Ed Psy Ch.14

videotaping teachers and then asking them to view the tapes and report what the were thinking about as they tauht and what influenced their decisions while teaching

use the relationships identified bt teaching and learning as the basis for developing teaching approachs and testing these approaches

clarity,warmth, and knowledge

knowledge

clarity was he most promising teacher behavior for future research on effective teaching; teachers who do this tend to have students who learn more and rate their teachers more positively

more the students learn

student achievement gains, whereas warmth, friendliness and understanding seem to be the teacher traits most strongly associated with students' liking the teacher and the class in general

occur together

1) capture and hold student attention 2) model engagement and interest in learning student attention, interest, and engagement lead t learning

learning

expertise

experienced, effective teachers who have developed solutions for classroom problems. their knowledge of teaching process and content is extensive and well organized ; wrong answersare part of a rich system of knowledge that could include how to recognize several types of wrong answers, the isundestanding or lack of info behind each kind of mistake, best way to rteach and correct, material that work in past,several ways to test if reteaching is successful

teacher knowledge that combines mastery of Academic Content with knowing How to Teach the content and how to match instruction to Student Differences (like reteaching in previus with wrong answers)

thoughtful and inventive. reflective teachers think back over situations to analyze what they did and why and to consider how they might improve learning for their students; clear goals and take individual differences into account

1) academic subjects they teach- content knowledge is deep and interconnected 2) general teaching strats apply in all subjects 3) curriculum materils and programs appropriate for their subject andgrade level 4) subject-specific knowledge for teaching: special ways of teaching certain students and particular concepts 5) characterisitics and cultural backgrounds of learners 6) settings in which students learn- pairs, small groups, team, classes, schools, and the community 7) goals and purposes of teaching

time and experience ; studying ed py has added to professional knowledge bc at heart of ed psy is a concern with learning wherever it occurs

content and pedagogical content knowledge!! had students who learned more math

true

cognitively engaged and more supported in learning, and this higher quality instruction predicts higher student math achievement

student learning is UNCLEAR and may be indiret

student performance; when we look at scores on teacher certification tests, there is a modest POSITIVE relationship bt teachers' scores and students achievement- the strongest evidence for this relationship is again in mathematics

clearer presentations and recognize student difficulties more easily; they are ready for any student questions and don't have to be evasive or vague in their answers

clearer, more organized, and more responsive to student questions

these three dimensions are consistent with characteristcs of teachers identified in earlier research on teaching - cover affective, behavioral, and cognitive dimensions

teacher emotional support, similar to teacher warmth and enthusiasm identified in early research

instructional support, which includes concept development (activities and discussions that promote student higher-order thinking) and quality feedback that is specific ad focused on learning process ; concept development and quality feedback may be easier for teachrs with greater knowledge forteachng

classroom and lesson management, with clear activities and routines that make more time fo student learning and are really engaging - similar to the teacher characteristics of clarity and organization

511

planning

will learn, because planning transfms the available time and curriculum materials into activities assignments,and tasks for students - TIME IS THE ESSENCE PLANNING

many routines and patterns, like time allocation, are established early

true

by year, term, unit, week and day - all levels must be coordinated; hav to do this to accomplish year's plan

coordinate these levels of planning and incorporate the state and distrct curriculum standards as well

true; planning must allow flexibility

true; so Plans are not made to be broken - but sometimes they need tobe bent a bit

true ; plans of beginng teacher sometimes don't work bc they lack knowledge about the students or the subject- they can't estimate how long it will take students to complete an activity or stumble when asked for an explanation or diff example

Collaboration is better ; working with other teachers and sharing ideas is one of best experiences in teaching

