FOED 2011

1. BUZZWORDS FOR EDUCATORS FOED 2011 ANNA BURGESS TTU Dept. of Teacher Ed. Curriculum & Instruction FALL 2013

2. 1. PEDAGOGY …the principles, practice, or profession of teaching • …is the study of being a teacher. • The term generally refers to strategies of instruction, or a style of instruction. AB

3. 2. Cognitive COGNITIVE MEANS ‘KNOWING’ AB

4. 3. Metacognitive METACOGNITIVE - (META / ABOUT) “KNOWING ABOUT KNOWING” WHAT DO YOU KNOW ABOUT WHAT YOU KNOW? COGNITION ABOUT COGNITION AB

5. 4. SchemaPl. Schemas or Schemata A schema is a mental structure (picture) we use to organize and simplify our knowledge of the world around us. A shape or plan. Schemas affect what we notice, how we interpret things, and how we make decisions and act. AB

6. EGG SCHEMA AB

7. 5. ACADEMIC LANGUAGE… Academic Language is the language needed by students to understand and communicate in the academic disciplines. Academic language includes such things as specialized vocabulary, conventional text structures within a field (e.g., essays, lab reports) and other language related activities typical of classrooms, (e.g., expressing disagreement, discussing an issues, asking for clarification. Academic Languageincludes both productive and receptive modalities (speaking, writing – listening, reading). AB

8. Academic Language Development …is making the language explicit to expand students’ control over language and improve their language choices according to the purpose/FUNCTIONand audience for the message. Academic language also offers structures/FORMSfor developing as well as expressing explanations, evaluations, and analyses. Developing students’FLUENCY/practicein academic language forms and functions provides practice and access to the ‘language of school’ and academic success. Language for academic purposes differs greatly from every day purpose. (More class time to be spent on Academic Language this semester.) AB

9. 6. Differentiated Instruction Differentiated Instruction (sometimes referred to as differentiated learning) involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability. AB

10. 7. Problem-Based Learning - PBL “How can I get my students to think?” Problem-based learning (PBL) is an instructional method that challenges students to "learn to learn,” working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. AB

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12. 9. Strategy Skill or Technique used to assist in learning. Examples: Cooperative Learning   Summarizing   Note-taking Scaffolding – next slide… AB

13. 10. Scaffolding Scaffolding is a special type of INSTRUCTIONAL SUPPORT to allow students to do a task that they cannot yet do independently. Like scaffolding for buildings under construction, the support is designed to be temporary and to be removed or gradually reduced/releasedas students learn to do the task by themselves. AB

14. 11. Accommodation …an Adjustment (generally physical or environmental) preferential seating, visual cues, minimize visual and auditory distractions, copy of notes, extended time AB

15. 12. Convergent Thinking It generally means the ability to give the "correct" answer to standard questions that do not require significant creativity. Who was the first president of the United States? What is the product of 7 X 9? AB

16. 13. Divergent Thinking Thinking that diverges (detours) off of a specific “path” when relating ideas and making connections; thinking that extends in different directions from a common point; sometimes called “free flight of ideas.” Brainstorming AB

17. 14. LEARNING THEORIESSome bridge more than one category AB

18. 15. Philosophies of Education • PERENNIALISM • The roots of Perennialism lie in the philosophies of Plato, Aristotle, and St. Thomas Aquinas. • Offers a conservative and traditional view of human nature. • In this school of thought, humans do not change much, but they are capable of analytical thinking, reason, and imagination, and should be encouraged along these lines. • ESSENTIALISM • Essentialists believe there is a fundamental core of knowledge that any functioning member of society must possess. • Such knowledge is absolutely essential for an individual to lead a productive life. • Learning takes place through contact with the physical world as well as with specific core disciplines. • NCLB movement would attest to the staying power of essentialism in American Education. AB

19. Philosophies continued… • PROGRESSIVISM • Work of John Dewey • The tenets of Progressivism demonstrate respect for individuality, a high regard for science, and receptivity to change. • According to Dewey, humans are social animals that learn through interaction with one another. • “Learning increases when we are engaged in activities that have meaning for us.” • SOCIAL RECONSTRUCTIONISM • Social Reconstructionism is an educational philosophy asserting that schools, teachers, and students should take the lead in addressing social problems and improving society. • The educational goal is to contribute to the creation of a just society. AB

20. Standards and benchmarks create the “goals” for education. Curriculum provides the various “paths, avenues, and highways” to teaching the goals. 16. Curriculum AB

