IM & TB for Resource Guide for Elementary School Teaching Planning for Competence 7th Edition by Moo

INSTRUCTORS MANUAL

INSTRUCTORS MANUAL

Instructor’s Manual and Test Bank for

Roberts, Kellough, and Moore

A Resource Guide for Elementary School Teaching Planning for Competence 7th Edition Kay Moore

PART I ELEMENTARY SCHOOL TEACHING AND LEARNING The four chapters of Part I provide the reader with an orientation to elementary school teaching, especially about: • Essential characteristics of exemplary elementary school education • Current trends, problems, and issues in American public elementary school education • Partnerships among the home, school, and community which support the education of children • Characteristics of elementary school children, how the children learn, think, and develop intellectually • The expectations, responsibilities, and facilitating behaviors of a competent elementary school classroom teacher • Preparing for and beginning the school year • Responsive practices for helping all children succeed in school • Styles of learning and teaching • Developing an effective classroom management system • The decision-making and thought-processing phases of instruction • Establishing and maintaining a safe and supportive classroom learning environment

CHAPTER ONE OUTLINE WITH NOTES What Do I Need to Know about Today’s Elementary Schools?

Note 1-1: Provide students with an orientation to the format of the textbook. Mention especially the objectives and visual chapter organizer listed at the beginning of each chapter. These can be used as purposes for the reading and study of each chapter. Also, call attention to the end-of-chapter materials and suggested readings. Students should also be made aware of the exercises, photographs, vignettes, and other study aids within each chapter. The Looking at Teachers section at the start and end of each chapter in the resource guide are useful to facilitate discussion about the content of each chapter.

Although not included in the text, a useful exercise to assign to students at completion of each chapter would be the following: Select one of the topics listed on the Visual Chapter Organizer from the chapter. Research it beyond what is discussed in the text and write a one page essay explaining why this is important information to know as a beginning elementary school teacher. Share your essay with members of your class for their thoughts.

Note 1-2: Students should become familiar with the various types of specialized schools. On page 4 of this chapter is a presentation about the various types that exist today, such as the magnet school, Core Knowledge school (see http://www.newspiritschool.com), open education school, year-round school, school that focuses on individualized learning, charter school, full-service school, Basic School (see http://www.soe.vt.edu/basicschool/about.html), and so forth. The T. J. Pappas Schools (Phoenix and Tempe, AZ) are two K-5 and one middle schools that are comprised entirely of homeless children. For further information about full-service schools, see: L. R. Bronstein & T. B. Kelly, “A Multidimensional Approach to Evaluating School-Linked Services: A School of Social Work and County Public School Partnership,” Social Work in Education 20(3):152-164 (July 1998).

C. Calfee, F. Wittwer, & M. Meredith. Building a Full-Service School: A Step-by-Step Guide.

San Francisco, CA: Jossey-Bass, 1998.

J.G. Dryfoos. (2003).“A Community School in Action.” Reclaiming Children and Youth 11(4), 20305.

J. G. Dryfoos & S. Maguire. (2002). INSIDE Full-Service Community Schools. Thousand Oaks, CA: Corwin Press.

R.F. Kronick. (2002). Full Service Schools: A Place for Our Children and Families to Learn and Be Healthy. Springfield, IL: Charles C. Thomas Publisher.

C. L. Warger. (2002). Full Service Schools' Potential for Special Education. ERIC/OSEP Specia l Project, Council for Exceptional Ch ildren. Arlington, VA: Council for Exceptional Ch ildren.

VISUAL CHAPTER ORGANIZER AND OVERVIEW

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LOOKING AT TEACHERS I: Integrated Technology, Computer Sources CHAPTER OBJECTIVES Upon completion of this chapter, your students should be able to: 1. Describe essential characteristics of exemplary elementary school education.

2. Describe current trends, problems, and issues in American public elementary school education.

3. Describe the significance of home, school, and community connections to a child’s education, and of efforts being made by elementary school educators to enhance the connections among the home, school, and local and global communities.

4. Reflect on their own elementary school experiences.

5. Identify reasons why they have selected to pursue teaching as a career and personal/professional characteristics of an effective teacher.

THE ELEMENTARY SCHOOL: GETTING TO KNOW IT Primary and Elemiddle Schools Note 1-3: From critics believing th at there is not enough academic rigor and questioning whether separating students ages 12-14 from younger children is more academica lly appropriate, the middle school concept has been under scrutiny. See the themed issue of Middle School Journal (November 2003). One article from th is issue is J.H. Lounsbury and G.F. Vars. “The Future of Middle Level Education: Optimistic and Pessimistic V iews.” In September, 2005, Middle School Journal did a themed issue, K-8 Settings or Separate Schools: Is There a Best Way to Educate Young Adolescents? An informative article was H. Mizell’s, “Grade Configurations for Educating Young Adolescents Are Still Crazy After All These Years.” Other resources are A. W. Jackson & G.A. Davis. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. Will iston, VT: Teachers College Press. Other useful articles th at set the stage for the discussion are J. A. Beane, “Middle Schools Under Siege: Points of Attack,” Middle School Journal 30(4-9):3-6 (March 1999) and J. A. Beane, “Middle Schools Under Siege: Responding to the Attack,” Middle School Journal 30(5):36 (May 1999).

Magnet Schools and Charter Schools Orientation Meetings for Teachers Note 1-4: An informative exercise, not included in this text, would be to have students collect and compare mission statements from schools in their geographic area. How are statements of various types of elementary schools (e.g., charter, primary, elemiddle, magnet, private, full-service community) similar and how do they differ? Some students might be interested in searching for similar statements from schools of decades past and then comparing the mission statements of today’s elementary schools with those of past years.

School Schedules Note 1-5: Sample teacher schedules are shown in Figure 1.2 (page. 7). Not included in this text, but an informative exercise nonetheless would be to have students collect and compare school calendars and schedules from schools in their geographic area.

Note 1-6: Although researchers have yet to show a direct correlation between learning and length of the school year, as a matter of interest and a possible point for class discussion, your students may be interested in the following 2010 data showing comparisons of the number of days of the school year for various countries, especially since there has been some movement in this country to extend the school year beyond the usual 180 days.

Japan = 243 Israel = 216 Netherlands = 200 France = 185 USA = 180 South Korea = 220 Thailand = 200 England = 192 New Zealand = 190 Subjects of the Curriculum Team Teaching Looping

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Note 1-7: See J. Grant et al., “In the Loop,” School Administrator 57(1):30-33 (January 2000) for an early perspective and K. Hume. (2007). “Academic Looping: Problem or Solution,” Education Canada 47(2) (available online at: http://www.cea-ace.ca/media/en/At_Issue_Spring07.pdf) for a current overview of this organizational technique.

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THE FUNDAMENTAL CHARACTERISTIC OF EXEMPLARY ELEMENTARY SCHOOL EDUCATION Teachers and Commitment Teachers and Reflective Decision Making Good Teaching is as Much an Art as it is a Science The Effective Principal Commitment to Helping All Children Succeed in School Application Exercise 1.1 Reflecting On My Own Elementary School Experiences Application Exercise 1.2 Dialogue with a Teacher Candidate Responsive Practices for Helping All Children Succeed in School WAYS TO CONNECT WITH HOME, COMMUNITY, AND SCHOOL Home and School Connections Service Learning and Place-Based Education Telecommunications Networks Professional Resources File THE EMERGENT OVERALL PICTURE Key Trends and Practices Today No Child Left Behind Act Curriculum Standards and High-Stakes Testing Problems and Issues That Trouble the Nation's Schools Note 1-8: An additional national problem is with school leadership, especially with the diminishing availability of and retention of school principals and district superintendents. Current research has shown that it takes about five years for a superintendent in a new school district to be fully successful.

The average stay for a superintendent in an urban district is around 3 ½ years. Many factors contribute to this movement (See “Factors Impacting Superintendent Turnover: Lessons from the Field” as found in the NCPEA Education Leadership Review, Volume 7, Number 2 August 2006 issue and authored by J. Byrd, C. Drews, and J.Johnson.. In 2002, the National School Boards Association found that for 50 of the largest cities in America, the most recent superintendent stayed on the job for an average of 4.6 years. Compare this with data found in the report titled the Status of the American Public School Teacher (National Education Association, 2001) which states that the average time that a teacher has taught in the same district is 12.6 years. Discuss how this can affect student learning.

LOOKING AT TEACHERS II: Integrated Technology, Lesson-Related Sites Note 1-9: Tips for how to employ technology in the classroom will be presented in each chapter through vignettes at the beginning and end of the chapters. Resources presented may include Internet sites that we have surfed and can recommend as well as suggestions about how to integrate technology into the curriculum through software and hardware.

SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING

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Note 1-10: Additional readings of interest to the content of Chapter 1 include L.B. Bierlein and R. Gau. “Charter School Authorizing: Policy Implications from a National Study.” Phi Delta Kappan 86 (5), 352-357 (January 2005).

Business Week magazine, “For-Profit Schools,” the Cover Story of February 7, 2000.

Y. Ca i, J. Reeve, & D. T. Robinson. “Home schooling and teach ing style: Comparing the motiva ting styles of home school and public school teachers.” Journal of Educational Psychology, 94(2), 372-380 (Jun 2002).

J. S. Chall, The Academic Achievement Challenge: What Really Works in the Classroom? (New York: Guilford Press, 2000).

R. Cuevas, “I Can Help,” Phi Delta Kappan 82(4), 316 (December 2000).

D. A. Domenech, “Success by Eight: A Program for 21st Century Schools,” Principal 78(4): 26-28, 30 (March 1999).

P. S. George, “The Evolution of Middle Schools,” Educational Leadership 58(4),40-44 (December 2000/January 2001).

B. G. Greene (Ed.), “Reading Instruction in the Nongraded Classroom,” Reading Psychology 18(1), 69-76 (January/March 1997).

F.M. Hess. “What is a ‘Public School’? Principles for a New Century,” Phi Delta Kappan 85 (6), 433-439 (February 2004).

G. R. Hopkins, “How Important Are Intergenerational Programs in Today’s Schools,” Phi Delta Kappan 82(4), 317-319 (December 2000).

A. Kohn, “Fighting the Tests: A Practical Guide to Rescuing Our Schools,” Phi Delta Kappan 82(5), 349-357 (January 2001).

G. I. Maeroff. “Classroom of One: The Promise of Online Learning.” American School Board Journal, 190 (2), 26-28 (Feb 2003).G. Miron & C. Nelson. (2002). What's Public About Charter Schools? Lessons Learned About Choice and Accountability. Thousand Oaks, CA: Corwin Press.

R. Slavin, “Putting the SCHOOL Back in School Reform,” Educational Leadership 58(4), 22-27 (December 2000/January 2001).

W.A. Sugar and L.L. Warren, “Promoting a Teacher/Leader-Designer Perspective for Public School Teachers,” Action in Teacher Education XXV (3), 30-37 (Fall 2003).

M.L. Yell and E. Dragow. No Child Left Behind: A Guide for Professionals. (Upper Saddle River: Pearson Education Inc., 2005).

WITH NOTES

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CHAPTER ONE EXAMINATION QUESTIONS I. Multiple choice 1. For the majority of public elementary schools in the United States, the average number of days in a school year is (a) 120 (b) 180 (c) 210 (d) 245 (e) 365 2. A school that specializes in emphasizing a particular philosophical or academic area, such as science and science or the performing arts, is called (a) a charter school (b) a magnet school (c) an exemplary school (d) a full-service school (e) a fundamental school 3. A public school that operates as an autonomous educational entity under a contract that is negotiated between its organizers and a sponsor who oversees the provisions of the contract is called (a) a charter school (b) a magnet school (c) an ungraded school (d) an elemiddle school (e) an International Baccalaureate school 4. Which one of the following does not have the same meaning as the others? (a) looping (b) teaching team (c) multiyear grouping (d) multiyear instruction (e) teacher-student progression 5. Subjects that comprise that which is known as the core curriculum are (a) English/reading/language arts, science, history/social sciences/geography, and mathematics (b) art, health, music, and physical education (c) reading, writing, spelling, and viewing (d) literacy studies 6. Student involvement in curriculum-connected programs that extend from the school into the school community is known as (a) looping (b) service learning (c) literacy studies (d) extended-day program (e) teacher-student progression 7. High-stakes testing refers to assessment where (a) teachers create end-of-year tests which students must pass in order to move to next grade level (b) states allow districts to choose their own assessing means to determine individual student growth (c) districts design authentic assignments to measure student comprehension of district standards (d) standardized tests developed by testing companies based on state and national standards

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8. A school that serves not only the education of children but also as a center for various health, social, and culture services is called (a) a for-profit school (b) a full-service school (c) a performing arts school (d) a Core Knowledge school (e) an International Baccalaureate school 9. What is known in this nation as an elementary school is one that typically houses children of ages (a) 5-8 (b) 6-8 (c) 5-11 (d) 9-12 (e) 7-10 10. Organization of a school to incorporate curricula and instructional practices that are specifically designed to meet the needs of the young adolescent is referred to as the (a) middle school concept (b) school-within-a-school concept (c) concept of community service learning (d) concept of the International Baccalaureate School 11. Today’s most common grade configuration for middle schools in the United States is grades (a) 7-9 (b) 5-8 (c) 6-9 (d) 6-8 (e) 5-9 12. The written statement of a school’s beliefs and goals is referred to as (a) its Volkschule (b) This We Believe (c) its vision statement (d) its mission statement (e) its success-for-all plan 13. Today in the U.S., the most common arrangement of teacher and students for elementary school organization is (a) the self-contained classroom (b) the looping arrangement (c) the house arrangement (d) the ungraded school (e) grades K-4 14. Exemplary elementary school teaching today is best defined as (a) demonstrating to students what you know about a particular subject (b) telling students everything you know about a particular subject (c) assessing students for their comprehension (d) facilitating the learning of all students (e) skill development 15. Which one of the following terms is NOT synonymous with the others? (a) mixed-age grouping (b) continuous promotion (c) heterogeneous grouping (d) continuous progress grouping (e) none of the above; they all are used to refer to nongraded school arrangements

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16. A school with a mandatory program each day that is preceded in early morning by and/or followed in the late afternoon by a voluntary program is referred to as (a) continuous progress grouping (b) an extended-year school (c) an extended-day school (d) year-round education (e) none of these is correct 17. Which of the following is LEAST likely to be a characteristic of a strong middle school? (a) block scheduling (b) full-period lecturing (c) inclusion of grades 6-8 (d) intramural athletic program stressing participation of all students (e) core curriculum consisting of language arts/English, social studies/history, science, and mathematics 18. An exemplary school principal (a) spends most of his/her time seeking additional funding for the school (b) travels to many conferences and other schools seeking effective ideas for the school (c) has a vision of what an exemplary school should be (d) decides on what curriculum the children at the school should learn 19. When compared to school practice of the last half of the 20th century, which of the following is experiencing a decreased emphasis today? (a) ability grouping and curriculum tracking (b) using the World Wide Web as a communication tool and learning resource (c) integrating the curriculum and introducing reading, writing, and thinking across the curriculum (d) holding high expectations for all students while providing curriculum options with multiple pathways for academic success 20. Which of the following is a major problem for the nation’s schools? (a) many are too large, housing too many students (b) controversy over the concept of a national curriculum with national assessments (c) a demand for test scores and statistics that can be used to compare and judge schools (d) the education of students who may be too overwhelmed by personal problems to focus on learning and to succeed in school (e) all of these are problems that plague the nation’s school II. True-false with optional explanation 1. The most common grade span of middle schools is grades seven and eight.

2. A school where children attend for 210 days each year is referred to as an extended-year school.

3. There are some schools in the United States where children attend just 4 rather than 5 days a week.

4. A charter school is a school that specializes in a particular area of the curriculum, such as science and technology or the visual and performing arts.

5. It is possible for a school to be both a magnet school and a charter school.

6. Science is one subject of the core curriculum.

7. Looping is when one or more teachers remain with the same cohort of children for longer than one year.

8. What is legitimately referred to as an exemplary middle school is different from the traditional junior high school.

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9. Foreign language is not a subject in many elementary schools in the United States.

10. Looping and ungraded schools both are recent organizational developments in U.S. schools.

11. For public schools in the United States, since the educational reform years of 1983-84, there has been a significant lengthening of the school year from the previous norm of 180 days.

12. Today’s concept of schooling is to assume that given the proper environment, opportunity, and encouragement there is no student in a public school who cannot learn.

13. All elementary schools in the United States use designated grade levels to track students.

14. The No Child Left Behind Act dealt with improved student performance, but did not affect teacher preparation.

15. Teaching teams always work with the same group of students in a self-contained classroom.

16. A majority of states in the U.S. have children begin kindergarten before reaching the age of 7.

17. Literacy studies is separate from what is known as the core curriculum.

18. It is possible in the United States for a child to complete his or her public school education without ever having had at an ethnic minority teacher.

19. During the years of public education, there will be a certain number of educational “casualties.” or dropouts, and this is an acceptable and viable assumption.

20. Students in the 21st century will have more opportunity for place-based learning than students did previously.

III. Essay 1. Describe the ways in which an exemplary middle school differs from the traditional junior high school.

2. Describe what our authors believe to be the single most important characteristic of the exemplary elementary school. Explain why you agree or disagree with their conclusion.

3. Identify characteristics that define a student as being at risk.

4. Describe no less than five ways that elementary schools reach out to establish connections among parents/guardians, the community, and the school.

5. Express your opinion on the following statement: It is not important that a child might complete his or her public education without ever having had an ethnic minority teacher.

6. Describe what is meant when the authors say that “good teaching is as much an art as it is a science.”

Explain why you agree or disagree with their statement.

7. Does the school principal play an important role in the success of a school? Explain your answer.

8. Expla in why you agree or disagree th a t culturally responsive teach ing should promote learning and decrease public school dropouts.

9. Do you believe that sixth graders should be housed in a grades 6-8 middle school or in a K-6 elementary school, or some other arrangement? Explain your response.

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10. Explain why you agree or disagree that being a public teacher is more of a challenge today than ever before in U.S. history.

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Chapter 1 Key I Multiple choice 1. b 2. b 3. a 4. b 5. a

6. b 7. d 8. b 9. c 10. a

11. d 12. d 13. a 14. d 15. e

16. c 17. b 18. c 19. a 20. e

II. True-false 1. False 2. True 3. True 4. False 5. True

6. True 7. True 8. True 9. True 10. False

11. False 12. True 13. False 14. False 15. False

16. True 17. False 18. True 19. False 20. False

III. Essay 1. Answer should include: middle school can include grades 5-8, whereas a junior high school does not include grades 5 and 6; students of a middle school are grouped for a block of time (approx. 120 min.) where the teachers get to know individual students and can provide guidance and coaching. Junior high students move from one class to another, typically with no more than one class period with any teacher.

2. Commitment and dedication of the involved adults (see p. 8). Answers will vary, but should demonstrate knowledge, critical thinking, and skillful written expression.

3. See text page 9.

4. See text pages 15-16.

5. Answers may vary, but should express the importance of role models for young people.

6. See text p. 8; when dealing with humans there is no “one size fits all.” For the second part of the question, answers will vary, but should demonstrate knowledge, critical thinking, and skillful written expression.

7. See p. 9.

8. See p. 15. The most effective educational program is one that covets the belief that all students can learn and that designs program options intended to provide opportunity for the educational success of each student. Culturally responsive teaching uses strategies that teach to the strengths, experiences, and performance styles of diverse students, Although respondents may agree or disagree with the statement, they should back their choice with demonstrated knowledge, critical thinking, and skillful written expression.

9. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

10. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

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CHAPTER TWO OUTLINE WITH NOTES The Nature of the Challenge: What Do I Need to Know about Elementary Learners?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Internet CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Explain one or more examples of children’s diversity, their learning styles, learning modalities, and learning capacities (multiple intelligences).

2. Explain importance of multicultural education and providing for student differences.

3. Give one or more examples of developmental characteristics of children in different age groups, some implications for instruction, and how positive character development could impact the classroom.

4. Give examples of working with special-needs students i.e., English language learners, gifted students, children who take more time but are willing to try, recalcitrant learners, and abused children (and identify one or more key characteristics of productive teaching for them).