Japanese students do so well on international tests ; this process involves a small group of teachers developing a lesson and then videotaping ne of the group members teaching the lesson and then all members review the tape, analyze student responses, and improve the lesson further and then other teachers try it with revisions; at end of yr all study groups may publish the results

in US, as a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version

true; much of what experienced teachers know about planning comes from looking back - reflecting - on what worked and what didn't, so DO look back on your plans and grow professionally in the process

major components of the lesson study approach to planning

effective planning

true

complete many lessons and are able to teach segments of lessons effectively; know what to expect and how to proceed, so don't necessarily continue to follow detailed lesson-planning models they learned during teacher prep programs

informal- in their heads; however many experienced teachers thinkit was helpful to learn this detailed system as a foundation

learning goal in mind

standards and indicators

1) Facilitate and Inspire Student Learning and Creativity 2) Design and Develop Digital-Ag Learning Experiences andAssessmnts 3) Model Digital Age Work and Learning 4) Promote and Model Digital Citizenship and Responsibility 5) Engage in Professional Growth and Leadership see PGE 514!!!!

true

clear statement of what students are intended to learn thru instruction

true

list, define, add or calculate

thinking and comprehension, so they are more likely to include words like understand, recognize, create or apply

true; idea was objective ought to describe what students will be doing when demonstrating their achievement ad show how teachers will know they are doing it- bevhavioral objectives

instructional objectives stated in terms of observable behaviors

describes the student behavior (what student do), lists the condition under which the behavior will occur (how will behavior be recognized or tested), gives the criteria for acceptable performance on test ex: social studies is given a recent article from political blog (conditions), the student will mark each statement wit an F for fact or an O for opinion (observable student behavior), with 75 percent of statements correctly marked (criteria)

true; emphasison final behavior and Mager contends that often students can teach themselves if they ar given well-stated objectives

true

instructional objectives stated in term of higher-level thinking operations ; believe objective should be statedfirst in general terms (understand, solve, appreciate) Then, the teachr should clarify by listing a few sample behaviors that would provide evidence that the student has attained theobjective

page 515; goal is comprehension of a scientific concept. a teacher could never list all the behaviors that might be involved in "comprehension" but stating an initial, general objective along with specific example makes the purpose clear

a small number of intellectually manageable, broad, yet measurable objectives will not only prove helpful to you instructionally but will also help you answer what to assess question

taxonomy of educational objectives ; eventually a handbook describing these was published

classification system,

cognitive, affective, and psychomotor

simultaneously; while students write (psychomotor), they are also remembering or reasoning(cognitive), and are likely to have some emotional response to the task as well (affective)

Bloom's taxonomy, memory and reasoning objectives ; considered one of most signitificant educational writings of 20th century

knowledge, comprehension, application, analysis, synthesis, and evaluation

each skill building on thos below, but his isn't entirely accurate

true

true; this is helpful

diff procedures are appropriate for objectives at the various levels

1) remembering 2) understanding 3) applying 4) analyzing 5) Evaluating 6) creating see page 516!!!

you have to remember or undertand or apply some form of knowledge (table 14.3 on 516!!)

remembering, understanding, applying, analyzing, evaluating and creating acting on four kinds of knowledge - factual, conceptual, procedural, and metacognitive

after reading an historical account of the battle of the Alamo, students will be able to explain the author's point of view or bias

students will reflect on and describe their strats for identifying the biases of the author

true

objectives focusing on attitudes and feelings , domain of emotional response; objectives in taxonomy have not been revised from original version

receiving, responding, valuing, organization, characterization by value (see 517!!); these very general like cognitive domain

true; ex: for nutrition class at valuing level (showing involvement or commitment) might be stated: after completing the unit on food contents and labeling, at least 50 percent of classs will commit to junk food boycott project by giving up fast food for a month

physical ability and coordination objectives ; used to be overlooked by teachrs not involved with physical educatin, but recently they do ; several taxonomies generally move from basic perceptions and reflex actions to skilled, creative movements

1) voluntary muscle capabilities that require endurance, strength, flexibility, agility or speed 2) ability to perform a specific skill

interest to a wide range of educators, like those in fine arts, vocational-technical education, and special education; other subjects like chem, phusics, and bio also require specialized movements and well developed hand-eye coordination (lab equipment, mouse on computr, or art materials for new physical skills)

four min after completing a one mile run in 8 min or under, heart rate below 120 use a computer mouse effectively to drag and drop files

