Casey

My teaching philosophy is that I want students to realize; what type of learner they are, so that they can effectively self navigate through the learning process to succeed in schooling and in the real world. In doing this, I want to bring to them an awareness of others, so that all learners can come together and work as a community. I believe that by coming together we all succeed to bring a better society and create a more accepting general mentality. By effectively self navigating, I would like the students to constantly question, break down information, and then reconstruct the meaning so that they make the knowledge their own.

//**Set mind to positive**//, is the readiness that the student must have to learn. A student must be nurtured emotionally and physically, so that they are ready to learn when in the classroom.The //**transformation of knowledge**// is the change of knowledge from the inter-social realm to the intra-personal realm. An example of this could incorporate imitation of a models which eventually becomes the internalization of knowledge. **//Self Directed learning//** is students must be open to new ideas and want to actively participate in the learning process. **//Demonstration of knowledge//** must be exhibited, after instruction to show that the learner understands the concepts, not simply mimicking the demonstrator's model. A **//reflection of learning//** is needed to fully understand concepts, and why they are important to the learner. Making connections is vital to interconnect previous knowledge with the new knowledge learned. Reflect on learning and Making connections are directly related, and both use higher cognitive functions to deepen your imprint on the knowledge acquired. These steps are used to question preexisting knowledge and understandings to deepen self-awareness.

I choose an aquarium because, as humans we will never fully understand the environment we live in, so we have to pick and choose what is important to us. All of us are connected by our shared reality, but we each define our own perception of it. Just like we can only see one aspect of an aquarium, there are many other aspects that are constantly changing by the all inhabitants.

=Set Mind to Positive: =

Intellectual Stamina is the ability for a person to focus on learning and for how long. There are different methods used to enhance this ability. They are:

Attention Control  is one of the hardest aspects of teaching children. Ultimately it is the students who decide if they want to focus, but the teacher can provide different outlets for excess energy. These outlets are:
 * adjust energy level energy meter, stand up, sit down, turn off lights, use a quite voice, take a deep breathe
 * bracket unrelated thoughts write in a journal and discuss later with teacher, use imaginary eraser
 * create meaning to the material why are we learning this, connect to previous material (paper clip)

Power thinking  is steps to positive thinking so that the person will begin to believe they can accomplish a problem. Create an attitude meter! Setting //goals// is very important in life. Teachers should make sure that students have goals so that they can keep being motivated and interested.

GOAL! **I did!**
 * I will.**
 * I think I can.**
 *  I might. **
 * I wish I could.**
 * I can't.**
 * I won't.**

Responsibility Framework incorporates**:** Check attitude, check energy level, make connections (think a link, WIIFM), setting goals. By using all these concepts together the teacher helps the students set their minds to positive, so that they are open to what is being taught.

Intellectual Stamina, attention control , power thinking and responsibility framework help student be open to learning. The different strategies teachers can (power thinking, responsibility framework,adjusting energy level) help the student realize what they need to do so that they can focus on learning. Eventually the student will be able to self regulate. The teacher has to give them the tools so that recognize their behavior and then give them different strategics to fix it.

[|Triune Brain Theory,] is a theory to motivate students using different parts of their brain. This video explains the three different parts and how they can be used. The Triune Brain Theory, is put under the 'Set mind to positive' category because if one part of the brain dominates, then learning will be inhibited. This theory helps teachers recognize this and help to alleviate these difficulties.

[|Intelligence] and what it means..... I placed intelligence under "Set Mind to Positive Thinking", because our intelligence is changing and can be enhanced and strengthened. I want to emphasize that everyone has some form of intelligence and the ability to learn, and I did so, by placing intelligence in the first step. Unfortunately the environment and even ourselves can allow us to doubt our intellectual abilities, thus as an educator we need to address this, and have our students realize that they can accomplish more than they ever thought.

Intelligence - Ability or abilities to acquire and use knowledge for solving problems and adapting to the world. General Intelligence - (g) A general factor in cognitive ability that is related in varying degrees to performance on all mental tests. (In 1927, Charles Spearman came up with (g), general intelligence to better explain intelligence.)

From Raymond Cattetell and John Horn's theory of [|fluid intelligence] Fluid Intelligence - mental efficency, nonverbal abilities grounded in brain development Crystallized intelligence - Ability to apply culturally approved problem-solving methods.

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|Gardiner's theory of multiple intelligence] identifies different types of intelligences. All eight types of intelligence need to be developed adequately because all of the eight intelligences are related and work in connection with one another. I placed this concept under reflect on learning, because students and teachers should be aware of the different intelligences so they can incorporate all of them in lessons, and for students to choose and enhance the ones that are less developed than the others.

