Educational Psychology 7th Edition (Canadian)

OVERVIEW Much AND of this teachers. text has Are there Research on environments do teaching basis teaching we know plan, recitation, In and the group final abilities of this students Finally explore 14.1 Identify you the 14.2 Develop 14.3 Discuss 14.5 differentiated a diverse list is would about ove...

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McTighe, including planning. and points about & as an understanding of some learning characteristics strategies teachers for about particular (Wiggins develop how been whole-class What else at OBJECTIVES as You the as the basis experiments. (Floden, Lets 2001; examine CHAPTER Characteristics STOP of & THINK the Effective Think most from. were TEACHING EVERY 49 STUDENT Teachers about What 14 the most the effective teacher characteristics you of that ever hadthe person? one What made you that learned teacher so qualities of effective? Some the of the earliest teachers clarity, some Clarity and extra and tend on to vague of the the Warmth and than are strongly McAllister, to & relationships needs and that the 2000; Madsen, are link between (Reyes, enthusiasm attention, and that attention, enthusiastic that teacher What when about Teachers we will (Keller, studies nurturing, model lead students important are to learning teacher the takes student sarcastic. 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Knowledge Expert As you saw Expert Chapters 8 teachers have elaborate systems For example, when a beginning teaching. on for math an or history expert include of in tests, teacher, how to ways to test that and how to the match (PCK). for may the that to knowledge student is This with complex the of to answers But that and the past, kind how could or lack correct and teach the pedagogical to the several of teacher to called specific in samewrong. knowledge in unique is wrong the knowl-edge physics), topic (e g., the concept of force), students (advanced? problems. Their teaching and Pedagogical Teacher with content content instruction language learners?), account 2012). improve topic, when These their expert and teachers even the planning teachers work for are with their reflective students have individual clear teacher. goals students take (Gess-Newsome, practitioners, (Hogan, and Within the constantly Rabinowitz, individual 2013; trying & Craven, to 2003). to teach to the match student differences. (e.g., Thoughtful and struggling? particular Reflective Driel understand teachers situ-ation differences van combines content how how is knowledge that of academic to of organized. content and think and well knowing classroom and content knowledge mastery have for knowledge process extensive inventive. English who solutions Reflective first-period Experienced, teachers developed content situation, teachers effective problems reteach knowing and expertise. misunderstanding worked differences very about way have content students the best was successful. with system answers, of understanding seem of a rich wrong activities characteristic is faced part of academic instruction This defining knowledge mistake, reteaching of the teacher are of and mastery of types kind is answers answers each whether knowledge these several materials combines knowledge of wrong behind misunderstanding, 9, all recognize information and into & Berry, and back analyze and to improve students. over what situations they consider learning to did how and they for their why might 500 PART 3 TEACHING AND ASSESSING Images/Shutterstoc Business EFFECTIVE TEACHERS Effective illustrations, and teachers know how to transform their knowledge into examples, expla-nations, activities. 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The and questions and for organized, the a major in students Recent a program 2005, 2011) have identified and learning consistent Table of with teaching, to 2008; and they 14.1. teacher The is & a to the are & for 2008; this for be 2009). were fully relationship student more know that and at teachers again neces-sary clearer, we look is and is certified When meas-ured clearer any We between Darling-Hammond make knowledge Becker, relationship as unclear may teachers higher 2010). is ready Thus, helps high have subjects, more They al., learning know or sig-nificant German and this other performance. evidence Wyckoff, in teachers positive degrees knowledge et student answers. content Similarly, in in learning, (Aloe student modest longitudinal Crosnoe et al., three aspects and characteristics cover affective warmth whether with studies 1 and and their greater content knowledgeable questions by And easily. grade mathematics. teachers who on their teach with more (Baumert to more tested actually teachers concepts in their impact in have scores scores mathemat-ics & Youngs, 2002). on Teaching preschool the student and teachers more strongest of large-scale, et al., facts or vague (2005) pedagogical relationship that related there Lankford, Research of are to achievementthe Goldhaber, more difficulties fieldis tests, 2003). achievement measured teaching from & Youngs, more supported being responsive certification mathematics positive they that math be evasive because more their (Boyd, In teaching found and the Ball that engaged student have to and student