1) student oriented 2) descriptive of an appropriate learning outcome 3)clear and understandable 4) Observable see page 517!!! and Guidelines on 518 to help you use objectives for every lesson or even for just a few assignments

view that emphasizes the active role of the learner in building understanding and making sense of info ; teacher and students Together make decisions about content, activities and approaches

big ideas or themes tht guide planning; these goals are understandings or abilities that the teacher returns to again and again ; for last 10 yrs - been major elements in planning and designing lessons and units from kinder to hs

true; students researched issues by reading textbooks and outside sources, learning to use databases, interviewing local officials and inviting guest speakers to class - students had to develop knowledge in science, math, and social studies, learned to write and speak persuasively and raised money for hunger relief in Africa

integrated planning too; no reason to work on spelling skills, then listening skills then writing sklls, then social studies or science. all these abilities can be developed together if students work to solve Authentic problems ; some topics include friendship, communictions, habitats, communities, and patterns for younger children; examples for older children in chat on page 519!!

appropriate for the objectives

true; results of all work identified a model that improved student learning- direct instruction/explicit teaching

systematic instruction for mastery of basic skills, facts, and info by Rosenshine and Stevens

by Tom Good; like direct instruction, but teaching characterized by high levels of teacher explanation, demonstration, and interaction with students

true; focused on existing practices in American classrooms, focus on traditional forms of teaching, research coulnt identify successful innovations; effectiveness was usually define as average in standardized test scores for a whole class or school; results hold for large group, but not necessarily every student in group -- even when average achievement of a group improves, the achievement of some individuals may decline

clearly structured knowledge that is needed for later learning and that can be taught step by step (vocab, math computations, grammar rules); Unambiguous tasks, evaluated by standardized tests; direct instruction applies to this

a) teacher's classroom amangement is especially effective and rate of student interruptive behaviors is very low b) teacher maintains a strong academic focus and uses available instructional time intensively to initiate and facilitate students' learning activities c) teacher insures that as many students as possible achieve good learning progress by carefully choosing appropriate tasks, clearly presenting subject matter info and solution strats, continuously diagnosing each student's learning progress and learning difficulties and providing effective help thru remedial instruciton

moving at a brisk pace and having a warm and accepting classroom climate

1) review and check the previous day's work 2) present new material 3) provide guided practice 4) Give feedback and correctives based on student answers 5) provide independent practice 6) review weekly and monthly to consolidate learning

80 percent of questions correctly

95 percent

elements of effective instruction ex: feedback, review, or reteaching should occur whenever necessary and should match abilities of the students & keep in mind age and prior knowledge of students--younger or less prepared your students are, the briefer your explanations should be & use more and shorter cycles of presentation, guided practice, feedback and correctives

statement of inclusive concepts to introduce and sum up material that follows; often use this to begin with direct instruction

direct your attention o what is important in coming material, highlight relationships among ideas that will be presented, and remind you of relevant info you already have

comparative or expository

activate (bring into working memory) already existing schemas; remind you of what you already know, but may not realize is relevant; for a history lesson on revelotions might be a statement that contasts military uprsings with the physical and social changes involved in Industrial Rev, you could compare common aspects of French, English, Mexican, Russian, etc revolutions

provide new knowledge tat students will need in order to understand the upcoming info; in an English class you might begin with large thematic unit on rites of passage in literature with broad statement of why it's central in lit like in Huck Finn "central character must learn to know himself...)

do help students learn, especially wen the material to be learned is quite unfamiliar, complex or difficult as long as two conditions met

1) to be effective, organizer must be understood by studnets (demonstrated by Dinnel and Glover and found instructing students to paraphrase an advance organizer which requires them to understand its meaning increased effectiveness) 2) organizer must really be an organizer: it must indicate relations among the basic concepts and terms that will be used (concrete models, diagrams, or analogies)

perceive connections among ideas ; if done well, direct instruction lesson could be a resource to construct understanding ex: reviews and adv organizers activate prior knowledge so student ready to understand

true ; plus guided practice can give teacher a snapshot of students' thinking as well as their misconceptions, rather than simply "wrong answers"

direct instruction

various manipulative material so they can actually learn from (not just play with) the materials; students working in cooperative groups may need guidance, modeling and practice in how to ask questions and give explanations and to solve diff probs may need some direct instruction in possible problem solving strats