5. Generate thoughts about the grade or age level at which the student might prefer to teach.

DIMENSIONS OF THE CHALLENGE The Classroom in a Nation of Diversity SUPPORTING THE CHALLENGE: LEARNING MODALITIES, LEARNING STYLES, LEARNING CAPACITIES, AND IMPLICATIONS FOR TEACHING Learning Modalities Learning Styles Classifications of Learning Styles The Three-Phase Learning Cycle Learning Capacities: The Theory of Multiple Intelligences Note 2-1: Sources of learning style assessment instruments include: A.A. Canfield and J.S. Canfield. Learning Styles Inventory. Humanics Media, (Liberty Drawer) 7970, Ann Arbor, MI 48107.

A.Y. Kalb & D.A. Kolb., Learning Style Inventory Version 3.1 Manual (Boston, MA: Hay Resource Direct, 2005).

P. Malcom et al., Learning Style Identification Scale, Publishers Test Service (CTB/McGraw-Hill), 2500 Garden Road, Monterey, CA 93940.

I.B. Myers and K.C. Briggs, Myers-Briggs Type Indicator, Consulting Psychologists Press, Inc., 577 College Avenue, Palo Alto, CA 94306.

H.F. Silver, R.W. Strong, and M.J. Perini, So Each May Learn: Integrating Learning Styles and Multiple Intelligences (Alexandria, VA: Association for Supervision and Curriculum Development, 2000).

B.A. Soloman & R.M. Felder. Index of Learning Styles Questionnaire. Available at: http://www.engr.ncsu.edu/learningstyles/ilsweb.html M.B. Sprengler. (2008). Differentiation Through Learning Styles and Memory. Thousand Oaks, CA: Corwin.

MEETING THE CHALLENGE: RECOGNIZING AND PROVIDING FOR STUDENT DIFFERENCES Instructional Practices That Provide for Student Differences: General Guidelines Developmental Characteristics of Children of Particular Age Groups Application Exercise 2.1 Obtaining Personal Insight Regarding the Age or Grade Level That I Might Prefer to Teach Application Exercise 2.2 Conversation with a Classroom Teacher Recognizing and Working With English Language Learners ` Note 2-2: Consider the following for class discussion: The number of English Language Learners (ELLs) h as grown in the United Sta tes by approximately 60% in the period from 1996 to 2006. (See G. Thompson’s article, “Where Education and Assimilation Collide,” in The New York Times [March 14, 2009]). During the 2004-2005 school year, approximately 5.1 million or 10.5 percent of the U.S. student population were English- language learners. Wh i le English learners reside throughout the United States, they are heavily concentrated in the six states of Arizona, California, Texas, New York,

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Florida, and Illinois. Other states have experienced a h igh growth of ELLs as well including Alabama, Indiana, Kentucky, Nebraska, North Carolina, South Carolina and Tennessee. Many schools are ill-prepared to handle this influx of immigrants.

Recognizing and Working with Other Students with Specia l Needs Note 2-3: As schools shoulder more of the tasks that historically have been the responsibility of parents, interest in character education grows, in some respects similar to the interest in values education in the 1960s. Because today’s schools are trying to teach young people the difference between right and wrong, promoting civility over brutality, and showing children how to cope with difficult situations confronting them, your students need to know about the pros and cons of an explicit values curriculum (including the fears of creating conflict with religious or ethnic groups). See the Character Education Partnership (www.character.org) and The Character Ed Network (h ttp://charactered.net/).

LOOKING AT TEACHERS II: Integrated Technology, Multitasking SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 2-4: Additional readings of interest to the content of Chapter 2 include J. A. Banks & C.A. McGee Banks. (2010). Multicultural Education: Issues and Perspectives (7th ed.).

Hoboken, NJ: John Wiley & Sons.

C. C. de Cohen, J. Murray & B. Chu Clewell. (2007). Promise or Peril? NCLB and the Education of ELL Students. Urban Institute.

D. J. Francis, M. Rivera, N. Lesaux, M. Kieffer, & H. Rivera. (2006). Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions.

Portsmouth, NH: Center on Instruction.

S. B. Neuman. “Use the Science of Wh at Works to Change the Odds for Children at Risk.” Phi Delta Kappan, 90(8), 582-587 (April 2009).

K. Rigby. (2007). Bullying in schools: and what to do about it. Victoria: ACER Press.

M. Sapon-Shevin, “Schools Fit for All,” Educational Leadership 58(4):34-39 (December 2000/January 2001).

M. Schulz. “Understanding the Literacy Lives of English Language Learners. The California Reader, 43(2), 12-18 (Winter 2010).

R.A. Villa , & J. S. Thousand (Eds.). Creating an Inclusive School (2 nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

WITH NOTES

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CHAPTER TWO EXAMINATION QUESTIONS I. Multiple choice 1. An LRE, or “least restrictive environment,” refers to (a) a classrooms without walls (b) special education classrooms for disabled students (c) including disabled children in a regular education classroom (d) providing a learning environment that is best suited for the individual needs of all children 2. Public Law 94-142 (a) provides federal funds for lengthening the school day (b) protects children against sexual discrimination and abuse (c) mandates the empowerment of teachers for school decision making (d) provides for the placement of special-needs children in the regular classroom for a designated period of time 3. Your way of knowing and processing information is called your (a) learning style (b) learning capacity (c) learning modality (d) personality inventory (e) none of the above 4. The term inclusion has largely replaced the earlier term of (a) looping (b) tracking (c) multitasking (d) metacognition (e) mainstreaming 5. Learning by touch is using the ___ modality (a) visual (b) tactile (c) auditory (d) kinesthetic (e) metacognitive 6. The instruction of special education students must be based on a written (a) ELL (b) IEP (c) LRE (d) LEP (e) 4MAT 7. Students identified as _____ are not covered by PL 94-142. (a) mentally retarded (b) gifted and talented (c) visually handicapped (d) orthopedically impaired 8. Which of the following is less likely to be an at-risk student? (a) dynamic learner (b) commonsense learner (c) analytic learner (d) imaginative learner

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9. Your classroom policy is for students to work cooperatively on lessons. What would create cognitive dissonance for your students? (a) Only giving one copy of the assignment sheet to each group (b) Keeping their desks in rows (c) Having the students work with peer partners (d) Discussing group behaviors after the lesson 10. Which of the following statements is true? (a) A child’s modality preference may change over time. (b) Cognitive dissonance helps young children learn faster. (c) Most children learn best if a lesson is started with an abstract concept. (d) A teacher should design lessons which employ his/her own modality strength for effective instruction.

11. The teaching strategy where different students are working at different tasks to accomplish the same objective or are working at different tasks to accomplish different objectives is (a) illegal (b) looping (c) inclusive instruction (d) multilevel instruction (e) teacher-centered instruction 12. Historically, teaching and learning in the U.S. favored (a) verbal learning (b) deductive learning (c) logical and rational thinking (d) all of the above 13. The commitment to educate each special needs learner in the school, and when appropriate in the class that student would have attended had the student not had a disability, is termed _____. (a) looping (b) inclusion (c) multitasking (d) sheltered English instruction 14. Which one of the following is NOT a sensory channel by which learners receive information? (a) eyes (b) ears (c) skin (d) cerebral hemispheres 15. Which of the following four types of learners is most likely to do well in a traditional teacher-centered classroom? (a) analytic learner (b) dynamic learner (c) imaginative learner (d) common sense learner 16. With regard to the three-phase learning cycle, which of the following is LEAST like the others? (a) direct learning (b) exploratory phase (c) hands-on learning (d) expository teaching 17. A constructivist view of teaching and learning (a) emphasizes the importance of covering the content (b) emphasizes the importance of preassessing the learner’s knowledge (c) is irrelevant for teaching the diversity of children in today’s schools (d) relies less on using manipulatives and more on the facts of the subject matter

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18. Which of the following ways of knowing is LEAST consistent with traditional teaching? (a) intrapersonal (b) verbal/linguistic (c) bodily/kinesthetic (d) logical/mathematical 19. If you want to assist your English Learners, the following would be good instructional strategies EXCEPT (a) use small groups (b) build upon students’ prior knowledge or experiences (c) use mainly auditory instruction (d) use simplified vocabulary 20. The Triarchic Theory of metaphors of the mind and intelligence is attributed to the work of (a) Jean Piaget (b) R. J. Sternberg (c) Howard Gardner (d) Bernice McCarthy II. True-false with optional explanation 1. Academic learning is the only important consequence of formal schooling.

2. Learning modality is a person’s way of knowing and processing information.

3. The concept of multiple intelligences emerged from the work of Howard Gardner.

4. The placement of mild or moderately disabled children in the regular classroom for all or part of the school day is the concept popularly known as overlapping.

5. Public Law 94-142 provides federal funding for special education for students identified as academically gifted and talented.

6. A classroom teacher need only be concerned about a child's academic development, and not the child's psychosocial development.

7. A teacher who simultaneously has different groups of students doing and perhaps learning different things is using a strategy referred to as multitasking.

8. An analytic learner is more likely to be at risk of not completing a traditional school program than is an imaginative learner.

9. Students should NOT be laden with heavier assignments just because they are identified as academically gifted.

10. In most states, multicultural education is now illegal.

11. Curriculum compacting is the vertical acceleration of an academically gifted student through the curriculum program.

12. The type of classroom lighting (for example, artificial versus natural) has no bearing on the learning of students.

13. To be most effective, the teacher must believe that all children can learn.

14. Looping is the commitment to educate each special needs child in the school, and when appropriate, in the class that student would have attended had he or she not had a disability.

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15. Multiage grouping is one way that some schools have altered their program from the traditional mode of operation.

16. A teacher who suspects child abuse should avoid reporting the suspicion until he or she has proof of abuse.

17. Modality preference and modality adeptness refer to the same thing.

18. There is evidence of a strong and direct relationship between a student’s ethnicity and the student’s modality strength.

19. It is not important that children feel welcome to your classroom, only that they learn while there.

20. The best way for a teacher to teach is the way that teacher learns best.

III. Essay 1. Explain reasons why totally direct instruction is no longer a viable option for the classroom teacher.

2. Explain why knowledge of teaching styles and student learning styles is important for a teacher.

3. For a specific grade level (identify it), describe some specific examples of how you would use multilevel instruction.

4. Explain the meaning of the term least restrictive environment as it relates to working with students who have special needs.

5. Explain the difference between partial inclusion and full inclusion.

6. Describe the characteristics of a special needs child and what you as teacher would do to effectively work with them.

7. Explain why you agree or disagree with this statement: An assumption of a certain number of educational casualties (or school dropouts) is not viable.

8. Explain why you agree or disagree with this statement: Intelligence is not a fixed or static reality.

9. Explain why you agree or disagree with this statement: When children do not learn the way we teach them, then we must teach them the way they learn.

10. Explain why you think you might want to teach children of a particular age or of any age. Explain which age and why.

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Chapter 2 Key I Multiple choice 1. d 2. d 3. a 4. e 5. b

6. b 7. b 8. c 9. b 10. a

11. d 12. d 13. b 14. d 15. a

16. d 17. b 18. c 19. c 20. b

II. True-false 1. False 2. False 3. True 4. False 5. False

6. False 7. True 8. False 9. True 10. False

11. True 12. False 13. True 14. False 15. True

16. False 17. False 18. False 19. False 20. False

III. Essay 1. Answer should include: advantages: standardization of learning; better assurance of students learning minimum competencies disadvantages: teachers will teach to the test which is dishonest; students will learn only minimum competencies; tests may not be valid; tests may discriminate against certain students; tests may not be in keeping with the best of what is known about how children learn 2. It is important that the teacher recognize that students may learn differently from the teacher—that the way an individual teacher learns best may be quite different from the way that many of the students learn. If the teacher is not cognizant of this, then that teacher may only teach in the way he or she has learned, thus ineffectively attending to the learning styles and learning of many of the students.

3. Student answers should demonstrate knowledge of multilevel teaching as described in the text chapter, and should illustrate practical applications of multilevel instruction.

4. The LRE is one that offers the fewest restrictions and the greatest opportunities in the context of a particular disability or limiting condition.

5. Full inclusion = the child is included in general education classes all day; partial inclusion = the student is pulled out of general education for part of the day and placed in special education classes.

6. See pages 41-42.

7. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

8. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

9. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

10. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

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CHAPTER THREE OUTLINE WITH NOTES What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Podcasts CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to demonstrate 1. Their developing understanding of the concepts of professionalism/commitment and the basic areas of professional responsibilities of a beginning teacher.

2. Their understanding of selected instructional competencies such as teacher use of praise, multilevel instruction, and hands-on and minds-on learning.

3. Their understanding of the contrast between teacher facilitating behaviors and instructional strategies.

4. Their ability to describe the decision-making and thought-processing phases of instruction and one or more of the types of decisions that could be made during each phase.

5. Their ability to develop a profile and a statement about their own emerging teaching style.

THE TEACHER’S PROFESSIONALISM AND COMMITMENT Noninstructional Responsibilities Student Physical Safety: Rules and Guidelines Note 3-1: One area we are frequently told is lacking in content coverage of some preservice programs is that concerning classroom safety. Although only briefly addressed in our text, you might want to spend some time with your students going over Figure 3.2 (page 50). It is important that new teachers know what they can and can not do in regards to children’s health and safety.

Instructional Responsibilities IDENTIFYING AND BUILDING YOUR INSTRUCTIONAL COMPETENCIES CHARACTERISTICS OF THE COMPETENT CLASSROOM TEACHER: AN ANNOTATED TEACHER PROGRESS REPORT CARD TEACHER BEHAVIORS THAT FACILITATE STUDENT LEARNING Application Exercise 3.1 Reviewing the Professional Responsibilities of a First-Year Teacher Note 3-2: Often underestimated by many beginning teachers is the amount of time teachers must spend in activities that are not directly related to instruction. To that end, you may want to devote some time to a class discussion of Figure 3.1 (page 49), “Noninstructional responsibilities of the classroom teacher” and to Application Exercise 3.1 that follows on pages 53-57. Also, you may want to point out to the students that Application Exercise 3.1 is an example of a jigsaw activity, a type of cooperative learning activity.

Note 3-3: Figure 3.4 (pages 58-60) presents the characteristics of a competent classroom teacher in the form of a report card. This should be useful as a learning device and could be used later as a progress report.

THE TEACHER AS A REFLECTIVE DECISION MAKER Technology Tips for the Classroom Decision-Making Phases of Instruction Reflection, Locus of Control, and Teacher Responsibility TEACHING STYLE Application Exercise 3.2 The Teacher as a Reflective Decision-Maker Multilevel Instruction

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THE THEORETICAL ORIGINS OF TEACHING STYLES AND THEIR RELATIONS TO CONSTRUCTIVISM Application Exercise 3.3 Using a Questionnaire to Develop a Profile and a Statement about My Own Emerging Teaching Style Note 3-4: Application Exercise 3.3 can be used to start students on the process of understanding and writing their individual statements of philosophy of education which will be useful later during their job interviews (see Chapter 11).

LOOKING AT TEACHERS II: Integrated Technology, Electronic Handheld Devices SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 3-5: Additional readings of interest to the content of Chapter 3 include P. Belluck, “New Advice for Parents: Saying ‘That’s Great!’ May Not Be,” The New York Times October 18, 2000.

M. Johnson, & J. Ha llgarten (eds.). From Victims of Change to Agents of Change: The Future of theTeaching Profession. London: The Institute for Public Policy Research.

J.W. Maag. “Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Education.” Exceptional Children, 67 (2), 173-86 (Win 2001).

R.J. Marzano. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher.

Alexandria, VA: Association for Supervision and Curriculum Development.

J.K. Rice. (2003). Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Wash ington, DC: Economic Policy Institute.

K.R. Wentzel. “Are Effective Teachers Like Good Parents? Teaching Sty les and Student Adjustment in Early Adolescence.” Child Development, 73(1), 287-301 (January/February, 2002).

S.B. Wepner, & L. Tao. “From Master Teacher to Master Novice: Sh ifting Responsibilities in Technology-infused Classrooms.” The Reading Teacher, 55 (7), 642-651 (Apr., 2002).

G. Wh itty. “Teacher Professionalism in New Times.” Journal of In-service Education, 26 (2), 281-295 (June, 2000).

WITH NOTES

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CHAPTER THREE EXAMINATION QUESTIONS I. Multiple choice 1. While thinking about and assessing a lesson just taught, the teacher is in the ___ phase of decision making and instruction. (a) preactive (b) reflective (c) projective (d) interactive (e) metacognitive 2. As a teacher, you need a large repertoire of teaching strategies from which you can draw in order to (a) impress the principal (b) cover the subject matter (c) apply traditional techniques of teaching (d) apply facilitating techniques of teaching (e) adapt the most appropriate teaching methods to specific teaching/learning situations 3. Locus of control is (a) an algebraic law (b) a natural method of pest control (c) an important accountability concept (d) the concept of student self-discipline (e) the teacher’s assumption of en loco parentis 4. The decision-making phase of instruction that occurs immediately after the preactive phase is called the (a) interactive phase (b) evaluative phase (c) reflective phase (d) projective phase 5. Since encouragement is preferred over praise as a means of motivating students, which of the following is the best example of a teacher’s use of encouragement rather than of praise? (a) “Good, I like that answer.” (b) “You did a good job on the project.” (c) “I like the way you played your part in the play.” (d) “You seemed to have really enjoyed playing your role in the plan.”

6. Helping children develop a positive self-esteem can be accomplished by using (a) peer tutoring (b) cross-age teaching (c) cooperative learning (d) any of the above 7. Although it IS a discretionary instructional strategy, which one of the following is NOT a fundamental teaching behavior? (a) modeling (b) questioning (c) using silence (d) using multimedia 8. A teacher’s teaching style develops from all of the following EXCEPT (a) experience (b) research findings (c) standardized assessments (d) tradition

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9. Which of the following theoretical origins of teaching style is most consistent with today’s theory of instruction and knowledge of how children best learn? (a) cognitive-experimentalism-constructivism (b) romanticism-maturationism (c) behaviorism (d) none of the above 10. Which one of the following is least characteristic of a teacher using a facilitating type of teaching? (a) indirect instruction (b) competitive learning groups (c) student-centered instruction (d) interactive teaching strategies 11. Planning and organizing the classroom so that it provides a positive, safe, and efficient environment for learning is using a facilitating behavior known as (a) clarifying (b) structuring (c) overlapping (d) questioning 12. Providing incentives contingent upon acceptable performance by the students is using a facilitating behavior known as (a) silence (b) clarifying (c) withitness (d) structuring (e) accountability 13. The concepts of withitness and overlapping are (a) consequences for inappropriate student behaviors (b) strategies for the inclusion of students who have special needs (c) strategies for simultaneously teaching several different subject content skills (d) teacher skills for monitoring and supervising student behavior in the classroom 14. When the teacher’s behaviors are consistent with those expected of the children, the teacher is using properly a facilitating behavior known as (a) modeling (b) clarifying (c) structuring (d) data facilitation 15. A teacher’s professional responsibilities (a) end at the completion of the school year (b) are limited to those specified in the teacher’s contract (c) are continuous throughout the professional life of the teacher (d) end 15 minutes after school is out at the end of each school day (e) are limited to those activities that are planned and that occur within the teacher’s classroom 16. Research has shown clearly that student learning is related directly to the (a) length of the school day (b) length of the school year (c) amount of time spent on the learning task (d) quantity of homework given by the teacher (e) amount and quality of time spent on a learning task

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17. It is recommended that a teacher’s acceptance behaviors can be any of the following types EXCEPT (a) active (b) passive (c) empathic (d) judgmental 18. From the following, the best example of a teacher’s use of encouragement rather than of praise is (a) “Your story is outstanding.” (b) “That was an excellent answer.” (c) “You behaved very well on the field trip.” (d) “I can tell that you gave a lot of thought before giving that response.”

19. Constructivism teaching stems from beliefs professed by (a) Jean J. Rousseau (b) B.F. Skinner (c) John Dewey (d) A.H. Thorndike 20. After asking the students a cognitive question, the teacher should (a) encourage and allow students sufficient time to think before responding (b) accept the first student response and move on to the next area of content (c) expect an answer immediately (d) call on a student immediately (e) any of the above II. True-false with optional explanation 1. Because teachers assume the role of parent in the school setting, it is acceptable to administer medication to students, when necessary.

