EDU 222 Midterm

What are the four main educational philosophies?

1. Perennialism

2. Essentialism

3. Progressivism

4. Existentialism

Perennialism

• Uses ideas from the past and important thinkers

  • To develop critical thinking, rational thinking, and cultural literacy

• The teacher is an authority figure

Essentialism

• Teaching basic skills

• Essential knowledge students need to become independent functioning adults

• Teacher is the expert

Progressivism

• Students interests, hands on learning

  • Collaboration, discussion, problems-solving

• Teacher guides students to discover answers

Existentialism

• Individual choices, self-awareness, personal development

• Students choice their learning paths

• Teacher acts as a guide

Constructivist Perspective

Students build new knowledge using their prior knowledge, experiences, and beliefs

Cognitive Constructivism

Intellectual development through stages of learning

4 Stages of Cognitive Constructivism & Age ranges

1. Sensorimotor: birth-2 years

2. Pre-operational: 2-7 years

3. Concrete Operational: 7-11 years

4. Formal Operations: 12 years & older

Social Constructivism

Learning through social interaction, and active construction of knowlegde

Zone of Proximal Development (ZPD)

• Difference between child's current level and level within reach with help of expert peer or adult; scaffolding 

Scaffolding

Support provided by a teacher or knowledge peer to help a student complete a task that they cannot yet do on own

Behaviorism

Observable behavior and how rewards, consequences, encouragement, and discipline influence behavior

Qualities of successful teachers

• Genuineness

• Fairness

• Adaptability

• Reflection

• Acceptance of criticism

• Self-efficacy

• High expectations

• Professional boundaries

• Curiosity

Self-efficacy

Believing in your ability to succeed or accomplish a task

How is teaching an art & a science

• Art = planning, research, interpretation, creativity

• Science = technical details, logic, experimentation, reflection

If-Then logic in Teaching

Using cause-and-effect reasoning to consider the possible results of decisions

Six Characteristics of a Profession

1. Intellectual learning

2. Specialized techniques

3. Internal organization and self-discipline

4. Altruistic motivation

5. Independence

6. Recognition and respect

Who developed Bloom’s Taxonomy & what is its purpose

Who = Benjamin Bloom

Purpose = To classify levels of learning and help guide instruction and test creation

Levels of Bloom (1956)

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Higher order vs. Lower order thinking skills

Lower order - Knowledge, Understand, Application

Higher order - Analysis, Synthesis, Evaluation

Which does each level of Bloom mean?

1. Knowledge - recall facts or information

2. Understand - explain ideas in your own words

3. Application - use knowledge to solve a problem (apply)

4. Analysis - break information into parts and identify relationships

5. Synthesis - create something new or original

What changed in Blooms taxonomy in 2001?

• When from nouns to verbs

• Synthesis switched to 6 and Evaluation switched to 5

Student Learning Objectives (SLO)

Statement describing what students should know or be able to do by the end of a lesson

Three parts of an SLO

1. Conditions (Givens) - materials or prior knowledge students will use

2. Observable Behavior - what students will do

3. Criteria - how will their learning be measured

Requirments for writing an SLO

• One sentence in 3rd person

• Describe what students will learn

• Use observable verbs

• Measurable criteria

• Place the coordinating standard code at end (NJSLS_MATH_7_RP.A.1)

Aligning a Lesson Plan

Standards, SLOs, Lesson Activities, and Assessments must match and work together

Step 1 of Lesson Delivery

Motivation/Hook/Anticipatory Set - gets students interested and focused

• Everyones first step

Step 2 of Lesson Delivery

Activation of Prior Knowledge - connects the lesson to what students already know

• Everyones second step 2

What the difference between Guided & Independent Practice?

• Guided = Teacher leads, explains, models, and supports learning

• Independent = Students complete learning tasks themselves, such as individual work/peer activities

Purpose of Closure Step

• Last step - Used to summarize the lesson, reinforce important ideas, and have students reflect on what they learned

Assessment

Ongoing process of gathering information about student learning and achievement to guide instruction

Purpose of Assessment

To determine if students have mastered lesson objectives and if instruction needs to be modified or material retaught

Criterion-Referenced Grading

• Comparing students work to created criteria/standards

  • Rubrics, grading scales, etc.

Norm-Referenced Grading

• Comparing students performance to one another

  • Grading on the curve

3 Principles of Assessment

1. Communication

2. Fairness

3. Compatibility w/ instruction

To create fairness in an assessment what three things do you need to make sure of?

1. Validity = Does assessment measure what its supposed to?

2. Reliability = Does it produce consistent results?

3. Lack of Bias = Do all students have equal opportunity to succeed?

Formative vs. Summative Assessment

• Formative = Monitors student progress during learning

  • May or May not be graded

• Summative = Measures learning

  • Graded (part of final grade)

Types of Summative Assessments

• Objectives = Selected-response questions w/ one correct answer

  • Multiple choice, Matching, True/False

    • Bloom’s levels 1-2

• Subjective = Students construct their own responses

  • Essays, Short answers, Word Problems

    • Bloom’s levels 3-6

Types of Formative Assessments

• Affective = saying something about each student (usually on report cards

• Class Participation

• Group Work

• Observations

Uncommon Summative Assessments

• Performance = Completion of tasks

  • Oral Presentations, Debates, Skits, specials

• Portfolio = collection of student work

  • Ex. Students pick their best 6 pieces, evaluate their own work, and assess why