grades, more who learned with effects of teachersas on teacher and not and quality indirect a concepts they more knowledge university recognize do effective higher have Rowan, math students teachers at teachers and Hill, (Wayne cognitively predicts When presentations to learn math subject concepts, had mathematics more by test When those appear their of the knowledge that instruction subject. teach in found who quality to students about knowledge content coursework schools more on the specific understanding and know and research, 2010; affective, dimension enthusiasm climate school effective in and Piantas that These identified cognitive early is teacher research. his colleagues 2009; are related students. model in and & Pianta, teachers behavioural, identified Pianta Harme, of classroom elementary of Robert Jerome, to the three in dimensions, & Pianta, development dimensions earlier are research as you emotional The (Pianta Luckner cognitive support, on can see in similar dimension is CHAPTER TABLE 14.1 Dimensions of Classroom 14 TEACHING Climate CLASSROOM AREA OF CLIMATE TEACHING DIMENSION Affective COMPONENTS Emotional DEFINITIONS Positive AND Warmth, Climate Support mutual respect, emotional Climate (negative positive connections teacher Negative EXAMPLES and between students Disrespect, anger, Consistency and hostility predictor of learning) Teacher Sensitivity responding academic Regard for Students Concept Instructional Development emphasize interests, and points Activities and motivations, of view discussion higher-order Support needs student and students Cognitive emotional encourage autonomy in students and Activities Perspectives effectiveness to promote thinking skills and cognition Quality of Feedback Consistency in providing process-oriented back-and-forth extend Behavioural Classroom Behaviour Organization in monitoring, preventing, and redirecting Productivity How misbehaviour consistently learning maximized and with routines, Instructional Learning How minimal well Source: Based on and instructional the routines teacher Now lets THE STOP & teacher Dont the STEP: THINK Greta LaRusso, & Program. includes J. make such specifics of for clarity and is feedback of are Look the made back. to are really broken. with clear engagingsimilar organization. of teachingthe first (2006) asks A little be for teach-ers step is planning. PLANNING Morine-Dershimer essence. focused organization, management, and that and classroom which of the following are planning: is discussions specific may be easier is learning Teacher 153167. and that and lesson student quality: 102, (activities as classroom time classroom dimension and engage in learning Psychology, quality third modalities, are used to Improving Educational feedback and Piantas more (2010). of quality development concerns Aber. development and teaching. L. Journal concept thinking) for that D. 4Rs characteristics get to FIRST M. the Concept behavioural and Jones, of knowledge includes to M. which process. greater activities Plans S. impacts higher-order learning which Brown, student with Time L. support, promote on the J. experimental transitions, disruptions materials, students influences activities efficient activities Formats is clear teacher preparation, and to learning effectiveness Management and exchanges students Teachers specific, feedback You One planning can size do it fits goes yourself. all. a long way. true about EVERY STUDENT 50 CHAPTER 14 TEACHING EVERY 503 STUDENT 2005l Prentice-Hall) (Pearson EXPERT PLANNING can be In one of planning, the you best can go experiences it in alone, but collaboration is better. Sharing ideas with col-leagues teaching. Prentice-Hall is more informalin helpful to No we matter consider is are the very get that the being Classrooms: learned. (2006) (lots teaching to of (a think in mind. it was 1986). In the next section, students. Objectives. objective call twin the hands-on, sins interesting forced march the instruction. developed will demon-strate develop use models level, all There-fore, have will the to relate indicators 2005). and to avoid Susan outcomes, instruction what Brookhart or the show what Grant types they Wiggins have and designactivity-focused activitiesbut through that However, students and is abstract (e.g., students Gronlund of instructional general, schools how learning teachers it We hear (e.g., At this (Airasian, after helps for decimals as intended demonstrate of fractions). Norman objectives public Ontario) goals Similarly, learning. skills). guidelines grand going. for At a very of problem-solving and objectives are goal standards. graduates descriptions of you a clear Manitoba, equivalent instructional a clear and for potential numbers, find where have and specific will know not Columbia, mixed and students Having have attainment instructional performance McTighe more not do as British Instructional define your teachers & Peterson, goal for outcomes, may meaningless the decimals to experienced (Clark a learning have do you goals, (e.g., of fractions, to close (2009) are toward concept fractions you communication provide progress have might if society effective goals if visions, goals provinces standards must you or lesson about have many many as a foundation you goals somewhere a unit grand general plan, of However, system