2. When a teacher voices judgment about a student’s response to a cognitive question, the teacher is using a tactic within the facilitating mode.

3. The authors of the resource guide posit that to be most effective, today’s teacher must be eclectic in teaching style.

4. Historically, teaching in the U.S. has favored deductive, rather than inductive reasoning.

5. Although the teacher should remain open and flexible, to be most effective he or she should avoid taking risks in teaching.

6. Teaching involves the changing of the learner’s perceptions.

7. Because teaching and learning is such a serious process, humor in the classroom should be avoided.

8. Think-pair-share is a metacognitive development strategy.

9. Praise, positive reinforcement, and encouragement are terms all meaning the same thing.

10. The use of formal teacher talk (lecturing) is NOT ever recommended for elementary school teaching.

11. When there is conflict between what a teacher says and what the teacher communicates nonverbally, the teacher’s verbal communication has greater impact on student learning.

12. Advising, guiding, and counseling students are important professional responsibilities of the classroom teacher.

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13. During a semester, an effective teacher can expect to work an average of more than 40 hours per week.

14. When a teacher promptly returns marked homework, the teacher is demonstrating modeling behavior.

15. Facilitating teacher behaviors are different from discretionary instructional strategies in that facilitating behaviors are necessary if the intended learning is to occur, while discretionary strategies are not necessary.

16. During the projective phase of instruction, the teacher needs to make immediate decisions about maintaining student attention and what questions to ask.

17. Whereas exemplary teachers assume responsibility for the instructional outcomes, regardless whether or not the outcomes are as intended, teachers who are less exemplary tend to accept credit for positive outcomes but place blame elsewhere for negative outcomes.

18. As a general rule for elementary school teachers, your behavior should model those you are trying to teach children.

19. To remain most effective, you must learn to forget about your teaching job at the end of each school day.

20. The classroom of students, a writing board, and textbooks are all that an exemplary teacher today should need to be a most effective teacher.

III. Essay 1. Describe the characteristics of each of the three distinct teaching styles; select which you would personally like to develop and explain why.

2. Identify, distinguish, and describe your interpretation of the scope of a teacher’s professional responsibilities.

3. What would you describe in a job interview as being the bottom line characteristic that defines a competent elementary school teacher? Defend your answer.

4. Explain why you agree or disagree with this statement: A child’s education should help the child to become a sensitive human being.

5. Explain why or why not knowledge of teaching styles and student learning styles is important for a classroom teacher.

6. Explain why modeling is considered a fundamental teaching behavior.

7. Describe how you define professionalism and explain why it is an important component of teaching.

8. Describe when and how a service learning project (such as described in Looking at Teachers II) could be a useful activity in the classroom.

9. Distinguish between the reflective phase and the projective phase of a teacher’s decision-making process. For each, give examples of decisions a teacher is likely to make.

10. Explain why you agree or disagree with the following statement: To remain most effective, you must learn to forget about your teaching job at the end of each school day.

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Chapter 3 Key I Multiple choice 1. b 2. e 3. c 4. a 5. d

6. d 7. d 8. c 9. a 10. b

11. b 12. e 13. d 14. a 15. c

16. e 17. d 18. d 19. c 20. a

II. True-false 1. False 2. False 3. True 4. True 5. False

6. True 7. False 8. True 9. False 10. False

11. False 12. True 13. True 14. True 15. True

16. False 17. True 18. True 19. False 20. False

III. Essay 1. For characteristics of the traditional, facilitating, and eclectic styles, see text p. 65. Characteristics should be organized into three categories, teacher behavior, learning environment, and instructional modes. For the second part of the question, the student’s personal style selection could be any of the three, but the student’s rationale should be clear and logical.

2. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

3. The children learn.

4. Student answers may vary, but should represent knowledge, critical thinking, and skillful written expression.

5. It is important that the teacher recognize that children may learn differently from the teacher—that the way an individual teacher learns best may be different from the way many of the children learn. If the teacher is not cognizant of this, then that teacher may only teach in the way he or she has learned, thus ineffectively attending to the learning styles and learning of many of the children.

6. The teacher uses the very behaviors expected of the children, thus modeling those behaviors for the children and not confusing them by behaving differently than is expected of the children.

7. Answers may vary, but as this is question reflects an objective for this chapter, students should be able to express deep knowledge and critical thinking.

8. Answers may vary, but should represent knowledge, critical thinking, and skillful written expression.

9. The reflective phase occurs immediately after the teaching episode, when the teacher is reflecting on and analyzing his or her judgments and behaviors that occurred during the interactive (actual teaching) phase. As a result of the teacher’s reflections, he or she makes decisions about what to do and use in subsequent actions. This abstracting from the reflection and projecting into subsequent teaching actions is the projective phase, and, in essence, is also a preactive phase.

10. Answers may vary, but should represent knowledge, critical thinking, and skillful written expression.

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CHAPTER FOUR OUTLINE WITH NOTES What Do I Need to Know to Manage an Effective, Safe, and Supportive Learning Environment?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Virtual Field Trips CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Explain, as a teacher, what helpful information about managing a safe and effective classroom they have received.

2. Describe the steps they should take in preparing a classroom management system which would be implemented the first few days of school and emphasize at least 3 guidelines for acceptable student behavior.

3. Use knowledge about how other teachers manage their classrooms and begin preparation of the management system (including rewards if they choose to use them) that they will want to explain to their students on the first day or first week of school.

4. Describe the value of class meetings and ways some experienced teachers open their meetings.

5. Develop an awareness of at least 3 common teaching mistakes to avoid and determine the first action they would take in determining measure of control in a selected situation of their choice.

THE IMPORTANCE OF PERCEPTIONS CLASSROOM CONTROL: ITS MEANING—PAST AND PRESENT Historical Meaning of Classroom Control Today's Meaning of Classroom Control and the Concept of Classroom Management Classroom Management: Contributions of Some Leading Authorities Mentioned are: B.F. Skinner, Lee and Marlene Canter, Rudolf Dreikurs, Linda Albert, Jane Nelsen, William Glasser, Carl Rogers and H. Jerome Freiberg, G. Gay, Haim G. Ginott, Thomas Gordon, Fredric Jones, and Jacob Kounin

Developing My Own Effective Approach to Classroom Management Note 4.1: Figure 4.2, Developing the personal classroom management system, on page 84, can be brought to your students’ attention as a precursor to their doing Application Exercise 4.1 on pages 91-92, Beginning the Development of My Management System.

PROVIDING A SUPPORTIVE LEARNING ENVIRONMENT Consider the Physical Layout Create a Positive Classroom Atmosphere For the Classroom For Students For Self Reflection Behaviors to Avoid Note 4-2: Social psychologist Alfie Kohn warns that the use of extrinsic sources of motivation, such as stars, stickers, trophies, and grades, can bring students to believe that learning activities are not worth doing in their own right, thus undermining students’ natural curiosity about how and why things work asthey do. See A. Kohn, Punished by Rewards (New York: Houghton Mifflin, 1993). More recent work has been done by E. Deci, R. Koestner, & R. M. Ryan. “Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again.” Review of Educational Research, 71 (1), 1-27 (2001) and P. Xiang, A Chen, & A. Bruene. “Interactive Impact of Intrinsic Motivators and Extrinsic Rewards on Be h avior and Motiva tion Outcomes.” Journal of Teaching in Physical Education, 24(2), 179-197 (Apr 2005).

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Get to Know the Children as People and Build Intrinsic Motivation for Learning Quickly Learn and Use Student Names Let Students Share During the First Week of School Observe Students in the Classroom: Develop and Practice Your Withitness Observe Students Outside the Classroom Have Conferences and Interviews with Students Plan Student Writing and Questionnaires Rely on Cumulative Records, Discussions with Colleagues, and Experiential Backgrounds PREPARATION PROVIDES CONFIDENCE AND SUCCESS USING POSITIVE REWARDS Application Exercise 4.1 Beginning the Development of my Management System LOOKING AT TEACHERS II: Integrated Technology, Software SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 4-3: Additional readings of interest to the content of Chapter 4 include A. W. Jackson and G. A. Davis, Turning Points 2000 (Chapter 8). New York: Teachers College Press, 2000.

D. Metzger, “Rethinking Classroom Management: Teaching and Learning with Students.” Social Studies and the Young Learner 17 (2): 13-15 (November/December 2004).

C. Rathyen. “Providing Safety in a Multi-cultural, Multi-ability Classroom.” The Delta Kappa Gamma Bulletin 71 (1): 52-55 (Fall 2004).

R.T. Tauber. (2007). Classroom management: Sound theory and effective practice (4th ed.). Santa Barbara, CA: Praeger.

J. G. Thompson. (2007). First Year Teacher's Survival Guide: Ready-To-Use Strategies, Tools & Activities for Meeting the Challenges of Each School Day. SF: Jossey-Bass.

C. S. Weinstein, S. Tomlinson-Clarke, & M. Curran. “Toward a Conception of Culturally Responsive Classroom Management.” Journal of Teacher Education, 55 (1), 25-38 (2004).

S. L. Wessler, “Sticks and Stones,” Educational Leadership 58(4):28-33(December 2000/January 2001).

WITH NOTES

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CHAPTER FOUR EXAMINATION QUESTIONS I. Multiple choice 1. If the classroom of students is becoming too noisy, the teacher can try any of the following except one.

Which one is NOT recommended? (a) Remain quiet until the students are quiet. (b) Change the lesson strategy to a distinctly different activity. (c) Hold a hand in the air, thereby nonverbally asking for quiet. (d) Talk louder or, if necessary, shout over their noise, telling them to be quiet.

2. When a teacher uses a verbal command intended to stop inappropriate behavior, the teacher is using _____ intervention. (a) explicit (b) silent (c) indirect (d) ineffective (e) inappropriate 3. Although he is not bothering other students, Eduard, a fifth-grader, refuses in class to cooperate and work on the learning task. From the following, which should the teacher try first? (a) Send Eduard to the office for detention and a follow-up parent conference. (b) Suggest another task for Eduard, such as working alone at a learning center. (c) Tell Eduard that if he doesn't cooperate he will have to run 10 laps around the school grounds. (d) Tell Eduard that if he doesn't cooperate he will have to write a sentence 100 times describing why he chose to not cooperate.

4. Which one of the following is a true statement about behavior problems in the classroom? (a) Children are unruly by nature. (b) Administrators do not adequately support teachers. (c) Most student misbehavior in the classroom is preventable. (d) Occasional use of corporal punishment is absolutely necessary to retain control.

5. For a student's first minor infraction of classroom procedures, the teacher should (a) ignore the infraction but remember it for later (b) gently and quietly remind the student of classroom procedures (c) detain the student after school and phone the student's parents for a conference (d) obtain the attention of all students and reprimand the students, reminding them of expected classroom procedures 6. When several students simultaneously are off - task, the teacher should (a) change the task (b) immediately call all their parents (c) send the off-task students to the office (d) ignore their off task behavior and work with those students who are on task 7. Elements necessary for establishing and maintaining classroom control are (a) warning, isolation, and suspension (b) warning, subordination, and anxiety (c) orderliness, consistency, and fairness (d) punishment, detention, and suspension 8. A usually effective safeguard that will prevent disruptive student behavior is (a) a well-prepared lesson (b) support from the principal (c) the threat of the use of corporal punishment (d) a teacher who is physically intimidating to the students

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9. When it is necessary to remove a mildly disruptive child from the classroom, which one of the following is most desirable? (a) Send the student to a designated and supervised time out area. (b) Send the student to the library for the remainder of the class period. (c) Send the student to the principal's office and notify the office that the student is being sent there and why. (d) Tell the student to stand in the hallway outside of the classroom until you have a chance to come out there and talk with the student.

10. Withitness and overlapping are (a) old techniques that do not work in today’s classroom (b) skills used by teachers for supervising student behavior (c) natural consequences in dealing with disruptive classroom behavior (d) teacher strategies especially necessary for working in multicultural classrooms (e) techniques for integrating mild and moderately disabled students into the regular education classroom 11. Which of the following is okay for a teacher to use when working with students? (a) frown (b) nagging (c) threats and ultimatums (d) loud talk, yelling, and screaming (e) all of the above are okay for the teacher to use 12. A teacher who is aware at all times of everything going on in the classroom is said to have (a) withitness (b) overlapping skill (c) metacognitive skill (d) effective group control (e) good movement management 13. Which one of the following is an acceptable teacher verbal communication when assigning students a written paper? (a) Don’t plagiarize your paper. (b) I will know if you have copied someone else’s work. (c) Please try to use your own ideas, and credit others when you do use theirs. (d) If you try to turn in your first writing draft without rewriting it, I promise you will receive a low grade.

14. Synonymous with efficient classroom management is _____. (a) routinizing clerical tasks (b) controlling student behavior (c) disallowing any nonsense from students (d) running a businesslike classroom where students are under self-control and work diligently at their learning tasks free from distractions 15. Culturally responsive teach ing (CTR) should include which of the following types of activities? (a) Visual only (b) Auditory only (c) Tactile only (d) A combination of all of the above

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16. The ripple effect, the effect of a teacher’s intervention spreading out from the target student to others, was first described by (a) Alfie Kohn (b) Jacob Kounin (c) B. F. Skinner (d) Rudolf Dreikurs (e) Howard Gardner 17. Movement management refers to (a) how students enter and exit the classroom (b) whether students are allowed to leave their assigned seats whenever they please (c) how students are expected to leave their seats to obtain materials, to sharpen pencils, for a drink of water, and to see the teacher, and to use the wastebasket (d) all the above 18. Today’s commitment to quality education is largely derived from the recent work of (a) Haim Ginott (b) Fredric Jones (c) Thomas Gordon (d) Howard Gardner (e) William Glasser 19. For classroom management, the means for accomplishing routine tasks are called (a) rules (b) procedures (c) consequences (d) expected standards 20. A general rule about the establishment of classroom rules for the start of the school year is (a) the more rules you have at the start the better (b) start with no rules and then build a list as necessary and appropriate (c) establish and start with the minimum number absolutely necessary, probably no more than about five (d) a list of 12 rules is the minimum required to cover basic expectations for most elementary school situations II. True-false with optional explanation 1. As a consequence for misbehavior, a student should NEVER be sent to stand in the hall, unsupervised, with nothing to do.

2. Research has shown that children learn better from a repressive teacher than from one who is more easy going.

3. A teacher should explain to students at the beginning of the school term what is expected of them during an unexpected interruption of class activities.

4. The way in which materials and furniture are arranged in the classroom can either encourage or discourage problems in classroom control.

5. At the introduction of a test, an acceptable verbal command by the teacher is: “And if I catch you cheating, I will tear up your test."

6. A competent classroom teacher overlooks no student misbehaviors, regardless of how minor they might be.

7. Students have the right to know what consequences will occur for noncompliance of classroom rules and procedures.

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8. Being able to attend to more than one thing at a time is a teaching skill known as overlapping.

9. As often as possible, at least for beginning teachers, transitions from one instructional activity to the next should be planned and written into the lesson plan.

10. A teacher's verbal behavior communicates more to students than does the same teacher's nonverbal behaviors.

11. For student learning, the first day of school is one of the least important days of the school year.

12. A teacher need not and should not be concerned about personal problems a child may be having.

13. Personal problems of students can have negative impacts on their learning.

14. Effective classroom management can be defined as the continuous process of organizing and conducting a group of students so that student learning is maximized.

15. Even the best teachers occasionally have problems with student behavior in the classroom.

16. As a general procedure for most elementary school classrooms, students should be expected to raise their hands and be recognized by the teacher before shouting out questions, statements, or responses.

17. As a general rule for beginning teachers it is okay if students are allowed to socialize before the lesson begins and while the teacher is doing attendance.

18. When you give students directions about a lesson and a student asks, “Why do we have to do this?” it is best to ignore the student’s question.

19. Direct instruction is a good strategy choice for school days labeled as “high-energy days.”

20. Although frequently used by many teachers, use of “Good!” to a student behavior or response is not a good teacher response.

III. Essay 1. Imagine that you are observing a teacher at work in an elementary school grade of your choice. In a couple sentences, tell how you would know that the teacher is demonstrating overlapping skill.

2. Explain why it is important to prevent student behavior problems before they occur.

3. Describe how a teacher's philosophy of teaching and learning determines that teacher's classroom management procedures.

4. Describe how you would use the cultural knowledge, prior experiences, and performance styles of students to make learning more appropria te and effective for them.

5. Explain the rationale behind the phrase “catch children being good." Explain why you agree or disagree that the phrase is good advice.

6. For a designated grade level (name it), are there any classroom rules or routines about which you would be flexible? Explain why or why not.

7. In terms of the total classroom setting, discuss the positives and negatives of the following advice often given to beginning teachers: “Don’t smile before Christmas.”

8. Describe five steps you can take as a classroom teacher to prevent problems in classroom management.

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9. Describe how you will create a positive classroom atmosphere.

10. Identify extrinsic rewards commonly used by elementary school teachers and the advantages and disadvantages of using such rewards.

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Chapter 4 Key I. Multiple choice 1. d 6. a 2. a 7. c 3. b 8. a 4. c 9. a 5. b 10. b

11. a 12. a 13. c 14. d 15. d

16. b 17. d 18. c 19. b 20. c

II. True-false 1. True 2. False 3. True 4. True 5. False

11. False 12. False 13. True 14. True 15. True

16. True 17. False 18. False 19. False 20. True

6. False (intervention might be delayed) 7. True 8. True 9. True 10. False

III. Essay 1. When the teacher is effectively attending to more than one thing at a time.

2. Prevention is much easier than is treatment. Prevention is positive and productive. Punishment for misbehavior is negative and ipso facto.

3. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

4. See page 82. Answers will vary.

5. To emphasize and to reinforce positive rather than negative behaviors.

6. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

7. Answers will vary. but should represent knowledge, critical thinking, and skillful written expression.

It is our recommendation, however, for teachers to smile often, most certainly before Christmas.

8. Steps should include: assuring that students are actively involved in the lesson for the entire class period, with no off-task time; use withitness and overlapping behaviors; use direct intervention; use teacher mobility and proximity as control procedures; use positive cueing and reinforcing.

9. See pages 82, 86. Answers will vary.

10. See p. 89.

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PART II PLANNING FOR INSTRUCTION Part II, consisting of three chapters, assists your students with their understanding of • Collaborative planning • Aligned curriculum • Curriculum integration • Dealing with controversial content and issues • Direct (explicit) and indirect (implicit) instruction • Documents that provide guidance for curriculum planning • Domains of learning • Empowering students with decision-making responsibility • Goals, objectives, and learning outcomes • Interweaving multimedia, including Internet resources, into instruction • Levels of curriculum planning • National goals and curriculum standards • Relationships among the processes of planning, instruction, and assessment • Selecting and developing appropriate learning activities • Selecting and sequencing content for instruction • Student textbooks and other reading materials • Unit and lesson planning • Using an externally developed curriculum program that is highly scripted for the teacher

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CHAPTER FIVE OUTLINE WITH NOTES How Do I Plan and Select Content?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Energy CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Explain their familiarity with national curriculum standards for various subjects of the K-6 curriculum that can be resources for planning and selecting content.

2. Explain their familiarity with curriculum documents published by the state department of education as well as local curriculum documents.

3. Explain the value of diagnostic and formative assessment of student learning as related to curriculum and instruction.

4. Demonstrate how they would organize their ideas about subject content and the sequencing of content as well as explain their understanding of controversial topics and issues that may arise while teaching and what they might do if and when they do arise.

5. Demonstrate that they can recognize verbs that are acceptable for overt objectives, that they can recognize parts of criterion-referenced instructional objectives, that they can recognize objectives that are measurable, and that they can prepare instructional objectives for each of the three domains of learning and at various levels of the taxonomies within each domain.

PLANNING FOR INSTRUCTION Providing Successful Transitions Note 5-1: Student teachers should plan and write the details of transitions into their lesson plans. A useful procedure for doing this is to first outline the procedural section of the lesson plan, designating the various learning activities by consecutive numbering, activity 1, 2, 3, etc.

