PRAXIS 5621 (STUDENTS AS LEARNERS)

What may happen when a school cant provide FAPE?

The district is legally required under IDEA to refer the parent to a program and face all financial obligations associated with the placement.

• The school must also provide transportation to and from the program at no cost to the family

• the cost would not have been faced if the rural school had offered the program. 

FAPE and the district

• it is the responsibility of the school district to provide FAPE to students with qualifying disabilities

• FAPE provides instructional services designed to address the educational needs of disabled students to max extent as comparable to non-disabled children

• FAPE standardizes and establishes due process procedure. Evaluation, reevaluation, and placement procedures were put in place to ensure appropriate placement and classification of a student with a disability.

extra support ELLS may need when demonstrating their learning

• teachers can provide scaffolds such as sentence stems to help students with their writing or speaking

• may need additional time for assignments since cognitive load is increased when processing content and new language 

• aquire a significant amount of language through peer interaction so make time for group work, socialization, and discussion 

• should be given multiple opportunities to demonstrate knowledge in various ways 

• make sure they are set up for success to demonstrate their academic skills. They should be given the language support they need to succeed.

ELLs should NOT receive different content, they should use ___________.

linguistically supported content

The teacher needs to ensure ____ access so all students can fulfill the assignment requirements successfully 

equitable 

Children in high socioeconomic families

• may have parents that are motivated by grades/performance and push their children to work harder until they have achieved their standard of success

• may also experience lack of parental involvement if the parents work a lot or focus on their jobs 

• may need guidance in social areas

ways to recognize disadvantages in socioeconomic conditions

• get to know your students lives outside the classroom 

• expecting your parents to participate in homework isnt realiztic if a students parent work multiple jobs 

• students lacking food at home may be unable to put their main focus on school until they eat food at lunch 

disadvantages in home life that may affect classroom learning 

• lack of food 

• lack of parental involvement 

• neglect/psychological trauma 

• poor physical living situations

An effective teacher _____ their classroom and plans instruction with an awareness of ______ and ________ factors that may affect students classroom expectations

manages; social and cultural

Views on teachers and schools

There are cultural variations in the degree to which teaching is viewed as a high-status, highly respected profession 

Body language 

some children are taught to look down when being reprimanded to show respect; amounts of personal space given when talking to someone also varies from culture to culture 

individualism and collectivism

• the needs of the group are valued above the needs of the individual 

• students are accustomed to working in groups and may never have been required to complete an assignment individually

• you may observe some students having difficulty distinguishing between group and independent activities in the classroom 

asking questions

some cultures believe it is disrespectful to ask a person in authority questions. as a result, some students may not realize that asking questions is encourages and appropriate in the classroom

punctuality

• there is less emphasis on arriving at a set time

• there is a general understanding that arrival times are reliable and flexible

• students may need to receive help understanding the importance of adhering to the schedule

eye contact

some cultures believe its impolite to make _______ with a person of authority. therefore some students will avoid ____ with a teacher when speaking to them.

stereotype threat

• children that are not part of the dominant or privileged group are susceptible to this

• can cause them to experience anxiety in situation that can potentially reinforce negative stereotypes about their social groups

• EX: if stereotypes indicate that a particular minority isn’t strong in math, then members of that minority group can develop anxiety about math tests because they fear they will confirm to the negative stereotypes about their social group

modifications change _____ is taught. accommodations change ______ it is taught.

what; how

when planning learning experiences/assessments for students with disabilities, teachers should…. 

• make sure students with disabilities are included and dont feel isolated or overwhelmed

• group projects should be adopted to math their academic abilities

• accommodations can sometimes benefit the whole class and be used without drawing attention/isolating that student

first step when adapting curriculum for students with disabilities

• read through the IEP and identify their requirements

• TIP: meeting with the sped teacher can help to ensure you are meeting the students needs

considerations that should be made when developing curriculum for gifted and talented students 

• should be given tasks and assignments and extension activities that require a higher level of blooms taxonomy

• can be given an independent long-term project to work on that relates to the material being taught in class

• should still participate in whole class lessons and group activities

• working with their peers provides opportunities for developing important social skills

