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Effective Education throughMotivationClassroom ManagementDisciplineAssessment
Tina M RussellEDPF 29525Kent State UniversityMay 2008
Motivation ndash what is itbullDefinition
An internal state that arouses directs and maintains behavior
bullTypesIntrinsic individualrsquos internal desire to
perform particular taskExtrinsic promoted by factors external to
the individual and unrelated to the task being performed
httpwwwpbsorgwnetmoneyshowmakeoverimagesill-motivategif
Motivation Theories amp ApplicationbullBehaviorism Theory
Reinforcers shape behaviorRewards used to motivate
bullBehaviorism Application Use the weakest reward possible to engage
students in meaningful learningHowever contradicts definition of
motivationTakes focus off learning and onto reward
httpwwwtokenexchangecomimagessytesting-reward2jpg
Role play bull You are a 7th grade Language Arts
teacherbull To review the weekrsquos vocabulary
words you play a game with studentsbull Students form 2 lines at the boardbull You read a definitionbull First student to grab the right word stays the
other student goes to the end of the linebull Continue this process until yoursquove given all
definitionsbull Student with the most correct answers is awarded
5 ticketsbull Students redeem tickets for prizes
httpwwwfaoorgdocrepx5307ex5307e0agif
Test your understanding
What type of motivation is this
Intrinsic Extrinsic
httpacademicreededumotivationimagespicskids1jpghttpthesmallbusinesscoachcomimagescarrotjpg
Are you sure Intrinsic motivation means
the studentsare internally motivated
This example uses external rewards
httpwwwfotosearchcomcompIMPIMP141Admission_ticketjpg
httpwwwchocolatecoverscomimagescandy_bar_collagegif
TryAgai
n
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Motivation ndash what is itbullDefinition
An internal state that arouses directs and maintains behavior
bullTypesIntrinsic individualrsquos internal desire to
perform particular taskExtrinsic promoted by factors external to
the individual and unrelated to the task being performed
httpwwwpbsorgwnetmoneyshowmakeoverimagesill-motivategif
Motivation Theories amp ApplicationbullBehaviorism Theory
Reinforcers shape behaviorRewards used to motivate
bullBehaviorism Application Use the weakest reward possible to engage
students in meaningful learningHowever contradicts definition of
motivationTakes focus off learning and onto reward
httpwwwtokenexchangecomimagessytesting-reward2jpg
Role play bull You are a 7th grade Language Arts
teacherbull To review the weekrsquos vocabulary
words you play a game with studentsbull Students form 2 lines at the boardbull You read a definitionbull First student to grab the right word stays the
other student goes to the end of the linebull Continue this process until yoursquove given all
definitionsbull Student with the most correct answers is awarded
5 ticketsbull Students redeem tickets for prizes
httpwwwfaoorgdocrepx5307ex5307e0agif
Test your understanding
What type of motivation is this
Intrinsic Extrinsic
httpacademicreededumotivationimagespicskids1jpghttpthesmallbusinesscoachcomimagescarrotjpg
Are you sure Intrinsic motivation means
the studentsare internally motivated
This example uses external rewards
httpwwwfotosearchcomcompIMPIMP141Admission_ticketjpg
httpwwwchocolatecoverscomimagescandy_bar_collagegif
TryAgai
n
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Motivation Theories amp ApplicationbullBehaviorism Theory
Reinforcers shape behaviorRewards used to motivate
bullBehaviorism Application Use the weakest reward possible to engage
students in meaningful learningHowever contradicts definition of
motivationTakes focus off learning and onto reward
httpwwwtokenexchangecomimagessytesting-reward2jpg
Role play bull You are a 7th grade Language Arts
teacherbull To review the weekrsquos vocabulary
words you play a game with studentsbull Students form 2 lines at the boardbull You read a definitionbull First student to grab the right word stays the
other student goes to the end of the linebull Continue this process until yoursquove given all
definitionsbull Student with the most correct answers is awarded
5 ticketsbull Students redeem tickets for prizes
httpwwwfaoorgdocrepx5307ex5307e0agif
Test your understanding
What type of motivation is this
Intrinsic Extrinsic
httpacademicreededumotivationimagespicskids1jpghttpthesmallbusinesscoachcomimagescarrotjpg
Are you sure Intrinsic motivation means
the studentsare internally motivated
This example uses external rewards
httpwwwfotosearchcomcompIMPIMP141Admission_ticketjpg
httpwwwchocolatecoverscomimagescandy_bar_collagegif
TryAgai
n
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Role play bull You are a 7th grade Language Arts
teacherbull To review the weekrsquos vocabulary
words you play a game with studentsbull Students form 2 lines at the boardbull You read a definitionbull First student to grab the right word stays the
other student goes to the end of the linebull Continue this process until yoursquove given all
