Exploring Teaching – Career Academy
Kirkwood Community College, Spring 2008
Resource Center Room 3037
3 credits
TTh 1:30-2:45
EDU-110
EHCCP
Instructor Information:
Name:
Doug Van Oort, Assistant Professor
Address:
Kirkwood Community College, PO Box 2068, Cedar Rapids, IA 52406
Office:
223 Cedar Hall
Office Hours: MWF 10:00-10:50, TTh 12:00-12:50
Office Phone: 319-398-4936 or 1-800-332-2055 x4936
E-Mail:
doug.van.oort@kirkwood.edu
Fax:
1-319-398-1021
Textbooks
Arends, R.I., Exploring teaching. McGraw-Hill, 2007.
Nieto, S. (Ed.), Why we teach. Teachers College Press: Columbia University, 2005.
Materials
#2 lead pencil on test days
3-ring binder (optional but recommended)
Contacting the Instructor
Contact the instructor immediately with course-related concerns or questions by email,
phone, office visit during office hours, or appointment.
 Each student should establish a Kirkwood student email account for collegerelated communications, such as communicating with instructor and when
contacting K-12 schools to arrange your teacher observation and volunteer
experiences. It’s free & easy! Here’s how:
Go to www.kirkwood.edu, click on “Current Students” box on the left,
click on “Student Email” link on the left, and then follow directions.
 Instructor will not open suspicious-looking email, such as those without
Kirkwood student addresses or those without subjects.
 The instructor will try to respond to student contacts within the same day
received; if you contact the instructor and do not get a timely reply, please
try again using a different method, such as phone instead of email.
Course Description
Introduce the concerns and activities of beginning teachers. The focus is on developing
generic teaching skills, knowledge, and attitudes as well as helping students decide if
teaching is their calling. Case studies are used to discuss common teaching problems.
Students interview and observe a teacher at work.
General Objectives
1. Understand the diversity of roles required of teachers.
2.
3.
4.
5.
6.
7.
8.
Develop a working definition of excellence, as it applies to teachers.
Recognize the necessity for democratic classroom procedures.
Recognize the importance of developing a positive classroom atmosphere.
Recognize the importance of adapting instruction for diverse learners.
Develop a better understanding of education as a career.
Evaluate controversial issues in the field of education.
Develop the following skills at a beginning level of proficiency.
a. Write objectives
b. Plan lessons
c. Teach microteaching lessons
d. Evaluate strengths and improvements needed in lesson plans
e. Cooperate as a member of a team
f. Ask questions to stimulate discussion
g. Listen thoughtfully and responsively
T.E.A.C.H. (Teacher Education Artifacts and Course Histories)
As teaching licensure becomes more performance based, it is absolutely necessary that
you, as an education student, develop a notebook/portfolio that will include evidence of
coursework, field experiences, volunteer/service learning experiences, employment
experiences, and any other demonstrations of your preservice education. The artifacts
you include will directly relate to the INTASC standards for teacher preparation and
licensure (we will discuss these standards in class). For most students, this course is only
the beginning of evidence that you will continue to compile throughout your professional
career; save all graded papers from this course and all education courses.
Approach each assignment in this course as if potential employers in the field of
education (principals) will be carefully scrutinizing your work to determine whether or
not to offer you a teaching job. Do your best work!
Guidelines and Expectations
1. Voicing of opinions and questions will be strongly encouraged. Respect for others’
opinions will be expected.
Due to the number of students in the class, please raise your hand when you want to
contribute to the discussion. The instructor will call on students whose hands are not
raised as well, so be prepared to respond.
2. Kirkwood Community College believes that the best learning takes place in an environment where
faculty and students exhibit trust and mutual respect.
Students promote trust and show respect by preparing honest and thoughtful work, being prepared for
class, attending class regularly and on time, contributing to discussions, meeting deadlines, and
striving for their best performance. Faculty promote trust and show respect by setting clear guidelines
for assignments and evaluations, providing honest feedback, assigning bias-free grades, being
prepared, and taking students seriously and valuing their goals and aspirations.
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In a productive learning environment, faculty and students work cooperatively, recognize and respect
differences, model the values of character and citizenship, and become lifelong learners.
3. Cheating or plagiarizing will result in the loss of all points for the activity.
According to Webster, to plagiarize is “to steal or pass off the ideas or words of
another as one’s own…to use created productions without crediting the source…to
commit literary theft…to present as new and original an idea or product derived from
an existing source.”
