Unit 3 Flashcards
(49 cards)
1
Q
Language Development
A
- cultural variation: culture creates words for the concepts that are important to them; ex: Sami language in Norway, Sweden, and Finland has 1000 different words for reindeer
- children develop language as they build on other cognitive abilities by actively trying to make sense of what they hear, making patterns, making up rules
- built-in biases and rules may limit the search and guide pattern recognition (efficiency); ex: label refers to a class of similar objects (all four legged animals are dogs)
- reward and correction play a role in helping children learn language
2
Q
Hart & Risley 1996
A
- observational study of 42 American families over 2 years
- families were diverse in SES including welfare, working class, and professional
- also diverse racially
- observed children from 12 months-36 months
- recorded all interactions between target child and others
- counting the amount of words and quality of interaction
3
Q
Hart & Risley Findings
A
- differences in the amount of language & richness of language across SES groups
- in 4 years children are exposed to 45 million, 26 million, and 13 million words in professional, working, and welfare respectively
- higher class families gave more encouraging remarks
4
Q
Dialect Differences in the Classroom
A
- dialect: any variety of language spoken by a particular group; includes variation in vocal, grammar, and pronunciation
- genderlect: differences between how males and females speak
- accent: inflection, tone, or choice of words unique to an individual or group of individuals
5
Q
Dialects and Teaching
A
- teachers needs to be sensitive to their own stereotypes about children who speak a different dialect
- ensure comprehension by repeating instructions
- focus on understanding and accepting language while teaching alternative forms of English used in formal writing
- code-switching is moving between two speech forms with family/friends or professional speech
6
Q
Teaching Immigrant Learners and English Language Learners
A
- limited-English proficient (LEP)
- English Language Learners (ELL) or English Learners (EL)
- English as a Second Language (ESL); the name of the class devoted to teaching English
- immigrants: people who voluntarily leave their country to become permanent residents in a new place
- refugee: special group of immigrants who relocate voluntarily, but they are fleeing
7
Q
Profiles of English Language Learners
A
- balanced: students speak, read, and write well in both
- monolingual/literate students: literate in their native language, but speak limited English
- monolingual/preliterate: may not read or write in their native language or they may have limited literacy skills; require greatest amount of support for learning both academic material and language
- limited: students can converse well in both, but trouble academically
8
Q
How to Teach Bilingual Students
A
- structured English immersion: accountability tests in English; laws that limit the teaching done in native languages; time needed to develop academic English
- native-language maintenance: deep learning in 1 language supports learning in the other; risk of becoming semilingual (not proficient in either)
- bilingual education: works best if students are not forced to abandon their native language; the more proficient in first language, the faster they will master the second
9
Q
Difficulties Telling the Difference between Disability and ELL
A
- limitations with the achievement test we use; assumes mastery of English
- determine language proficiency
- test both languages whenever possible
- consider acculturation; length of time in U.S.; language used in the home, preferred language, language loss due to immersion
- compare performance to other similar students
10
Q
Economic and Social Class Differences
A
- social class reflects a group’s prestige and power in society
- SES (determined by several factors, not just income)
- SES and academic achievement are moderately correlated
- high SES students of all ethnic groups show higher average levels of achievement on test scores and stay longer in school
11
Q
Difference Between Ethnicity and Race
A
- ethnicity is culturally transmitted
- race is biologically transmitted
12
Q
Ethnicity and Schools
A
- minority students are rapidly increasing in population
- conflicts can arise from differences between teachers and students in culture-based beliefs, values, and expectations
- cultural conflicts are usually about below-the-surface differences
13
Q
Stereotype Threat
A
-the extra emotional and cognitive burden that your performance in an academic situation might confirm a stereotype that others hold about you
14
Q
Gender in Teaching and Learning
A
- part of self-concept
- children’s books and television are biased
- more males in titles and illustrations
- girls sometimes cross gender roles but boy characters rarely show “feminine” expressive traits
- teachers interact more with boys in positive and negative ways
15
Q
Banks-5 Dimensions of Multicultural Education
A
- integrating content
- helping students understand how knowledge is influenced by beliefs
- reducing prejudice
- create group learning
- teach in different styles
16
Q
Ladson-Billings Pillars of Culturally Relevant Pedagogy
A
-students must: experience academic success, develop and maintain cultural competence, and develop a critical consciousness to challenge the status quo
17
Q
Classroom Environments
A
- multidimensional; people, structures, tasks, time
- everything happens at once
- history matters (what happened before affects what’s happening now)
- unpredictable (life happens, technology goes down, there are fire drills, illnesses)
- public (everyone sees/hears what you say and do; were you fair? respectful? consistent?)
