Classroom Environment/Climate
Space where there is a tendency for the teacher to focus most of their attention. Where the 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
Growth 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.
Self-regulation
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.
Differentiation (differentiated Instruction)
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 methods.
Summative Assessment
When a person thinks they can't do anything to change a situation, specifically after failure, they stop trying.
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 to facts or relationships by exploring, experimenting, etc.
Discovery learning
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.
Collaborative learning
Applying learned content or processes to new 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 (climate, feedback, input, and output)
Students can show their engagement and involvement in learning by showing these behaviors. Teachers can see students are engaged by looking for these.
ABC’s of engagement (Affective engagement, Behavioral engagement, and Cognitive engagement)
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 dice deeper by continuing to ask questions, making sure they really understand the content.
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 is the way students feel about their role and success in the classroom.
Autonomy, Belonging/relatedness, Competence (self determination theory)