• during whole group and small group lessons, the teacher should plan higher level thinking questions, but can benefit and be answered by all students

gifted and talented students may display these traits

• show an ability to understand abstract experiences more easily than their peers

• have strong problem solving skills

• have diverse abilities and interests

• question ideas and often show skepticism about what theyre told

• have strong critical thinking skills

• have a keen or more mature sense of humor

• be highly creative and intuitive

• seem to have emotional intensity particularly surrounding moral issues and right vs. wrong

• have high energy levels and enthusiasm

• become frustrates when they are unsuccessful with a task

• talk frequently and ask lots of questions

• display behavior problems if they are bored or appropriately challenged

• struggle to connect or make friends with children their age

• wont show all these traits. may have excellent behavior where some may struggle behaviorally

comprehensible input

• information that can be understood despite language barriers. legally required to be provided to all ELL students under statutes set by Lau vs. Nichols

• EX: if a teacher uses ______ for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message

Gifted and talented learners 

• learners or students who perform or show potential to perform at a significantly higher level than their peers

• most of these students are identified through a combination of standardized tests and screening tools, gifted/talented testing, and teacher recommendations

• higher than average grades ≠ giftedness; may not always perform better than their peers

Least Restrictive Environment (LRE)

• ensure that students with disabilities are give the opportunity to be in class with other grade level peers to the greatest extent possible based on ability level

Reading/Writing learning

students learn through engaging with texts and writing

ex: note taking, journaling, text annotating

Individualized Education Programs (IEP)

• specifies strengths and challenges the students has in each content area

• specifies accommodations and modifications required to be implemented for the student

Individuals with Disabilities Education Act (IDEA)

• nationwide law that ensures services for students with disabilities

• sometimes known as exceptional student education (ese)

• governs how state and local school districts provide early interventions, special education, and related services for students with disabilities aged 3-21

• has 6 main elements: FAPE, IEP, LRE, appropriate evaluations, parent and teacher participation, and procedural safeguards

ways to support ELLS during classroom instruction through scaffolding and comprehensible input: 

• provide visuals = word walls, vocab lists, pictures, gestures, props

• vocab support = pre-teach key terms, reference materials, word banks, dictionaries, glossaries

• adjustments to delivery = no idioms, straight-forward language, gestures, non-verbal cues, slowdown when speaking, and pause after complete thoughts

English Language Learners (ELLs)

students who are learning the English language or for whom English is not a first language

Local Education Agency (LEA)

The education agency responsible for the school

Modifications

• change what from the curriculum is being taught to the child example having an intellectually disabled

• child learn only five body systems rather than all 13 in a science curriculum

Exceptional Student Education (ESE)

• The services offered at schools to children with disabilities

• Helps each child with a disability progress in school and prepare for life after

• includes specially, designed instruction to meet the unique needs of the child

Review of Existing Data (REED)

• A mandated review of all existing evaluation data, including the initial evaluation and any reevaluation, classroom observations, and standardized testing to determine if dismissal of services is necessary

The Americans with Disabilities Act

• is a civil rights law that is designed to protect the rights of all Americans with disabilities

• Not written with only education focuses

• IDEA or 504 laws may offer more specific protections necessary for student success

• Assures public education for disabled people and ensure physical access for physically

• The law that best protects a students needs can be applied in any given situation

Multimodal Teaching

• should be implemented to meet the needs of every student in the classroom

• This method of teaching employees, multiple instruction methods strategies, and modes of communication to support diverse learning styles

• emphasizes flexibility and student choice

Word Wall

• an ongoing bulletin board with terms used frequently in the classroom

• Words are often added as they are introduced

Culturally responsive teaching strategies

• learn about students, backgrounds, and interests to cultivate authentic relationship relationships in which students feel respected and valued

• Activate students prior knowledge and understand it will differ from child to child

• Teach concepts in context

• Draw connections to real world

• Include literature into the curriculum about various cultures and ways of life written by diverse authors

• Presenting concepts to students using their vocab and incorporating their interests

Culturally responsive teaching

• an approach that recognizes the importance of including students cultures in all aspects of learning to promote learning for all students