Kirkwood students are responsible for authenticating any assignment submitted to an instructor.
If asked, you must be able to produce proof that the assignment you submit is actually your own work.
Therefore, we recommend that you engage in a verifiable working process on assignments. Keep
copies of all drafts…, make photocopies of research materials , write summaries of research materials,
hang on to Writing Center receipts, keep logs or journals of your work on assignments, save drafts or
versions of assignments under individual file names, etc. The inability to authenticate your work,
should an instructor request it, is a sufficient ground for failing the assignment. …Kirkwood
instructors may employ various other means of ascertaining authenticity such as engaging in Internet
searches, creating quizzes based on student work, requiring students to explain their work and/or
process orally, etc.
In cases of cheating or plagiarism, Kirkwood’s policy will be enforced. Note that
offenses are cumulative during a student’s Kirkwood career.
First Offense: Score of zero on test or assignment.
Second Offense: Fail course.
Third Offense: Suspension from Kirkwood for one semester.
4. Tests: During tests, no billed hats, no visible cell phones or other devices, no items
of any kind on the desk other than the test and your pen/pencil, and no leaving the
classroom once the test has started until you finish. Any violations will result in the
completion of your test at that point and may result in a zero on the test depending on
the circumstances. Any instances of cheating will result in Kirkwood’s cheating
policy being enforced.
5. Make-up tests and quizzes will only be allowed in case of legitimate absences.
 If you miss a test or quiz due to a legitimate reason, contact the instructor
immediately to discuss. The instructor will require that you provide written
documentation of your absence, such as a doctor receipt, accident report, etc.
 If you know of an absence in advance, you will be expected to verify the
absence with the instructor and take the make-up test or quiz in advance.
6. Written assignments must:
 Be of college quality. College quality means:
 correct grammar, spelling, punctuation, and capitalization;
 use of clear, descriptive language (no “kind of”, “stuff”, etc.);
 use of terminology learned in our course; and
 use of “student”, “learner”, or “child” instead of “kid” (we may use
“kid” during our class discussions, but in formal writing use one of the
terms listed above).
 Be typed (Times New Roman, size 12); if not typed, grade of zero.
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


Be stapled if multiple pages (not paper-clipped);
Be double-spaced.
Have standard margins (1” top & bottom; 1.25” left & right).
Stay within maximum page requirement (instructor will give a maximum
number of pages allowed for each assignment). FYI – the maximum number
of pages allowed will generally be about the length of a quality paper. For
example, if there is a 4 page maximum, a paper that appropriately addresses
the assignment (an “A” paper) will be about 4 pages in length, not 2 pages.
 Have identifying information single-spaced in upper left corner of page 1:
Student Name, Date
Exploring Teaching – Doug Van Oort, Assistant Professor
 If you often have errors in spelling, grammar, punctuation, etc. in your writing,
work in advance and get support with editing from a family member, friend, or
anyone willing to assist you.
Late written assignments will NOT be accepted, resulting in a zero grade!
 Papers are due at the beginning of class on the due date.
 If you miss class on a due date because of a legitimate reason, staple
documentation of the absence (copy of medical receipt, etc.) to the cover of
the assignment and turn it in at the next class. No documentation = 0 grade.
 If you are aware of an absence in advance, it is your responsibility to meet the
due date (turn it in early, have a classmate turn it in on the due date, give it to
the secretary in 205 Cedar Hall prior to class on the due date, or mail it to the
address on p. 1 of syllabus postmarked no later than the due date).
 Excuses regarding your printer or computer problems will not be accepted.
Work ahead and/or use the computer lab on campus.
The instructor apologizes in advance for any food or beverage stains that may appear
on your graded papers; grading often gets done during lunch & coffee. 
7. Students who need accommodations should file an accommodation application with
Learning Services, 133 Linn Hall, and should provide the instructor with a copy of
the accommodation plan as soon as possible. Application forms are available at
other Kirkwood locations as well, including all county centers and all deans’ offices.
Accommodations (alternative testing, etc.) will not be provided until you give an
accommodation plan to the instructor. If you need alternative testing, please remind
the instructor in advance to send your tests.
8. While daily attendance is not taken, this course moves along rapidly from one
concept to the next. If absent often, you will have a very difficult time keeping pace.