21. 17. Team Teaching TEAM TEACHING IS A STAFFING PLAN THAT HAS TWO OR MORE TEACHERS WORKING TOGETHER TO PLAN AND TEACH A COMMON GROUP OF STUDENTS. TEAM TEACHING IS USED IN MANY CONFIGURATIONS IN BOTH ELEMENTARY AND SECONDARY SCHOOLS. AB

22. 18. Assessment AB

23. 19. Constructed Response • Constructed response assessment items ask student to apply knowledge, skills, and critical thinking abilities to real-world, standards-driven performance tasks. • Constructed responses require students to ‘construct’ or develop their own answers without the benefit of any suggestions or choices. Students generate and intertwine their ideas into a response that is directly related to the item. Students generate a response in the form of a few sentences, a graphic organizer, or a simple drawing/diagram with explanation. • Constructed responses can be either short or extended – Not Multiple Choice! • Example:Essay/Short Response How are the scrub jay and the mockingbird different? Support your answer with details and information from the article. AB

24. All states have developed student standards that indicate what students at different grade levels should know and be able to do in a subject area. 20. Standards-Based Standards are general statements of a “final goal.” AB

25. 21. BENCHMARK Benchmarks are specific waypoints, turning points, or landmarks along the way to achieving the goal. Standards are measured by benchmarking The next Frame shows how benchmarking works within Tennessee’s 3rd Grade Social Studies Curriculum. This example is only ‘one’ content standard within the social studies framework. AB

26. TN.3.3. Content Standard: Geography Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. 3.3.01. Learning Expectation: Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective. 3.3.01.a. Benchmark: Show how the spatial elements of point, line, and area are used on a map or globe. 3.3.01.b. Benchmark: Explain the difference between relative and absolute locations. 3.3.01.c. Benchmark: Locate places on a map using cardinal and intermediate direction. 3.3.02. Learning Expectation: Recognize the interaction between human and physical systems around the world. 3.3.02.a. Benchmark: List the similarities and differences of local places and regions with other places and regions. 3.3.02.b. Benchmark: List the basic components of earth's physical systems (e.g., landforms, water, climate and weather, erosion and deposition). 3.3.02.c. Benchmark: Understand the concept of an ecosystem. 3.3.02.d. Benchmark: Describe how environments and regions differ around the world. 3.3.02.e. Benchmark: Understand how technology allows people to adapt the environment to meet their needs. 3.3.03. Learning Expectation: Demonstrate how to identify and locate major physical and political features on globes and maps. 3.3.03.a. Benchmark: Locate the major cities of Tennessee and the world on a map or globe. 3.3.03.b. Benchmark: Describe the concept of formal (uniform) regions. 3.3.03.c. Benchmark: Define the characteristics that comprise a region. 3.3.03.d. Benchmark: Explain how change affects region and place over time. 3.3.03.e. Benchmark: Show the population distribution of the state, and country. 3.3.03.f. Benchmark: Differentiate between urban, suburban, and rural regions. AB

27. 22. Common Core Standards Building on the strength of current state standards, the CCSS are designed to be: • Focused, coherent, clear and rigorous • Internationally benchmarked • Anchored in college and career readiness • Evidence and research based • The Common Core State Standards are a set of clear standards for Math and English Language Arts that were developed to ensure every student graduates high school prepared for college or the workforce. The standards reflect rigorous learning benchmarks set by countries whose students currently outperform American students on international assessments. AB

28. 23. NCLB (No Child Left Behind) 2001 • Schools are required by Federal Law to annually test public school students to determine if they are meeting state standards in reading and mathematics. • Educators are responsible for closing the achievement gap between students from different racial and ethnic groups. AB

29. 24. RTI Response To Intervention RESPONSE TO INTERVENTION IS AN EMERGING APPROACH TO THE DIAGNOSIS OF LEARNING DISABILITIES. FEDERAL LAW 2004 AB

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31. 25. IEP - Individual Education Plan • A written plan created for a student with learning disabilities by his or her teacher, parents, and the school administrator. The plan is tailored to the student's needs and abilities and outlines goals for the students. • In the United States an IEP is mandated by the Individuals with Disabilities Education Act (IDEA). AB

32. 26. Inclusion • Inclusion is the integration of students with disabilities into the regular classroom. • The goal is to have students with disabilities in regular education as much as possible with as much interaction with the regular teacher as possible. AB