definitionsbull Student with the most correct answers is awarded
5 ticketsbull Students redeem tickets for prizes
httpwwwfaoorgdocrepx5307ex5307e0agif
Test your understanding
What type of motivation is this
Intrinsic Extrinsic
httpacademicreededumotivationimagespicskids1jpghttpthesmallbusinesscoachcomimagescarrotjpg
Are you sure Intrinsic motivation means
the studentsare internally motivated
This example uses external rewards
httpwwwfotosearchcomcompIMPIMP141Admission_ticketjpg
httpwwwchocolatecoverscomimagescandy_bar_collagegif
TryAgai
n
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Test your understanding
What type of motivation is this
Intrinsic Extrinsic
httpacademicreededumotivationimagespicskids1jpghttpthesmallbusinesscoachcomimagescarrotjpg
Are you sure Intrinsic motivation means
the studentsare internally motivated
This example uses external rewards
httpwwwfotosearchcomcompIMPIMP141Admission_ticketjpg
httpwwwchocolatecoverscomimagescandy_bar_collagegif
TryAgai
n
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Are you sure Intrinsic motivation means
the studentsare internally motivated
This example uses external rewards
httpwwwfotosearchcomcompIMPIMP141Admission_ticketjpg
httpwwwchocolatecoverscomimagescandy_bar_collagegif
TryAgai
n
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Thatrsquos correct
bullBehaviorist approach to motivation involves external rewards
bullThings to ponder Can learning take placeWhat happens when rewards are removed
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Motivation Theories amp Application
bull Social Learning Theory EXPECTANCY times VALUE equals MOTIVATION
(E x V = M) Expectancy andand value must be increased
bull Social Learning Application Internal motivation process Increase expectancy and value to yield motivation Create environment where students can increase
their motivation Show the value by how it connects with their interests Give opportunity to practice and make success small
steps Be flexible and willing to work backwards to catch
them up
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Letrsquos apply this
bullStudent expects to do poorly on math test(Expectancy is low)
bullStudent believes grades are important(Value of grades is high)
bullIs studentrsquos level of motivation high or low
High Low
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Not quite
bullThe studentrsquos low expectancy of their ability to succeed in spite of the value placed on grades lowers the internal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation Try Again
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Correct
bullEven though value of grades is high low expectancy lowersinternal motivation
bullTherefore both high expectancy and high value are needed to succeed in self-motivation
httpwwwpakalilcomblogwp-contentuploads200710motivation-circlepng
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Another application
bullStudent expects to do well on math exam(expectancy high)
bullStudent doesnrsquot see much value in math(value is low)
bullWhat is the level of motivation
High Low
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Still not highly motivated
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of math in studentrsquos life by connecting it with their interests
bullBe creative Try Again
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Yes motivation is still low
bullEven though expectancy is high the value of math is low
bullTeacher ndash show the value and relevance of subject in studentrsquos life by connecting with their interests
bullBe creative
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Motivation Theories amp ApplicationbullCognitive-Developmental Theory
Studentrsquos self-perceptions goals and beliefs about Success and failure Learningperformance
goals Fluid or static intelligence Adaptability v stuckness
Types of students Mastery-oriented (secure identity) Failure-avoiding (insecurefragile) Failure-accepting (depressed)
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Applying the cognitive-developmental theorybullCognitive-Development Application
Help students develop healthy view of selfGive opportunities for learning and growthHelp students set individual goalsDifferentiate instructionApply Multiple Intelligence theoryLearn interests of students and provide
small tasks to build onAllow students to see their own success
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Differentiated Instruction
bullPersonalized instructionbullCore of instruction remains samebullHow students learn varies by
Degree of difficultyWorking arrangementsModes of expressionSorts of scaffolding
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Multiple Intelligence TheoryBodily-kinesthetic
Spatial
Interpersonal Intrapersonal
Musical Naturalistic
Linguistic
Logical-mathematical
bull Everyone has strengthsweaknesses in each of these areasbull Learn the dominant strengths of students and incorporate
it into teachinghttpwwwkildarechildcareieimageschildren-jump1ajpg
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Love
