number of math problems, order of student presentations, etc… Also, the students are “doing” things not just “listening” –’hands-on’ science projects, etc
Dynamic
The classroom goes beyond the walls – field trips, guest speakers, “outside” projects, videos, etc…
The classroom goes beyond the walls – field trips, guest speakers, “outside” projects, videos, etc…
Rules for making rules
Try to eliminate do’s and dont’s
Classroom Zones
Action Zone: where most interaction goes on in classroom
- high achieving students = they do the same in the action zone as any other place
- under achieving students = better in action zone
- put high achieving students and low achieving in action zone seating