Learning plan graduates of you range a bit today level are how to to quite detailed for difficult difficult heads. this the Objectives It their learn no textbookbut goal) no and goal). In Jay teach-ing coverage-focused either case, Kappa learn-ing Delta can or the be lost if the readingwhat teacher is the is not big idea clear guiding about why the students are teachingwhat doing is the activities objective? And then, of being of course, just the theres slightest the possi-bility bit too Dines/Phi Mager: Start with the Specific. According to Mager, a good objective has three organized. Glen parts. First, it describes the intended student behaviour. What will the student be 504 PART 3 TEACHING AND ASSESSING able to this behaviour do? Second, on article an the from F for test. the fact system an Gronlund: Start which should be teacher should first attained a be involved STOP in specific Flexible and & doing Applying and key ideas? Making the to improve education a group at of experts were the behaviour from have The into some of the 1994). Instructional objectives intended of to what learn world for one believe can offer a that an appreciate, would in never teach different objective etc.). provide Table list stating of the Then the evidence 14.2. all The that goal here behaviours an initial, your The classes. domains that general What objective kind objectives in and task of thinking of the writings Blooms evaluation Method for and well are and his A real and handbook life, students col-leagues Objec-tives of course, are they writing are likely (affective). or cognitive twentieth taxonomy In out touched objectives. psychomotor. While set has Bloom (cognitive), thinking of the Bloom work 1994). published. reasoning as Benjamin their of educational affective, or taxonomy of simultaneously. remembering the by & Sosniak, was eventually occurs to led impact system, cognitive, educational A Combined evaluation (Anderson area Blooms synthesis, century knowledge, (Bloom, Engelhart, Creating Objectives Frost, domain is considered (Anderson comprehension, Hill, & Krathwohl, & Sosniak, applica-tion, 1956). Clear GENERAL statements Magers Taxonomies examinations. response Domain. 14.2 students of the clear. educational each also most significant analysis, TABLE are basic often (2009) example but purpose domains: in emotional The six behaviour, They that could or classification three they with percent new? the three these Cognitive one around objectives (psychomotor), 75 opinions? in a taxonomy, divided recent problems? university all levels describing at the defending, the something and developed a statement or problem? or giving or designing college Given final Brookhart solve, A teacher assignments solve task, evaluations 1950s, be, each will perfor-mance terms? to a situation, Creating How assignments? information Analyzing that objectives. behaviour Look PlansUsing facts Understanding of and your and (understand, makes about the Remembering In presenting Think in contends terms objective. examples might with on occur. acceptable mark behaviour], Mager cognitive concept. Creative THINK is involved the will emphasis writing examples scientific studies this Gronlund general for objectives. General. by listing will criteria student student statement. behaviour the social the With well-stated the gives in [observable used for in it objective [criteria]. the often clarify has with opinion given with is stated student an which Third, [conditions], explicit are comprehending to example, a very under or tested? O for if they approach, might conditions marked requires along the newspaper correctly themselves the For local or statements is it lists be recognized students OBJECTIVE are through Comprehends scientific concepts. instruction. SPECIFIC Cognitive objectives objectives stated in terms higher-level thinking Taxonomy Classification Cognitive taxonomy, objectives. domain memory EXAMPLES Instructional operations. In and 1. Describes 2. Gives 3. States the concept in their own words. of system. an example of the hypotheses concept based 4. Describes how the 5. Describes an experiment process on the [that is new]. concept. functions in a given that illustrates the situation. process. Blooms reasoning Source: Upper Based Saddle on River, Miller, NJ: M. D., Linn, Pearson R., & Gronlund, Education, Inc N. E. (2013). Measurement and Assessment in Teaching, 11th Ed. CHAPTER It is common building mathematics, hear not As (Gronlund levels, In you a rough will 2001, cognitive see in of Remembering: or Understanding: Applying: 4. Analyzing: 5. Evaluating: 6. Using 2001 form of on four arts be An an also for compre-hension, can be be helpful in the first major being without of the 2001). necessarily communicated to solve a particular into its parts or methods materials by combining under-standing, without necessarily taxonomy you look at revised added the Table that 14.3, might of the point of and of or will their in see recognize or the understand result. We a conceptual Canadas have and and objectives that or apply now evaluating, procedural, the creating metacognitive. for a social knowledge constitution, studies/ is: students will bias. knowledge describe be applied dimensionto remember suggest framing might ideas analyzing, analyzing view metacognitive on you applying, targets as they new conceptual, account authors a have to taxonomy objective problem different somethingyou might strategies for be: identifying the biases of A Revised taxonomy might for more examples. Taxonomy includes in cognitive be used to create the Cognitive processes Domain operating on different kinds of knowledge. The verbs in the chart are examples objectives. THE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION A. various revision & Krathwohl, something understanding, reflect and revised THE planning author. 