Therefore, regular attendance will be critical to your success.
If absent, it is your responsibility to get notes or schedule changes from a classmate
prior to next class. If no classmate can be reached, contact the instructor.
9. Instructor’s expectations for student behavior will be high. Disrespectful or nonprofessional behavior during class will not be tolerated. Offending students
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will receive both a verbal and written warning from the instructor.
 Subsequent offenses will result in the loss of one letter grade from the final
grade for each additional offense.
 Habitual offenders may be expelled from the course.
10. When fulfilling the Teacher Observation and Interview requirement or when fulfilling
Extra Credit Volunteer hours within a K-12 school building, you will be expected to
dress appropriately and represent yourself and Kirkwood in a positive manner.
11. Some extra credit opportunities will be available (maximum number of points
earned through extra credit is 30):
a. Volunteering in a K-12 classroom or in a K-12 before- or after-school
program . You may earn up to 20 points of extra credit by volunteering for at
least 20 hours during the semester (1 point of extra credit for each hour
volunteered). The instructor will provide details early in the course; do NOT
begin this volunteer experience until after the instructor has provided written
instructions.
b. Attending education-related activities (such as serving as a judge at an
elementary school science fair) and reflecting on the experience. The
instructor will make you aware of various opportunities during the semester.
12. Last date to drop course: April 11.
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Grading Procedures
1. Your grade will be based solely on points you earn on activities listed below.
2. Keep a record of points you earn in this handy table.
3. Keep ALL graded papers and tests until receipt of your final grade in the event
there is disagreement regarding that grade.
4. To compute your percentage at any time during or after the course, divide your
points by total points possible up to that point in time (Your Points/Total Points).
Activity
Points
My
Points
Why Teach
5
SmartBrief
5
Nieto Reflection #1
5
Nieto Reflection #2
5
Nieto Reflection #3
5
Nieto Reflection #4
5
Learning Preferences, Multiple Intelligences, Differentiation &
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Adaptation
Microteaching #1 – Direct Instruction
30
Microteaching #2 – Cooperative Learning
30
Microteaching #3 – Discussion
30
Mid-term Conference
5
Service Learning Project
10
Teacher Observation and Interview
50
Test 1 (Why Teach, Arends Ch 3, 4 & 5)
50
Test 2 (Arends Ch 8, 10 & 12, Brain-based Learning)
50
Test 3 (Arends Ch 2 & 11, Service Learning Handout, NCLB)
40
Chapter 2 Quiz
5
Chapter 3 Quiz
5
Chapter 4 Quiz
5
Chapter 5 Quiz
5
Chapter 8 Quiz
5
Chapter 10 Quiz
5
Chapter 11 & Service Learning Handout Quiz
5
Chapter 12 Quiz
5
Extra Credit (optional) – classroom volunteer project
X
Extra Credit (optional) - other
X
TOTAL POINTS
375
Grading Scale
A
93%
A90%
B+
87%
B
BC+
83%
80%
77%
C
CD+
73%
70%
67%
D
DF
63%
60%
<60%
To Access Grades Online
1. Go to www.kirkwood.edu & click “Current Students” box along right side of screen.
2. Click “CE6 Login” & login w/your “K” number (User Name) & Eaglenet password.
3. Click course, then scroll down and click “My Grades” along left side of screen.
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Note: Exploring Teaching is an introductory course. Students who are serious about
becoming teachers should earn at least a ‘B’ grade in this course. A lower grade should
raise concerns about the appropriateness of a teaching career.
Teacher Education Requirements:
GPA: Most colleges and universities require at least a 2.50 GPA for acceptance
to their teacher education programs. However, at many institutions the
cut-off may be much higher and may vary from year to year. For
example, at the University of Iowa in recent years the cut-off for
acceptance is often 3.0 or higher.
PRAXIS or C-BASE: Institutions in the State of Iowa require passage of either
the PRAXIS or C-BASE standardized test for acceptance into their teacher
education programs. Kirkwood education faculty recommend that
Kirkwood education majors take one of these tests during the fall of the
sophomore year. You will be receiving an informational letter from the
coordinator of our Education Careers department, Jack Terndrup.
