Blogs: Fall 2013
The answers you provide to these questions will form large components of your major paper in this class. You may answer the questions as we have written them for each chapter OR if you prefer a more self-directed learning approach then answer the following questions for the chapter:
(1) What elements of this chapter align with ideas you have had about teaching and learning? (2) What elements contradict ideas you have?
(3) What elements of this chapter inspired new ideas about teaching and learning for you?
Unit 1
Chapter 14
Looking at the diagram on p. 505 in Ormrod’s text, write down an idea for an assessment for each of the five categories. [Choose from any of the ten assessments within the five categories. Be sure to choose at least one from each category]. In addition, explain why you would use the assessment within the context of your lesson. Then, consider norm referenced assessment and criterion referenced assessment. Are there advantages to both? Are there disadvantages?
Chapter 15
Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses? If Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.
Chapter 11
Consider the theories of motivation that you read. Which theories of motivation are most helpful and instructive for you? How can they enhance motivation and affect your students? Please give at least one example of how a theory of motivation could be used in your future classroom.
Chapter 13
Based on our readings and class discussion, how will you create a learning environment that is conducive to learning? Now consider your CSEL case study. Develop a full continuum of responses for dealing with the misbehavior of your case. Since this will be something that will be used in your CSEL artifact. You may want to refer to the guidelines for how many levels you may need to create. Those guidelines will be found in Part II of the CSEL Artifact Guidelines.
Unit 2
Chapter 6
a) What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?
b) Consider your CSEL intervention case study. Are there tools from a cognitive view of learning for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?
Chapter 7
For Chapter 7, you will be responsible for creating QTC. Create two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is. Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply) Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
Chapter 8
Similar to Chapter 7, you will be responsible for creating QTC for Chapter 8. Create two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is. Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply) Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
Chapter 9 & 10
a) How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?
b) Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they? Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
Unit 3
Chapter 2
For Chapter 2, make two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is. Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply) Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
Chapter 3
Personal and social development can have a major influence on both individual student learning and the learning environment as a whole. Using your case from the CSEL guidelines*, examine the possible developmental factors that could be influencing your target student(s) or classroom in the case study. Consider all dimensions of personal and social development, including cognitive, language, social, emotional, and moral development. *CSEL guidelines can be found under CSEL Artifact. Cases are included at the end of the document. Choose the case that best suits your desired grade level.
Chapter 4 and Article
Write a 1-2 page double-spaced response paper that reflects your thoughts on the readings. Post it to your blog/wiki. This may include a commentary, critique, questions, or disagreement. They are not summaries of the readings, so please do not submit a summary. Questions you might ask yourself are:
- Who is the author? To whom was the author speaking and why?
- What do the author’s assumptions seem to be?
- What sorts of evidence and methods are used?
- What specific passages support your interpretation of the author’s argument?
- Where are you agreeing, disagreeing?
- Where does the author echo your own discourses and/or challenge them?
- Where are you surprised? (adapted from Allison Ander’s CSE 545 syllabus)
- How does this reading compare to how the issue was portrayed in the text?
Field Trip: To be completed as soon as possible after attending the field trip.
Reflect on what Barb and Lois shared. Consider answering the following questions: (1) What surprised you? (2) What did you find beneficial to apply to your own teaching context? (3) What concerned you or contradicted your assumptions?
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