18
Q
Goals of Classroom Management
A
- access to learning (rules for participation)
- your first priority is to ensure all students have access to learning; make sure requirements and expectations are clear
- directly teach and practice expected skills
- time for learning: expand time available for learning; time spent directly involved in learning, time spent really understanding
- increase ALT (academic learning time)
- goal: help students become able to manage themselves; not obedient, self regulated, handling disputes constructively, developing relationships with teachers and peers
- two most effective teachers in this experiment: were more positive, enthusiastic, promoted participation, self-regulation, cooperation, smooth procedures
19
Q
Effective Teachers
A
- made extensive efforts to involve all students
- know students names before they came to class
- stressed community values
- specific rather than general praise; caught students doing the right thing
- gave students choice and control
- ensured students understood procedures and routines and practiced them, especially in the beginning
20
Q
Management Ideas
A
- establish a consistent classroom routine
- use physical proximity to maintain control, get off the podium
- develop individual strategies to keep certain people on task
- non-verbal cues to redirect students
- use games and competition to keep people involved
- when students struggle with questions, that means you have not broken down your tasks enough
- use entire classroom motivation, like “these awesome students have cleaned up their desks: blah blah blah”
- energy of your personal self means a lot; practice voice inflection, read poetry, watch yourself talk
- break lessons down into small compartments and change the activity
- be fair, no favorites
- set rules and stick to them from the beginning
- greet every student individually at the door
- overplan, have several activities
- possibly get down on their eye level, sit on the ground
- when working with one section, never let the other sections just “finger their part”; have them snapping the rhythm, fingering and tissling, actively listening to figure out where the problem occurs
21
Q
Resnick Study 1997
A
- main threats to adolescents’ health are health risk behaviors and choices
- risk and protective factors across families, schools, and individuals
- parent and family connectedness were protective against every health risk behavior measure (except pregnancy)
- parental expectations for school achievement are associated with lower levels of risk behavior
- disapproval of sexual activity at a young age associated with later onset of sexual intercourse
- greater than 20 hours of work cause higher emotional distress, and they have leisure income for substance use, you may be working with older people
- retention, low GPA makes people old for their grade and are at a higher risk
- spirituality: usually a community of less risky behavior
22
Q
Response Styles
A
- passive: not effective, no follow through
- hostile: not effective, condemns the student
- assertive: communicates caring enough to confront; clearly state what they expect
- use of “I” messages; clear, non-accusatory statement of how something is affecting you
23
Q
Research on Teaching: Effective Teachers
A
- clarity and organization
- warmth and enthusiasm
- teacher’s knowledge
- knowing curriculum of subject and grade level
- characteristics and cultural backgrounds of learners
- settings in which students learn
24
Q
ABC’s
A
- affective (emotional support)
- behavioral (classroom organization)
- cognitive (instructional support)
25
Mager's System
- behavioral
- intended student behavior
- conditions under which the behavior will occur
- criteria for acceptable performance
26
Gronlund's Approach
- cognitive
- begin by stating objectives in general terms, then clarify by listing sample behaviors
- current research supports this approach
27
Bloom's Taxonomy
- cognitive domain: knowing, understanding, applying, analyzing, evaluating, and creating
- affective domain: receiving, responding, valuing, organizing, characterization by value
- psychomotor domain: basic perceptions and reflex actions to skilled, creative movements (PE, fine arts, special education)
28
Planning from Constructivist Perspective
- planning is shared and negotiated with students
- teacher has overarching goals that guide planning
- often use integrated content
- assessments of learning is ongoing and shared by teacher and students
29
Direct Instruction
- teaching basic skills and explicit knowledge
- including teaching functions of review/overview, presentation, guided practice, feedback and correctives, independent practice, and periodic reviews
- Big DI and little di (textbook little di is explicit teaching)
- Big DI refers to specific curricula (scripted method teaching)
30
Little di (direct instruction)
- useful for teaching basic skills and explicit knowledge
- Rosenshine: include teaching functions of: review and check previous work, presentation of material in small steps with examples and non examples, guided practice, feedback and correctives, independent practice, periodic reviews
- the younger or less able, the shorter the presentation
31
Advanced Organizers
- direct attention
- highlight relationships among ideas
- remind you of relevant information
- do help students learn, especially when material is unfamiliar or complex
- every subject requires some direct instruction
32
Seatwork
- overused
- remember my independent reading example for students who are non-readers; gave a non-reader time for silent reading, didn't actually learn anything
- should be used as supervised practice *Monitor*
- does doing this help students learn anything that matters? make sure connection between lesson and work is clear
- success rates should be near 100%
33
Homework
- students have to understand the assignment
- associated with student achievement
- lots of variables: deadlines, purpose, amount, understanding, classroom follow-up
- ensure appropriateness of homework assignments: clear purpose and time requirements, coordinate assignments across classes, should not be used to test or be given as punishment, teachers should collect, check for completeness, parents should be used as support, not instruction
- follow general time guidelines: +10 minute rule per grade (1st grade 10 minutes, 4th grade 40 minutes)
34
Questioning in Teaching
- convergent questions (right answer)
- divergent questions (many possible answers)
- high-level questions require analyzing, evaluating, and creating (students think for themselves)
- different questioning patterns work better for different ages or ability levels
- wait at least 3-5 seconds for calling on a student to answer
- respond to answers in a way that promotes learning (correct, move on; correct but hesitant, give feedback/review why correct; wrong, review, simplify, reteach)
35
Group Discussion
- advantages: directly involves students
- provides opportunities for them to (express themselves clearly, justify opinions, learn to tolerate different views, ask for clarification, examine their own thinking, assume responsibility)
- disadvantages (unpredictable, may digress into "exchanges of ignorance")
36
Why Do We Assess?