one sixth to one fourth of all classroom time

true; teacher presentations therefore are more appropriate for cognitive and affective objectives at lower levels of the taxonomies described earlier: for remembering, understanding, applying, receiving, responding, valuing

some students have trouble listening for more than a few minutes and tune out, presentations can put students in a passive position by doing much of cognitive work for them- prevents students from asking or even thinking of questions

one way of incorporating active learning into lectures; learning strategy in which 2 students take turns summarizing material and criticizing the summaries ; teachers ask students to work in pairs for 2 partners where one is summarizer and other critiques the summary and then switch roles - helps check understanding, organize their thinking and translate ideas into their own words

true

true; teachers break material into small segments, present each segment clearly and reinforce or correct, thus transmitting accurate understandings from teacher to student - student is viewed as "empty vessel" waiting to be filled with knowledge rather than active constructor of knowledge - echo criticisms of behavioral learning theories

true; younger and less prepared learners - student controlled learning without teacher direction and instruction can lead to systematic deficits n the students knowledge. w/out guidance, understandings that students construct can be incomplete and misleading

true - assessment done on leah for learning disability when didn't have much progress reading; test indicated no learning disability, strong comprehension abilities, poor word attack skills and her parents knew how to teach those -- direct teaching of these skills helped her become an avid and able reader in 6 weeks

expert performance and extensive practice with feedback

true; see guidelines on 522 for more ideas about teaching effectively

independent class work - this technique is overused ex: summary of research rom 1975 to 200 found students with learning disabilities, who often have trouble improving without teacher guidance, were spending about 40% of their time on individual seatwork

follow up a lesson and give students supervised practice - should not be the main mode of instruction, but many workbook paes and wksheets do little to support the learning of important objectives

true; success rates should be high near 100%; if too difficult, students often resort to guessing or copying just to finish

reading silently, reading aloud to partner, writing for a real audience, writing letters or jounals, punctur

Reading silently, reading aloud to someone, writing to real audience , write letters or journals, long term projects, reports, brain teasers

Where two students begin a story on the computer and two more add paragraph and story keeps growing , let's kids be creative with so many diff authors

Monitoring

True, short frequent contacts are best , if working with small group make sure students know what to do if doing individual help during if they need help

Ask three, then me. Students consult three classmates b4 asking the teacher and this teacher also spends time at beginning of year showing students how to help each other - and how to ask questions and how to explain

75 yrs

true; may help to do the first few questions as a class, clear up any misconceptions; especially important for students who mayhave no one at home to consult if they have probs with assignment 2) hold students accountable for filling in work correctly, not just filling in the page - means work should be checked, the students given a chanc to correct errors or revise work and results counted toward the class grade

check each other's or their own work -- see point counterpoint on 525!!

see guidelines on page 526 to provide ideas for helping families deal with hw

teachers pose questions, students answer; been around for many years; teachers questions develop a framework for the subject matter involved

repeated over and over

the soliciting or questioning phase; effective questioning techniques may be among the most powerful tools that teachers employ during lessons; an essential element of contemporary learning techniques is keeping students cognitively engaged- where skillful questioning strats are especially effective

they can help students rehearseinfo for effective recall, identify gaps in students knowledge base, provoke curiosity and long term interst, initiate cognitive conflict and promote disequilibrum that results in a changed knowledge structure, serve as cues, tips or reminders as an expert guides a novice in a learning experience

question effectively -- first step in doing a good research project is asking a good question

questions an hour or about 1,500,000 questions over a teaching career-- many questions are categorized in terms of Bloom's taxonomy of objectives in the cognitive domain-- see table 14.6 on page 527

questions that have a single correct answer

questions that have no single correct answer

convergent; who ruled England in 1540?

divergent; which character is most like you and why?

convergent or divergent

true ; diff patterns seem to be better for certain types of students, but best pattern for young and lower-ability students of all ages is SIMPLE questions that allow high percentage of correct answers, ample encouragement, help when the student doesn't have the correct answer and praise!!!