Criminal History: If you have a criminal history, your future as a teacher in K12 schools may be in jeopardy. If you answer “yes” to any of the
following, see your instructor immediately after class to discuss:
1. Have you ever been convicted of a felony?
2. Have you ever been convicted, or had an administrative
finding, of violating any law involving child abuse, sexual
abuse, physical abuse, sexual harassment or exploitation, or
any other crime related to children?
3. Do you have charges pending relating to any of the above?
INTASC Standards: INTASC (Interstate New Teacher Assessment and Support
Consortium) Standards for Beginning Teachers were developed to
establish a uniform set of requisites that states could use in determining
eligibility for new teacher licensure. These standards can be viewed as the
knowledge, skills, and attitudes necessary for beginning teachers to teach
responsibly, regardless of subject matter or grade level being taught. The
10 standards are listed below:
Principle 1: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
Principle 2: The teacher understands how children learn and develop and can provide
learning opportunities that support their intellectual, social, and personal development.
Principle 3: The teacher understands how students differ in their approaches to learning
and creates instructional opportunities that are adapted to diverse learners.
Principle 4: The teacher understands and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance
skills.
Principle 5: The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Principle 7: The teacher plans instruction based on knowledge of subject matter,
students, the community, and curriculum goals.
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Principle 8: The teacher understands and uses formal and informal assessment strategies
to evaluate and ensure the continuous intellectual, social, and physical development of
the learner.
Principle 9: The teacher is a reflective practitioner who continually evaluates the effects
of his/her choices and action on others (students, parents, and other professionals in the
learning community) and who actively seeks out opportunities to grow professionally.
Principle 10: The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and well-being.
Study Tips:
1. Read assigned material prior to class.
2. Get a study partner or form a study group that meets before or after class.
3. Study right before going to sleep. Brain research indicates that doing so results in
more information being stored in long-term memory.
4. Start studying early; study several days leading up to a test rather than waiting
until the night before to cram.
5. Review your notes for 5-10 minutes as soon as possible after each class. Write
down questions you have and bring them to class (or your study group). (This tip
partly addresses #4 above.)
6. Take notes every day. Even if the information seems pretty straightforward,
taking notes keeps you active in your learning. Research indicates more positive
results for those who take notes in class.
7. Take what you have read about and learned in class and apply it to your daily life
– students you work with, situations you’ve observed in the past, etc.
8. Refer to the test reviews provided elsewhere in this syllabus, and make flashcards
of terminology, lists, steps, etc. Begin memorizing and studying these early.
9. Ask your study partner, study group, family member, etc. to quiz you over your
flashcards, the test review, your notes, etc.
10. Quiz yourself from multiple angles. For example, if studying terminology and
definitions, first quiz yourself by looking at the terms and then producing the
matching definitions. Then, look at the definitions and produce the matching
terms.
11. In addition to rote memorization of information, quiz yourself by putting
information into your own words. This will result in a deeper conceptualization
of the information.
12. Get a tutor through Kirkwood’s Tutoring Center in 133 Linn Hall (398-5425) if
you feel this course will be particularly difficult for you. Each Kirkwood student
is eligible for up to two hours per week of tutoring, free of charge.
For a list of resources designed to assist students in being successful at Kirkwood, go
to the following website:
http://www.kirkwood.edu/site/index.php?d=3&p=7120&t=2
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Course Schedule
Date
Th
1/10
T 1/15
Th
1/17
T 1/22
Th
1/24
T 1/29
Th
1/31
T 2/5
Th 2/7
T 2/12
Th
2/14
T 2/19
Th
2/21
T 2/26
Th
2/28
Topic
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
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



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Introductions & student information cards
Kirkwood registration
Brief overview of syllabus
Why Teach paper instructions
Nieto Reflections instructions
Ron Clark Story Part 1
Why teach?
Nieto discussion
Questions about syllabus???