14.3 of what helpful at the http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy TABLE will considered objectives (Anderson down of Blooms evaluating will can published material new process historical explain for explanations The class. objectives as you knowledge, categories classification appropriate recognizing of knowledgefactual, this to Students the value If how reading able objective See of must kinds this we use today the remembering, Consider After or concept the knowledge. of language one something revision processes acting the something processes other skill such Still, STUDENT it general Judging Creating 1994). with the each subjects, EVERY else Breaking Creating: some An a of researchers is changing anything situation The six to particular cognitive educational Understanding it and objectives, are Madaus, TEACHING 15. Remembering using, & Some objectives, level about as a hierarchy, accurate. (Kreitzer higher-level lower procedures this objectives entirely well The taxonomy Chapter and not very of thinking 2009). these is and different a group 3. structure way taxonomy, relating a view considered because as consider such to lower-level & Brookhart, assessments 2. this application level. to but fit references and higher education below, do many 1. in on those 14 1. Factual REMEMBER 2. list UNDERSTAND 3. summarize APPLY 4. 5. ANALYZE classify order experiment explain calculate differentiate EVALUATE rank 6. CREATE combine Knowledge B. Conceptual interpret describe plan assess Knowledge C. predict tabulate Procedural conclude compose Knowledge D. Metacognitive appropriate use select execute strategy change strategy reflect invent Knowledge Source: Education. From Anderson, Reprinted L. by W., Krathwohl, permission of the D. R. (2001). publisher. A Taxonomy for Learning, Teaching, and Assessing. Allyn and Bacon: Boston, MA. Pearson 50 506 PART 3 TEACHING AND ASSESSING The Affective emotional response, committed to simply and Domain. pay act have most attention Receiving: 2. Responding: 3. Valuing: when some ones objectives learning After receiving, completing The to objectives in or Here the are Four two will be after Affective domain focusing Planning Objectives on attitudes Using every from level, an idea or affective least students a value domain: environment. experience. commitment. general with set of values, perform five what students of so and on. giving it For are some labelling, up example, an for provides of objective for a be stated: of the class will month. a useful physical endurance, 50% a gen-eral. be doing might at least candy very will actually or commitment) (1990) a specific objectives these giving require value. domain, or realm that new must state and Cangelosi domain, the involvement by way to ability think objectives, about as strength, flexibility, minutes or under, your whether you either agility, and skill. psychomotor objectives: a 1.6-kilometre effectively to run drag Instructional lesson From range of in eight drop files. heart 120. mouse Guidelines: you contents James completing below the the of or domain lowest adopt in in ones cognitive project examples Use a computer for to or (showing capabilities ability minutes rate The on food psychomotor students They At the objectives as a result valuing, unit muscle (2) the boycott the voluntary speed, in Domain. level, something into domain, version. 1964). consistently objectives, level the Psychomotor (1) Acting valuing a junk-food to value original Masia, basic involvement responding, at the five affective priorities. value: basic the & behaviour a new of the highest are attending definite specific are At the new general by class commit or some the they from Bloom, There of taxonomy revised idea. idea. write nutrition been Integrating among Like that aware Showing in the (Krathwohl, Showing Characterization To yet a certain with Organization: 5. not to Being ranking objectives committed consistently 1. 4. The or for and Objectives just a few should help you use objec-tives assignments. a Constructivist Perspective and feelings. STOP Psychomotor domain physical ability and Realm of coordination & THINK Think activity. could you learn Think about What are the about those the same big ideas ideas course that assignments run besides through you analyzed all those completing the in the previous assignments? What Stop other assignments? objectives. GUIDELINES Using Avoid Instructional word but say Objectives magicphrases very little, such that sound as, Students noble and important will become 2. If the deep thinkers. 