the successful pattern includes harder questions at both higher ad lower levels and more critical feed back

thought provoking questions and if necessary elp in learning how to answer them

one second for students to answers

longer answers; more students are more likely to participate, ask questions and volunteer appropriate answers; students comments involving analysis, synthesis, inference, and speculation ten to increase and the students generally appear more confident in their answers

true; takes practice - might try asking students to jot down ideas or even dscuss question with another student and formulate an answer together-- makes wait more comfortable and gives students a chace to think

NOT help; if get blank stares, rephrase question or ask someone to clarify it ---there is evidence that extending wait time at university does not affect learning, so with advanced hs students, you might conduct your own evaluation of wait time

true; also same ppl volunteer over and over again

they pull names from a jar or check names off a list as each student speaks; another possibility is to put each student's name on an index card, then shuffle the cards and go thru the deck as you call on ppl-- you can use the card to make notes about the quality of students' answers or any extra help they seem to need

ok or uh-huh; but there ar better reactions, depending on whether th students answer is correct, partially correct, or wrong

accept the answer or ask another question

feedback about why the answer is correct

true; if answer is partially or completely wrong but the student has made an honest attempt, you should probe for more info, give clues, simplify the question, review the previous steps, or reteach the material

correct the answer and go on

Where am I going? How am I going? Where to next? first is on goals and clarity, second is about progress-movement toward goals and third is about moving forward to improve understandings when goas are not met yet or to build on attained goals

task, process, self-regulation, self-feedback see examples on 528!!

students move toward deep undersnading, mastery and self-direction in learning; feedback about self (usually praise) is common in classes, but is not effective unless the praise provides info about how effort, persistence or self-regulation moved he student forward "You are terrific - you stuck with this, revised again, and now this essay makes a powerful argument"

conversation in which the teacher does not have the dominant role; students pose and answer their own questions--in some ways similar to recitation strategy ; students askquestions, answer each other's questions and respond to each other's answers

students are directly involved and have chance to participate, learn to express themselves clearly, to justify opinions, tolerate different views, give students a chance to ak for clarification, examinetheir own thinking, follow personal interests, assume responsibility by taking leadership roles in group

evaluate ideas and synthesize personal viewpoints; also useful when students are trying to understand diff concepts that go against common sense-- by thinking together, challenging each other and suggesting and evaluating possible explanations, students are more likely to reach a genuine understanding

unpredictable and may easily digress into exchanges of ignorance, may have to do good deal of preparation to ensure that participants have enough background knowledge for discussion; some members of group may have great diff participating and may become anxious if forced to speak. large groups are often unwieldly- a few students ill dominate the discussion while others daydream

Examined wide range of discussion formats including instructional conversations, junior great books shared inquiry, book club, literature circle (capitalize all) and found many of these approaches were successful in increasing student talk, limiting teacher talk, and promoting students literal interpretations of text, but getting them to talk more didn't necessarily promote critical thinking, reasoning or argumentation skills

True

True ; "simply putting students into groups and encouraging them to talk isn't enough to enhance comprehension and learning ; it is but a step in the process"

Give some ideas for facilitating a productive group discussion

What should students learn? What is worth knowing today? Then, we can match methods to goals; see Kuhn quote on 530- challenge is to formulate what want direct instruction to be

True, diff goals and students needs require diff teaching methods

True, open methods better for improving attitudes toward school and stimulating curiosity, cooperation among students and lower absence rates

Effective - these guidelines are in keeping with Good's conclusion teaching should become less direct as students mature and when goals involve affective development and prob solving or critical thinking

Open, constructivist, student-centered teaching too

General strategies

True, within the general approach, teachers have to fit their instruction to the needs and abilities of their students - they have to differentiate instruction

a flexible approach to teaching that matches content, process, and product based on student differences in readiness, interests, and learning needs ; Quintilian from 5th century "some students need encouragement, other need free reign..."

grouping

true ; differences in students prior knowledge are a major challeng for teachers, especially in subjects that build on previous knowledge and skills like math and science

system of grouping in which tudents in a class are divided into two or three groups based on ability in an attempt to accommodate student differences ; superior to other approaches