Safety
Physiological
bull Humanism TheoryHierarchy theory based on meeting needs If needs are met students motivation higher
Esteem
bull Humanism ApplicationBe understanding of physiological needsSchedule assessments in the morning when
students can focus easierLimit strict seat workUse differentiated instructionProvide a safe classroom Value studentsExpect respect for others
Motivation Theories amp Application
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom ManagementEstablish quality teacher-student
relationships
bullExhibit appropriate level of dominanceDominance = authorityProvide clear purposeProvide strong guidance regarding
academicsbehaviorClear expectationsDevelop level of student trustMove closer to student who needs refocusedUse quiet cues to bring student back into lesson
httpwwwparentlinknethtmlContentBaseContentAboutUsimage
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
bullExhibit appropriate level of cooperation
Establish clear rules and procedures as well as consequences
Involve class in rule setting and proceduresProvide opportunity for students to take
ownership of learningAssignments tailored to Multiple
Intelligences
Classroom Management
httpwwwdelta-educationcomimagesjeopardy_classroomjpg
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Management continuedbull Awareness of and attention to high-needs
studentsPassive students
Provide safe interactions Positive self-talk training Reward small successes quickly Withhold criticism
Aggressive students Describe behavior clearly Contract with student to reward corrected
behavior Be consistent Provide immediate rewards and consequences Give student responsibilities to help teacher or
other students to foster successhttpwwwalachuacountyfarmbureaucomexclamationjpg
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Management continuedbull Awareness of and attention to high-needs students
Attention problem students Teach basic concentration study and thinking skills Separate into quiet work area Help them list each step of a task Reward success Assign peer tutor
Perfectionists Have them make mistakes on purpose and show
acceptance Have student tutor other students
Socially inept students Teach to keep appropriate physical distance from others Teach meaning of facial expressions (angerhurt) Make suggestions regarding hygiene dress
mannerisms and posture
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Goals of Classroom Management and Disciplinebull More time for learning
Trend is to use 63 of allocated time on engaged activities and academic learning
Need to use 100 of allocated time effectivelybull Access to learning
Establish procedures to minimize disruptions Read independently when seat work is complete Sharpen pencil when necessary without asking Use restroom when necessary
Establish clear rules Ways of getting things done effectively Clear consequences if violated Make sure rules are positively stated Build a spirit of cooperation Rules are meant to free class to do important things
Room arrangement Provide best atmosphere for learning Make it easy for students to move around Be organized before students arrive
httpwwwcensusgovpubinfowwwmultimediaimgreading-hijpg
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Goals of Classroom Management and Discipline Continued
bullEncourage student self-managementEnable self-directed learnersProvides stronger generation of leadersControl is a by-product of effective
teachingShare responsibility between teacher and
students
httpwwwlyoneduwebdatagroupsPublic20RelationsAWARD207webjpg
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Preventing Disruptions
bullWithitnessKnow what is going on in the classroomKeep looking at students at unpredictable
timesMaintain eye contact
bullOverlappingMulti-taskKeep flow of class movingIf interruption occurs continue teaching
httpwwwtaranakicareersconzcareersimages20050712183554teacher_secondarymanwhiteboardjpg
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Preventing Disruptions
bull Group FocusBring other students into discussionCall students by name to get them engagedKeep from engaging with only one student
bull SmoothnessManage transitionsMaintain flow of entire lesson without disruptionsPlan how to get them smoothly through transitionsKeep momentumBe organized
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
When Disruptions Occurbull Ignore the behavior
When isolated Special circumstances Not contagious
bull Cue the student When minor infractions occur Unobtrusive signals Focus on what student should be
doingbull Discuss with student
When cuing didnrsquot work Privately Problem is chronic or serious
It takes teamwork
bull Promote self-regulation Student wants to improve behavior Student develops on-going plan for
success Student amp teacher discuss implement
planbull Behavior modification
Chronic problems canrsquotwonrsquot self-regulate
Carefully planned rewardconsequence strategies
Work with student to reduce behavior Remove rewardsconsequences