• seeks to make education, meaningful, and valuable to all cultural groups and combat stereotype threats

inclusion

ensuring students with disabilities are included in classroom activities as much as possible

visual learning  

• students learned through seeing and observing

• Example: charts and graphs, graphic organizers, visual aids, like slideshows and videos

free appropriate public education (FAPE)

• legal guarantee that students with disabilities will receive services that are individualized

• Will help the student reach their highest potential

• Are provided at no cost of the family

• Was developed out of concern that schools were just babysitting students with severe disabilities instead of teaching them

kinesthetic learning/tactile learning

• students learned through hands-on experiences and movement

• Manipulative like magnetic letters, Play-Doh or shaving cream, role-play and movement games hands-on experiments

section 504 of the rehabilitation act of 1973

students who do not have a disability that is severe enough for an IEP can fall under 504. The students can perform on grade level with supportive accommodations.

504 plan

• Designed to designate accommodations for students in a general education classroom when the student has an impairment that significantly impacts their life

• Not the same as an IEP and is available to student students with disabilities not in sped

• May provide require requirements for teachers to adjust instruction of classroom environment to better meet the needs of the student

• Example access to audio versions of print materials, test, questions or instructions read aloud opportunity to dictate answers instead of writing them extra time on test/assignment assignments, Frequent breaks seat near the teacher.

gender/sexuality

• term used to describe how a person identifies himself/herself

• The outward ways in which a student chooses to express his/her gender via dress behavior or other factors

• ex: queer

sex

the physical state of being male or female

cultural/individual stereotypes

• General assumptions made about individuals or groups

• Sometimes based on information that is not correct or incomplete

• Example: boys are better than girls at math

accommodations

• change how content is taught

• Assist in a learning process

• Determine the district and state assessments that the student will participate in

auditory learning

• students learned through listening and speaking

• Example: read aloud, verbal instructions, discussions, rhymes, and songs

response to intervention

• Scientific research based instructional intervention delivered in general education classroom

• is a process to monitor and measure student progress in the general education curriculum

• Systematic process for students who are experiencing learning/behavior difficulties and may not meet grade level achievement standards

• Referral to sped services would begin if no progress is made in intervention

• Referral can come through parents, teachers, or other social officials

• Parents must consent to evaluation, regardless of who requests it

punishment

discouraging a behavior

reinforcement

encouraging a behavior to happen again

teacher wait time

The silence that often comes after a question has been asked, but before students have finished considering their answer and/or find the courage to speak

non-verbal response

• A way to communicate without speaking

• Example, the teacher taught the students the ______ of setting their pencils down when they were ready for the next question

feedback

• Information provided to individuals about their performance or behavior

• Often highlights strengths, areas of improvement and suggestions for further development with the aim of promoting learning, growth, and improvement

student engagement 

The level of attention and interest students demonstrate while learning

rubric

assessment tool that outline specific criteria or performance levels for evaluating student work, providing clear guidelines and standards for both instructors and student students to ensure consistent and objective grading

instrinsically motivated

students draw all their motivation from the learning process itself

extrinsic/external motivators

The motive for the activity comes from outside the individual

behaviorism

Learning theory, rooted in the notion that all behaviors are learned through interaction with the environment

scaffolding

• providing support to students to achieve a task

• Example: I do, we do, you do to gradually release text analysis

maslows needs in order

1) physiological needs: food, water

2) Safety: security, freedom from fear

3) Love/belonging: relationship, relationships, family

4) esteem: confidence, feelings of achievement

5) Self actualization: meeting potential, creative abilities

abraham maslow 

• American psychologist who focused on humanistic psychology

• His work was influenced by many including Native Americans, Blackfoot people

• Theorize that people have a hierarchy of needs

• In order for people to meet their full potential, they must meet a series of needs

• If some needs at more basic levels are not met. It is difficult to begin. Meeting needs at a higher levels.

extra behavior support strategies

• student/ teacher conferences:

  • identify the root of the issue

  • make a plan towards finding a solution

• behavior contracts:

  • agreement between the student and teacher

  • covers the behavioral goal and steps towards reaching it

these are not effective when the behavior is dangerous

punishment/reinforcement chart

negative punishment

• we removing a stimulus in reaction to a behavior to decrease the likelihood of that behavior

• Example: a student is caught playing non-instructional games on the schools computer so the teacher removes the privilege of working on the school computer for the duration of the class period (the teacher is removing the stimulus a.k.a. the computer to decrease the likelihood of the student playing such games in the future)

positive punishment

• presenting a stimulus and reaction to a behavior to decrease the likelihood of that behavior

• example: A student passes a note during class, and the teacher writes him a detention (the teacher is presenting a stimulus a.k.a. the detention to decrease the likelihood of the student passing notes in the future

negative reinforcement

• removing a stimulus and reaction to a behavior to increase the likelihood of a behavior

• Example: the teacher allow students to talk to each other. If they all make A’s on a quiz, the teacher is removing a stimulus a.k.a. class wide silence in response to a behavior to increase the likelihood of the behavior.

• Typically used to remove a positive punishment already in place

• Teacher should not begin class with a negative stimulus

positive reinforcement 

• presenting a stimulus in response to behavior to increase the likelihood of that behavior

• Example: a student answers a question and the teacher gives him a compliment. The teacher gives the compliment to increase the likelihood that the student will participate in class again.

proactive approaches to behavior management 

• establish clear expectations from the very beginning

• Seek student input about class behavior, expectations to develop their sense of ownership and responsibility

• Establish incentive and consequences and implement them consistently

Erik Erikson

• stages of development = people must pass through eight life stages in order to fulfill their own potential

• Failure to complete any phase will hinder their ability to continue growth with success

Skinner

developed operant conditioning: (uses a positive and negative stimulus to gain a particular outcome)

Pavlov

classical conditioning: positive stimulus is paired with a neutral stimulus and repeated. then, the positive stimulus is removed and the neutral stimulus has the same effect

maslow (again)

hierarchy of needs: in order for people to meet their full potential, they must meet a series of needs

watson 

• behaviorism: focuses on the behaviors of individuals rather than internal value (thinking or feeling)

• sought to only analyze psychology based on what could be observed

thorndike

connectionism: students learn by repeating a series of stimulus and response

interactionists

• assumes that actions can be explained by analyzing the factors around the child

• They think the child growth occurs during interactions between the child and society and by studying all the factors it is possible to understand and conceivably alter behavior by altering the various factors

• teacher and student work together to monitor behavior

• Teacher removes negative factors from the environment and encourages the student to increase positive participation

• Teacher may provide tally marks on a sticky note to give a visual of great choices and reminders to be on task

interventionists

• assume people need external stimulation to guide behavior basically the opposite of non-interventionists

  • teacher tries to create incentives to manage student behavior through a highly structured classroom

  • Teacher monitors how the incentives are changing behavior and alters the incentives accordingly

  • Teacher takes responsibility for all behaviors

• non-interventionists

• assume that people naturally strive to be good and want to improve

• Teacher does not need to intervene regarding behavior issues because the child is trying to improve

• Believe that adults need to allow children as much room as they need to grow and improve naturally

  • discipline students much less because they don’t want to punish or impede a students natural desire to improve

  • Students managed their own behaviors with subtle guidance from the teacher teacher, such such as eye contact, or gentle pat on the shoulder when misbehaving

3 main theories of behavior management

• non-interventionist

• Interventionist

• Interactionist

warm-up assignments 

• an activity students can complete independently as part of their starting class routine

• Should be done while the teacher sets up for a lesson or completes administrative tasks like attendance

routines/procedures

• should be explicitly taught and practice at the beginning of the school year until they become easily established

• encourages independence to help maximize instructional time

timely feedback

• students must have time to apply the feedback they receive

• The sooner our teacher can correct a misconception the better

specific feedback

• students need to specifically understand what is right and wrong or strong or weak about their work or performance

• Need to be clear in their understanding of what to do about it

• teacher should be specific about the next steps for improvement

balanced feedback

• students need to know both what they did well and what needs to be improved

• Positive feedback may be encouraging and should help students from feeling defeated. It serves a greater purpose too.