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|Sternberg's Triarchic theory (successful intelligence)] identifies the process of intelligence, the three types of thinking are analytical, creative and practical thinking. Basically, if you understand the material, can use it in new ways, and then apply it to the 'real world' you are engaging in successful intelligence. Using this process, students can apply this to real life, and become more successful in the realm they want to be. Why I placed successful intelligence under reflect on learning, is because all learning should have value, and you should be able to use it in other ways. This process helps students that learning is not one dimensional, but it is 3D! You can apply your knowledge is so many different ways and in so many different environments.

= Transformation of knowledge: =

// Assimilation // organizes new information into previously formed schemes. Schemes allow us to organize information so that we can continue to add more information and deepen our understanding of the world around us. An example of this would be calling every dog 'Blackie' because child doesn't dintinguish the new dogs from the one named 'Blackie' in her story book.

//Accommodation// creates new schemes for new information that the observers perceives. Children will often distort new information, to fit preexisting schemes. Then, an adult (with culturally formed perceptions) will change the child's thinking so that it conforms to the cultural standards of their society. This leads into //co-construction of knowledge// in the sociocultural theory. Assimilation and Accommodation create a new schema or add to a preexisting schema, this means that they are changing our understanding. This is why they are placed in the 'Transformation of Knowledge' category.

Piaget's four stages of Cognitive Development :
 * Stage || Approx. Age || Characteristics ||
 * Sensorimotor || 0-2 yrs. || Use of imitation, memory and thought. Can recognize objects, do not cease to exist when the they are hidden. Also, moves towards goal directed actions. ||
 * Preoperational || 2-7 yrs || Gradual use of language, and thinking in symbolic form. Able to think logically for one direction. Has difficulty seeing another person's point of view. ||
 * Concrete Operational || 7-11 yrs || Able to solve concrete problems in logical fashion. Understands laws of conservation and is able to classify and seriate. ||
 * Formal Operational || 11-adult || Able to solve abstract problems in logical fashion. Becomes more scientific in thinking. Develops concerns about social issues, identity. Ethnocentrism-become very focused on own ideas. ||

In each stage, the human is cognitively developing on one particular area of interaction with environment. The goal of this theory is that Piaget, wants to make adults aware of children's abilities at a certain point. He came from the viewpoint, children will learn when they are ready. This is why I placed Piaget's four stages in the 'Transformation of Knowledge' category. His theory is contrasting Vygotsky's concept of Zone of Proximal Development.

Zone of Proximal Development in Sociocultural theory:

The brown circles represent the learners ZPD, and the new ZPD formed from the classroom collectivism is represented by the purple circle. Each of the learners ZPD is different intially, but when they mediate each other they have a new ZPD which is represented with the purple circle. Teachers often use scaffolding to layer new material unto preexisting knowledge so that the learner can shift their ZPD. This concept is based on learning by mediation, not learners being ready to learn. An insight to this concept is that when in a classroom, the class collectively forms their own ZPD, so that each student is learning in their optimal state. A common misinterpretation is that teachers have to adjust material to each student's needs or ZPD. ZPD is placed in the 'Transformation of knowledge' category because it helps facilitate internalization.

Student Centered Learning - Emphasize student/centered/constructivist approaches to learning Learning Inquiry- Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions. Complex learning environments - Problems and learning situations that mimic the ill-structured nature of real life. Social negotiation - Aspect of learning process that relies on collaboration with others and respect for different perspectives. Intersubjective attitude - A commitment to build shared meaning with others by finding common ground and exchanging interpretations.

I placed these five terms in "Transformation of Knowledge" because teachers need to provide intellectually stimulating ways to engage material with students. This type of teaching allows students to bring the material to 'real life' and make more connections to the material presented. This allows for co-construction of knowledge and permits the students to be an active member of the learning community.

Internalization:
Steps in Internalization: This process is never complete and the operator can go back to different stages. This process also includes continuous access (ability to revert back to prior knowing strategies), also orientation (the way humans view an object or a task, the kind of goals they establish relative to the task and the plans and means they devise to carry out the task) re-orientation, and motivation. In Social Cultural Theory, internalization is the process where learning takes place, this is why it is in the 'Transformation of Knowledge' category.
 * Stage 1 Assisted Performance; || Modeling (imitation NOT mimicking) ||
 * || Feedback (mediation by the social realm) ||
 * || Instruction (mediation by the social realm) ||
 * || Reinforcement (by the social realm) ||
 * || Social Speech (social discourse) ||
 * Stage 2 Self Assistance || Self Directions (self regulating, that was once socially regulated) ||
 * || Private Speech (social speech turned inward) ||
 * || Metacognition ||
 * || Self-awareness of processing (self regulating, that was once socially regulated) ||
 * Stage 3 Self Directed || Automated processing ||
 * || Inner speech (dialog with "I" and "Me") ||