Then go back over the outline and identify where transitions will occur. After identifying each transition, the next and final step is to plan and write how the transition will be accomplished. For example, if the transition is to move the students from whole-class discussion into smaller groups, then the transition should state not only that students will get into small groups, but also how it will be done. Or, as another example, if the transition is from a whole-class discussion to viewing a video, describe specifically how the transition will occur. Presumably, the teacher will make a statement connecting the just-completed discussion to the content of the upcoming video and related to that bridge, what specifically the students should be looking for as they view the video.

Teacher-Student Collaborative Team Planning Reasons for Planning Scope of the Curriculum PLANNING WITH CURRICULUM STANDARDS THAT PROVIDE GUIDANCE Curriculum Standards What the National Standards Are Note 5-2: Although the national standards are not a national curriculum, this is not to say that they will never become a national curriculum. Especially from influential sources with the corporate world, there is pressure for mandated national standards.

National Standards by Content Area Application Exercise 5.1 Examining National Curriculum Standards Curriculum Standards and High Stakes Testing PLANNING WITH STATE/DISTRICT DOCUMENTS THAT PROVIDE GUIDANCE FOR CONTENT SELECTION

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Note 5-3: The Fordham Foundation commissioned studies of state academic standards in five core subjects. One example is by D. Klein, B. J. Braams, T. Parker, W. Quirk, W. Schmid, W. S.Wi lson, C.E. Finn, Jr., J. Torres, L.B., & R.A. Raimi. “The Sta te of State Math Standards 2005.” Fordham Report, January 2005. For information, contact the Thomas B. Fordham Foundation, 1016 16th St., NW, 8th Floor, Wash ington, DC 20036; phone 202-223-5452; fax 202-223-9226; Internet at h ttp://www.edexcellence.net/detail/news.cfm?news_ id=338.

PLANNING WITH STUDENT TEXTBOOKS THAT PROVIDE GUIDANCE FOR CONTENT SELECTION Differentiated Instruction Multireading Approach Note 5-4: Many teachers, especially of grades 4 and up, use sustained silent reading (SSR) of material and probably learn about using SSR in a required literacy/reading/language arts methods class. If your students have not learned about SSR, you may need to give some instruction to them in this valuable technique of daily uninterrupted reading for a specified period of time (usually about 15 minutes) in the classroom. One important rule is that every one must participate, including the teacher. That means that each person in the class must have reading material of that person’s choice. Many teachers maintain a collection of books and magazines in a place in the classroom for students who have not brought their own material to read. The teacher should participate as well, finding a comfortable place that he or she uses each day and from where the teacher can read and still monitor the class. An important rule is that there should be no interruptions, talking, or distractions during SSR. There are other names for this activity such as DEAR (Drop Everything and Read).

PLANNING SEQUENCING OF CONTENT PREPARING FOR AND DEALING WITH CONTROVERSY PLANNING FOR LEARNING OUTCOMES: AIMS, GOALS AND OBJECTIVES PLANNING WITH INSTRUCTIONAL OBJECTIVES Learning Targets and Goal Indicators PLANNING WITH DOMAINS OF LEARNING AND DEVELOPMENTAL NEEDS OF CHILDREN Cognitive Domain Hierarchy Affective Domain Hierarchy Psychomotor Domain Hierarchy Application Exercise 5.2 Preparing My Own Instructional Objectives Note 5-5: Some of your students will have considerable difficulty learning to write objectives in measurable behavioral terms. One reason for that difficulty is when their focus is on the choice of verb rather than first answering the question, “What is it that I want the student to be able to do as a result of the instruction.” An objective is easier to write when that question is answered before dealing with the selection of an appropriate verb.

PLANNING WITH TAXONOMIES PLANNING WITH INTEGRATED CURRICULUM LOOKING AT TEACHERS II: Integrated Technology, Interactive Whiteboard SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 5-6: Additional readings of interest to the content of Chapter 5 include M. Davenport. “Culture and Education: Polishing the Lenses.” Studies in Art Education, 41(4), 361-375 (2000).

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S. M. Drake, & R.C. Burns. Meeting Standards Through Integrated Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 2004.

H. Reichman. (2001). Censorship and Selection: Issues and Answers for Schools (3rd ed.). Ch icago: American Library Association.

K. K. Sutton. “Curriculum Compacting,” Science Scope 24(4):22-27 (January 2001).

B. Ta lly, & L.B. Goldenberg.”Fostering Historica l Th inking With Digitized Primary Sources.” Journal of Research on Technology in Education ,38 (1), (Fall, 2005).

L.A. Tomei. (2003). Challenges of Teaching with Technology Across the Curriculum: Issues and Solutions. Hershey, PA: IRM Press.

E.E. Toth, D. Kla hr, & Z. Chen. (2000). “Bridging Research and Practice” A Cognitively Based Classroom Intervention for Teach ing Experimentation Sk ills to Elementary School Children.”

Cognition and Instruction, 18(4), 423-439.

WITH NOTES

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CHAPTER FIVE EXAMINATION QUESTIONS I. Multiple choice 1. Which one of the following behaviors is covert? (a) will read (b) will write (c) will know (d) will measure 2. When developing curriculum, teachers should consult (a) standards, frameworks, a variety of textbooks, courses of study, and other public documents (b) their own convictions (c) other teachers (d) all of the above 3. Which one of the following terms is least likely to have the same meaning as the others? (a) aligned curriculum (b) integrated curriculum (c) coordinated curriculum (d) interdisciplinary thematic instruction 4. Which one of the following contains an overt behavior that could be included in a measurable learning outcome? (a) think critically about the similarities between the American and Russian revolutions (b) explain the similarities between the American and the Russian revolutions (c) appreciate the similarities between the American and Russian revolutions (d) understand that the American revolution is like the Russian revolution 5. Statements that describe what the student will be able to do upon completion of an instructional experience are called (a) aims (b) course goals (c) instructor goals (d) covert objectives (e) instructional objectives 6. When writing overt instructional objectives, the anticipated measurable student performance is the part of the objective referred to as the (a) audience (b) target behavior (c) performance level (d) observable conditions 7. When writing overt objectives, from the following which one is the only acceptable verb? (a) know (b) apply (c) appreciate (d) understand 8. Of the following behaviors which is at the highest level of the cognitive domain? (a) analysis (b) evaluation (c) application (d) knowledge

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9. According to the classification system presented in the text, which of the following is at the highest level of the psychomotor domain? (a) create (b) movement (c) manipulate (d) communicate 10. According to the classification system presented in the text, which of the following is at the highest level of the affective domain? (a) recalling information (b) responding to an issue (c) demonstrating awareness (d) showing behaviors that demonstrate that the student has internalized certain values 11. From the following, which one is the most acceptable performance term for use in writing an overt objective? (a) know (b) translate (c) appreciate (d) fully understand 12. Which one of the following is least related to the others? (a) covert curriculum (b) aligned curriculum (c) performance-based teaching (d) criterion-referenced measurement 13. In the ABCDs of writing behavioral objectives, the D represents (a) delivery (b) students (c) authentic (d) performance level 14. Which of the following sets of behaviors are at the highest level within the cognitive domain? (a) match, list, define (b) show, predict, use (c) rank, assess, argue (d) describe, infer, explain 15. Development of acceptable values and ethics is at the highest level of the _____ domain. (a) affective (b) cognitive (c) kinesthetic (d) psychomotor 16. It is important to plan carefully in order to (a) provide curriculum continuity (b) have lesson plans available for a substitute teacher (c) prepare for teaching students who are different from you (d) all the above 17. The national curriculum standards (a) have been in existence in the United States since 1960 (b) have been developed only for mathematics, science, and technology education (c) represent a mandated national curriculum defining what students should know and be able to do (d) represent the best thinking of panels of experts about the essential elements of a basic core of subject knowledge that should be acquired by all students

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18. Which of the following sets of behaviors represents higher-order thinking skills? (a) creating a puppet show (b) recognizing and recalling knowledge (c) translating, explaining, and interpreting information (d) listening attentively; cooperating with others; setting up a folding tent 19. A curriculum that is aligned is one that is centered on the following three components: (a) objectives, students, and instructional strategies (b) objectives, instruction, and assessment (c) students, teachers, and administrators (d) goals, aims, and objectives 20. Which one of the following statements is most accurate? (a) The terms goals and objectives are synonymous. (b) An observable change in the behavior of a learner is indicative that learning has occurred. (c) The terms behavioral objective, instructional objective, and performance objective are synonymous. (d) If a teacher attends to the students’ cognitive learning, then their affective learning will naturally occur.

II. True-false with optional explanation 1. State department of education curriculum standards and frameworks influence the development of textbooks and other curriculum materials used in the public elementary schools.

2. Understanding and appreciation are examples of covert behaviors.

3. By definition, curriculum is what is taught, while instruction is how it is taught.

4. A student teacher should avoid discussing controversial issues in the classroom.

5. The major reason for the careful planning of lessons is to have lesson plans available in case a substitute teacher is needed.

6. Assessment of student learning is easier when the desired performance is covert.

7. The domain that principally involves feelings and attitudes is the cognitive domain.

8. A complete instructional objective includes a detailed description of learning activities.

9. The terms goals and objectives can correctly be used interchangeably.

10. The following objective is an example within the psychomotor domain: “The student will recite the letters of the English alphabet."

11. The following objective is an example within the highest level of the cognitive domain: “The student will write a critical appraisal of the political and economic issues caused by the destruction of the Berlin wall in 1989."

12. Writing instructional objectives in behavioral terms is assuming a definition of learning as being a desired change in the learner's behavior.

13. Behavioral objectives are well suited for use in competency-based and criterion-referenced educational settings.

14. A criterion in an instructional objective defines what will be considered “correct” learner performance.

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15. A teacher should prepare instructional objectives, teach toward those objectives, and then assess student learning against those same objectives.

16. A competent elementary school teacher plans for the individual differences among the children.

17. Vertical articulation is connecting subjects and activities across the grade level.

18. A teacher should avoid what is known as the hidden curriculum.

19. What the authors describe as level 5 curriculum integration is preferred over levels 1-4 for use in elementary school teaching.

20. PQRST is a reading comprehension strategy, where the letters refer to the steps of previewing, questioning, reading, solving, and testing.

III. Essay 1. Identify two academic reasons for using overt objectives in your teaching. Describe when, if ever, is it okay for a teacher to use student learning objectives that are not written in overt terms?

2. For a specific subject and grade level, write a complete behavioral objective for the cognitive domain.

3. For a specific subject and grade level, write a complete behavioral objective for the affective domain.

4. Explain why you would or would not like to teach using what the authors refer to as Level 5 curriculum integration.

5. Clearly support an argument for or against the following statement: It is not important that the teacher write an overt objective for every intended learning outcome.

6. Identify the skills demonstrated by a student when he or she is doing higher order thinking.

7. Describe the meaning of results-driven curriculum. Describe why it is or is not consistent with today’s emphasis on standardized testing.

8. Explain how it can be that what for one student represents low-order thinking for another might be high-order thinking.

9. Are all instructional outcomes immediately observable? Explain why or why not.

10. A parent complains about a novel you have assigned your students to read. Describe how you will handle this situation.

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Chapter 5 Key I. Multiple choice 1. c 2. d 3. a 4. b 5. e

6. b 7. b 8. b 9. a 10. d

11. b 12. a 13. d 14. c 15. a

16. d 17. d 18. a 19. b 20. c

II. True-false 1. True 2. True 3. True 4. False (unavoidable) 5. False

6. False 7. False 8. False 9. False 10. False

11. True 12. True 13. True 14. True 15. True

16. True 17. False 18. False 19. False 20. False

III. Essay 1. They provide direction for one's teaching; they provide clear statements to the students as what it is they will be expected to do as a result of the learning experience; they provide clear statements from which evaluative items may be written. The second part of the question allows for divergence but the response should be clear and persuasive.

2. Answers should include the four ingredients—audience, behavior in measurable terms, conditions, and performance level.

3. Answers should include the four ingredients—audience, behavior in measurable terms, conditions, and performance level.

4. Answers will vary, but should represent knowledge, critical thinking, and skillful written expression.

5. Answer should support the student's preference for a behaviorist or constructivist (or a combined) philosophical stance.

6. The student is analyzing, synthesizing, and evaluating data.

7. It is a goal-driven curriculum model with instruction that focuses on constructing individual knowledge through mastery and assessing student learning against the anticipated outcomes. It is (or can be) consistent with modern emphasis on [national and statewide] standardized testing.

8. Whereas one student may “know it” (be able to recall), the other may need to figure it out by deduction.

9. No. Reasons will vary, but should indicate that real learning, learning that is most meaningful, can extend beyond that which is immediately measurable or observed.

9.

See pp. 109-112.

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CHAPTER SIX OUTLINE WITH NOTES How Do I Assess, Use, and Report Student Achievement?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, MP3 Players CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Explain the meaning of assessment as a continuous progress, what they do with the assessment (information) results, and ways they interpret data to tell others.

2. Compare and contrast three avenues for assessing student learning as well as when and how to use such assessment as observations, oral reports, records, informal reading inventories, portfolios, and performance samples.

3. Demonstrate their skill in preparing different types of assessment items.

4. Explain why criterion-referenced grading is preferred over norm-referenced grading and the difference among standardized tests and publisher-produced tests.

5. Differentiate between summative assessment and formative assessment with examples of when and how each can be used at a particular grade level.

6. Self-assess and evaluate their competencies with the midpoint checklist in Appendix B. PURPOSES OF ASSESSMENT Note 6-1: Seven purposes that should guide assessment are presented on page 123-124.

Authentic Assessment: Advantages and Limitations THREE AVENUES OF ASSESSMENT Assessing What a Student Says and Does Assessing What a Student Writes

Note 6-2: The major difference between checklists and rubrics is that rubrics show the degrees for the desired characteristics whereas checklists usually shown only the desired characteristics.

STUDENT INVOLVEMENT IN ASSESSMENT Using Student Portfolios Portfolio Assessment: Dea ling with Its Limita tions Note 6-3: Four general categories of portfolios are presented on page 128: selected works portfolios; showcase portfolio; growth portfolios; passport portfolios.

Using Checklists Using Student Conferences TESTING FOR ACHIEVEMENT Standardized and Nonstandardized Tests How to Explain Standardized Test Scores Academic Performance Index (API) Scores When Test Scores Are Printed Publicly Purposes for Testing PREPARING ASSESSMENT ITEMS TYPES OF ASSESSMENT ITEMS: DESCRIPTIONS, EXAMPLES, AND GUIDELINES FOR PREPARATION AND USE Essay Multiple Choice Note 6-4: When teachers attempt to discourage cheating by distributing more than one version of a multiple-choice exam, with the questions in different orders, they may be giving one group of students an unfair advantage if the order of their exam questions are in the same sequence in which the information

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was originally presented while for another group of students the questions are in a random order. To avoid this, questions should be arranged in random order on all versions.

Performance Assessment: Expensive and Intensive Note 6-5: Beginning teachers need to clearly understand the importance of their using a variety of examination question types, as well as a variety of sources of data, for the determination of achievement and of grades for students.

Application Exercise 6.1 Preparing Assessment Items (1-2 hrs. EWT) REPORTING: MAINTAINING RECORDS OF STUDENT ACHIEVEMENT Recording Teacher Observations and Judgments Note 6-6: Many school districts subscribe to electronic integrated “student information systems” (SIS) which include grade book modules that not only allow each teacher to adapt a personal method of recording and calculating student achievement, but that also will automatically collect and organize student classwork into electronic portfolios that can be used to demonstrate student progress to parents, administrators, and to the students themselves. Sample sources of SIS software programs are: • SIS Software from Networks Corporation, 613 St. Johns Avenue, 3rd Floor; Suites 306-308, Palatka, FL 32177; (386)328-6408 • OnCourse Student Information System (SIS) from OnCourse Systems For Education, 333 Swedesboro Avenue, Gibbstown, NJ 08027; 800-899-7204.

• Integrade Pro 9.0.1 from Pearson Digita l Learning, Pearson K-12 Customer Service, P.O. Box 2500, Lebanon, IN 46052; 800-848-9500.

• Student Management Software from Skyward, Inc., 5233 Coye Drive, Stevens Point, WI 54481: (800) 236-0001.

Application Exercise 6.2 Preparing a Rubric (EWT will vary) Note 6-7: You may wish to emphasize and amplify the discussion of the meaning of “achievement” that is found on page 139.

Note 6-8: Relevant to the nation’s efforts to tighten academic standards, some schools are experimenting with an alternative to the choice of either social promotion or grade retention. Alternative plans include required summer school, repeat grade but with a different teacher or in a multiage classroom, use of looping and ungraded classrooms, and use of half-grade designations such as grade 2.5 and 5.5.

LOOKING AT TEACHERS II: Integrated Technology, Videos SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 6-9: Additional readings of interest to the content of Chapter 6 include See Special Section on Testing in Phi Delta Kappan, 85 (5): 352-387 (January 2004).

See Special Section on Testing and School Improvement in Phi Delta Kappan, 85 (10): 735-761 (June 2004).

See Special Section on Measuring Results in Phi Delta Kappan, 90 (9), 624-676 (May 2009).

J. Ahn. “Electronic Portfolios: Blending Technology, Accountability & Assessment.” T H E Journal (Technologica l Horizons In Education), 31, 2004.

J. M. Bailey, & T. R. Guskey. (2001). Implementing Student-Led Conferences. Thousand Oaks, CA: Corwin Press.

B.P. Benson, & S.P. Barnett. (2003). Student-led Conferencing Using Showcase Portfolios. Thousand Oaks,

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CA: Corwin Press.

G. Bingham, T. Holbrook, & L. E. Meyers.“Using Self-Assessments in Elementary Classrooms.” Phi Delta Kappan, 91 (5): 59-61 (February 2010).

P. Black, C. Harrison, C. Lee, B. Marshall, and D. Wiliam. “Working Inside the Black Box: Assessment for Learning in the Classroom.” Phi Delta Kappan, 86 (1): 9-21 (September 2004).

C. Diehm, “From Worn-Out to Web-Based: Better Student Portfolios.” Phi Delta Kappan, 85 (10): 792-795 (June 2004).

M. Kane, & W. M. K. Trochim. (2007). Concept Mapping for Planning and Evaluation. Thousand Oaks, CA: Sage Publications.

A.L. Nitko. (2001). Educational Assessment of Students (3 rd ed.). Des Moines, IA: Prentice-Ha ll.

J. H. McMillan, S. Myran, & D. Workman. “Elementary Teachers’ Classroom Assessment and Grading Practices.” The Journal of Educational Research, 95 (4), 203-213 (Mar.- Apr., 2002).

L. Shumow, & J. D. Miller. “Parents’ At-Home and At-School Academic Involvement with Young Adolescents.” The Journal of Early Adolescence, 21(1), 68-91 (2001).

K. A. Sirotnik. (2004). Holding Accountability Accountable: What Ought to Matter in Public Education. NY: Teachers College Press.

P. Tash lik. “Changing the National Conversation on Assessment.” Phi Delta Kappan, 91(6), 55-59 (March 2010).

WITH NOTES

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CHAPTER SIX EXAMINATION QUESTIONS I. Multiple choice 1. The degree to which an item or test measures that which it is intended to measure is called its (a) validity (b) reliability (c) homogeneity (d) central tendency (e) formal assessment 2. A test that is said to be criterion-referenced is constructed so that (a) the majority of students attain a C grade (b) no student can possibly attain a perfect score (c) any student will attain a perfect score if that student has mastered the objectives (d) any student’s score can be compared to scores of other students and that student’s grade is determined from that comparison 3. The authors of our text recommend that when a major test is not going to take an entire class period, (a) it should not be given at all (b) it should be given at the end of the period (c) it should be given at the beginning of the period (d) it should be given during the middle of the period (e) it should be given at the start of the period and each student should be allowed to leave class whenever the student finishes the test 4. For a test of 10- multiple choice items and 2 short-explanation items, students should be given at least ___ minutes of testing time (a) 10 (b) 15 (c) 30 (d) 45 (e) 60 5. Which one of the following test item types is NOT recommended for use in arriving at grades? (a) essay (b) true-false (c) arrangement (d) multiple choice 6. When writing multiple choice type items, each of the following is a recommendation except one.

