Pedagogy BSU

Presenting & Explaining	1/4- 1/6 of all classroom timeHighly structuredAlso called Advanced Organizer Model4 Syntax Steps
Direct Instruction	Promotes mastery of skill & acquistion of skills Uses 5 Syntax Steps  Demonstrates knowledge or skill Provides guided practice Checks for understanding Allows for extended practice
Concept & Inquiry Based Teaching	Teaching students HOW to think Piaget, Gardner as theorists Involves process of constructing knowledge & organizing information into comprehensive and complex cognitive structures 4 Phases: present/establish goal set, provide examples/non, test for concept attainment, analyze student thinking process
Inquiry Lessons	Facilitates phases of the inquiry process and tohelp students be attentive and reflective about their thinking processes
Concept & Inquiry Types of Thinking Used	higher levelcriticalscientificmetacognitive
Phases of Concept/Inquiry Teaching	Present Goal/Establish Set Provide examples/non-examples Test for concept Attainment Analyze student thinking process
Cooperative Learning	Student Centered Work together in small groups, recognizing both individual and group efforts Six Phases Students actively responsible for thier learning Four types of Basic Model
Cooperative Learning Model	Student Achievement Divisions Jigsaw Group Investigation Structural Approach
Concept Learning Phases	Orient students to problem Organize students for study Assist with independent and group investigations Develop/present artifacts Analyze/Evaluate work
What type of learning is this? Teacher serves as facilitator and guides student investigation…..	Problem Based Learning
What type of learning is this?STUDENT CENTERED…	Cooperative learning
What type of learning is this? Studens and teacher talk about academic materials and students willingly display their thinking process publicly	Classroom Discussion
Classroom Discussion Phases	Provide Objects & Set Focus the Discussion Hold Discussion End Discussion Debrief Discusion
Classroom Discussion	Characterized by open processes and active student roles
Standardized Testing	Tests normally designed by professional testmakers for nationwide use
Formative Assessment	Evaluation that occurs before or during instruction
Summative Assessment	Evaluation done after instruction to determine effectiveness of lesson
Reliable	Degree to which a test produces consistent results over severall admins.
Brought to an end policies that prevented children with disabilities from getting an education and changed enrollment patterns	All Handicapped Children ACT
Bloom’s Taxonomy	Provides framework for classifying learning objectives and a way for assessing them Uses four types of knowledge
Knowledge Dimension in Bloom’s Taxonomy	FactualConceptualProceduralMetacognitive
Six Ways of Thinking in Bloom’s Taxonomy	RememberUnderstandApplyAnalyzeEvaluateCreate
Maslow’s Needs Theory	People are motivated to take action to satisfy basic and higher level needs
Levels of Needs (Maslow’s Theory)	Self-actualization, Creativity, Problem Solving, Authenticity, Spontaneity Esteem, Self-Esteem, Confidence, Achievement Social Needs, Friendship, Family Safety ; Security Physiological (Survival) Needs …Air, Shelter, Water, Food,Sleep, Sex
Piaget Stages of Intellectual Development	Sensorimotor = Birth – 2yrsPreOperational = 2-7 yrsConcrete Operational = 7- 11 yrsFormal Operational = 11- Adult
Vygotsky Believed….	Importance of Social Aspects of LearningSocial Interactions with others spurred the construction of new ideas and enhanced development
Zone of Proximal Development	An area that the learner eeds to be in order to retain new knowledge and progress Vygotsky used this