Ron Clark Story Part 2
Extra credit introductory information
Learning communities & student motivation
Ron Clark Story Conclusion
Learning communities & student motivation
Discuss Nieto readings







Learning communities & student motivation wrap-up
INTASC Standards & dispositions
Subscribe to SmartBrief
Classroom management
Classroom management
Discuss Nieto readings
Classroom management
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





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Teacher planning & reflective teaching
Practice writing objectives
Teacher planning & reflective teaching
Practice writing objectives
Share Smartbrief learning with classmates
Test 1
Direct instruction & task analysis
Microteaching #1 instructions
Orientation to microteaching rooms, overhead projectors
Direct instruction & anchor activities
Critique peers’ task analyses
Work on lesson plans
Critique peers’ lesson plans
Work on lesson plans
Touch of Greatness Part 1
Brain-based learning
Touch of Greatness Part 2
Microteaching #1
Required Reading
Tests or
Assignments Due
 Syllabus
 Nieto 1-11, 18388
 Why Teach
 Arends Ch 4
 Ch 4 quiz
 INTASC (in
syllabus)
 Nieto 142-149
(required),
Nieto 81-86 or
105-113
 Arends Ch 5
 Nieto
Reflection #1
 Nieto 41-48 or
156-165
 Nieto
Reflection #2
 Arends Ch 3
 Ch 3 quiz
 Ch 5 quiz
 SmartBrief
 Arends Ch 8
 Test 1
 Ch 8 quiz
 Draft of task
analysis
 Draft of lesson
plan
 Lesson Plan
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T 3/4
 Finish Microteaching #1
Th 3/6
 Cooperative learning
 Microteaching #2 instructions
 Freedom Writers Part 1
T 3/11
 Cooperative learning
 Work on cooperative learning lesson plans
 Freedom Writers Part 2
 Discuss Nieto reading
 Critique peers’ lesson plans & work on lesson plans
 Freedom Writers Part 3
No Classes! Spring Break!
Th
3/13
T 3/18
& Th
3/20
T 3/25
Th
3/27
 Arends Ch 10
 Nieto 49-57
 Discuss Teacher Observation & Interview instructions
 Distribute Microteaching #3 instructions & remind to
bring article on 4/2
 Microteaching #2
 Microteaching #2
 Classroom Discussion
 Microteaching #3 instructions
 Touch of Greatness Part 1
 Arends Ch 12
 Microteaching
#3 instruction
packet
Th 4/3
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

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


 Nieto 23-30 and
169-177
T 4/8
Th
4/10
T 4/15
Th
4/17
 Lesson Plan
 MT #2 self-eval
(if you taught
1st day)
 Ch 12 quiz
 MT #2 Selfeval (if you
taught 2nd day)
 Bring
educationrelated article
 Nieto
Reflection #4
 Test 2
 Lesson plan
 Microteaching #3
 Multiple intelligences, learning preferences &
differentiated instruction
 Learning preferences, multiple intelligences,
differentiation & adaptations assignment instructions
 Nieto Refl #3
 Draft of lesson
plan
 Lesson Plan
T 4/1
Classroom discussion
Discuss Nieto readings
Work on lesson plans
Touch of Greatness conclusion
Test 2
Finalize lesson plans
Distribute service learning handout
Microteaching #3
 Lesson Plan
 MT #1 self-eval
(if you taught
1st day)
 Ch 10 quiz
 MT #1 self-eval
(if you taught
2nd day)
 Draft of lesson
plan
 Lesson plan
 MT #3 self-eval
(if you taught
1st day)
 Arends Ch 2
 MT #3 self-eval
(if you taught
2nd day)
 Ch 2 quiz
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 Disabilities, special education, co-teaching, &
adaptations
 Gifted learners
 Review differentiated instruction
 Cultural, racial, ethnic, religious, economic, gender &
sexual orientation differences
 Discuss differentiation & adaptations assignment results
 Nieto 127-133
(no reflection
due)
T 4/29
 Problem-based learning
 Service learning
 Service learning project (done in class)
 Arends Ch 11 &
Service learning
handout
Th 5/1
 No Child Left Behind
 Discuss Nieto readings
 Discuss reactions to teacher observations & interviews
 Nieto 178-182,
203-220 (no
reflection paper
required)
T 4/22
Th
4/24
 Learning
preferences,
multiple
intelligences,
differentiation
& adaptations
assignment
 Teacher
Observation &
Interview
 Ch 11 quiz
 Service
learning
project (in
class)
 Extra Credit
papers
Final Exam (Test 3 – Ch 2 & 11, Service Learning, NCLB):
Tuesday, May 6, 1:30-2:45
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Instructions for Nieto Reflections
Each reflection is worth 5 points. To earn all 5 points in a reflection:
 Follow directions – maximum of 1 page, typed (if not, zero points), double-spaced,
identifying information at top, bolded headings included, etc.