- to determine what students know, what to teach, and whether instruction is effective
- to monitor student progress and to qualify/quantify how students are performing
- to distribute learning resources
- there are many types of assessment
- the function should match the type
37
Measurement vs. Assessment
- measurement: quantitative description of an event of characteristic using numbers (how much, how often, or how well); characteristics summarized into a score, amount, rank; only one part of assessment
- assessment: broader than testing and measurement, procedures used to obtain information about student performance (good assessment uses multiple measurements, tests, and sources of information)
38
Formative Assessment
- occurs before or during instruction to aid in planning and diagnosis; non evaluative, supportive, timely, specific
- a pretest is one example
- used to improve teaching
39
Summative Assessment
- at the end of instruction (level of accomplishment)
| - used to evaluate achievement
40
Norm-Referenced Testing
- compares scores to others
- norms for determining meaning of a given score
- different types of norm groups: class or school, school district, national sample
- useful for determining overall or levels of achievement
- can't tell you who is ready for more advanced work
- Iowa Tests of Basic Skills, SAT, intelligence tests
41
Criterion-Referenced Testing
- compares to performance standards
- ex: scoring about 80% on driver's test means you pass
- should tell teacher exactly what students can or cannot do
- EOCT and CRCT
42
Reliability
- test produces similar results for the same individual over time (test-retest reliability)
- earn similar score on a different, but equivalent test (alternate-forms reliability)
- individual performs the same on one half of the test as the other half (split-half reliability)
- standards: above .90 is very reliable; .80-.90 is good, lower than .80 is bad
43
Testing Error
- no test measures "true score" of performance
- error is present in every score
- outside factors may affect student performance: mood, motivation, illness, cheating
- error may go either way (high scores or low scores)
- talk about range of functioning, not individual scores (standard error of measurement); use this to set a confidence interval which is the range of scores within which a true score is likely to tall
- ex: if a student scores an 85 on a test, the 95% CI is 80 to 90
44
Test Validity
- degree to which a test measures what it is supposed to measure
- reliability required for validity, but not sufficient
- tests may be reliable but not valid
- can we make accurate conclusions and inferences from the data?
- assessment bias: qualities of an assessment instrument that offend or unfairly penalize a group of students because of students' gender, SES, race, ethnicity, etc.
- scientific determination of bias examines how well scores on a test predict for different groups of students
- most national standardized achievement tests predict equally well for different groups
- may also be biased in terms of content, language, examples
45
Traditional Classroom Assessment: Objective Testing
- objective: not open to interpretation, clear answer
- multiple-choice (hard to write, easy to grade)
- true/false
- fill-in-the-blank
- matching
- Advantages: easy to grade, not as time consuming, useful for testing beginning knowledge, prepares students for high-stakes testing; frequent testing can improve achievement/retention
- Disadvantages: doesn't test deep knowledge; can guess right answer, doesn't prepare students for higher level tests like grad school, AP tests; not applicable to real-world situations; understanding out of context?
46
Traditional Classroom Assessment: Non-Objective Testing
- interpretation, subjective judgement on part of teacher
- essay tests: cover less material, use for important, complex learning outcomes; suggest time limits for each question; create a rubric for scoring
- short answer, papers, journals/reflections
- Advantages: testing for deeper knowledge
- Disadvantages: time consuming, some students are better writers than others, subjectivity
47
Communicating With Families
- more than sending home grades
- can be helpful to you (teacher) to understanding your students
- students and families have a legal right to see all the information in students' records
48
Types of Scores
- percentile rankings: indicates the percentage of others who scores at or below an individual's score
- grade equivalent scores: indicate how closely a students' performance matches average scores for a given grade (often misinterpreted, does not indicate instructional level)
- ex: a 2nd grader getting a 3.2 doesn't mean that they should be promoted to the third grade because of their reading score
- standard scores: based on standard deviation; Z scores, T and stanines
49
Issues in Testing
- role and interpretation of tests
- widespread use of tests to evaluate schools
- the problems with accountability based on test scores
- testing of teachers