63% reported using within-class ability groups for reading

true; for schools with lower-SES studets, grouping often means that these students are segregated into lower-ability tracks (paul George - division of students on race, ethnicity and social class when homonogenous group)

effective, but point of any grouping strat shuld be to provde appropriate challenge and support to reach children within their "zone of proximal development"

grouping and regrouping students based on learning needs ; assessment continuous so students are always working within their zone of proximal development; small groups, partners, individual or even whole class depending on academic contet ; includes High level instruction and high exepectations of all students regardless of placing

10 to 57 percent increase in students who reached mastery level, depeding on subject area and grade level; teachers received training and support in the assessment, grouping and teaching strats needed and by end of study 95 percent of teachers used flexible grouping bc believed that some of gains came bc students were more focused on learning and more confident

achievement, motivation or interest in diff subjects - this cross grade grouping seems to be effective for students of all abilities as long as the grouping allows teachers to give more direct instruction to groups

BUT sending a large 4th grader to 2nd grade, where he is the only older student and stands out like a sore thumb, wont work out well

NOT positive ; working at a challenging level, but one you can master with effort and support is more likely to encourage learning and motivation

532-533!!

by Corno; provides all students with challenging instruction and uses supports when needed, but removes these supports as students become able to handle more on their own ; addresses learner differences "teachers see learner variation as opportunity for learning from teaching rather than obstacles being overcome"

direct and includes well designed motivational strts to keep them engaged

true ; there are short cycles for teaching, checking for understandingand reteaching and as stuents develop aptitudes in the subject, teaching moves to modeling, guided practice, and coaching and by this time, students should have improved their cognitive "skills" strats, so teaching can also focus on motivational and volitional strats - the "will" to learn finally, as students gain more knowledge and skills, teaching can move to guided discovery, independent study and peer tutoring with an emphasis on self-regulated learning (need this learning for rest of lives)

one teacher at a magnet school described how he "iced" his curriculum with some content "just beyond reach" of even his most advancedstudents and wanted to make sure all of his students found some assignments difficult bc believed everyone needs to stretch in his class

it's a combo of good teaching practices and sensitivity to all your students; students with disabilities need to learn the academi material and need to be full participants in day to day life of the classroom

extended practice distributed ver days and weeks and from advanced organizers like focusing students on what they already know or stating clear objectives

Identify the environmental, curricular, and instructional demands of class Note students learning strengths and needs Check for potential areas of student success Look for potential problem areas Use info gathered to brainstorm instructional adaptations Decide which adaptations to try Evaluate student progress

535

true; may help to develop these prgrams for students in your classes, well-designed programs should provide guidance for you in planning and teaching

assistive technology

devices, systems, and services that support and improve the capabilities of individuals with disabilities ; for studets who require small steps and many repetitions to learn a new concept, comps are perfect patient tutors, repeating steps and lessons as many times as needed

engaging and interactive (two important qualities for students who have probs paying attention or a history of falure that eroded motivation) ex: math or spelling program might use images, sounds and gamelike features to maintain the attention of a student with an attention-deficit disorder, teach hearing ppl sign language, hearing impairments can benefit if no sound, speak word to students with trouble reading, convert printed pages and typed texts to spoken words for those blind or benefit from hearing info, help those who have poor handwriting from learning disability to produce perfect penmanship

many comps have graphic interfaces, manipulating the programs require precise mouse movements and can be difficult for students with motor probs or visual impairments and the inf on the Internet is often unusable for students with visual probs - researchers are trying to work on prob and devise ways for ppl to access info nonvsually

the national Federation of the Blind- Nonvisual Accessibility Gold Level Certification bc the system is equally accessible to blind and sighted users

considering the needs of all users in he design of new tools, learning programs, or Web sites

true; computer networks allow students to work on projects, share info with others and have GT write programs for students and teachers ; a few principals around country rely on students to keep tech networks in their schools working smoothly ; see guidelines and figure 14.2 on pages 536 and 537

know your students and develop trusting relationships with them ; knowledge you gain about the students shuld help in adapting your teaching and positive relationship you establish will help students stay engaged in learning

appropriate high expectations

randomly chose several students in number of elem school classrooms and told teachers that these students probably would make significant intellectual gains during the year and they did -- presented data suggesting existence of a "Pygmalion effect or self-fulfilling prophecy

exceptional progress by a student as a result of high teacher expectations for that student; named for mythological king, Pygmalion who made a statue then caused it to be brought to life