 Demonstrate college level conventions (or mechanics) of writing (spelling,
capitalization, grammar, punctuation, etc.).
 Write clearly and descriptively.
 Demonstrate originality of thought and personal reactions to the reading.
 Provide evidence for your opinions and answers when appropriate, such as specific
quotes or examples from the reading.
 Overall, make it clear to the instructor that you did indeed read assigned passage.
Directions
1. Typed (if not typed, zero points), maximum of 1 page, & double-spaced.
2. Follow syllabus guidelines for written assignments.
3. Title each reflection (Reflection #1, etc.).
4. For each reflection, type the bolded headings in your paper:
Reflection #1 – 142-149 required; then select 1: 81-86 or 105-113.
For pages 142-149:
Ms. Adel’s Turning Point & Its Impact on Her Classroom – briefly but
clearly explain the “turning point” for Ms. Adel, its impact on her
classroom, and its relevance to our discussion of learning communities.
My Opinion Regarding Ms. Adel’s Disclosure – explain whether or not
you agree with her decision to disclose this personal information in class;
clearly explain why or why not.
Then, select one of the other readings (Ms. Papson, 81-86, or Ms. Stinson,
105-113) and respond on the same page as your responses about Ms. Adel:
How Ms. _______ Attempts to Build a Learning Community – share at
least 2 specific examples of what this teacher does to build a learning
community.
Reflection #2 - Select 1 of the following, 41-48 or 156-165:
Ms./Mr. _______’s Approach to Behavior Management – identify
several respectful ways the teacher addresses behavior, both
proactively & reactively.
Most Surprising, Interesting or Useful Strategy – identify 1 strategy
utilized by this teacher that struck you as most surprising, interesting or
useful to you as an aspiring teacher; clearly explain why.
Reflection #3 – 49-57
Starting on p. 54 is a story about Andrew & Damon. After the incident between
Andrew & Damon, the teacher developed an assignment about skin color. The
teacher discussed several aspects of the assignment but didn’t specifically discuss
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whether or not it was a cooperative learning assignment or what aspects of the
lesson might have been addressed in small cooperative learning groups.
 Cooperative Learning Activities & Individual Accountability – Of
the six aspects of the lesson listed below, discuss the three that you feel
would best be addressed in small cooperative learning groups of 2-5
students, and explain why: 1) Making a list of what we know and what
we noticed in the photos; 2) Making a list of what we wonder and want
to know; 3) Describing how the color words (yellow, red, black and
white) have been used to describe people’s skin & comparing those
colors to the colors in the photographs; 4) Tracing hands; 5) Mixing
paint to match skin color; and 6) Researching questions about
physiology, melanin, historical events and political language used to
describe racial groups, and what to do with hurtful feelings. How would
you incorporate the two most important requirements of a cooperative
learning assignment (teamwork and individual accountability) in each of
these activities?
 Group Organization – What method of forming cooperative learning
groups would you use & why – stratified, random or student choice?
Explain details and considerations that you would you be mindful of
when organizing students into groups & why.
Reflection #4 – 23-30 and 169-177
For 23-30:
“What do you _________?” – First, fill in the blank in this heading, and
describe why this teacher typically asks this question in class discussions.
Then, discuss 1 pro and 1 con of this teacher’s discussion style.
For 169-177:
Putting a Face on the War – What did this teacher use to put a face on
the Iraq War and to stimulate discussion? Was this an effective strategy
with these young students (share specific evidence to support your
opinion).
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Test 1 Review
Why Teach
 How to deal with mixed messages from society
 We all have limitations as teachers. How do you deal with them?
 How can teachers increase their longevity, success & satisfaction in teaching?
Ch 3
 Why teachers plan
 Rational-linear planning model
 Planning & Instructional Cycle (p. 12)
 Why must teachers pay attention to time when planning?
 Define academic learning time
 Define instructional objective
 Behavioral objective
o Define
o Know when it’s best used
o 3 components – be able to identify each in an objective
o Requirements for behavioral objectives
 positive terms
 specific student behaviors (not conclusions)
 all in one sentence
o Criticism of this style
 General objective
o Define
o Know when it’s best used
o Components/elements
 Bloom’s taxonomy of educational objectives
o 4 types of knowledge
o 6 types of cognition
o Why is it important for teachers to have working knowledge of Bloom?