3. Examples 1. Keep the focus on specific knowledge Ask students they cant objectives to explain give specific are changes that will take want students Make sure not the meaning examples of communicating of the objectives. what you your intentions to for develop well-thought-out debates, projects, become writing better positions, or mock trials. writers, give many and rewriting. If mean, the to that your tests are related to your objectives. Examples 1. Write Revise your objectives these and drafts rough drafts of tests as the for tests units at the unfold same and time. objectives change. 2. the you to papers, place in the of skills. students. Suit If ability position opportunities students 2. goal is the consider activities to the Weight objectives objectives. the tests and the according time to the importance spent on each. Examples 1. If the students goal is the memory memorization aids and of vocabulary, practise exercises. give the For additional ideas, see http://www.ascd.org/publications/books/ 111001/chapters/Setting-Objectives-and-Providing-Feedback.aspx of the & ways various CHAPTER Traditionally, it but shared and and objectives, 2011). These again. Since the 1990s, designing and class. Students They use in Students to and (Pate, work studies or spelling science. authentic are given you teach gardens as Table 14.4. in Lets assume to Monday. you topics have You need from to design integrated listening skills, be of and is with patterns. you You that a and sources, speakers and into social money want still too. writing studies. for There skills, together themes what teaching outside raised Karen designed guest planning, then developed integrating understanding? process, 1998) and pollution, and inviting mathematics, the elements hunger 1995). communities, an idea in major hunger, textbooks and as and & Neuman, professor) world skills again Homestead college reading science, and can for habitats, encourage in benefit then abilities Some by Homestead, can skills, (a racism, officials, persuasively, & All these problems. friendship, speak students on issues knowledge McGinnis, Elementary-age to develop Elaine Pate local are is (Borich, to (Roskos example, studying and returns if and students younger children students to appropriate to for the children but whats solve people, older understand, decide to are for no rea-son social work Possibilities need is then how do happening on objectives. Constructivist TEACHING that APPROACHES the In this section challenge for is we to teaching will match provide your explicit some basic teaching facts and formats methods for to putting your plans objectives. We into action. begin The with first strategies learner in many people, is focused a the classic of image form. on these model and role building and making sense instruction or Systematic explicit instruction Instruction lecture a View active information. Direct for For the understanding of concepts. approach emphasizes teaching Direct 50 STUDENT content, planning content kindergarten Elizabeth interviewing to write Africa and teacher integrated For included researched databases, had learned relief teachers) that and from 1997). behaviour EVERY instruc-tion, about guide the for TEACHING planning decisions student that planning approaches, ideasthat themes Agne, of the make specific abilities units, most together having and & school quality. to with do constructivist goalsbig or lessons interactions water learning than teaching In students overarching (Clarke (middle and understandings and on human air are to emerging. teacher has school responsibility are Rather teacher high McGinnis teachers planning The goals planning unit the of approaches. the through been ways negotiated. activities, in has new 14 teaching There was more traditional teaching Robert of that Stevens (1983a) uses the TABLE 14.4 Some Themes for instructor of explaining research of teaching. to this active an explosion related call term an forms was (1986) Good is Integrated student direct to the The results improved approach teaching in material learning. instruction describe Planning Middle explicit 1980s work identified teaching. Time Groups Mystery Survival Human and School space and institutions Work interaction Motion Communities of the future Cause Communication/language Human rights and effect Probability and responsibilities Identity/coming of Change age and Interdependence prediction and conservation Diversity and variation Autobiography Source: Based on Boston, MA: Pearson J. H. Clarke & R. Eduction; and M. Agne. G. (1997). Thompson. Curriculum (1991). Teaching Development: Through Interdisciplinary Themes. New High York, Active School NY: Scholastic. Teaching. of teaching characterized demonstration, with High mastery basic skills, facts, information. teacher Tom Students Courage that Rosenshine approach. and and students; and Barak or a similar for 1970s of all this to students. Teaching by high levels explanation, and interaction of of 508 PART 3 TEACHING AND ASSESSING The direct derived from direct instruction (based or on by entering average the successful innovations. not a Shuell, for a was student in the in the of than expected at an as average when was the not identify improvement hold for in large average may expected classrooms. could results individuals it elements American research So the Even some more performed defined group. of the learned teaching, usually because identified practices or school. achievement circumstances students existing of class