bull Confer with parents Problem may start outside school walls Clear and positive communication early
in year Conferences letters phone callse-
mails
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Transactional Analysis Theorybull Every human being has all 3 elements
Parent component Nurturing Judgmental
Adult component Manage parent and child in others
Child component Playful Deviousdefiantscheming
bull Process teacher reactions to appeal to studentrsquos adultUse discussion to enable student to make
choicesLook across at them as human instead of down
at them as a judgmental parent
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Management and Discipline Concluded
Work for congruence and consistency amongSchool guidelinesAgeabilities of studentsCurricular materialsYour beliefs about learning
outcomesstrategiesYour preferences about classroom
environmentYour temperament and personality
httpwwwrakarpinskicompublic_htmlimagescooperative-learninggif
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Assessmentbull Types
Formative (day-to-day) Summative (testsquizzes)
bull Rubrics States objectives Clearly states expectations
bull Objective testing Multiple choice matching truefalse fill in blank Answers arenrsquot interpreted Anyone can grade it
bull Essay testing Requires skill of interpretation and expertise to grade Should ask student to think and apply rather than give
simple answersbull Traditional papers
Can demonstrate understanding Requires skill of interpretationexpertise
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Assessment Continuedbull Innovativealternative assessment
Authentic Projects Students apply to real life experience Learn ldquoI can make a difference nowrdquo Example interview graduates in community and write
articles for newspaper Takes learning outside classroom
Portfolios Accumulation of work Shows progression of learning
Exhibitions Public notice to what students are doing Audience beyond teacher
Performances Audience beyond teacher Public notice what students are doing
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Assessment Continuedbull Grades and grading (extrinsic reinforcement)
Stimuli from environmentProvides feedback about quality of work
bull Criterion-referenced gradingStimulates cooperative workCompete with selfStandards set for ldquoArdquo ldquoBrdquo ldquoCrdquo ldquoDrdquo
bull Norm-referenced gradingBehaviorist curveCompete with one anotherCompared to one anotherLimited number of Arsquos and BrsquosStudents donrsquot want to help each other
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Assessment Continued
bullValue-added assessmentAssess individual progress of student on
OATIdentify impact of teaching on studentRewardpunish teacher accordinglyHolds individual teachers responsible
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for LearningbullOccurs during teaching and learning
processbullPrimary focus ongoing learning
improvement for all studentsbullDay-to-day activities involve students
directly and deeply in learning
httpwebubccaokanaganctl__sharedassetsStudent_Engagement_-_Image_04610jpg
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for LearningbullIncrease student confidence and
motivationbullEmphasizes progress and achievementbullInstruction tool that promotes learningbullWith student involvement ndash looks more
like teaching and less like testing
httpwwwlinks999netutopiaimageslearningCenterjpg
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for Learningbull Provides accurate descriptive feedback to
studentsbull Involvement in assessment improves learningbull Ways to apply
Pretest before units to adjust instruction accordingly Analyze students who need more practice Continually revise instruction Reflect on effectiveness of teaching practices Confer with students Facilitate peer tutoring
bull Engages students bull Helps students take responsibility for learningbull Students learn to understand how they learn bestbull Students know where they are in relation to
defined targetsbull Students plan and take next steps in learning
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Application of Classroom Assessmentbull Provide samples of strong projects and discuss
strengthsbull Engage students in determining characteristics of
quality workbull Trains students to better evaluate own workbull Students identify strengths and set goals for
improvementbull Students revise weak work samples bull Learn to use criteria to improve qualitybull Students know what to do before revising own workbull Create practice test itemsbull Students work together to determine what they think
should be on testbull Deeper understanding of self and materials is
achievedbull Use student growth portfoliosbull Celebrate achievement with others
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for Learningbull Effective teacher feedback
Focus on student work Replace judgmental feedback with descriptive
immediate feedback Productive feedback tells students what they are doing
RIGHT Pinpoint strengths and help learners develop strengths