33. 27. RTtT – Race To The Top • Race to the Top, abbreviated R2T, RTTT or RTT, is a $4.35 billion United States Department of Education contest created to spur innovation and reforms in state and local district K-12 education. It is funded by the ED Recovery Act as part of the American Recovery and Reinvestment Act of 2009 and was announced by President Barack Obama and Secretary of Education Arne Duncan on July 24, 2009. States were awarded points for satisfying certain educational policies, such as performance-based standards (often referred to as an Annual professional performance review) for teachers and principals, complying with Common Core standards, lifting caps on charter schools, turning around the lowest-performing schools, and building data systems. AB

34. State applications for funding were scored on selection criteria worth a total of 500 points. • In order of weight, the criteria were: • Great Teachers and Leaders (138 total points) • Improving teacher and principal effectiveness based on performance (58 points) • Ensuring equitable distribution of effective teachers and principals (25 points) • Providing high-quality pathways for aspiring teachers and principals (21 points) • Providing effective support to teachers and principals (20 points) • Improving the effectiveness of teacher and principal preparation programs (14 points) • State Success Factors (125 total points) • Articulating State's education reform agenda and LEAs’ participation in it (65 points) • Building strong statewide capacity to implement, scale up, and sustain proposed plans (30 points) • Demonstrating significant progress in raising achievement and closing gaps (30 points) • Standards and Assessments (70 total points) • Developing and adopting common standards (from the Common Core State Standards Initiative) (40 points) • Supporting the transition to enhanced standards and high-quality assessments (20 points) • Developing and implementing common, high-quality assessments (10 points) AB

35. General Selection Criteria (55 total points) • Ensuring successful conditions for high-performing charters and other innovative schools (40 points) • Making education funding a priority (10 points) • Demonstrating other significant reform conditions (5 points) • Turning Around the Lowest-Achieving Schools (50 total points) • Turning around the lowest-achieving schools (40 points) • Intervening in the lowest-achieving schools and LEAs (10 points) • Data Systems to Support Instruction (47 total points) • Fully implementing a statewide longitudinal data system (24 points) • Using data to improve instruction (18 points) • Accessing and using State data (5 points) • In addition to the 485 possible points from the criteria above, the prioritization of STEM (Science, Technology, Engineering, and Math) education is worth another fifteen points for a possible total of 500. AB

36. 28. AYP – Adequate Yearly Progress • The No Child Left Behind Act of 2001 requires all states •  to measure each public school's and district's   • achievement and establish annual achievement targets • for the state. • The overarching goal is for all students to meet or exceed • standards in reading and mathematics by 2014. • Each year, the state will calculate a school or district’s • Adequate Yearly Progress (AYP) to determine AB

37. 29. TVAAS Tennessee Valued-Added Assessment System TVAAS is a statistical analysis of achievement data that reveals academic growth over time for students and groups of students, such as those in a grade level or in a school. TVAAS is a tool that gives feedback to school leaders and teachers on student progress and assesses the influence of schooling on that progress. It allows districts to follow student achievement over time and provides schools with a longitudinal view of student performance. TVAAS provides valuable information for teams of teachers to inform instructional decisions. AB

38. 30. RUBRIC A guide listing specific criteria for grading or scoring academic papers, projects, or tests – using numbers. AB

39. 31. TEAM The Tennessee Educator Acceleration Model (TEAM) is the teacher evaluation system implemented across the state of Tennessee. The system supports principals and teachers working together to ensure that students benefit from the best possible instruction every day. Through a combination of frequent observation, constructive feedback, measures of student learning and aligned development opportunities, TEAM offers both a holistic view of a teacher's effectiveness in the classroom as well as a structure and roadmap for improvement at every level of our system. (More discussion of TEAM this semester.) AB

40. 32. TAP Rubric (Teacher Advancement Program) All TN educators are observed using the TAP Rubric, which focuses on four areas: Instruction, Planning, Environment, and Professionalism. The TAP Rubric will be discussed during this semester in FOED 2011. The edTPA, also scored with a rubric/’not’ the TAP Rubric but similar, is the development of artifacts and commentaries that all residents will complete before graduation. The edTPA will help you think about how to plan, instruct, assess, and reflect on student learning. AB