of students whose on forms whole every the groups, achievement decline (Good, 1996; 1996). these conditions, structured These reading skills involve tested as the uses that the teachers classroom available (c) the progress by carefully and learning To this list, How a Six Rosenshine research teacher Review especially skillsclearly & Stevens, can be taught (1995) 1986). step describe effective maintains by effective tasks, effective the of facilitate students achieve presenting step direct student focus through and learning good learning subject-matter each students help rate academic as possible clearly diagnosing providing and a strong and as many students continuously infor-mation learning progress remedial instruction. p. 138) adds turn Teaching on basic that Ma (2013) & Stevens, teaching basic mathematics moving at a brisk pace and having a warm and climate. would Rosenshines the Xin classroom they to initiate appropriate and 1995, is intensively insures strategies, & Helmke, of facts, (Rosenshine Helmke (b) the teacher time difficulties, (Weinert teaching science features: choosing and solution rules Andreas the as unambiguous; and very low; teacher to such grammar management is instructional activities; accepting Weinert best skills, relatively following behaviors applies essential and are Franz having interruptive instruction and vocabulary, tasks objectively. instruction (a) direct knowledge computations, 1. teachers focused traditional for improves, Given on with set Researchers whose Effectiveness scores necessarily group and on a specific research. teachers researchers was test fits to comparing The focus standardized but model approach knowledge) level. 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At the of a unit, objectives, examples homework calendar, free 2. beginning at libraries Provide a clear, major and or policyhow of on the concise for home a list of the assignments, a list of key resources If main due dates, available late, of counted your forgotten, or class missing is at home to help with homework, set up other systems. Assign study buddies 2. If students homework toward one Examples for 1. description is no support internet. homework consequences send have who can computers, be available provide over lists the phone. of internet helplines. grades; homework; and 3. Locate free help in public libraries and make these resources known. so Help on. families childs find a comfortable and helpful role in their Take Examples 1. and Remind families encouraging, that helping listening, brainstormingnot work 2. for 3. in the some whole television 4. 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If Jot share reactions us what When you well. in be different down After a second said; student then, the summary to summarize what the first finishes speaking, look other first I think for more Thats back student can try again to students explain if saying.... Is that right, look puzzled, the ask them of or have I are nodding what was just assent, said. information. statement. identify (2) the are the the text), interpret, entitled to the learning own tasks, deeper: What the downloads/ do plan the makes would a web using teacher/designer a going clear and provide search (not for backward argument to online. for backwards then in of the the from Design a core Next teachers design end results to is at the heart plans the of teaching. backward shown ideas Who (perfor-mance www.jaymctighe.com/resources/ is that convincing? Go to unit first ideas system? do the from self-knowledge or covering heart guide by a only big understanding to teaching objectives Understanding design moved and have activities the democratic deep backward objectives a template fun of the (6) Teachers and go to mathematical specific templates just demonstrate Then and design. understandings that design from empathize, backward problem assessments?). of these is key greatest What standards McTighe examples or The using and a of (5) UbD understanding instructionthey to many on evidence informal This idea Wiggins completing what perspective, behind questionsquestions is airways? quizzes, approach see to studentsthe To focus essential planthe plan. every evidence have idea for write identifies teaching any (4) big results of instruction. thinking teacher have apply, The end teachers the (3) a topic. important goals push Do you up? about page. around we will will you room to to describe why they the 2. If students youre a strong it explain, can Hiromi, confused. Examples is minute: wrote? misunderstood? and a never and student is incorrect. Karen, (1) had on paper, reactions. are 1. responses. if television your ideas a minute. you a student judge 1. If Probe for Examples Ask 2. thought been invented? opinion. students How that? Examples 1. for Example thoughts 3. idea, idea? design template. in Figure mathematics planning. The 14.1 process on You for the next standard b ask them to give an example 520 PART 3 TEACHING AND ASSESSING FIGURE 14.1 PLANNING The planning process for a lesson on the Pythagorean Theorem. Step Apply the Pythagorean mathematical problems Common Core: Key 1. The area formed hypotenuse the 2. of two 1Designing determine and teacher/designer three the unknown a right the core standards. side lengths in right triangles in real-world and on is on ways equal the to top of to tops of prove the the the 1. total the area other of two What makes Pythagorean sides. 