groundless expectation that is confirmed bc it has been expected ex: false belief that a bank is failing; this leads o a rush of patrons withdrawing money, which then causes the bank to fail as expected

self fulfilling prophecy (teachers beliefs about the students abilities have no basis in fact, but student behavior comes to match the initially inaccurate expectation and sustaining expectation effect

student performance is maintained at a certain level because teachers don't recognize improvements; chance to raise expectations, provide more appropriate teaching and encourage greater student achievement is lost

early grades and sustaining effects are more likely in later grades

intelligence tests, gender (more behavior probs with boys), notes from previous teachers, med or psychological reports in students permanent files, prior knowledge about older bros and sis, appearance (higher expectations for attractive students, previous achievement, socioeconomic status, race and ethnicity, actual behaviors of the student, students after school activities (higher expectationsfor those in extracurriculars than those who do nothing)

particular class

true; ex: withdrawn children provide little info about themselves, so teachers may sustain their expectations about these children for lack of new input and self-fulfilling prophecy effects tend to be stronger for students from lower SES familes and for blacks

true; also appears early childhood teachers may hold higher expectations for students more socially competent

immature and anxious

initial expectations

rationalize and attributethe performance to external causes beyond te student's control ex: a teacher may assume that the low-ability student who did well on a test must have cheated and that the high ability student who failed must have been upset that day --both cases behavior that seems out of character is dismissed and may take instances of supposedly uncharacteristic behavior to change the teacher's beliefs about a particular student's abilities and thus expectations often remain in the face of contradictory evidence

give teachers unfounded expectations about their students and note if these baseless expectations hve effects or identify the naturally occurring expecations of teachers and study effects of them -answer to the question of whether they affect depends on which approach is taken to study question

true; careful analysis of results revealed that even tho 1st thru 6th grade students participated in the study, the self-fulfilling prophecy effects could be traced to dramatic changes in just 5 students in grades 1 and 2

first years of elem school and then again in first years of ms

accurate assessments based on the best available data and are corrected as new info is collected ; but inaccuracies can make a difference, in longitudinal study by Alvidrez and Weinstein,teachers' judgments of student ability at age 4 predicted student grade point average at age 18. strongest predictions were for students whose abilities were UNDERESTIMATED

low expectations and inadequate teaching

modest on average and tend to dissipate somewhat over the years; the power of the expectation effect depends on the age of the students (generally speaking, younger students are more susceptible) and on how differently a teacher treats high vs low expectation students; teachers may use different instructional strats and have diff relationships with students based on expectations

different instruction & some teachers leave little to imagination, make their expectations all too clear exL Alloway recorded comments directed to low-achieving groups "ill be over to help you slow ones in a min" "blue group will find this hard"-teacher not only tells the students they lack ability, but communicates that finishing the work, not understanding is the goal

activities become inappropriate when students who re ready for more challenging work aren't given th opportunity to try it bc teachers believe they can't handle it (sustaining expectation effect!!!! example)

students, however the class is grouped and whatever asignemtns are

true; teachers also give these high-expectation students cues and prompts, communicating their belief that students can answer the question, tend to smile at those students more often and show greater warmth thru such nonverbal response like learning toward students and nodding heads as students speak

ask easier questions, allow less time for answering, less likely to give prompts,more likely to resond with sympathetic acceptance or even praise for inadequate answers from low-achieving students, but criticize same students for wrong answers, may get less praise than high achieving for similar correct answers, inconsistent feedback like this can be very confusing for them imagine how hard it would be to learn if your wrong answers were sometimes praised, sometimes ignored, sometimes criticized and your right answers received little recognition

true

true; guidelines on 540!! may help you avoid some of these probs, but avoiding prob may be more difficult than it seems

disruptive students (low expectations can reinforce desire to disrupt or misbehave); teachers may call on students less, wait shorter time for their answers, and give them less praise for right answers to avoid the wrong, careless or silly answers that can cause disruptions, delay and digressions

communicating low expectations to some students or fostering their own low expectations of themselves and sometimes low expectations become part of the culture of the school- beliefs shared by teachers and administrators alike