Which one is NOT a recommendation? (a) There should be the same number of alternatives for every time. (b) Alternatives should be arranged in column, rather than in paragraph form. (c) Avoid using alternatives that include absolute terms such as “never” and “all.” (d) When there is variation in the length of the alternatives, the alternatives should be arranged in order of length.

7. The avenues available for assessing a student’s achievement in learning include all but which one of the following? (a) what the student says (b) what the student does (c) what the student writes (d) what the student thinks

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8. When talking with a parent or guardian about his or her child’s progress in your course, each of the following is an acceptable guideline except one. Which one is NOT an acceptable guideline? (a) remain calm in your discussion (b) suggest ways of helping the child at home (c) talk about other individual students in comparison with that parent’s child (d) keep what you have to say objective and to the point of the student’s work in your class 9. The primary reason for using preassessment is to (a) supply corrective feedback during instruction (b) help re-focus attention on the desired learning outcomes (c) identify students’ knowledge and skill levels prior to the start of instruction (d) review important information before transferring information to new situations 10. Which one of the following is NOT a synonym for the term authentic assessment? (a) direct assessment (b) quality assessment (c) aligned assessment (d) alternative assessment 11. Which one of the following types of assessments would be most appropriate for encouraging originality, creativity, and divergent thinking? (a) essay (b) matching (c) true-false (d) multiple choice 12. If you were to hold auditions for a part is a school play and you knew that at least 50 students would show up for the audition to demonstrate their talents and to compete for the 10 speaking parts, which one of the following types of assessments would be most appropriate and practical to use? (a) essay (b) performance (c) long-term project (d) completion drawing 13. Which one of the following assessment strategies would be most appropriate to determine a student’s progress over a period of time? (a) portfolio (b) performance (c) multiple choice test (d) completion statement test 14. One limitation to the use of portfolio assessment is (a) it provides opportunity for bluffing (b) it may place too much emphasis on memorizing (c) it provides a broad picture of what the student knows and can do (d) conclusions drawn from it can be heavily influenced by the evaluator 15. The main reason for formative assessment is to (a) discover what students have learned up to that point of instruction (b) provide objective data about student learning to the school principal (c) determine what students have learned as the result of a unit of instruction (d) discover what the students know or think they know before instruction begins 16. This test is an example of (a) unreliable sampling (b) formative assessment (c) diagnostic assessment (d) summative evaluation

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17. In portfolios that are used for assessment, students should (a) not date their work (b) share all of their work with peers for feedback (c) take the portfolio home for parent assistance (d) maintain the contents as specified by the teacher 18. The second step in test construction is (a) prepare test items (b) reflect on students’ reading ability (c) identify the objectives to be measured (d) identify the purpose of the test 19. The type of test that can provide the greater opportunity for cheating is (a) screening tests (b) informal assessments (c) publisher-created written tests (d) performance tests 20. Which of the following is a verbal assessment item? (a) multiple choice item (b) diagram of a castle (c) jumping a rope (d) identifying countries on a map II. True or False with optional explanation 1. The sole purpose for testing is to be able to arrive at grades.

2. Feedback to students is more likely to lead to improvement in performance than is evaluation.

3. A test item has reliability when it measures that which it is intended to measure.

4. A test item can be valid without being reliable.

5. A reliable test item is not necessarily one that is valid.

6. The Academic Performance Index (API) measures how successful states have been in enacting the No Child Left Behind Act. 7. To be professional, a teacher’s evaluative comments about students must be diagnostically useful to the further development of the students.

8. Norm-referenced grading is based on the relative achievement of each student in a class.

9. Norm-referenced grading is NOT recommended to determine student grades.

10. Educators use norm-referenced ranking when comparing student scores on standardized assessments.

11. Preparing items for assessing student progress is not a duty of a classroom teacher because textbooks come with prepared tests.

12. The best evidence for determining a student’s final course grade is that student’s score on the final examination.

13. On a multiple choice type test, all questions should have the same number of options.

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14. The terms assessment and grading are synonymous.

15. When catching a student cheating on a major test, it is advisable to collect the student’s paper and tear it up in front of the rest of the class, thereby setting an example for the other students.

16. When speaking of alternative assessments, the terms multiple assessment items and multiple choice questions are synonymous.

17. One of the most important principles to remember about assessment is to match assessment items to the instructional objectives.

18. Anecdotal records are inappropriate and should not be kept on individual students.

19. A teacher who spends time thinking back over the aspects of an instructional activity that in some respects did work and in other respects did not work is using reflection as a self-assessment strategy.

20. Assessment data are stronger when derived from a variety of sources than if derived from a single source.

III.

Essay

1. Other than by a paper-and-pencil test, identify three techniques that you can use to assess student achievement in your course.

2. Explain why it is important for a teacher to understand how to explain standardized test scores to parents.

3. For a course and grade level that you intend to teach (identify), describe the items and their relative weights that you would use for determining student grades.

4. Explain why it is that true-false type items are NOT recommended for use in determining grades.

Describe a modified true-false item type that could be used in their place.

5. When using a point system for grade determination, is it educationally defensible to give a student a higher grade than the point total calls for? A lower grade? Give your rationale in each.

6. Identify and explain a danger in using fill-in-the-blank (completion) type test items.

7. Explain the concept of “authentic assessment.” Is it is the same as “performance assessment”? Explain why it is or is not the same.

8. Explain why you agree or disagree with this statement: Poor student grades represent poor teaching.

9. Explain why you agree or disagree with this statement: After students have completed a major test, it is acceptable practice to have them exchange papers and grade them under your guidance.

10. Explain why you agree or disagree with the statement: It is understandable that there will always be a certain percentage of school dropouts.

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Chapter 6 Key I. Multiple choice 1. a 2. c 3. c 4. c 5. b

6. a 7. d 8. c 9. c 10. b

11. a 12. b 13. a 14. d 15. a

16. d 17. d 18. c 19. d 20. a

II. True-false 1. False 2. True 3. False 4. False 5. True

6. False 7. True 8. True 9. True 10. True

11. False 12. False 13. False 14. False 15. False

16. False 17. True 18. False 19. True 20. True

III. Essay 1. conference; discussion; portfolio; observation of behavior; observation of product 2. See pp. 129, 132-133.

3. Answers will vary, but should indicate the student’s understanding of the importance of using a variety of sources and a variety of tests and test type items.

4. Chance of guessing the correct answer is 50%. Also, the student may have good reason for selecting the wrong answer. True-false with explanation of response allows for expression of the student’s thinking and rationale for the student’s selection.

5. It is our opinion that it is professionally responsible for a teacher occasionally, at times, to give a grade higher than what the points might call for, but never lower. For example, two students could end a semester with identical point scores. One of the students could have begun the semester in high gear with a first quarter grade of A, but then ended with total points calling for a C grade. That student would receive a C grade. However, another student could have begun more slowly, perhaps even with F as the first quarter grade, but earned an A for the second quarter, and with total points calling for a grade of C. Clearly, in my opinion, the second student deserves better than a C grade because that student is now doing A work.

6. That type of item encourages lowest level, simple recall, rote memorization.

7. It is the accurate assessment of student learning, by having the student do and assess that doing.

Authentic assessment must be performance assessment, but not necessarily is performance assessment an authentic assessment.

8. Answers will vary, but should demonstrate knowledge, critical thinking, and skill written expression.

9. It is believed this should be avoided because (a) correcting and marking papers is a professional responsibility of the teacher, (b) it may encourage cheating, (c) it can create classroom management problems, (d) it is a waste of instructional time, and (e) it violates a student’s right to privacy.

10. Answers will vary, but should demonstrate knowledge, critical thinking, and skill written expression.

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CHAPTER SEVEN OUTLINE WITH NOTES How Do I Prepare Activities, Lessons, and Units?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Podcasts CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. For a specified grade level, give examples of learning experiences/activities from each of these categories: verbal, visual, vicarious, simulated, and direct/explicit.

2. Use a lesson format that is approved by you and prepare a lesson plan for a grade/course of their choice and be able to evaluate their lesson plan and the plan of one of their peers.

3. Be able to write a specific teaching plan with goals, objectives, resources, and learning activities.

4. Prepare a regular instructional unit or an interdisciplinary thematic unit with sequential lesson plans and a closure.

UNDERSTANDING THEORETICAL CONSIDERATIONS FOR THE SELECTION OF INSTRUCTIONAL STRATEGIES Decision Making and Strategy Selection Explicit and Implicit Instruction: A Clarification of Terms Principles of Classroom Instruction and Learning: A Synopsis Note 7-1: Marzano et al organize subject-matter knowledge into five broad categories: (1) vocabulary terms and phrases; (2) details; (3) organizing ideas; (4) skills and tactics; and (5) processes. The first three are what they refer to as declarative knowledge; the last two as procedural knowledge. From R. J. Marzano, D. J. Pickering, and J. E. Pollock, Classroom Instruction that Works (Alexandria, VA: Association for Supervision and Curriculum Development, 2001), p. 123.

Explicit Versus Implicit Instructional Modes: Strengths and Limitations of Each SELECTING LEARNING ACTIVITIES THAT ARE DEVELOPMENTALLY APPROPRIATE The Learning Experiences Ladder Note 7-2: To further the understanding for your students, Bruner’s enactive representation (ways of knowing associated with movement, kinesthetic action, and dance), ikonic representation (ways of knowing related to reason and logic—dependent on coded symbols, such as letters, numbers, and abstract codes) not only correspond with Piaget’s sensorimotor, concrete operations, and formal operations, respectively, but can be superimposed on the Learning Experiences Ladder.

Direct, Simulated, and Vicarious Experiences Help Connect Student Learning Developing the Learning Activities: The Heart and Spirit of Lessons Application Exercise 7.1: Putting Objectives, Resources, and Learning Activities Together for a Teaching Plan PREPARING LESSON PLANS: RATIONALE AND ASSUMPTIONS Rationale for Preparing Written Lesson Plans Assumptions about Lesson Planning CONSTRUCTING A LESSON PLAN: FORMAT, COMPONENTS, AND SAMPLES Basic Elements of a Lesson Plan Note 7-3: Your students will need to be informed whether your program has specific lesson plan format expectations that differ from those presented in this text, and as shown in Figure 7.8, pages 160-169 and in the completed unit of Figure 7.9, pp. 164-165.

Descriptive Data Goals and Objectives

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Note 7-4: Take some time to discuss the messages of the sections titled “Learning Activity versus Learning Objective” and “No Need to Include All Domains and Hierarchies in Every Lesson.” (Page 166) Rationale Procedure Assessment, Reflection, and Revision PREPARING INSTRUCTIONAL UNITS Planning and Developing Any Unit of Instruction Unit Format, Inclusive Elements, and Time Duration PLANNING AND DEVELOPING AN INTERDISCIPLINARY THEMATIC UNIT Steps for Developing an Interdisciplinary Thematic Unit Application Exercise 7.2: Preparing a Lesson Plan Application Exercise 7.3: Preparing an Instructional Unit: Bringing It All Together Note 7-5: An assessment rubric for your consideration and use with Exercise 7.3 is presented as a black line master on page 57 of this manual. The rubric is designed for assessment of standard units (team 1); for assessing ITUs, the rubric may need modification.

LOOKING AT TEACHERS II: Integrated Technology, Moodling SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 7-6: Additional readings of interest to the content of Chapter 7 include K. C. Barton, & L.A. Smith. “Themes or Motifs? Aiming for Coherence through Interdisciplinary Outlines.” The Reading Teacher, 54 (1), 54-63 (Sept. 2000).

J Brophy, & J. Alleman. (2006). Powerful Social Studies for Elementary Students. F lorence, KY: Wadsworth Publish ing Company.

J. D. Cooper, & N.D. Kiger. (2005). Literacy: Helping Children Construct Meaning (6th ed.). Florence, KY: MA: Wadsworth Publish ing.

A.L. Herrell. (2000). Fifty Strategies for Teaching English Language Learners. NY: Prentice Hall.

C. M. Hoadley. “Teach ing Science through Online, Peer Discussions: SpeakEasy in the Knowledge Integration Environment.” International Journal of Science Education, 22( 8), 839-857 (1 August 2000).

D. Lapp, J. Flood, C. H. Brock, & D. Fisher. (2007). Teaching Reading to Every Child. Mahwa h, NJ: Lawrence Erlbaum.

T. March. “The Power of Webquests.” Educational Leadership, 42-47 (December 2003/January/2004).

C. B. McCarthy. “Effects of thematic-based, hands-on science teach ing versus a textbook approach for students with disabilities.” Journal of Research in Science Teaching, 42 (3), 245 – 263 (Jan. 31, 2005).

L.M. Morrow.(2001). “Integrating the Language Arts with Thematic Instruction.” Literacy Development in the Early Years, 16-17.

S. Taberski. (2000). On Solid Ground: Strategies for Teaching Reading K-3. Westport, CT: Heinemann.

P. Westwood. (2005). Spelling: Approaches to Teaching and Assessment (2 nd ed.). Victoria: ACER Press.

J. Wagmeister, & B. Sh ifrin. “Thinking Differently, Learning Differently.” Educational Leadership, 58(3), 45-48 (Nov 2000).

S.E. Wineburg, & P. Grossman. (2000). Interdisciplinary Curriculum: Challenges to Implementation. NY: Teachers College Press.

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WITH NOTES

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STANDARD UNIT PLAN (Application Exercise 7.3) ASSESSMENT RUBRIC For _____________________________ Points ->

Total Score ________________ 10

7-9

0-6

(number of points given to be written in appropriate box)

_____________________________________________________________________________________________ 1. Descriptive data clear acceptable incomplete/absent (grade level, subject, English proficiency and other student characteristics accounted for; time duration accounted for) Comment: _____________________________________________________________________________________________ 2. Topic or theme clear/appropriate acceptable ambiguous Unit goals/rationale well summarized acceptable rambling/too brief Comment: _____________________________________________________________________________________________ 3. Instructional (overt) objectives good coverage acceptable incomplete/ not well stated activities/objectives (for ITU: all disciplines accounted for) yes are partially mixed no Comment: _____________________________________________________________________________________________ 4. Lesson plans effective, well-planned acceptable incomplete Comment: and sequenced; format complete partially quite incomplete _____________________________________________________________________________________________ 5. Ten lesson plans (minimum) well planned and incomplete none Comment: complete _____________________________________________________________________________________________ 6. Learning activities excellent variety and acceptable incomplete and/or Comment: developmentally not includes multicultural components _____________________________________________________________________________________________ 7. Materials complete listing; good acceptable incomplete Comment: variety _____________________________________________________________________________________________ 8. Introductory activities well conceived acceptable inappropriate (for unit and each lesson) Comment: _____________________________________________________________________________________________ 9. Culminating activity to unit well planned; ties it acceptable inappropriate or Comment: all together nicely absent _____________________________________________________________________________________________ 10. Assessment procedures good variety; well acceptable inappropriate/ Comment: planned; includes incomplete preassessment, formative and summative; matches the objectives

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CHAPTER SEVEN EXAMINATION QUESTIONS 1. The major reason for planning your instruction is to (a) provide curriculum continuity (b) have lesson plans available for a substitute teacher (c) prepare for teaching students who are different from you (d) design student experiences that are direct learning activities 2. Which one of the following types of instructional units is least like the others? (a) standard (b) traditional (c) conventional (d) interdisciplinary thematic 3. Which one of the following is NOT a step in the planning process? (a) preparation of lessons (b) development of a schedule (c) development of a long-term calendar plan (d) signature of the curriculum supervisor’s approval 4. Instructional objectives guide students by helping them to (a) identify important high level skills (b) discuss the lesson with each other (c) monitor their own learning (d) create teachable moments 5. Which one of the following modes of instruction does NOT mean the same as the others? (a) access (b) didactic (c) expository (d) traditional 6. Which one of the following types of learning experiences is LEAST abstract? (a) direct (b) verbal (c) vicarious (d) simulated 7. A complete and planned sequence of instruction that presents a major division of a subject or discipline is called (a) a curriculum framework (b) an instructional unit (c) a resource unit (d) a course 8. Which follows a unit of instruction to determine student learning of that unit? (a) preassessment (b) anticipatory set (c) formative evaluation (d) diagnostic assessment (e) summative evaluation 9. The authors of our textbook define curriculum as (a) that which is intended to be taught (b) the combined specified courses of study (c) the sequence of courses that students take (d) all the planned experiences student encounter while at school

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10. One of the following statements about instructional units is NOT true. Which is the false one? (a) Units of instruction may vary in time duration. (b) Summative evaluation is assessment that occurs throughout a unit of study. (c) Although there are certain basic ingredients, formats for teaching units may vary. (d) Culminating activities to a unit of study are those that bring together what has been learned during the study.

11. The planned closure to a lesson is complementary to the plan’s (a) body (b) time plan (c) introduction (d) assessment items (e) listing of resources and materials needed 12. When the teacher monitors student work during a lesson by using questioning and guided practice, and when the teacher assigns independent practice at the completion of the lesson, that teacher is (a) shifting interaction (b) implementing closure (c) checking for student comprehension (d) evaluating student achievement for grading purposes 13. The lesson plan format that works best is (a) the one that is required by your university supervisor (b) different for a middle school teacher than it is for an elementary school teacher (c) the lesson plan that includes details of all seven components presented in this chapter (d) the format that the teacher can most effectively implement, which means the students learn 14. Which of the following is an example of a simulated experience? (a) taking a field trip to a tide pool (b) building a working classroom model of a tide pool (c) viewing slides of a tide pool (d)working on a computer program about life in a tide pool 15. All of the following are components of an ITU EXCEPT (a) instruction centered around a big idea or theme (b) the learning activities are selected so that all students are actively engaged (c) the teacher creates the unit without student input (d) on-going reflection 16. Which one of the following types of units of instruction will most likely take the longest time to teach? (a) standard (b) integrated (c) traditional (d) conventional 17. In what way do instructional objectives serve as the foundation for a lesson? (a) They define the lesson’s content. (b) They are the first thing a teacher considers when preparing a course of study. (c) They help everyone understand when the goal of the lesson has been attained. (d) They describe with precision what will take place during the interactive phase of instruction.

18. Which of the following is a benefit of coached practice? (a) It gives the teacher a chance to catch up on his/her paperwork. (b) It helps the teacher monitor students’ work. (c) It allows for group discussion which allows teacher to assess students’ oral skills. (d) It allows the students to get their homework done.

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19. Which one of the following is NOT characteristic of the integrated thematic instructional approach? (a) Teachers and students have collaborated on the content of the learning (b) Teachers and students have collaborated on a common theme (c) During instruction, subject-area boundaries are indistinct (d) The curriculum follows a subject-specific topic outline 20. The teacher is a reflective decision-maker when the teacher thinks about (a) what he or she is teaching (b) why he or she is teaching particular content (c) how he or she is helping students learn particular content (d) all three of the above II. True-false with optional explanation 1. The major reason for a teacher’s careful planning of the course curriculum is to have lesson plans available for a substitute in case of the teacher’s absence.

2. Competent teachers plan for the individual differences of their students.

3. A teacher with lessons that are prepared thoughtfully and completely is less likely to have problems with classroom control than is the teacher whose lessons are inadequately prepared.

4. Teacher goals are different from learning objectives.

5. Instruction in the classrooms should focus on student achievement of specific desired competencies.

6. What is called a thematic unit may or may not be a unit that is interdisciplinary.

7. The essential procedures for preparing a unit of study are the same regardless of the type of unit.

8. Instructional objectives help teachers communicate with students about a lesson.

9. Sixth-grade teachers who teach single subjects in their own classrooms can not possibly attempt thematic unit instruction.

10. Unlike a resource unit, a teaching unit does not contain sequentially planned lessons.

11. It is acceptable for a teacher to use occasional hour-long ad lib teaching.

12. When planning curriculum, the teacher should consider the stated mission, aims, and goals of the school.

13. The concept of curriculum integration is supported by research about how children best learn.

14. Teachers of block classes are less likely to need detailed lesson plans than are those of self-contained classrooms.

15. Generally speaking, beginning teachers need more detailed written lesson plans than do experienced teachers.

16. Lesson plans that are constructed from an interdisciplinary thematic unit need NOT be as formally written and detailed as do standard lessons.