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 Describe & give an example of 3 domains from Bloom
o Cognitive
o Psychomotor
o Affective
 What is “reflective teaching” and why is it essential?
Ch 4
 Characteristics of a learning community
 Define motivation
 Define & distinguish between intrinsic & extrinsic motivation
 Understand that one of our most important goals as teachers is to develop students
who are ___________________ motivated
o How can we accomplish this?
 What does the research tell us about the negative effects of rewards?
o How can we avoid these negative effects?
 Describe the 4 theories of human motivation we discussed & discuss the implications
or importance of each theory to teachers
o Reinforcement theory
o Needs theory
o Cognitive theory/attribution theory
o Social learning theory
 Describe results of the research regarding motivation & learning communities.
 Discuss some strategies for motivating students & developing learning communities
 Summarize recent results of poll of 12th graders regarding the relevance/meaning,
appeal, and importance of school
Ch 5
 Fundamental beliefs regarding behavior
 Importance of developing understanding & skill in classroom & behavior mgmt.
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 Ethical teacher behavior – list key elements to behaving ethically
 Difference between assertive discipline & caring classroom styles.
o
Which is most effective & productive?
 Goal for teachers: teacher-student relationship based on ________________
 Democratic Learning Community. How do we develop this?
 Define & understand proactive behavior management
o Define & distinguish between Kounin’s “effective teachers’ classroom
behaviors” (includes withitness)
o Reinforcement & behavioral theory – uses & disadvantages
o How to praise
o Importance of building a relationship with students
o Building a sense of community in your classroom
 Reactive management & skills, such as overlapping, desist, discussing respectfully
with student, etc.
o What is punishment & why doesn’t it work?
o Nearly all behavior is communication.
 When a student misbehaves in our classroom, what is the first
question we should ask ourselves?
o Behavior is learned and can be unlearned & replaced.
 Describe how & why the So What Test is used.
 What question is asked when applying this test? (Is the behavior
interfering with…?) Know the entire contents of this question.
 If the answer is no, So What. Ignore the behavior.
 If yes, what should the teacher do?
 Understand why it is important to understand reasons for misbehavior
 Describe how the shaken pop can is applied to students who are highly agitated.
Test 2 Review
Direct Instruction – Chapter 8
1. Define direct instruction
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2. Direct instruction is________________________-centered (teacher or learner)
3. 6 steps of direct instruction (know these in proper sequence & be able to describe
each step)
4. 4 components of establishing set
5. suggestions for providing feedback
6. Prompt Hierarchy
 What is it & what is its purpose?
 Steps
7. Task Analysis
 Definition
 Steps
 Given a skill, be able to write a TA of that skill.
8. Visual supports
 Definition

Difference between visual support and demonstration

Know why they are often not used as much as they should be
9. Social learning theory
 Describe its premise and how this relates to direct instruction
10. Define and be able to differentiate:
 overlearning
 massed practice
 distributed practice
11. Encouragement
 Define it
 Know when to use it
 Understand what “respect their struggle” means (Why shouldn’t
teachers say, “This is easy,” to a student who is struggling? What
should teachers say instead?)
12. Define Economy
13. Define Power
Cooperative Learning – Chapter 10
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1. Teacher’s minimum level of support regarding multicultural education –
2. Define cooperative learning
3. Cooperative learning is ________________-directed (teacher or learner)
4. 3 goals of CL:
5. Theoretical & Empirical Support for CL:
6. Features of CL:
7. Define heterogeneous teams or groups:
8. 2 most important requirements of CL:
9. Describe differentiation of CL
10. Define 3 ways to put students into teams/groups & which best fits goals of CL:
11. Role of teacher during CL:
12. Proactive & reactive approaches to dealing with misbehavior during CL lesson
(Why should we avoid removing a misbehaving student from a CL group?):
13. Ways students can share their work or be recognized for their cooperative efforts
at end of CL lesson:
14. Criticisms of CL & how teachers can address them:
15. Be able to clearly describe 1 or 2 of the various CL strategies or methods, such as
Think-Pair-Share, Jigsaw, Co-op Co-op, STAD
Classroom Discussion – Chapter 12
1. How does the time & effort in preparing for discussion lesson compare to other
lessons?