further Describe why answer is right or wrong specifically Provide ways for improvement in clear constructive
language Guide students to better performance Helps narrow gap between where they are and where
they should be headed Students learn to generate own strategies for
improvement
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for LearningbullSkill of self-assessment
Students direct their own learningUse descriptive feedback from teacher to
best advantageLearners continually ask themselves three
questions Where am I trying to go Where am I now How do I close the gap
wwwlehmanbrowncomimageswhich20waybmp
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for Learning
bullWhere am I trying to goldquoWe are learning helliprdquo or ldquoI can helliprdquoStudents read objectives aloud and ask
questionsSeparate task (what students should do) from
what students should learnDirections should overshadow intended
learningConnect to previous and future learningDisplay learning objectives in classroomProvide outstanding work and lesser
quality work examples so they see the differences
Ask students to rephrase learning targets
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for LearningbullWhere am I now
Students practice comparing their work to high-quality samples
Use teacher feedbackReflect on what they have learned and
relate it to intended learningStudents learn how to ascertain where
they are and where they need to beCreates awareness central to ultimate
success
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for Learningbull How do I close the gap
Helps students know what to do to move closer to learning goal
Students participate in creating goals analyzing assessment data and developing action plan
Ask themselves What do I need to change in my work to improve
quality What specific help do I need Where can I get that help What resources do I need
Students connect to a vision of quality
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Classroom Assessment for LearningbullBenefits of self-assessment
Students take greater responsibility for learning
Breeds confidence in learningProvides opportunities for monitoring own
progressDemonstrate unprecedented score gains on
standardized testsCreates responsible engaged and self-
directed learners
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Applying Constructivism in the Classroombull Learners control their learningbull Search for meaning takes different route for
each studentbull Educators have great control over what we
teach but far less control over what students learn
bull Carefully analyze studentsrsquo understanding bull Customized teaching approaches results in
increased learningbull Search for understanding motivates students
to learnbull Seek and value studentsrsquo points of viewhttpwwwstanleyparkecologycaprogramsschoolurbanStewardsimages
safarijpg
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Applying Constructivism in the Classroom Continued
httpwwwgamingmmocomwp-contentuploads200712magnifying_glassjpg
bull Differentiate instruction on basis of studentsrsquo needsinterests
bull Structure lessons to challenge studentsrsquo suppositionsbull All students have life experiences that shape their views
bull Permit students to construct knowledgebull Attach relevance to curriculumbull Structure lessons around big ideasbull Assess student learning through daily classroom
investigations not as separate eventsbull Students demonstrate knowledge every day in a variety
of waysbull Continually ask students to elaborate or pose
contradictions to student responses even when correct ndash enables them to investigate more deeply
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Constructivism
bullTeacherProvides appropriate materials Asks general questionsSeeks and values studentsrsquo points of viewUses student comments to assess learning
bullTeacher provokes students toSearch for relevance Help think through own questions
bullNo separate testing necessary
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Constructivism
bullState and local curriculums addresswhat students learn
bullConstructivism as an approach to education addresses how students learn
bullConstructivist teacher blends the WHAT with the HOW
httpwwwthirteenorgedonlineconcept2classimagesill-2gif
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
Our calling as educatorsbullFocus on student learningbullHelp students construct knowledgebullKeep curriculum conceptualbullPromote big ideas and intellectual
curiositybullKeep essential principles and recurring
concepts at the centerbullAssess student learning daily bullUse the daily assessments to guide
teaching
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
ReferencesBrooks M Brooks J (1999) The Courage to be
Constructivist Educational Leadership 57(3) 18-25
Chappuis S Stiggins R (2002) Classroom Assessment for Learning Educational Leadership 60(1) 40-43
Marzano R (2003) The Key to Classroom Management Educational Leadership 61(1) 6-13
Images from Microsoft Office ClipArt unless otherwise cited