17. It is better to overplan and not cover everything in the lesson than to underplan and have time remaining with students having nothing to do.

18. Traditional “daily planning books” are unacceptable for beginning teachers to use as lesson plans.

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19. An instructional plan is useful to the teacher before, during, and after the instruction.

20. Although planned for, a beginning teacher need not include transitions in the written daily plan.

III. Essay 1. Identify and describe three reasons a beginning teacher should prepare detailed lesson and unit plans.

2. Explain why the teacher needs to know how to prepare detailed plans even when the textbook program provides detailed plans.

3. Describe where preassessment should show in a unit plan and in a lesson plan.

4. Identify and describe no less than 8 categories of items that should be included in the body of a lesson plan.

5. Describe when, if ever, during instruction a teacher can or should divert from the written plan.

6. Explain why during the preactive phase detailed transitions should be planned and written into the lesson plan.

7. Explain why you agree or disagree with the statement that all K-6 grade teachers are teachers of literacy and of thinking, social, and learning skills.

8. Name five categories of the Learning Experiences Ladder, giving an example of a learning activity for each for children of a specified grade level and subject or topic.

9. Compare and contrast two types of instructional units, and when you would likely use each.

10. For a specified unit, describe several types of learning activities that could be used to introduce the unit.

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Chapter 7 Key I. Multiple choice 1. a 2. d 3. d 4. c 5. a

6. a 7. b 8. e 9. d 10. b

11. c 12. c 13. d 14. b 15. c

16. b 17. c 18. b 19. d 20. d

II. True-false 1. False 2. True 3. True 4. True 5. True

6. True 7. True 8. True 9. False 10. False

11. False 12. True 13. True 14. False 15. True

16. False 17. True 18. True 19. True 20. False

III. Essay 1. To prevent ad lib teaching; to prevent dead time for the students; to be sure that the course of study is being addressed; to be sure that the lessons are related and build from one to the next.

2. To be able to attend to the specific needs and characteristics of their own students.

3. In both a unit plan and a lesson plan, preassessment should be addressed in the rationale.

4. Content, introductory set, modeling strategies, practice, transitions, examples of stimulus variation, assignment, closure.

5. This question is useful for stimulating discussion, but not necessarily for grading purposes. Many beginning teachers fear diverting from planned lessons. Their fear is understandable. Your students need to discuss how to recognize when a class is unpredictably turned on to a topic and how to recognize and take advantage of a teachable moment. For a student teacher, there are no special guidelines other than, perhaps, if in doubt, stick with your plan. Later, the teacher can reflect on the day’s event and perhaps reorganize the longer-range plan to adjust to the captured student interest. However, once lost, it is not easily recaptured.

6. Two of the most important reasons are: to think about how the teacher will help students understand the connectedness of their learning; to prevent management problems.

7. Answers will vary, but should evidence knowledge and skillful written expression.

8. See text p. 153.

9. Answers will vary (could differentiate standard unit from ITU, but might also discuss modular and contract units, but these are not discussed in the resource guide), but should evidence knowledge and skillful written expression.

10. Answers will vary, but should evidence knowledge and skillful written expression.

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PART III EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL DEVELOPMENT Part III, consisting of four chapters, responds to your students’ needs concerning • Academic success for each student • Classroom discussions • Community service learning • Copyright guidelines • Electronic media and the Internet for instruction • Equality in the classroom • Field trips • Free and inexpensive materials • Field trips • Games and simulations • Guest speakers • Helping children develop skills for lifelong learning • Homework and assignments • Ideas for motivational lessons • Inquiry and discovery learning • Learning centers (and stations) • Mastery learning • Peer tutoring and cross-age teaching • Personalizing the learning experiences • Project-centered learning • Questioning • Small group and cooperative learning • Student rights • Student writing and journals • Teacher talk and demonstrations • Teaching for thinking and intelligent behavior • The classroom writing board and bulletin

CHAPTER EIGHT OUTLINE WITH NOTES What Do I Need to Know to Use Teacher Talk and Questioning as Effective Instructional Tools?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Digital Camera CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Describe when and how to use teacher talk for instruction 2. Describe the value, purpose and types of advance mental organizers used when using teacher talk as an instructional strategy 3. Recognize various levels/types of questions.

4. Develop their skills in raising questions from one level to the next.

5. Understand the importance of well-worded questions and allowing students time to think.

TEACHER TALK: FORMAL AND INFORMAL Teacher Talk: General Guidelines Teacher Talk: Specific Guidelines Note 8-1: Discuss with your students the caution (page 191) and relevance for them about being alert for children who are from cultures where eye contact is infrequent or even unwanted.

Teacher Talk: Cautions

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QUESTIONING PURPOSES FOR USING QUESTIONING Questions to Avoid Asking Note 8-2: Review with your students the section on page 193 about “Questions to Avoid Asking.” See whether they agree or disagree with each and whether they can add others.

TYPES OF COGNITIVE QUESTIONS Clarifying Question Convergent-Thinking Question Cueing Question Divergent-Thinking Question Evaluative Question Focus Question Probing Question Socratic Question STUDENT THINKING AND LEVELS OF COGNITIVE QUESTIONS Note 8.3: Considering the content of Figure 8.7 (p. 197), it might be useful and informative to have students give demonstrations or examples of discrepant events from various subjects.

GUIDELINES FOR USING QUESTIONING Preparing Questions Implementing Questioning Note 8-4: Reinforce the notion that the questions themselves, when asked orally in class or when they appear in written form on tests, indicate powerfully to students what the teacher consider important for the children to learn. As part of the hidden curriculum, the questions send out signals as surely as does anything else the teacher says or does.

Note 8-5: Often in the text, like on page 199, we emphasize the importance of the classroom procedure of children raising hands to be recognized by the teacher and then heard. At some point in your course, you and your students need to discuss this, and include in the discussion when, if ever, a teacher might forgo the requirement.

Note 8-6: Related to page 199, at some point in their professional development preservice teachers need to become knowledgeable and skilled in the use of praise versus positive reinforcement.

QUESTIONS FROM STUDENTS: THE QUESTION-DRIVEN CLASSROOM Application Exercise 8.1 Practice in Raising Questions to Higher levels LOOKING AT TEACHERS II: Integrating Technology, Board, DVD SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 8-7: Additional readings of interest to the content of Chapter 8 include P. C. Beisenherz et al., “The Learning Cycle and Instructional Conversations,” Science Scope 24(4), 34-38 (January 2001).

R. A. Horn, Jr. (2000). Teacher Talk: A Post-Formal Inquiry into Educational Change. NY: Peter Lang.

B. E. Larson. “Classroom Discussion: A Method of Instruction and a Curriculum Outcome.” Teaching and Teacher Education, 16 (5-6), 661-677 (July 2000).

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A.Kong, & E. Fitch. “Using Book Club to Engage Culturally and Linguistica lly Diverse Learners in Reading, Writing and Talking about Books; Classroom Discussion Led to Improved Comprehension for These Students.”The Reading Teacher, 56, 2002.

B. Vavilis and S.L. Vavilis, “Why Are We Learning Th is? Wh a t is th is Stuff Good for, Anyway? The Importance of Conversation in the Classroom,” Phi Delta Kappan 86 (4): 282-287 (December 2004).

W.W. Wil len, “Encouraging Reticent Students’ Participation in Classroom Discussions,” Social Education 68 (1): 51-56 (January/February 2004).

L. Zawilinski. “HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking.” The Reading Teacher, 62(8), 650-661 (May 2009).

WITH NOTES

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CHAPTER EIGHT EXAMINATION QUESTIONS I. Multiple choice 1. Which type of question would be best to use as a set introduction for a new topic? (a) a low-order question (b) a close-ended question (c) a question calling for divergent thinking (d) a question calling for convergent thinking 2. Which one of the following is a FALSE statement? (a) Key questions to be used by the teacher should be written in the teacher’s lesson plan. (b) The teacher should make sure that all students are given opportunity to respond to questions. (c) Key questions used by the teacher should be matched with the levels of thinking expected of students. (d) After asking a question the teacher should pause for no longer than 2 seconds before calling on a student to respond.

3. To effectively use teacher talk, you should do all of the following EXCEPT (a) establish eye contact (b) stay in one spot so that students have a focal point for listening (c) monitor your delivery so that you don’t talk too fast (d) use visual aids to foster student comprehension 4. A question that causes students to compare and to contrast is a question (a) requiring convergent thinking only (b) at the lowest level of mental operation (c) at the highest level of mental operation (d) at the intermediate level of mental operation 5. Questions that cause students to apply a principle to a new situation call for (a) convergent thinking only (b) a low level of mental operation (c) prior approval from the school principal (d) an intermediate level of mental operation (e) a relatively high level of mental operation 6. The classification of questions is closely related to the taxonomy used to classify (a) learning styles (b) instructional media (c) instructional strategies (d) objectives in the cognitive domain 7. Which pair of verbs is asking students to apply information? (a) count, describe (b) define, analyze (c) build, evaluate (d) classify, compare 8. Which pair of verbs is most likely to require students to use their short rather than long term memory? (a) judge, predict (b) build, evaluate (c) define, describe (d) classify, compare 9. Which pair of verbs is asking students to process information? (a) identify, list (b) apply, complete (c) analyze, compare (d) predict, hypothesize

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10. The PACE Approach would be most useful in discussions about (a) illustrations in children’s books (b) a science experiment (c) the American Revolution (d) social issues in the local community 11. Convergent thinking questions are known also as ____ questions. (a) broad (b) narrow (c) probing (d) evaluative 12. “In what ways does that procedure violate your right to privacy?” is a question at the ___ level. (a) analysis (b) evaluation (c) knowledge (d) application 13. In the three level taxonomy of questioning, which one of the following requires the highest level of student behavior? (a) name (b) compare (c) describe (d) conjecture 14. “What causes you to prefer this picture over the other?” is a question at the (a) level of input data (b) lowest level of simple recall (c) level of processing information (d) highest level of evaluation of data 15. After asking a question of the whole class, the teacher should (a) allow the students to yell out their responses (b) immediately call on the brightest student in the class (c) immediately call on the first student who raises a hand (d) wait at least 3 seconds before calling on a student to answer 16. While students are doing silent reading. Andrew is turned around and talking to his neighbor. In this situation which one of the following is LEAST recommended? (a) The teacher walks and stands near Andrew. (b) The teacher asks, “Andrew, would you please turn around and do your reading?” (c) The teacher says, “Andrew, I would like you to turn around please and do your reading.” (d) The teacher walks to Andrew and quietly asks him, “Andrew, what is the procedure about talking during silent reading?”

17. “What do you think the principal had in mind when she introduced that particular policy?” is an example of a question that requires (a) divergent thinking (b) clarifying responses (c) evaluative thinking (d) convergent thinking 18. Which one of the following is OKAY for a teacher to do? (a) A student who is being disruptive is asked a question for which the answer cannot possible be known by the student. (b) A student gives a wrong response to a question and is then asked an even more difficult question. (c) A student who didn’t do the homework assignment is asked a question from the assignment. (d) None of these is okay.

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19. “What do you believe the builders might have done differently that might have avoided the largescale collapse of buildings?” Which one is it NOT? (a) focusing (b) evaluative (c) divergent thinking (d) convergent thinking 20. “How can we explain the statement that not all plants that make their own food are green?” is an example of a question that requires (a) divergent thinking (b) clarifying responses (c) evaluative thinking (d) convergent thinking II. True-false with optional explanation 1. When asking students a question regarding subject content, it is recommended that the teacher answer the question if after waiting for 2 seconds there is no student response.

2. A question that requires application of information is at the highest level of student thinking.

3. “What will tomorrow’s weather be if a high pressure moves in?” is an example of an application question.

4. “How might we test your idea?” is an example of a question at the input data level.

5. It is important that teachers consciously avoid the situation of accepting a response of “I don’t know” from a female student and then going to a male student for a correct answer.

6. Being able to answer questions is clearly more important to learning than is being able to ask questions.

7. When students ask you a subject content question for which you do not have an answer, you should bluff an answer rather than say you don’t know.

8. “What do you predict the horse will look like in the year 3,000?” is an example of a low, input level question.

9. Research evidence indicates that most questions found in traditional instructional materials are at the processing level.

10. A teacher should try to establish an environment of relaxed alertness in the classroom.

11. Because of its important diagnostic function, only the teacher and not the students should do questioning as an instructional tactic.

12. A convergent thinking question is one that calls for a creative, thoughtful, and non-preconceived response.

13. A single question can not be broad, divergent, and evaluative, all at the same time.

14. Content questions by the teacher should be planned in a sequence designed to raise the level of student thinking.

15. Generally, when a student answers a question incorrectly you should try and build onto the child’s response until a better answer is obtained.

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16. When the purpose is to redirect a student’s attention it is better to make a direct statement than to ask a rhetorical question such as “Juanita, would you please turn around and pay attention?”

17. When a student is being disruptive during a class discussion, a good procedure for redirecting that student’s attention is to ask the student a content question about the topic.

18. There is a positive correlation between the quality of student learning and the teacher’s use of clarifying questions.

19. “What do you think the school board had in mind when it enacted that particular policy?” is an example of a question that requires convergent thought.

20. “What measures do you think should be taken in our town to reduce the probability of serious flooding?” is an example of a question requiring divergent thinking.

III. Essay 1. For teaching a grade level (K-6) and topic of your choice, provide one example for each of the following types of questions that you might use with children. (Identify the topic and grade level.) (a) recall question, (b) processing question, (c) application question, (d) convergent thinking question, (e) divergent thinking question, (f) probing question, (g) cueing question, and (h) focus question.

2. Explain why you should or should not encourage children to challenge you or the textbook.

3. Explain why you should or should not call only on children who raise their hands.

4. Explain the danger in the teacher’s use of strong praise for student responses. When, if ever, is the use of strong praise acceptable?

5. Describe your options when a student gives no answer or an inadequate response to a question you ask in class.

6. Explain the meaning of relaxed alertness and its relationship to the use of questioning for instruction.

7. Explain why you agree or disagree with the statement, “There is no such thing as a dumb question from a student.”

8. Explain why formal teacher talk is not used as much in elementary school settings today as it was in the past.

9. Explain why you agree or disagree with this statement: “Being able to ask questions is more important than is having correct answers.”

10. Are there any categories or types of questions a teacher should NOT ask children in class? Explain why or why not.

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Chapter 8 Key I. Multiple choice 1. c 2. d 3. b 4. d 5. e

6. d 7. c 8. c 9. c 10. a

11. b 12. a 13. d 14. d 15. d

16. b 17. a 18. d 19. a 20. d

II. True-false 1. False 2. True 3. True 4. False 5. True

6. False 7. False 8. False 9. False 10. True

11. False 12. False 13. False 14. True 15. True

16. True 17. False 18. True 19. False 20. True

III. Essay 1. Answers will vary, but should demonstrate knowledge, good thinking, and skillful written expression.

2. Questioning is the cornerstone of critical thinking and real-world problem solving; students should never be discouraged from asking questions; they should be taught the skills for doing it.

3. The teacher should require students to raise hands to be recognized, but should retain the option of calling on those who have not raised their hands. The points are that the teacher must be in control of who speaks, striving for fair and equal distribution for children to participate. Children also need to learn to control their natural impulsiveness.

4. Strong praise is more acceptable when working with early grades. The danger is using frequent praise (rather than encouragement) is that rather than developing their own source of intrinsic motivation and self-reliance students can become praise-dependent.

5. Answers will vary, but should demonstrate knowledge, good thinking, and skillful written expression.

6. See text p. 197.

7. Answers will vary, but important points are: Students should not be discouraged from asking questions. They should be taught skills in asking questions.

8. See text p. 184.

9. Answers will vary, but should demonstrate knowledge, good thinking, and skillful written expression.

10. See text page 193.

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CHAPTER NINE OUTLINE WITH NOTES What Guidelines Assist My Use of Demonstrations, Thinking, Inquiry Learning, and Games?

VISUAL CHAPTER ORGANIZER AND OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, GenYES Clubs CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1) Discuss relationships among thinking, problem solving, inquiry learning, and discovery 2) Describe characteristics of an effective demonstration and effective use of inquiry learning 3) Analyze an inquiry learning lesson and text information about integrating strategies to form a synthesis of information for use in their own teaching 4) Create and demonstrate a brief lesson for a specific grade level or subject and ask their peers for narrative evaluation 5) Compare/contrast the seven categories of games for learning 6) Describe at least two ways of integrating strategies for integrated learning DEMONSTRATION Purposes of Demonstrations Guidelines for Using Demonstrations Note 9-1: Have your students offer additional examples (from those on page 208) of demonstrations commonly performed by teachers of various elementary school grade levels and subjects.

TEACHING THINKING FOR INTELLIGENT BEHAVIOR Characteristics of Intelligent Behavior Note 9-2: Have your students offer additional examples (from those on page 211) of persons who have demonstrated persistence.

Explicit Teaching for Thinking and Intelligent Behavior INQUIRY TEACHING AND DISCOVERY LEARNING Problem Solving Inquiry versus Discovery Note 9-3: It may be helpful to remember that whereas discovery is the result of knowledge-seeking, inquiry is a way of seeking knowledge.

True Inquiry Critical Thinking Skills of Discovery and Inquiry Learning Note 9-4: Have your students experience inquiry by having them do the exercise in Figure 9.5, “Locating an early settlement community farm: A Level II inquiry.” (page 215).

INTEGRATED STRATEGIES FOR INTEGRATED LEARNING Note 9-5: Heuristics discussed here include: brainstorming, think-pair-share, chunking, memory strategies, comparing and contrasting, visual learning mapping, inferring, outlining, paraphrasing, reciprocal teaching, study strategies, Vee mapping, Venn diagramming, and visual learning log.

LEARNING BY EDUCATIONAL GAMES Classification of Educational Games Purposes of Educational Games Sources of Educational Games Note 9-6: Consider organizing a “games sharing day,” where your students bring to class educational games they have found and believe to be (or not to be) useful for teaching.

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Application Exercise 9.1 Developing a Lesson Using Different Approaches: Inquiry Learning Level II, Thinking Skill Development, a Demonstration, or an Interactive Lecture—Peer Teaching LOOKING AT TEACHERS II: Integrated Technology, Computer Searches SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 9-7: Additional readings of interest to the content of Chapter 9 include R. D. Anderson. “Reforming Science Teach ing: Wh at Research Says About Inquiry.”Journal of Science Teacher Education, 13(1), 1-12 (February 2002).

S. de Freitas, & M. Oliver. “How can exploratory learning with games and simulations with in the curriculum be most effectively eva luated?” Computers & Education, 46(3), 249-264 (April 2006).

B. Ferry et al., “How Do Preservice Teachers Use Concept Maps To Organize Their Curriculum Content Knowledge?” Journal of Interactive Learning Research 9(1):83-104 (1998).

Y. B. Kafai. “Playing and Making Games for Learning.” Games and Culture, 1(1), 36-40 (2006).

D. Kuhn, J. Black, A. Keselman, & D. Kaplan. “The Development of Cognitive Skills to Support Inquiry Learning.” Cognition and Instruction, 18(4), 495-523 (2000).

C. V. Schwarz, J. Meyer, & A. Sh arma.” Technology, Pedagogy, and Epistemology: Opportunities and Cha llenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods.”

Journal of Science Teacher Education, 18 (2), 243-269 (April 2007).

K. Squire. “Changing the Game: Wh at Happens When Video Games Enter the Classroom?” Innovate, 1 (6), (2005). Online at http://www.innovateonline.info/index.php?view=article&id=82.

P. VanFossen., “Using Webquests to Scaffold Higher-Order Thinking.” Social Studies and the Young Learner 16 (4): 13-16 (March/April 2004).

WITH NOTES

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CHAPTER NINE EXAMINATION QUESTIONS I. Multiple choice 1. Recommending that students remember Please Excuse My Dear Aunt Sally for the order of operation when solving an algebraic equation (parentheses; exponents; multiply; divide; add; subtract) is an example of (a) nonsense (b) symbolism (c) mnemonics (d) metacognition (e) an advance organizer 2. Which one of the following is NOT a teaching strategy but rather an intelligent behavior for which skill development in children can be facilitated by the teacher? (a) inquiry (b) simulation (c) demonstration (d) problem solving 3. A collection of instructional materials that includes more than one type of medium and that is organized around a theme or topic is called a (a) filmstrip (b) multimedia kit (c) power computer (d) CLV formatted laser disk 4. When you expect class brainstorming of an idea, you should do any of the following EXCEPT (a) use passive acceptance of student responses (b) record on the board or overhead all student ideas as expressed by them (c) when recording student ideas recognize the contributor by recording the name or initials of the contributing student (d) when a student provides a response that you particularly like or agree with, reinforce the contributor with something like “Hey, that is a good one!”

