elementary education

followed Piaget ethical or moral decisions in 6 stages for white middle class males

punishment and obedience simply follow rules to escape punishment

follow rules to excape punishment and recieve reward

adolescents become oriendted to conscience and they recognize the importance of established social order reflecting basic social values, such as honesty mutual repect, courtesy and so forth

post conventional moraity recognize the importance of both individual and social contracts but believe that people should generally abide by the rules greatest good to the majority

• very few people reach
• following stage 5 except when it does not make sense and a greater obligation to their conscience MLK jr

• student of Kohlberg did his study only onto women
• unlike men at 5 and 6 women tend to value caring and compassion for others above abstract rational principles. Make decisions based on their conclusions on how their choices and actions affect others
• 1 concerned with herself
• 2 concerned with others
• 3 synthesizes responsibilities to both herself and to others

• constructivism
• active learning process which involves the lerner constructing new concepts based on prior knowledge
• supports a spiral curriculum that includes a scaffolding of skills

• 1 natural learner tendencies
• 2 organization of knowldge for ease of learning
• 3 effective sequencing of content
• 4 appropriate reward and punishment

America's greatest teacher: told bad Johnny's parents he was good and therefore he was good

• 1921 Psychological Types
• thinking/feeling, sensing/intuition, judging/erception, and extrovert/introvert

• VARK
• visual
• auditory
• reading and writing
• Kinesthetic

• Theory of multiple intelligences 1983
• linguistic, logical/mathmatical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, naturalist

define objective as being an intent that a statement communicates to the reader

• cognitive (thinking and learning)
• affective (valuing and feelings)
• psychomotor (that have to do with skills)

• Outcome
• standards
• how learning will be assessed
• evidence to be assembled
• instructional methods
• experiences will inspire interest motivation and success

• knowledge
• comprehension
• application
• analysis
• synthesis
• evaluation

knowledge of thought or thinking about thinking

• importance
• insruction
• evaluation
• suitability

starts with the end product

represent different abilities and needs

most similar in their skills and perhaps interests

group based tasks, individual accountability

cooperative learning style

goals for a given course must be achievable for the entire class, while leaving room to challenge students to master new skills

lighting, bulletinboard, posters (change), movable desks, teacher desk in back of room

practice research skills, promotes risk taking, how students will not ridicule, feel free to answer and ask questions, avoid sarcasm

do not lose 5 min begining and end of class

do include: instruction, support, regular assessment, feedback

• ask the question
• provide adequate wait time
• call on the student
• tell the student if the response was correct
• praise

only put a name in front of the question if the student is not paying attention

decreases discipline isssues

• prepared all materials and ready to go before begining any classroom lesson
• initiating (hook)
• objective
• then attendence
• instructional
• short assessment (guided practice activity)

• first the teacher tell the students what he or she is going to say, tells the students, then reviews what is taught
• clear directions, open ended questions, addressing questions, modeling approaches, encouraging discourse and assessing students. provide constant pattern

• identifies appropriate software
• classroom procedures
• policies
• strategies for instructing students in searches

differences among learners in regard to information processing or moral decision making can use this to set classroom rules

• honesty mutual respect, consideration, and courtesty
• should apply to attendance, grades and student behavior

• dynamics in classroom
• each student and interactions between students
• "I like that way XXXXX is working in her math book."
• No opportunity to misbehave

• limit text for new readers
• most children do not experience such a protected environment due to environmental vocabulary

the child divides a compound word into its parts cow-boy and foot-ball

looking for the pattern o-ven bo-dy or sum-mer and ig-loo

• 1. -le comes at the end of the words and a consonant comes before it the consonant goes with the -le as in the word pur-ple
• 2. The suffix -ed forms a separate syllable if d or t comes before the -ed as in skidd-ed and mist-ed.

• syntactic cues- comprehension grammatical hints order of words, word endings way the words function
• semantic cues- hints in passage
• phonemes and graphemes- does not know ph=f but understands I heard the phone ring.

• demonstrating, guiding and teaching
• modeled, shared, interactive, guided, and independent levels of support

readers pay more attention when thye relate to the text

asking questions is at the heart of thoughtful reading

active readers create visual images based on the words they read in the text

inferring is when the readers take what they know, garner blues from text and think ahead

grasp essential ideas and important information

combining new information with existing knowledge to from an original idea

if confusion disrupts meaning, readers need to stop and clarify their understanding. Readers may use a variety of strategies to "fix up" comprehension when meaning goes awry.

readers confirm predictions they originally made

students should use book parts such as charts, diagrams, indexes and the table of contents to improve their understanding of the reading content

an important strategy is for students to think about, or reflect on, what they have just read.