810.606.1C Johns Hopkins University Human Development, Learning & Diversity

1. 810.606.1CJohns Hopkins UniversityHuman Development, Learning & Diversity

2. TBQ… • Our task is to provide an education for the kinds of kids we have, not the kinds of kids we used to have, or want to have, or the kids that exist in our dreams. - K.P.Gerlach • DO YOU AGREE?

3. TEACHER attitude expectations training knowledge motivation self-knowledge flexibility willingness to change ability to handle emotional responses interpersonal skills experience other? TEACHING standards curriculum expectations assessments instructional setting instructional materials equipment & technology colleagues mentors leadership research base professional development resources other? What is a good teacher?What is good teaching?

4. Beginning teachers… • Why did you choose teaching? • Would you choose it again? • How have the first years of teaching changed you?

5. How do teachers develop their expertise and confidence? • THEY ARE REFLECTIVE • THEY ANALYZE SITUATIONS • THEY HAVE “PLAN B” • THEY ARE ORGANIZED • THEY KNOW THEIR STUDENTS • THEY KNOW THEIR SCHOOL • THEY KNOW THEIR CONTENT • THEY KNOW HOW LEARNING IS SUSTAINED & RETAINED • THEY EVALUATE APPROPRIATELY

6. The scientific approach to teaching and learning • Is teaching an art or a science? • What role should scientifically based research play in creating curriculum, standards, and lessons? • Why must teachers have an understanding of the psychology of teaching and learning?

7. The scientific approach to teaching and learning • Is teaching an art or a science? It has aspects of both. • What role should scientifically based research play in creating curriculum, standards, and lessons? Current evidentiary studies help us understand the social, physical, cognitive, and technological aspects of learning behavior that contribute to a positive experience for teachers and students. • Why must teachers have an understanding of the psychology of teaching and learning? Because teaching and learning are complex processes that must be continually observed and acted upon for successful outcomes – the participants cannot just act on instinct.

8. What is a reflective teacher? • one who observes individuals and situations rationally • one who analyzes how and why instructional interactions were successful or not successful • one who does action research to identify antecedents, behaviors and consequences as they apply to teaching and learning

9. The reflective process • what do you want to know? • what outcome do you want? • what data do you need? • how are you going to observe? • how are you going to measure? • what are you going to do with the data when you get them?

10. TEACHER A I’VE WATCHED THESE KIDS FOR THE FIRST MONTH OF SCHOOL AND THEY JUST DON’T DO THEIR HOMEWORK. THE PROBLEM IS PROBABLY IN THEIR HOMES … THEIR PARENTS JUST DON’T CARE. THESE KIDS JUST GO HOME AND PLAY VIDEO GAMES. I’M GOING TO SEE TO IT THAT THEY CAN’T GO ON ANY FIELD TRIPS IF THEY DON’T DO HOMEWORK. I’M ALSO GOING TO DEDUCT POINTS AND THEIR GRADES WILL SUFFER – THIS WILL MAKE THEM VALUE GRADES. THEY SAY THEY DON’T UNDERSTAND THE ASSIGNMENTS, BUT MY DIRECTIONS ARE CLEAR. TEACHER B FOR A MONTH, I’VE KEPT A LIST OF WHO DOES AND WHO DOESN’T DO HOMEWORK. TWELVE OUT OF TWENTY STUDENTS DON’T DO THE ASSIGNMENTS. I HAVE MET WITH EACH STUDENT WHO DOES NOT DO HOMEWORK TO ASK WHY. HALF OF THEM SAY THEY DON’T UNDERSTAND THE DIRECTIONS. FOUR OF THEM SAY THEY DON’T THINK IT IS IMPORTANT. TWO OF THEM SAY THERE IS NO PLACE TO DO HOMEWORK AT HOME AND THEY HAVE TO CARE FOR YOUNGER CHILDREN AT HOME. I AM GOING TO CREATE AN ALTERNATIVE WAY TO PRACTICE SKILLS WITH THE CHOICE TO DO ASSIGNMENTS IN SCHOOL OR AT HOME. I AM ALSO GOING TO RE-EXAMINE HOW I GIVE DIRECTIONS. HOW DO WE REFLECT?

11. A….B….C • ANTECEDENT WHAT PRECEDES THE RESPONSE TO THE DEMAND FOR PERFORMANCE? • BEHAVIOR WHAT BEHAVIOR EVIDENCES THE RESPONSE TO THE DEMAND? • CONSEQUENCE WHAT HAPPENS AS A RESULT OF THE PERFORMANCE IN RESPONSE TO THE DEMAND?

12. ANTECEDENT WHAT PRECEDES THE RESPONSE TO THE DEMAND FOR PERFORMANCE? BEHAVIOR WHAT BEHAVIOR EVIDENCES THE RESPONSE TO THE DEMAND? CONSEQUENCE WHAT HAPPENS AS A RESULT OF THE PERFORMANCE IN RESPONSE TO THE DEMAND? ANTECEDENT STUDENTS ARE COLLECTING BELONGINGS TO TRANSITION TO LUNCH TEACHER IS POINTING TO HOME ASSIGNMENT WRITTEN ON BOARD AND REMINDING STUDENTS TO WRITE IT DOWN BEHAVIOR TWELVE OUT OF TWENTY STUDENTS DO NOT BRING COMPLETED ASSIGNMENTS THE NEXT DAY “I DON’T UNDERSTAND IT” “I DON’T CARE ABOUT THIS STUFF” “I CAN’T DO ANY WORK OUTSIDE OF SCHOOL – I HAVE STUFF TO DO AT HOME” CONSEQUENCE TEACHER THREATENS TO WITHHOLD AN UNRELATED PRIVILEGE TEACHER TAKES AWAY POINTS AND LOWERS GRADE A….B…..C

13. The reflective teacher uses the reflective process • observes and records the ABC of situation • rationally assigns responsibility or ownership • investigates potential causes and solutions • consults resources • develops a plan for change • implements plan and collects data on impact

14. For next time… • read clusters 1 & 2 of text • in your classroom do one informal ABC reflection to comment on in our next class