5. By organizing your board writing during instruction, and by writing only key words and simple diagrams, rather than complete and lengthy sentences and extensive and complicated diagrams, you are more likely to (a) stimulate left brain learning (b) stimulate right brain learning (c) stimulate engagement of both brain hemispheres (d) omit important points that students consequently will miss 6. During the preactive phase of any instruction that involves the use of audiovisual equipment, it is important to plan carefully so that in the eventuality of equipment failure (a) you can quickly pick up the lesson so there is no loss of content continuity (b) you do not do anything that will cause permanent damage to the equipment (c) there is no dead time where students sit idly waiting for something to happen (d) all of the above 7. Which one of the following statements is a FALSE statement about thinking? (a) Thinking skills should be taught directly to children (b) To help in learning to think, children should be taught skills in metacognition. (c) Thinking skills include concluding, contrasting, and summarizing. (d)Learning to think is a more valid educational goal for children who are proficient in English than it is for children who have only limited proficiency in the English language,

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8. Which one of the following is NOT a characteristic of intelligent behavior? (a) persistence (b) sense of humor (c) dogmatic attitude (d) taking responsible risks (e) listening to others with understanding and empathy 9. Which one of the following terms is NOT synonymous with the others? (a) discovery (b) guided inquiry (c) level II inquiry (d) delivery mode teaching 10. When all else is equal, which of the following instructional sequences is most likely to affect student learning? (a) student inquiry followed by teacher talk (b) teacher lecture followed by a student workbook activity (c) teacher-led whole-class discussion followed by a teacher lecture (d) teacher talk followed by a video presentation and then a student worksheet activity 11. Which set of inquiry processes represent the most complex mental operations? (a) idea-using processes (b) idea-building processes (c) data-generating processes (d) data-organizing processes 12. Which of the following sets of thinking skills are data-organizing processes? (a) graphing, classifying, comparing, sequencing (b) inferring, generalizing, explaining, synthesizing (c) communicating, experiencing, measuring, observing (d) applying, hypothesizing, predicting, model building 13. Which one of the following sets is comprised of idea-using processes? (a) charting, ordering, using numbers (b) controlling variables, defining operationally (c) measuring, experiencing, verifying, observing (d) inferring, interpreting data, making analogies 15. Reading aloud to your students a news article or story from a book, and talking about it and asking questions about it to yourself or to your students while you are reading, demonstrates (a) mental modeling (b) cognitive mapping (c) an anticipatory set (d) a comparative organizer 16. A simulation differs from a contest in that a contest (a) depends on role playing (b) is based on a model of reality (c) requires the learner’s active participation (d) involves pursuit of a goal but within prescribe rules 17. Which one of the following statements is a FALSE statement about thinking. (a) Thinking skills should be taught directly to children. (b) To help in learning to think, children should be taught skills in metacognition. (c) Thinking skills include concluding, contrasting, and summarizing. (d) Learning to think is a more valid educational goal for children who are proficient in English than it is for children who have only limited proficiency in the English language.

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18. Which one of the following statements is generally TRUE? (a) Learning by student-centered instruction takes less instructional time than when learning by strategies that are teacher-centered. (b) Learning by expository instruction is more likely to help children learn how to learn than when learning by inquiry, discovery, and problem solving. (c) Students are more likely to learn important things when learning from expository strategies than when learning from inquiry, discovery, and problem solving. (d) Learning inquiry, discovery, and problem solving is more likely to provide children with opportunity to practice intellectual skills than when learning by expository strategies.

19. Mind mapping and clustering are examples of (a) brainstorming tools (b) thinking process maps (c) task-specific organizers (d) all of the above 20. Which one of the following is an example of a pure simulation? (a) basketball (b) MicroSociety (c) race to be elected state governor (d) WhoWants to Be a Millionaire?

II. True or False with optional explanation 1. Elementary teachers do not use demonstrations.

2. CAI is an instructional strategy that would work well at a learning center.

3. What is true inquiry is within the access mode of teaching and learning.

4. A teacher should avoid being seen using notes while teaching.

5. Except for impressing the school principal, spending time preparing a classroom bulletin board is a waste of time.

6. Although useful for teaching primary grade children, learning centers are inappropriate for use in grades 4 and up.

7. The teaching of thinking skills is more important when teaching children who are gifted and talented than it is when teaching disadvantaged children or those who are at risk.

8. Rather than a teaching strategy, problem solving is a way of behaving.

9. Critical thinking implies being skilled at level III inquiry.

10. Historically in school, children have been given more experience in solving problems than they have in recognizing problems.

11. Educational games are nothing more than recreational time-outs from the usual rigors of learning and have no place in formal teaching and learning.

12. The SURVIVOR television show is an example of a pure simulation.

13. The game of TRIVIAL PURSUIT is an example of a contest-game.

14. The terms simulation and game are interchangeable, that is they are synonymous.

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15. Simulations are useful for linking learning from the cognitive and the affective domains.

16. The only teachers to use demonstrations in teaching are those teaching topics from art, mathematics, physical education, and science.

17. Teacher talk and student inquiry are incompatible instructional strategies.

18. Thinking skills CANNOT be taught directly.

19. A primary difference between discovery and inquiry is that whereas inquiry is the result of knowledge-seeking, discovery is a way of seeking knowledge.

20. The best teaching occurs when children are given a problem and then allowed to devise their own ways of solving it.

III. Essay 1. Describe how using audiovisual materials helps to reinforce student learning.

2. Describe how you would teach students to understand the concept of friendship.

3. Identify ways that the teacher can plan to recapture student attention during instruction.

4. Describe the concept, advantages, and limitations, and an example, of an “electronic field trip.”

5. Compare and contrast Level I, II, and III inquiry.

6. Explain which mode of instruction, direct or indirect, would be most appropriate for a teacher who desires to help children improve their skills in critical thinking.

7. Identify no less than 10 inquiry thinking skills. For one of those skills, describe in detail how you could help children at a particular grade level develop that skill.

8. Identify and describe the steps to critical thinking and problem solving.

9. Describe no less than 3 ways you could effectively use a bulletin board in your teaching.

10. Identify and describe what, if anything, needs to be memorized by children. Describe techniques that you could suggest to students for doing the necessary memorizing.

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Chapter 9 Key I. Multiple choice 1. c 2. d 3. b 4. d 5. c

6. d 7. d 8. dc 9. c 10. a

11. a 12. a 13. b 14. b 15. a

16. d 17. d 18. d 19. a 20. b

II. True or False 1. False 2. True 3. True 4. False 5. False

6. False 7. False 8. True 9. True 10. True

11. False 12. False (sim-game-cont) 13. True 14. False 15. True

16. False 17. False 18. False 19. False 20. False

III. Essay 1. By appealing to other senses, and to other learning modalities.

2. Answers may vary, but may include a thinking process map.

3. Analogies, verbal cues, pauses, humor, visuals, body gestures, sensory cues, proximity, strategy change 4. With multimedia programs, students can participate vicariously in a field trip without leaving the classroom. Consequently, not all senses are engaged; it is nearly like the real thing and it makes possible a “field trip” experience that would normally be available or affordable.

5. See Table 9.1, p. 212.

6. Indirect because (among other benefits) it engages the mind with active learning, social interaction, questioning, and divergent thought.

7. See Figure 9.4 (page 213). Answers to second part will vary, but should illustrate knowledge, critical thinking, and skillful written expression.

8. Recognition of the problem; formulation of a question about the problem; hypothesizing a solution; collection of data; analysis of the data; arrival at a tentative solution 9. Answers will vary, but should indicate knowledge, imaginative thinking, and skillful written expression.

10. Answers will vary, but should demonstrate knowledge, good thinking, and skillful written expression.

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CHAPTER TEN OUTLINE WITH NOTES What Guidelines Assist My Use of Groupings and Assignments to Promote Positive Interaction and Quality Learning?

VISUAL CHAPTER ORGANIZER AND OVERVIEW Note 10-1: Strategies presented and discussed in this chapter share two elements: social interaction and problem solving. The underlying premises are that a person learns to think by thinking and sharing his or her thoughts with others, and knowledge gained through active learning and self-discovery is more meaningful, permanent, and transferable than is knowledge gained through rote memorization and expository strategies.

LOOKING AT TEACHERS I: Integrated Technology, Interdisciplinary Study CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Describe how to use whole-class discussion as a teaching strategy.

2. Contribute to a list of guidelines for using whole-class discussion as a teaching strategy.

3. Explain how the classroom teacher can personalize the instruction to ensure success for each student.

4 Present a persuasive argument in favor of or against providing recovery options for students who do not do an assignment or who do not do well on it.

5. Describe their view about how to effectively use one or more of these instructional strategies: assignments, homework/responsibility papers, journal writing, written and oral reports, cooperative learning groups, learning centers, problem-based learning, and student-centered projects.

EQUALITY IN THE CLASSROOM Student Rights Gender Discrimination Ensuring Equity LEARNING IN LARGE GROUPS Student Presentations Whole-Class Discussion Application Exercise 10.1 Whole-Class Discussion as a Teaching Strategy: Building upon What I Already Know LEARNING IN SMALL GROUPS Purposes for Using Small Groups COOPERATIVE LEARNING The Cooperative Learning Group LEARNING IN PAIRS Peer Tutoring, Mentoring, and Cross-Age Coaching Paired Team Learning Think-Pair-Share The Learning Center LEARNING ALONE MASTERY LEARNING AND PERSONALIZED INSTRUCTION Today’s Emphasis: Mastery or Quality Learning for All Students Assumptions about Mastery or Quality Learning Components of Any Mastery Learning Model Strategies for Personalizing the Instruction: Working Toward Quality Learning LEARNING FROM ASSIGNMENTS AND HOMEWORK Purposes for Homework Assignments

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Note 10-2: Beginning teachers need to understand that not only can homework help students learn factual information, develop study skills, and involve parents in their child's education, but it can also overwhelm students and cause them to dislike learning, encourage them to take shortcuts such as copying others' work, and prevent them from participating in extracurricular activities. Teachers sometimes underestimate just how long it will take a student to complete a homework assignment.

Some students find homework and assignments very difficult, especially those who have limited English proficiency, special needs, and those who have little to no support from home. As an aid to these students in particular and to any student in general, many teachers use student volunteers to serve as homework helpers to assist other students both during class and after school by exchanging telephone numbers. In some schools, teachers also use upper grade students and even paid college students and adults as mentors.

Finally, the concept of mastery (quality) learning would seem to us to necessitate a policy whereby students are able to revise and resubmit assignments for reassessment and grading.

Opportunities for Recovery HOW TO AVOID THE PAPER CRUSH Multiple Assessment Peer-Checking: Use with Caution Note 10-3: Regarding the caution, your students may need several reminders with examples about their public school students’ right to privacy.

PROJECT-CENTERED LEARNING: GUIDING LEARNING FROM INDEPENDENT AND GROUP INVESTIGATIONS, PAPERS, AND ORAL REPORTS Values and Purposes of Project-Centered Learning Guidelines for Guiding Students in Project-Centered Learning Writing Should Be a Required Component of Project-Centered Learning Assess the Final Product WRITING ACROSS THE CURRICULUM Kinds of Writing Note 10-4: With the availability of computers and the proliferation of special sites on the Internet offering research papers for students to copy, plagiarism and the ease with which it can be accomplished has taken on an entirely new dimension. As a countermeasure, high-tech anti-plagiarism sites are now available on the Internet for teachers. See, for example, http://plagiarism.org/ and http://www.canexus.com/eve/index.shtml.

Student Journals LOOKING AT TEACHER II: Integrated Technology, Desktop publishing Note 10-5: Spend time in class discussing the teaching scenario from Looking at Teachers II. It is important for teachers and their students to be knowledgeable about and adhere to copyright laws and fair use cautions and guidelines.

SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 10-6: Additional readings of interest to the content of Chapter 10 include M. Bradford. “Motivating Students through Project-Based Service Learning.” T H E Journal (Technological Horizons In Education), 32, (2005).

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E. T. Emmer, & M.C. Gerwels. “Cooperative Learning in Elementary Classrooms: Teach ing Practices and Lesson Characteristics.” The Elementary School Journal, 103(1), 75-91 (Sep., 2002).

L. S. Fuchs , D. Fuchs, L. Yazdian , & S. R. Powell. “Enh ancing First-grade Children's Mathematica l Development with Peer-Assisted Learning Strategies.” Psychology Review, 31, 2002 K. J. Knipper, & T. J. Duggan. “Writing to Learn Across the Curriculum: Tools for Comprehension in Content Area Classes.” The Reading Teacher, 59(5), 462–470 (February 2006).

A. Mueller & T. Fleming. “Cooperative Learning: Listening to How Children Work at School.” The Journal of Educational Research, 94(5), 259-265 (May - Jun., 2001).

L. Santamaria, & J. Thousand. “Collaboration, Co-Teach ing, and Differentia ted Instruction: A ProcessOriented Approach to Whole Schooling.” International Journal of Whole Schooling, 1(1), 13-27 (Sep 2004).

G. A. Smith. “Place-Based Education: Learning to Be W here We Are.” Phi Delta Kappan, 83(8), 584-594 (Apr., 2002).

D. S. Strickland, A. Bodino, K. Buchan, K.M. Jones, A. Nelson, & M. Rosen. “Teach ing Writing in a Time of Reform.”The Elementary School Journal, 101(4), 385-397 (March 2001).

J. Tiedemann. “Gender-rela ted Beliefs of Teachers in Elementary School Mathematics.”

Educational Studies in Mathematics, 41 (2), 197-207 (February, 2000).

R. T. Vacca, & J. L. Vacca. (2005). Content Area Reading: Literacy and Learning Across the Curriculum (8th ed.). Boston: Allyn and Bacon.

WITH NOTES

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CHAPTER TEN EXAMINATION QUESTIONS I. Multiple choice 1. When a teacher uses materials that are copyrighted, which one of the following is NOT allowed by copyright law? (a) make a single copy of an entire chapter from a book (b) make a single copy of an entire magazine article (c) make a single copy of one picture from a book (d) make a single copy of an audio recording 2. Which one of the following is NOT consistent with today’s emphasis on personalizing the learning to work toward quality learning? (a) starting a study by finding out what the children already know or think they know (b) empowering children with some decision-making responsibility (c) providing students with a variety of learning experiences (d) lecture on a unit of study followed by drill and practice 3. About the concept of mastery learning, which one of the following is FALSE? (a) Most learning is sequential and logical. (b) Mastery of content is possible for all children to achieve. (c) Most learning outcomes can be specified in terms of observable and measurable performance. (d) Curriculum tracking and homogeneous ability grouping are important for strategies for the success of any mastery learning model.

4. The term quality learning means the same thing as (a) covering the content (b) authentic assessment (c) the mastery of content (d) personalized instruction 5. Which response correctly completes this statement? Student journals should be ___ by the teacher. (a) read (b) read and critiqued (c) read, critiqued, and evaluated (d) read, critiqued, evaluated, and graded 6. In terms of sequence of implementation, which is the final component in any mastery learning model? (a) summative assessment (b) define the target learning objectives (c) preassessment of what the children know (d) formative assessments with corrective instruction (e) the instructional component with choices and options 7. For which one of the following are the performance expectations for cognitive learning most specific with a focus on mastery of content? (a) learning station (b) skill learning center (c) open-learning center (d) direct-learning center 8. Which one of the following is a FALSE statement about using cooperative group learning? (a) Group grading should be avoided. (b) Present standards for achievement should be the same for all students within a group. (c) Competition for rewards and grades among students within a group should be avoided. (d) Reward for group achievement may be recognized by giving bonus points to all students within a group.

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9. Of the following researchers, the work of which one is most connected with the concept of cooperative learning? (a) Fred Keller (b) John Carroll (c) Lev Vygotsky (d) Benjamin Bloom 10. A heterogeneous group of 3-6 learners working together in support of their learning is called a(n) __. (a) think-pair-share group (b) authentic learning group (c) cooperative learning group (d) competitive learning group 11. Dyad learning can include any of the following EXCEPT (a) peer tutoring (b) cross-age teaching (c) think-pair-share learning (d) cooperative learning group 12. Which of the following is NOT valid as a reason why some teachers experience difficulty using CLGs? (a) Elementary children need training in the basic skills for interaction and group processing. (b) Elementary school-age children are not developmentally ready for learning by CLGs. (c) Some teachers use CLGs for time periods that are too long for the age of the children. (d) Some teachers don’t understand the procedure for effective use of CLGs. (e) Some teachers use CLGs as an instructional strategy too often.

13. Which one of the following is a FALSE statement about student-centered project learning? (a) Writing should be a part of the culminating product. (b) Students should share with the entire class the progress and product of their work. (c) With guidance from the teacher, ideas for projects should emanate from the children. (d) The majority of elementary school children are not developmentally ready for project-based learning.

14. About the learning center, which one of the following is a FALSE statement? (a) A choice of two or more activities at the center is recommended. (b) The learning center is a useful place to isolate a student as punishment for the student’s misbehavior. (c) The purpose and instructions for the center should be clearly posted and easily understood by the student-user. (d) The learning center should be designed around a relevant theme, one that integrates student learning with activities that cross subject boundaries.

15. Which one of the following has NOT been documented by research studies as being an educational outcome of cooperative group learning when compared with independent solo learning? (a) greater long term memory of problem-solving strategies in mathematics (b) improved communication and relations among students of different ethnic groups (c) improved communication and relationships among students with learning disabilities and other students (d) students who profit the most from cooperative learning are those who are intellectually gifted and talented 16. Legal rights that apply to an original, created work—such as a computer software program, photograph, poem, or work of art—are referred to as (a) patent (b) fair use (c) copyright (d) trademark

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17. When all else is equal, which one of the following learning activities is most recommended? (a) teacher demonstration (b) cooperative learning inquiry (c) teacher-directed whole class discussion (d) Hour-long noninteractive lecture by the teacher 18. One key difference between CLGs and other small group work is (a) CLGs need less materials than other types of small group work (b) ClGs can’t be used for content review (c) Students are assigned specific roles which help the group function effectively (d) Students are rewarded based on individual achievement 19. When one student tutors another student in the same grade level, this can be called all of the following except (a) mentoring (b) peer tutoring (c) PAL (d) cross-age coaching 20. The primary reason for using a learning center is to (a) provide hands-on experiences (b) incorporate multimedia materials (c) promote inquiry learning (d) individualize instruction to meet students’ needs II. True or False with optional explanation 1. For elementary school teaching, learning that is project-based is of little to no value in facilitating meaningful student learning.

2. The educational value of cooperative learning has been well supported by research studies.

3. Think-write-share-pair is a useful strategy within the category of dyad grouping.

4. The teacher should hold high expectations for each child and not waiver from those expectations.

5. The manner by which children are grouped for learning has no influence on their learning achievement.

6. The authors of the text recommend that you be eclectic in your use of instructional strategies.

7. Some children learn better alone or in pairs than they do in groups of 3 or more.

8. Group grading should be avoided when using CLGs. 9. During a school year, a teacher may copy an unlimited number of class sets of printed materials as long as the materials are used for educational purposes.

10. Legally, it is permissible to make a replacement copy from a backup copy of a copyrighted computer software program.

11. Competitive group learning (CGL) is a strategy where a homogeneous group of 3-6 children work together supporting the learning of each member of the group.

12. Advantages in using cooperative learning include increases in individual student achievement and self-esteem.

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13. Small group learning and cooperative learning group refer essentially to the same instructional strategy.

14. Homework is NOT recommended for use with primary grade children.

15. Class discussions provide the teacher the opportunity to check for student understanding.

16. The teacher’s job is to teach and not to be concerned about the amount and quality of attention he or she gives to individual children.