• student needs to know what they did right so they know to do it again

differentiating instruction

it is critical for the teacher to recognize when those diversities are putting limits on student learning and work to provide the best support and adjustments in teaching strategies for the student to help them learn and perform.

how to use diversity to inform how students develop the environment and activities in a classroom 

• teachers should strive to promote understanding of diversity by acknowledging and celebrating the differences that exist within the classroom 

• students should have the opportunity to share and get to know each other throughout the year

• students should be led away from forming ignorant/derogatory opinions that could lead to inappropriate or discriminatory behavior  

• take opportunities during readings or lessons to pull texts or activities that relate to student cultures or interests 

• use student diversities as strengths to guide group work and lesson planning 

teachers will meet multiple types of diversities that may affect students performance in the classroom including…

• interests

• skills

• ethnicity

• culture

• language background

• gender 

• sexuality 

• socioeconomic status 

Exceptionalities related to: 

• behavior 

• speech

• communication 

• cognitive ability 

• physical ability 

• intellect 

• giftedness

Ego integrity vs. despair

• Erikson

• 65+ years of age

• Focus is finding a sense of fulfillment in their lives 

  • Hope to see their lives as meaningful 

  • If they fail to see meaning, they will experience a sense of despair 

generativity vs. stagnation

• Erikson 

• 40-65 years of age 

• Find meaning in work

  • Feel they should be able to contribute something meaningful to society and leave a legacy 

  • If they fail to achieve this, they will feel as though they have been an unproductive member of society 

intimacy vs, isolation

• Erikson

• 18-40 years of age 

• Seeking intimacy in partners, friends, and family relationships 

  • In this stage, people are particularly vulnerable to loneliness 

  • The reaction to failed relationships can be to isolate oneself for protection

identity vs. role-confusion

• Erikson

• 12-18 years of age 

• Developing sexual identity and self discovery 

  • Identity crisis might occur during this transition into adulthood 

  • Young people might be confused about the age-appropriateness of some activities 

  • Young people can also experience crisis because of expectations from peers and parental figures 

industry vs. inferiority

• Erikson

• 5-12 years of age

• Children continue to mature and develop more self-awareness 

  • they are able to understand scientific facts, logic, and more complex processes

  • they also become more competitive and compare themselves with peers

  • if a child is unable to do things they see their peers doing, they will feel inferior 

  • elementary ages students begin to compare themselves to others, a tendency that will continue for many years to come

initiative vs. guilt

• erikson 

• 3-5 years of age 

• children learn to explore and do things independently 

  • new concepts are learned in school and practiced in real life 

  • if a child cannot complete learned tasks independently, they may feel a sense of guilt 

autonomy vs. shame/doubt

• Erikson

• 1 ½ - 3 years of age 

• young children learn how to take care of themselves in basic ways 

  • toddlers develop self-concept 

  • failure to successfully learn to dress and feed themselves will lead children to doubt their abilities and struggle moving forward

trust vs. mistrust

• erikson

• 0-1 ½ years of age 

• infant need stability and consistent care 

  • if care in consistent and predictable, the infant will carry this trust into future relationships (secure attachment made) 

  • if care is inconsistent or neglectful, the infant will ignore the caregiver and develop an anxious and or avoidant personality (insecure attachment made) 

ERIKSONS 8 STAGES

1. Trust v. Mistrust

2. Autonomy v. Shame/Doubt

3. Initiative v. Guilt 

4. Industry v. Inferiority 

5. Identity v. Role confusion 

6. Intimacy v. Isolation 

7. Generativity v. Stagnation 

8. Ego Integrity v. Despair 

titties. are. incredibly. infectious. if. i. get. erect.

Erik ERIKSON (again)

• german american psychiatrist famous for his theories on how humans develop

  • personality and identity form phases of psychosocial development each of which is accompanied by what he called psychosocial crisis 

• to move onto the next level of development, the individual must overcome this crisis by establishing healthy relationships with others 

• 8 stages of psychosocial development 

general outline for process of phase identification, assessment, admission, and dismissal for RTL 

automatic interventions

self-monitoring, structured reminders, reinforcing the absence of behavior (differential reinforcement)