Classroom Environment
Space where there is a tendency for teacher to focus most of their attention. Where teacher is looking, what is in front of them
Action Zone
Difference between what a student can do independently versus what they can do with expert scaffolding.The area in which a student can learn and do activities with some guidance.
ZPD
Ways for students to show that they understand in quick, informal settings. It can also inform how you should adjust your teaching to help students meet instructional objectives.
Formative assessment
Students who demonstrate this show persistence, resilience, productive failure, and better learning. They believe they can succeed despite failure.
Gtowth Mindset
The person feels they can control their behavior to achieve desired outcomes, which leads to greater long-term achievement. They engage in goal-setting and reflect on their performance to plan the next steps.
Bonus: How do we help this in the classroom?
Self-Regulation
Foster opportunities for choices with behaviors, structure choices in-class projects, promote reflection. their behavior to achieve desired outcomes. (Goal-setting, strategy planning, reflection on performance, autonomy-supportive behaviors).
This is the time to gather class as a whole, discuss various topics, and do activities. This is a good time to set expectations and have a fun, positive start to the day. This is also a good time for students to get to know each other and create a trusting and accepting classroom culture.
Morning Meeting
All students need to understand the concepts you teach. This is the idea of changing up what and how you teach, and how the students can show what they know. Adapting your teaching (specifically content, process, or product) to support all students and meet their needs
Differentiotaion
Typically this comes at the end of the unit chapter, or year to evaluate students' understanding and mastery of instructional objectives. This is more formal and structured than other methods.
Summative Assessment
When a person thinks they can’t do anything to change a situation, specifically after failure, they stop trying.
Learned Heplesness
Ways to guiding a student away from a minor problem so they can get back on task.
Redirection
Setting that encourages and supports reading, writing, and speaking/listening in a variety of ways.
Literacy-Rich Environment
Students get to use past experiences or ideas to figure out facts or relationships by exploring, experimenting, manipulating, etc.
Bonus: What should it be followed by to be most effective?
Discovery Learning
Direct instruction
Quizzing students by having them write terms and definitions from memory immediately following drill and practice.
Recall Test
Ability to understand others’ feelings and sides to a story. When teachers give feedback about their similarities to specific students, they felt like they had better relationships with those students, and those students received higher course grades.
Social Perspective Taking
Although popular among teachers and students, research does not support the use of these within the classroom, as there is no evidence that they actually help student learning.
Learning Styles
Intellectually and emotionally supportive, enthusiastic about learning, voiced expectations that all students would learn, use humor, respect-based classroom management.
Supportive Classroom Climate
The following things are key ingredients of this concept: Group goals/rewards, individual accountability to the group goal, equal opportunities to contribute to group success
Cooperative learning
Applying learned content or processes to new/novel contexts.
Transfer
Teachers provide better, more differentiated feedback, greater opportunities for response, teach more material, and create a warmer classroom climate for a certain group of students.
Rosenthal’s 4-Factor Theory of Expectancy
Students can show their engagement and involvement in learning by showing these behaviors. Teachers can see students are engaged by looking for these.
Name all 3.
ABC’s of Engagement
Affective/Emotional, Behavioral, Cognitive/Thinking
These are aspects of a classroom that can influence the way teachers and students feel, think, and behave. Growth, pleasure, task instrumentality, symbolic identity, safety and security, social contact
6 Functions of the classroom environment
Encouraging students to dive deeper by continuing to ask questions, making sure they really understand the content.
Cognitive/Thinking)Press for understanding
Carefully chosen set of examples with one or few differences between them. These should be selected intentionally to highlight the concept being taught.
Contrasting Cases
Setting up a classroom with a positive and open classroom climate, staying calm, being empathetic, seeing their side, and letting your students share their reactions are ways to help with these.
Difficult Conversations
Meeting these basic, fundamental needs enables people to be curious and actively engaged, and intrinsically motivated. It’s the way students feel about their role and success in the classroom.
Name them
Self-Determination Theory
Autonomy, Belonging/Relatedness, Competence