Module 5
This week's reading consisted of Chapter 12, 14, and 15. However due to this week's quiz on Chapter 12 which required an indepth look, I will briefly recap what the chapter was about.
Chapter 12, Learning and Motivation, focused on motivation. The chapter covers motivation; what motivation is, intrinsic and extrinsic motivation. Think back to the rewards and why a student is performing different tasks. A big part of the Chapter is Maslow's HIercachy of Needs, this talks about autonomy and how these needs related to teachers. It is important to be able to identify students need in a classroom setting. As featured in the quiz this week. I had a student last year Damien, who loved to be the first one done. This was due to one day he got right to work and was the first one to finish. The cooperating teacher and I moved his clip up and celebrated his success. We did not make it clear that his clip was moved up because he was focused and motivated to learn, instead he received the message that he should always be done first. This was a learning curve for us, and we had to specific about the praise that we did give out. His need was cognitive in the moment, he did not need an extrinsic motivator, he was already happy with just completing his work correctly. The chapter also talks about how teachers should address students with anxiety.
In Chapter 14, Teaching Every Student, this chapter starts with qualities of an effective teacher. It highlights qualities like clarity and organization, warmth and enthusiasm, knowledge for teaching. This tie in closely to the three dimensions of a classroom. Affective teaching which is similar to warmth and can be called emotional support. Cognitive teaching is instructional support ties into knowledge. Lastly Behavioral teaching which is classroom organization, not only of classroom but of the student behavior. The chapter talks about collaborative planning and its importance of not doing it on your own, even though you can. Objectives for lessons are the next focus for Woodfolk. Common core standards are research and evidence based, clear, consistent, and college focused standards. Illinois also has standards for teachers that they should also be addressing. This ties into the cogntive taxonomy that Blooms created. This is broken down into six dimensions; remember, understand, apply, analyze, evaluate, and create. The chapter talks about teaching approaches, direct instructions or lecture, seatwork and homework, questioning, discussion, and dialogue. The chapter even talks about the teaching strategy of Unit by Design. This is an interesting method that really focuses on the goals that you want to teach, then asks what questions do you want the students to know. From there ask what will the student know or be able to do after the unit is over. Then you design assessment based off the how can you tell if the students have learn or are capable of what you want them to know. From the assessment you design the lesson. This is a backwards approach to tradition lesson planning. It is a good experience to learn, and really have assessment that tightly correlate with the lessons, which is amazing.
In Chapter 15, Classroom, assessment, grading, and Standardized Testing, the chapter talks about basics of assessment like measurements and assessment, formative and summative assessment, test interpretations. Next the chapter talks about reliability of test scores, errors and confiedence intervals, validity, and absense of bias. This is important to look into and really analysis the test and see where your teaching plan can be modified for the test results. Next the chapter gives advice on classroom testing; like using provided test as a last resort, hints for writing multiple choice, and essay testing. These hints like including distractors, and having clear and precise task for their essays. Lastly the chapter closed out with standardized testing, and the conclusion we can draw from looking at the statistics of the scores. The chapter talks about z-scores. Lastly the chapter gives advice on how to use high stakes scores well. Like promoting complex thinkinh, and not skills and facts, and using scores FOR children, not AGAINST them.
Chapter 12, Learning and Motivation, focused on motivation. The chapter covers motivation; what motivation is, intrinsic and extrinsic motivation. Think back to the rewards and why a student is performing different tasks. A big part of the Chapter is Maslow's HIercachy of Needs, this talks about autonomy and how these needs related to teachers. It is important to be able to identify students need in a classroom setting. As featured in the quiz this week. I had a student last year Damien, who loved to be the first one done. This was due to one day he got right to work and was the first one to finish. The cooperating teacher and I moved his clip up and celebrated his success. We did not make it clear that his clip was moved up because he was focused and motivated to learn, instead he received the message that he should always be done first. This was a learning curve for us, and we had to specific about the praise that we did give out. His need was cognitive in the moment, he did not need an extrinsic motivator, he was already happy with just completing his work correctly. The chapter also talks about how teachers should address students with anxiety.
In Chapter 14, Teaching Every Student, this chapter starts with qualities of an effective teacher. It highlights qualities like clarity and organization, warmth and enthusiasm, knowledge for teaching. This tie in closely to the three dimensions of a classroom. Affective teaching which is similar to warmth and can be called emotional support. Cognitive teaching is instructional support ties into knowledge. Lastly Behavioral teaching which is classroom organization, not only of classroom but of the student behavior. The chapter talks about collaborative planning and its importance of not doing it on your own, even though you can. Objectives for lessons are the next focus for Woodfolk. Common core standards are research and evidence based, clear, consistent, and college focused standards. Illinois also has standards for teachers that they should also be addressing. This ties into the cogntive taxonomy that Blooms created. This is broken down into six dimensions; remember, understand, apply, analyze, evaluate, and create. The chapter talks about teaching approaches, direct instructions or lecture, seatwork and homework, questioning, discussion, and dialogue. The chapter even talks about the teaching strategy of Unit by Design. This is an interesting method that really focuses on the goals that you want to teach, then asks what questions do you want the students to know. From there ask what will the student know or be able to do after the unit is over. Then you design assessment based off the how can you tell if the students have learn or are capable of what you want them to know. From the assessment you design the lesson. This is a backwards approach to tradition lesson planning. It is a good experience to learn, and really have assessment that tightly correlate with the lessons, which is amazing.
In Chapter 15, Classroom, assessment, grading, and Standardized Testing, the chapter talks about basics of assessment like measurements and assessment, formative and summative assessment, test interpretations. Next the chapter talks about reliability of test scores, errors and confiedence intervals, validity, and absense of bias. This is important to look into and really analysis the test and see where your teaching plan can be modified for the test results. Next the chapter gives advice on classroom testing; like using provided test as a last resort, hints for writing multiple choice, and essay testing. These hints like including distractors, and having clear and precise task for their essays. Lastly the chapter closed out with standardized testing, and the conclusion we can draw from looking at the statistics of the scores. The chapter talks about z-scores. Lastly the chapter gives advice on how to use high stakes scores well. Like promoting complex thinkinh, and not skills and facts, and using scores FOR children, not AGAINST them.
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