2. Discussions are used by teachers to:
3. 3 main purposes:
 R___________________
 P___________________
 S___________________
4. Steps in leading a discussion:
5. Why should the teacher attempt to stay neutral during discussion?
6. Different question types or types of cognition required to answer (Bloom):
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7. How can teachers avoid limited student responses, such as Yes or No or just 1
word?
8. Difference between “broadening” and “increasing” student participation:
9. Strategies for broadening & increasing participation:
10. Other ways (not specific strategies) to broaden & increase participation (one is
being respectful of student responses):
11. Define wait time & know suggested length of wait time:
12. Other suggestions for guiding discussions (including group alerting):
13. Guidelines for responding to student answers:
Brain-based Learning
1. While each brain is unique, most brains have similarities in the way they learn
best (for example, brains want to be safe & happy, brains need proper fuel & rest,
etc.).
2. Teachers should work to evoke ________ (positive or negative) emotions in their
students. How can they do this?
3. What are the brain’s two favorite fuels, and how can teachers make sure their
students’ brains are receiving adequate supplies of these fuels?
4. How can teachers incorporate movement into classrooms (other than PE class)?
5. What do recent studies tell us about the result of extra PE on standardized test
scores?
6. How can teachers increase the likelihood of presenting information to students in
the students’ preferred way?
7. What types of choices can we provide our students?
8. How can teachers allow students to apply their learning to real life problems?
9. How many “chunks” of new information can brains at various ages (under 5, 514, etc.) handle in one lesson?
10. How many minutes can brains at various ages focus their attention? Knowing
this, what should teachers do as they approach the time limit?
11. What strategies can teachers use to promote deep learning thru application and
practice of skills and knowledge?
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12. Within a lesson, what is the optimal time for learning? So, what should/shouldn’t
teachers do during this time?
13. Because brains like to collaborate with other brains, what should teachers do?
Test 3 Review
No Child Left Behind
1. What are the four primary features of this law? (Hint: The first is greater
accountability for results.)
2. Under this law, each state must establish its own set of _____________________
that must be approved by the _______________.
3. By 2014, __________ public school students must be at or above grade level, or
the ________th percentile, on the approved standardized test. This includes all
students in all subgroups. List these subgroups:
4. A school’s “progress” is determined by comparing:
Diverse Learners & Ch 2
(#1-7 are from Ch 2 outline; remainder from Unit III power point packet.)
1. Discuss issue of equity & examples of restricted opportunities for many students,
such as minorities.
2. Describe differential treatment & the effects of teacher expectations on both
student & teacher behavior.
3. Describe the sustaining expectation effect & implications for teachers.
4. Low SES & minority students are disproportionally placed in ________________
groups and ________________________ classes…in which instruction is often
_________________________.
5. Describe cultural discontinuity.
6. Define multicultural education & summarize approaches to multicultural
education.
7. Describe the technique called assigning competence.
8. Define learning style
9. Distinguish between tactile, kinesthetic, visual & auditory learners
10. Benefits of appealing to diverse learning styles
11. Describe Gardner’s theory of multiple intelligences
 What are related implications for teachers?
12. Define differentiated instruction
a. How many paths to learning are recommended?
b. Who is the guru/expert of differentiated instruction?
c. Why should we differentiate?
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d. What often happens if we don’t meet diverse learners’ needs in
classrooms?
e. Redefine fairness
f. What are the 3 things we can differentiate (CPP)?
g. We can differentiate these according to or based on: (R, I, L)
h. Be able to differentiate various lessons given as case studies.
13. Define special education
a. Define “least restrictive environment” & state its requirements
b. What is the federal special education law called?
c. What does it state about placement of children with disabilities in school?
d. Most important principle that guides education of students with disabilities
14. Define adaptations
15. Describe the 12 different types of adaptations (from table)
16. Be able to design adaptations for a case study
17. Characteristics of gifted or advanced learners
 What can happen if their needs are not met.
 Define compacting the curriculum
 When assigning and grading alternate activities that have higher
expectations than peers, expect resistance. How should the teacher address
parent & student resistance?
 Be able to design enrichments/extensions for gifted learner in a case study
Problem-based Learning & Service Learning
1. Define problem-based learning
2. Know the features of PBL
3. Purpose of PBL
4. Many ways in which Resnick defines higher-order thinking
5. Emphasis during PBL is on students forming their own…
6. Define service learning
7. Two most important requirements of SL
8. Understand the experience & learning pyramid (how do we learn & remember
best?)
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