2. Are a Questions mathematical Theorem there any argument of the convincing? real world uses of the Pythagorean Theorem? Pythagorean 3......... What 1. What is a hypotenuse 2. 3. What is the length of a right of any side Will the Student Know? triangle? of a right triangle, given the two other sides?.... What 1. 2. Draw a graphic illustration that Will demonstrates the the Student validity Be of the Able to Pythagorean Do? Theorem..... Step Authentic/Real-World 1. Can you calculate 2Designing the 2. height of a flagpole Traditional based on its 1. 34 have by width old is 3:5. want is from the 90 cabinet a new Assume Will it that baseball media You diagonal. Given travel an 34. a 42 4. base that TV that of a new between what third ratio opening is TV is 3. to developed answers Unit 4. Assessments homework Self-questions with at least height on and based on chapter, along justifications test.... Why? distance feet, an flat-screen the fit? with is and successive the distance first bases a throw in has to base?.... Step 1. In groups, groups 2. Questions 2. You 3. Assessment Assessments the shadowhow? 3. from Goal Essential square triangle multiple backwards dimensions. Theorem. 3. planned www.corestandards.org/Math/Content/8/G/B/ the formed are to two The DESIGN Understandings by squares There Theorem in BY investigate areas Using cardboard Modules 6 (For the with the & areas pieces, 7 in more ideas, area of squares, calculated scissors, triangles, by other a ruler, 3Designing and and groups pencil, for the rectangles the prove around same the Learning the classroomcompare your objects. Pythagorean Theorem. text see http://questgarden.com/ identifying and key assessments tasks that will represented that support here search for Pythagorean understandings including include and essential traditional tests real-life understanding. Theorem.) questions as applications, Can you well and see how based on the as textbook finally many to creating levels standard, assignments learning of Blooms then and plan-ning perfor-mance experiences taxonomy are CHAPTER So far, todays we diverse have to fit have talked about classrooms, their one instruction approaches size to does the to not fit needs and teachinggeneral all. Within abilities strategies. the general of their 14 TEACHING But approach, EVERY 52 STUDENT in teachers studentsthey have to dif-ferentiate instruction. DIFFERENTIATED We introduced to p. the differentiated abilities 161) and quotes Some Some Some apply when is not Deniz, unusual & Tortora, advice) not be alone. especially in that The by problems, Problems with even superior to States, other 63% For using the students and the a random when best; are (2008, given a paralyzed others to by learn the appropriate in best by student. 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INSTRUCTION be effec-tive, challenge proximal Differentiated development instruction Teaching answer. that students Flexible their Grouping. learning their In needs. zone of flexible grouping, Assessment proximal is students continuous development. are so that grouped and students Arrangements might are regrouped always include based working small groups, on the partners, and and students include group a even learning the of high-level (Corno, high-needs urban mastery classdepending particular instruction placement reached whole the and 2008). elementary level, on academic high expectations One five-year school depending grouping Flexible for 10% subject 57% and matter in level. subject being students in who received System students into ability of grouping in two on ability a by in the the and end study on learning support of the in study, believed and more the assessment, 95% that some confident of the of grouping, teachers the (Castle, were gains Deniz, came and teaching using flexible because & Tortora, students 2005). strategies grouping. were needed, The teachers more focused class or three in taught but only also grouping in are student which divided groups an attempt accommodate training not needs. Within-class their grouping Teachers so matches each what of flexible increases grade supports approaches no study to area best grouping all students, longitudinal found on the which content. account prior challenges instruction students individuals, into abilities, knowledge, that within takes based to differences. and Flexible regrouping learning grouping students needs. Grouping based and on 522 PART 3 TEACHING AND ASSESSING GUIDELINES Using Form Flexible and re-form students Grouping groups current based performance on accurate in the assessments subject being of instruction taught. Examples 1. in students the Use scores establish on the most recent reading performance groups, to form reading and rely math assessments on current class Assess continuously. when students Change Discourage group Make sure different not methods and groups just the pace are get same and two it ability enrichment worked groups better and for than teaching dividing these groups comparisons placement frequently to between develop a groups whole-class and encourage spirit. Examples change. 