17. It is pedagogically acceptable to have children play a content review game in class, boys against girls.

18. When giving children a homework assignment, it is recommended that each child receive the same assignment.

19. The learning center should NEVER be used for punishment.

20. To be fair to the children, you are advised to NOT accept late homework.

III. Essay 1. The local school board is concerned about copyright law and how it related to instruction. You have been asked by the board to make a presentation on the topic. Write a summary of your presentation, showing the points that you would make to the board.

2. Name and describe ways that you can personalize the instruction for your children in the classroom.

3. Name and describe at least two methods by which you can preassess student knowledge.

4. Compare and contrast the learning center and the learning station.

5. Distinguish and give examples of each: direct-learning center; skill center; open-learning center.

6. Describe the meaning of the term empowerment when referring to student learning.

7. Describe why small group learning is generally preferred over teacher-led whole-class direct instruction.

8. What is meant by the term heterogeneous when used in the definition of cooperative learning group?

Why is heterogeneous grouping preferred over homogeneous grouping?

9. When using CLGs, how can the teacher assure that no individual child rides on the coattails of the group?

10. Do you believe that children who are academically gifted are hurt in any way by their participation in CLGs? From peer tutoring? Explain your responses.

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Chapter 10 Key I. Multiple choice 1. d 2. d 3. d 4. c 5. a

6. a 7. d 8. b 9. c 10. c

11. d 12. b 13. d 14. b 15. d

16. c 17. b 18. c 19. d 20. d

II. True or False 1. False 2. True 3. True 4. True 5. False

6. True 7. True 8. True 9. False (9 is max) 10. False

11. False 12. True 13. False 14. False 15. True

16. False 17. False 18. False 19. True 20. False

III. Essay 1. Open ended, but should follow copyright laws as presented in the text.

2. See discussion on page 240.

3. Answers can include think-pair-share, think-pair-write-share, and K-W-L. 4. See page 238.

5. See page 238.

6. It means that the children have decision-making responsibilities and some positive control over their own learning.

7. Small-group learning gives children greater control over their learning, which helps make learning more effective and to build self-esteem.

8. Heterogeneous means that the group is mixed according to one or more characteristics, such as learning capacity, skill level, ethnicity, gender, language proficiency, and so forth. When children of mixed backgrounds and capabilities work together toward a common goal, members of the group increase their friendship and respect for one another, and they learn. This is important for real-world survival. As a result of heterogeneous grouping, each individual’s self-esteem is enhanced, students are motivated to higher-order thinking, and academic achievement is accomplished.

9. By assigning roles and holding each child accountable. (See page 236).

10. Answers will vary, but should demonstrate knowledge, critical thinking, and skillful written expression.

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CHAPTER ELEVEN OUTLINE WITH NOTES How Can I Assess My Teaching Effectiveness and Continue My Professional Development?

Note 11-1: Whether or not you decide to spend in-class time with this chapter, your students will find its information quite useful both now and later.

VISUAL CHAPTER ORGANIZER AND CHAPTER OVERVIEW LOOKING AT TEACHERS I: Integrated Technology, Related to Literature CHAPTER OBJECTIVES At the completion of this chapter, your students should be able to 1. Assess their teaching effectiveness, record self-assessments of their student teaching/interning, and assess standards.

2. Prepare for a job interview.

3. Write a résumé.

4. Develop a portfolio for professional growth and development.

5. Self-assess and evaluate their developing competencies with a final checklist from Appendix B in the text.

TEACHING EFFECTIVENESS Through Student Teaching and Interning Student Teaching IS the Real Thing Getting Ready for Student Teaching First Impressions Comments from the University Supervisor FINDING A TEACHING POSITION Guidelines for Locating a Teaching Position Through a Professional Career Portfolio Application Exercise 11.1 Development of a Professional Portfolio Resources for Locating Teaching Jobs State and Territorial Sources for Information about Credential and License Requirements The Professional Résumé Application Exercise 11.2 A Professional Résumé The In-Person Interview PROFESSIONAL DEVELOPMENT Through Reflection Through Self -Assessment Through Journals or Logbooks Through Self-Reflection and Self-Assessment PROFESSIONAL DEVELOPMENT THROUGH MENTORING Note 11-2: Teacher mentoring has been viewed as an effective means of professional development for a many years. Survey data in 1999 showed th a t 70% of teachers who were mentored at least once a week reported th at it improved their teaching “a lot.” See National Center for Education Statistics, Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers (Wash ington, DC: U.S. Department of Education, 1999). Available as NCES document 1999-80.

Mentoring continues to be supported through research. See L. Huling, & V. Resta. (2001). Teacher Mentoring as Professional Development. Wash ington, DC: ERIC Clearinghouse on Teach ing and Teacher Education. ERIC# ED460125. More information is available in H. Portner (Ed.). (2005).

Teacher Mentoring and Induction: The State of the Art and Beyond. Thousand Oaks, CA: Corwin Press.

PROFESSIONAL DEVELOPMENT THROUGH IN-SERVICE AND GRADUATE STUDY

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PROFESSIONAL DEVELOPMENT THROUGH PROFESSIONAL ORGANIZATIONS Note 11-3: The National Association for Beginning Teachers was founded in 1998. See h ttp://www.beginningteachers.org. It can be reached a t: 2505 Anthem Village Drive, Suite 301, Henderson, Nevada 89052; 1-888-246-0189.

PROFESSIONAL DEVELOPMENT THROUGH COMMUNICATIONS WITH OTHER TEACHERS PROFESSIONAL DEVELOPMENT THROUGH THE INTERNET, ADDITIONAL TRAINING AND WORKSHOPS PROFESSIONAL DEVELOPMENT THROUGH PEER TEACHING Application Exercise 11.3 Pulling It All Together: Peer Teaching Note 11-4: Application Exercise 11.3 is the final exercise and is designed to put the student’s learning together into one longer lesson. It can be a final performance assessment for your course. The time allowed for each Peer Teaching (PT) task will be determined by your purpose for its use, the size of your class, the equipment available for videotaping, and whether you wish to personally view all PTs. As mentioned in the text, the exercise is formulated differently than other exercises of the resource guide.

Bring this to the attention of the students so they do not become overwhelmed by the apparent complexity or wordiness. Application Exercise 11.3 is not nearly as complicated as the various forms and instructions might lead students to think.

It may be helpful if you model a PT, perhaps by playing a videorecording of one from a prior year, and have your students evaluate the model. This can provide valuable practice with the form while emphasizing the criteria by which their own PTs will be evaluated.

For consideration for your evaluation of students’ PT, a final assessment and scoring rubric is presented here, on the next page. If used by you, it should be duplicated and given to students before PT presentations begin. The blank form should be included at the front or back of the PT packet that each student presents to you upon completion of their PTs and self-assessments.

LOOKING AT TEACHERS II: Integrated Technology, PowerPoint SUMMARY EXTENDING MY PROFESSIONAL COMPETENCY WITH DISCUSSION WITH VIDEO WITH PORTFOLIO WITH TARGET TOPICS FOR TEACHER TESTS (TTTT) WITH READING Note 11-5: Additional readings of interest to the content of Chapter 11 include A.J. Bach, “The Heart of the Matter: Coaching as a Vehicle for Professional Development,” Phi Delta Kappan 85 (5): 398-400 (January 2004).

D. Bloome and J.C. Harste. “Teaching, Learning, and Growing as a Member of a Professional Education Community,” Language Arts 79 (1): 38-39 (September 2001).

H. Borko. Professional Development and Teacher Learning: Mapping the Terra in.”

Educational Researcher, 33(8), 3-15 (Nov., 2004).

S. Chaney, “Six Best and Worst Incentives for Professional Development,” The Delta Kappa Gamma Bulletin 70 (2): 10-14 (Winter 2004).

C.De Rijdt, E. Tiquet, F. Dochy, & M. Devolder.“Teach ing Portfolios in Higher Education and their Effects: An Explorative Study.”Teaching and Teacher Education, 22(8), 1084-1093 (November 2006).

T. R. Guskey. Professional Development That Works: W h a t Makes Professional Development Effective? Phi Delta Kappan, 84 (2003).

C. Street, “Examining Learning to Teach through a Social Lens: How Mentors Guide Newcomers into a Professional Community of Learners,” Teacher Education Quarterly 31 (2): 7-24 (Spring 2004).

K. Zeichner,& S. Wray. “The Teach ing Portfolio in US Teacher Education Programs: Wh a t We Know and Wh a t We Need to Know. Teaching and Teacher Education, 17(5), 613-621( July 2001).

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WITH NOTES

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PEER TEACHING III FORM D: FINAL ASSESSMENT AND SCORING RUBRIC Student-teacher __________________________ Date packet is due _____________

Date packet is received ______________

Criterion I: The Presentation (50%) 1. Implementation (items A, C, X, Y)

5

4

3

2

1

0

2. Personal (items F, G, M, N, O, P, Q, S, T)

5

4

3

2

1

0

3. Voice (items H, I, J)

5

4

3

2

1

0

4. Materials (item K)

5

4

3

2

1

0

4

3

2

1

0

5. Strategies (items B, D, E, L, R, U, V, W)

5

Subtotal Criterion I ______ Criterion II: The Packet (20%) 6. Tabulation and summary analysis

5

4

3

2

1

0

7. Selection and description

5

4

3

2

1

0

Subtotal Criterion II ______ Criterion III: Participation in PTs (30%) 8. Lesson plan effectively prepared

5

4

3

2

1

0

9. Participation as a student

5

4

3

2

1

0

10. Participation as an evaluator

5

4

3

2

1

0

Subtotal Criterion III ______ Grand Total Criteria I, II, and III = Final PT grade =

________

________

Course Instructor’s Comments:

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CHAPTER ELEVEN EXAMINATION QUESTIONS I. Multiple choice 1. The evaluation of peer teaching demonstrations should be based on (a) whether or not the instructional objectives were met (b) the quality of lesson preparation and implementation (c) the appropriateness of the cognitive level of the lesson (d) all of the above 2. Which one of the following is evidence that a teacher-candidate is NOT ready to be granted a teaching credential? (a) is able to plan lessons independently (b) demonstrates enthusiasm for teaching and learning (c) is open and responsive to suggestions for improvement (d) irregular school attendance and gives excuses when evaluated 3. Which one of the following is a positive indicator that a teacher-candidate IS READY to be granted a teaching credential? (a) overreacts to student misbehaviors (b) knowledge of subject matter is superficial (c) has effective activities planned for emergency situations (d) typically has but one instructional activity for entire class period 4. Probationary teachers are periodically observed and reviewed by supervisors for (a) improving their teaching (b) arriving at decisions regarding tenure (c) arriving at decisions regarding student retention (d) all of the above 5. Some teachers do not teach as well as they could because (a) they have lost their enthusiasm for teaching (b) they feel unsupported by parents, administrators, and the school board (c) they feel at a loss because of the limited time they have with their students, and because of the negative impact of outside influences on students (d) any of the above 6. Professional field experiences include (a) assisting credentialed teachers in the classroom (b) observing actual classrooms (c) student teaching (d) all of the above 7. Of the following, which are you expected to have upon entering the student teaching phase of your professional preparation? (a) understanding of youth and how they learn (b) command of subject matter content (c) repertoire of teaching skills (d) all the above and more 8. As a student teacher, you are expected to (a) be prompt with all assignments (b) abide by the routines established at your host school (c) make arrangements when you are late or will be absent at your assignment (d) all the above and more

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9. During your student teaching, the legal responsibility for daily activities in the classroom belong to (a) the parents and guardians of the students in your classroom (b) the credentialed cooperating teacher (c) the adult classroom aide (d) the student teacher 10. When at your student teaching assignment, you should dress (a) casually (b) professionally (c) however teachers at the school dress (d) however the students at the school dress 11. The authors of our textbook advise that the new teacher’s professional résumé should be no more than __ in length and the listing of experiences should be in ____ order. (a) 1 page; chronological (b) 3 pages; chronological (c) 2 pages; reverse chronological (d) 4 pages; reverse chronological 12. Data in a teacher’s professional résumé should include (a) name, address, telephone number, education, professional experiences, and credentials (b) name, address, marital status, personal photograph, education, professional experiences, and credentials (c) name, address, age, height, weight, marital status, number of names of children, and a personal photograph (d) name, address, phone number, marital status, professional experiences and credentials, location of placement file if applicable), professional affiliations, and honors received 13. For a professional employment interview, it is recommended that you (a) avoid eye contact with the interviewer (b) be a few minutes late for the appointment (c) dress casually to demonstrate that you are relaxed and confident (d) none of the above 14. When a teacher is capable of doing more than one thing at a time in the classroom, that teacher is said to have ____ skill. (a) nonverbal (b) transitional (c) overlapping (d) metacognitive (e) advanced organizational 15. Integrating the major points of a lesson, providing a link between the familiar and the new parts of the lesson, and providing students with a sense of achievement at the end of a lesson, are characteristics describing the ___ component of a lesson plan. (a) closure (b) transition (c) set induction (d) formative assessment 16. Which one of the following is a true statement? (a) Most teachers who are competent are in a perpetual state of learning about teaching. (b) After becoming an employed teacher, you can relax because there will be no further observations by supervisors of your teaching. (c) Once your university supervisor has left following an observation, you can pretty much forget any advice given to you by the supervisor. (d) Once employed as a teacher, you should pretty much go it alone and not depend on help from teaching colleagues; they all will be mostly burned out anyway.

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17. If you can afford to join one professional organization, then it should be the (a) AFT (b) NEA (c) NAPE (d) organization of your choice (e) organization that represents a particular subject field 18. The practice in many school districts of assigning new teachers a mentor is called (a) inclusion (b) insidious (c) induction (d) indignation (e) investigatory 19. In most year-round education programs, any given student or teacher puts in approximately ___ days at the school during a year’s time. (a) 120 (b) 180 (c) 240 (d) 360 20. During any week of school, a competent teacher can expect to work (a) about 20 hours (b) about 30 hours (c) about 40 hours (d) well beyond 40 hours II. True or False with optional explanation 1. Performance in peer teaching is an indicator of subsequent effectiveness when teaching in a regular classroom.

2. Most school districts expect first year teachers to perform without support from more experienced colleagues.

3. When working with a small group of students in the classroom, it is important that the teacher position his or her body so to be able to continue to monitor the rest of the class.

4. Forms used to evaluate teachers vary from school to school, sharing no common set of competencies.

5. A teacher is most likely to have classroom management problems when students have idle time during a lesson.

6. A teacher should convey the purpose of each activity during a lesson.

7. A teacher should plan smooth transitions from one activity to the next.

8. What the teacher says has greater impact on student behavior than what that teacher does.

9. There is NO direct correlation between classroom management problems and how well prepared the teacher is.

10. Because learning is serious business, there is no place in the classroom for humor.

11. Because of nationally set standards, the student teaching experience is identical in scope and duration at all public teacher education institutions in the United States.

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12. For students in most programs for teacher preparation, the culminating experience is that known as student teaching.

13. A student teacher should NOT be expected to run personal errands for the cooperating teacher.

14. A student teacher should NOT be expected to take student papers home to read and to grade.

15. A student teacher should be expected sooner or later to be able to go it alone in the classroom.

16. The experience of student teaching is more important for the teacher candidate than are the theory courses that precede or that are taken concurrently with student teaching.

17. If during student teaching a particular instructional strategy fails to affect student learning, then you would never again use that strategy.

18. If during student teaching your cooperating teacher tells you that a planned strategy will not work, then that means that it will not work and you should not use it.

19. As a beginning professional, you are expected to do your job of student teaching without carping, criticizing, or whining.

20. Reflection and self-analysis while you are student teaching are not important because you will receive plenty of criticism and suggestions from your cooperating teacher and university supervisor.

III. Essay 1. Explain the value (if any) of theory courses and classroom observations prior to actual practicums such as that of student teaching.

2. If your students seem motivated, interested, and to be doing their homework and class activities well, but score poorly on the first test that you give, how might this be explained?

3. Describe the danger signals that a cooperating teacher needs to be alert for to try and prevent a student teacher from getting into serious teaching trouble. Explain why or why not you believe it is the obligation of the cooperating teacher to try and help the student teacher avert trouble in such instances.

4. Describe at least five things that you can do to make yourself an attractive candidate for teaching positions.

5. Describe the sources of data available and the common criteria used for determining student teacher effectiveness.

6. Identify and define the categories by which credentialed and employed teacher effectiveness is determined.

7. Describe five steps a teacher can take to continue to grow professionally.

8. Explain why you agree or disagree with the following statement: Public school teachers should NOT strike to improve working conditions, benefits, or salaries.

9. Describe ways that elementary school teaching today differs from 15 years ago. What have been causes of those changes?

10. New teachers often get hired after substitute teaching for a period of time. Describe items you would keep in your substitute teacher kit that could be useful in case you don’t have lesson plans left or have extra time after implementing the lesson plans that were left by the teacher.

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Chapter 11 Key I. Multiple choice 1. d 2. d 3. c 4. a 5. d

6. d 7. d 8. d 9. b 10. b

11. c 12. a 13. d 14. c 15. a

16. a 17. d 18. c 19. b 20. d

II. True or False 1. True 2. False 3. True 4. False 5. True

6. True 7. True 8. False 9. False 10. False

11. False 12. True 13. True 14. False 15. False

16. False (equal) 17. False 18. False 19. True 20. False

III. Essay 1. There is information teacher candidates need to know and skills they need to develop before being turned loose in a classroom with live young people.

2. Most likely the test was poorly constructed or too difficult, or both.

3. Not prepared for classes; shows little or nor interest in other school activities; not prompt for class meetings and conferences; seems unaware of school clerical responsibilities; poor communication with other adults 4. Be certified in more than one subject area; be experienced and prepared to teach more than one level; acquire ability to communicate in more than one language or sign; have cross-cultural experiences; ability and eagerness to supervise extracurricular activities; indicate skill and enthusiasm for working with students at risk; prepare an attractive résumé and cover letter 5. Teacher self-evaluation; student evaluation of teacher; peer evaluation; evaluation by an administrator; (refer to forms used in your program) 6. Answers will vary (see forms used by schools in your area). but likely to include these categories: purposes and goals; rapport with students; subject matter knowledge; instructional skills; interest in and knowledge about students; professionalism.

7. Reflection and self-assessment; mentoring; graduate study and inservice workshops; professional organizations; communications with other professionals; summer and off-teaching experiences 8. Answers will vary, but should demonstrate knowledge, critical thinking, and skillful written expression.

9. Answers will vary, but should demonstrate knowledge, critical thinking, and skillful written expression.

10. Answers will vary but should demonstrate knowledge about the ETK, critical thinking, and skillful written expression.

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QUESTIONNAIRE ABOUT THIS INSTRUCTOR'S MANUAL AS FEEDBACK TO ITS AUTHORS Dear Professor, To make the next edition of this instructor's manual more useful to its users, we would very much appreciate your feedback about it. It should take only a few minutes of your time to answer the following items and to make helpful comments and suggestions. Then, remove this page, fold it in thirds, put a first-class stamp on it, and place it in the mail. Thank you very much.

Patricia L. Roberts, Richard D. Kellough, and Kay Moore 1. Your name and that of your college or university (optional): 2.

private

public institution (circle one)

3. Total student enrollment of your institution (circle one): >25,000

15,000-25,000

5,000-14,999

< 5,000

4.Name of course for which you use A Resource Guide for Elementary School Teaching, 7th ed.

5. Is this the only text used for this course? (circle one)

yes

no

If another text is used, please name it.

6. Number of students usually enrolled in one section (circle one): >35

25-34

15-24

<15

7. What year of college are the majority of your students who are using this text? (circle one) freshmen

sophomores

juniors

seniors

graduates

8. Number of sections using the parent text of this instructor's manual and taught by you: _____ 9. Number of sections using the parent text, but not taught by you: _____ 10. Grade level orientation of majority of students taking this course: (circle one) grades K-3

grades 4-6

grades K-6

grades K-8

11. What about this instructor's manual is most useful to you or do you like best?

12. What about this instructor's manual is the least useful to you?

13. Suggestions for improvement and/or errors found:

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postage here

TO:

Dr. Kay Moore Department of Teacher Education College of Education California State University, Sacramento 6000 J Street Sacramento, CA 95819-6079

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