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42. TENNESSEE TECH LESSON PLAN TEAMPLATE Name: Date: Lesson Title:____________________ Estimated Duration: __________ Where in the Unit does this lesson occur? (Check One) __Beginning __Middle ___End Grade/Level:_________ Number of Students: ________ Structure(s) of grouping for the lesson: (Check any that apply)Whole Class _____ Small Group _____One-to-one ______ Other (specify) ______ Curriculum Standards; Central Focus Question/Big Idea/Goal;Rationale/Theoretical Reasoning State Curriculum Standards (Include the number and text of the standard. If only a portion is being addressed, then only list the relevant parts). What question(s), big idea(s), and/or goal/learning target drive your instruction? Lesson Objective(s) Objectives are measureable. Vocabulary/ Academic Language (Language Function) What opportunities will you provide for students to practice content language/vocabulary and develop fluency? Assessment/Evaluation Formative (Informal): How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback? Summative (Formal): What evidence will you collect and how will it document student learning/mastery of lesson objective(s)? Instruction Set/Motivator: How to engage student interest in the content of the lesson? Use knowledge of students’ academic, social, and cultural characteristics. Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery. Questions and/or activities for higher order thinking: These cannot be answered by yes or no. Closure: Verbalize or demonstrate learning or skill one more time. May state future learning. Material/Resources: What do you need for this lesson? Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students? Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson? Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher? ___________________________________________ ______________________________________________ Student Teacher Signature/Date Supervisor/Date

43. 34. Classroom Management • Classroom management refers to all of the things that a teacher does to organize students: time, space, and materials so that instruction in content and student learning can take place. • Classroom management includes: procedures and routinesof daily classroom life, classroom management plan, time management, record keeping, lesson planning, grading, and the physical arrangement of the classroom. AB

44. 35. Dispositions ATTITUDES VALUES YOUR PERSONAL PHILOSOPHY PROFESSIONAL DISPOSITIONS… Professional attitudes, values, and beliefs demonstrated through verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. AB

45. 36. READY 2 TEACH The Tennessee Board of Regents (TBR) is the sixth-largest state university and community college system in the United States and prepares more than half of all teacher candidates in the state.  The redesigning all education programs within the Board of Regents system, includes 6 universities and 13 community colleges. Our redesign is called Ready2Teach, as our focus is on preparing teacher candidates who are ready to teach from day one. The primary goals of the Ready2Teach Initiative are to: Prepare teacher candidates so that they have a positive impact on student performance from the first time they enter the classroom. Work collaboratively with schools to improve outcomes for students, schools, and communities. AB

46. 37. edTPA Question: What is edTPA? edTPA is a preservice assessment process designed by educators to answer the essential question: "Is a new teacher ready for the job?" edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students. AB

47. What is edTPA designed to achieve? edTPA is comparable to entry-level licensing exams that demand applications of skills in other professions, such as, the medical licensing exams, the architecture exam, or the bar exam in law. As a nationally available teacher performance assessment, edTPA: Will help candidates (residents) develop the confidence and skills they need to be successful in urban, suburban, and rural schools. Provides a uniform and evidence-based process that can be used across states to confirm that aspiring teachers demonstrate their readiness for the classroom. Measures candidates' ability to differentiate instruction for diverse learners, including English language learners and special education students. Provides meaningful and consistent data that can be used to improve teacher education programs and renew program curriculum. Creates a body of evidence of teacher performance (evidence-based). AB

48. How is edTPA Constructed and Used? Evidence of a candidate's ability to teach is drawn from a subject-specific learning segment of 3-5 lessons from a unit of instruction taught to one class of students. Materials assessed as part of the edTPA process include video clips of instruction, lesson plans, student work samples, analysis of student learning, and reflective commentaries. Based on the submitted evidence, which is reviewed by trained scorers, faculty and candidates can discuss the impact of candidates' teaching performance on student learning and determine ways to improve teaching. Faculty can analyze evidence of candidate performance to guide decision-making about program revision. State education agencies may use edTPA scores for licensure and accreditation. AB

49. What are the standards upon which edTPA is based? edTPA is aligned with the Interstate Teacher Assessment and Support Consortium (InTASC) standards, and various professional standards, depending on the subject area, including Common Core State Standards and Specialized Professional Association (SPA) standards. edTPA also aligns with the National Council for Accreditation of Teacher Education (NCATE) standards. This means that the goals and tasks of edTPA and the expectations in the NCATE standards are comparable. Institutions using edTPA to provide evidence of candidate performance can be assured that some aspects of the performance assessment provide the type of evidence that NCATE seeks in determining whether or not a unit's teacher candidates have the knowledge, skills, and dispositions that are outlined in its standards Note that NCATE and the Teacher Education Accreditation Council (TEAC) are in the process of merging their operations to form a unified accrediting body, the Council for the Accreditation of Educator Preparation (CAEP). The alignment of edTPA and the new CAEP standards and processes will be determined after the new standards are released in late 2013. With the July 1 de facto consolidation of NCATE and TEAC, CAEP is the new accrediting body for educator preparation. AB