1. instruction, remediation needed math groups. achievements into with they separately. to students 2. math when appropriately material. adjusted to different Make fit Do not the sure of the groups or Avoid naming 2. teaching needs seat reading group. or math together outside the context of their group. ability groupssave whole-class the names for mixed-ability teams. Examples 1. Vary more than pace; fit teaching to students interests Group and knowledge. 2. If all groups written, 3. and others research reports, are oral teach groups extra request or PowerPoint so that that just groups some 1. be Make 2. students the smaller same so for one Experiment students 3. get or, at the work is meaningful worksheets for lower-ability groups experiments do Try alternatives. Good (1993) For example, found that with most, two subjects. while the can strategies in Chapter projects that mix as alone in which cooperation is 10). of groups provide For more information small much (two direct for too long or three teaching leads at most) so as possibleleaving to less learning. about classroom grouping, see these two sites: www.eduplace.com/science/profdev/articles/valentino.html. and Tom whole-class Another of way to several flexibly in of to all within abilities However, out are created just better meet we one have you a large students seen can 4 to isnt too students needsthe effort this and support, he is well. for text, Also, one are but be effective more to to learn the only when a are or for direct students grades makes older not stu-dents instruc-tion in 3, sense. student cross-age positive at more likely Stu-dents they motivation, gradeand not working is school. class, give ready where results throughout with to are work to Mixing they 2, to few seems teachers what one achievement, grouping. grade likely in on grouping on elementary together allows grade are nongraded are cross-age based learning repeatedly master in 8) based grouping thumb, the and instruction about there is 7, cross-grade class boy a sore because the the sensible or reading like for This as be 6, class as long sending stands the But math and grouping example, subjects. groups. 5 for flexible (for different the 4, and use ages grouped interest As and higher-ability Mason supplementing lessons learning students projects. DeWayne many groups. number you and respectfulno groups and are the (described Keep the that all there from stressed material attention. Make sure sure members presentations. low-achieving instructionnot Make lower-achieving extra 5. doing appropriate again. 4. are while Organize get by ability Examples classes in order (Veenman, to 1997). challenging level, encourage but learning and motivation. If ible you Brophy, teaching students with instruction when able but as to uses handle to use help flexible you grouping make the in your approach more class, the effective Guidelines: Using (Arends, 2007; Flex-Adaptive Good 2008). Adaptive Teaching supports removes students more decide should all challenging and needed, supports Provides ever Grouping these on their Lyn Corno learner become own. for (2008) differences. learning from has In teaching developed this a approach, rather model teachers than as of adaptive see obstacles teaching learner to variation be overcome that also as (p. an addresses opportunity 171). Adaptiv & CHAPTER teaching provides needed, own. but Figure 14.2 students an or includes the little students to their taught with need can an emphasis for the Adaptive at a the move on rest of school reach of assignments 2008, p. 165). most support to toward sure that also on independent advanced same give them to have more mod-elling, improved motivational study, and and peer the He is current self-regulated He believed student challenged. wanted everyone For and tutoring, students example, with some to needs be to one content sure all stretch in will his just teacher beyond students my found class (Corno, 14.2 TEACHING abilities and needs, teachers build on strengths to move learning. Circumvention Support Continuum Less Modelling Instruction Participant Interventions Enhancements Intrusive INSTRUCTION INSTRUCTION Discovery Guided Learning Independent Modelling Practice Peer Study Tutoring Activates Models Short Circuits LEARNERS LEARNERS Self-regulation Modelling LEARNERS of Volitional Cognitive Strategy Weaker/Novice Based Teaching Series and II (3), on learner pp. L. Control Individual Corno. variation, 4769 Motivational and Strategies Training Aptitude Source: (2008). On in voli-tional knowledge of learning his curriculum students. 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Educational from Teaching, Development Stronger/Experienced Learners Psychologist, British 43 Journal of (3), 161173; Educational and Psychology, J. Randi, & L. Monograph Corno. (2005). EVERY STUDENT 523 524 PART 3 TEACHING AND ASSESSING Reaching in Every Inclusive STOP Student: & THINK When Do you have you questions need common, students practices to learn life of the the to in with the an inclusive get the classroom, support students with you what are your need from school take time away disabilities con-cerns? admini-strators from your the of INCLUDE to goal using such all unique your and are justified. set of skills. students they need to But It is effective teaching a combination needs. 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