= Self Directed Learning: =

This form of learning is initially mediated by outside factors (ie teachers), then it becomes internalized and can be used as classroom management strategies. These strategies are used so that the operator can eventually obtain self management. This is why I placed Classical Conditioning, Operant Conditioning and Token Reinforcement under 'Self Directed Learning'. [| Classical conditioning] is the association of two events because of repeated pairing.
 * Stimulus - event that activates behavior
 * Response - observable reaction to a stimulus
 * Operants - voluntary (and generally goal-directed) behaviors emitted by a person or an animal
 * Conditioned Response - (CR) learned response to a previously neutral stimulus
 * Conditioned Stimulus - (CS) stimulus that evokes an emotioinal or physiological response after conditioning
 * Unconditioned Stimulus - (US) stimulus not connected to a response
 * Unconditioned Response - (UR) naturally occuring emotional or physiological responses.

[|Operant Conditioning] is learning in which voluntary behavior is strengthened or weakened by consequences or antecedents.
 * Antecedents - events that precede an action
 * Consequences - events that follow an action
 * Shaping - reinforcing small step of progress toward a desired goal or behavoir
 * Positive Reinforcement - strengthening behavior by presenting a desired stimulus after the behavior
 * Negative Reinforcement - strengthening behavior by removing an aversive stimulus when the behavior occurs
 * Averse - irritating or unpleasant
 * Punishment - process that weakens or suppresses behavior

[|Token Reinforcement System] system in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward

Other vocabulary....
 * Positive Practice - practicing correct responses immediately after errors
 * Successive approximations - small components that make up a complex behavior
 * Task Analysis - system for breaking down a task hierarchically into basic skills and subskills
 * Reprimands - criticisms for misbehavior, rebukes
 * Social isolation - removal for 5-10 minutes
 * Time out - removal of all reinforcement, isolation of student from the rest of the class for a brief time

Metacognition - Knowledge about our own thinking processes. <span style="color: #1b8d48; font-family: 'Comic Sans MS',cursive;">I placed these learning strategies under "Self Directed Learning", because the teacher gives their students these tools, so that the students can maneuver through problems and come to a solution on their own. These are tools that allow students to move in the direction of self guided learning.
 * Self Management - use of behavioral learning principals to change your own behavior
 * Self-Reinforcement - controlling your own reinforcers
 * **Tactics for Learning Verbal Information** || **EXAMPLES** ||
 * __Attention Focusing__ || -Making outlines, underlining ||
 * || -Looking for headings and topic sentences ||
 * __Schema Building__ || -Story grammars ||
 * || -Theory schemas ||
 * || -Networking and mapping ||
 * __Idea Elaboration__ || -Self questioning ||
 * || -Imagery ||
 * **Tactics for Learning Procedural Information** ||  ||
 * __Pattern Learning__ || -Hypothesizing ||
 * || -Identifying reasons for actions ||
 * __Self-Instruction__ || -Comparing own performance to expert model ||
 * __Practice__ || -Part practice ||
 * || -Whole practice ||

<span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> **E** -examine <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> **A** -ask <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in; margin-right: 0.04in;"> **D** - DO IT! read <span style="font-family: Comic Sans MS,cursive;"> **S**- Summarize || <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in; margin-left: 0.01in; margin-right: 0.24in;"> C -Characters <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> A -Aim <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> P -Problem? <span style="font-family: Comic Sans MS,cursive;"> S -solved (problem) || <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> K -what do I already KNOW <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> W -what do I WANT to know <span style="font-family: Comic Sans MS,cursive;"> L -what have I LEARNED || <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> D -DECIDE <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> E -ESTIMATE <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> F -FIGURE <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> E -EXPRESS <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> N -NOTE <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> D -DRIVE home the message <span style="font-family: Comic Sans MS,cursive;"> S -SEARCH for errors and correct || <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> I -Identify <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> D -Define <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> E -Explore <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> A -Anticipate <span style="font-family: Comic Sans MS,cursive;"> L -Look & Learn ||
 * <span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;"> **R** -review

<span style="font-family: 'Comic Sans MS',cursive; margin-bottom: 0in;">[|Social cognitive theory]-Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory. [|Self-Efficacy]- A person's sense of being able to deal effectively with a particular task. Human agency - The capacity to coordinate learning skills, motivation and emotions to reach your goals. Self-Regulation - Process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals. Self-instruction and self evaluation are the goal, so that the students can go through through problems without teacher scaffolding, and evaluate their progress. Motivation -An internal state that arouses, directs, and maintains behavior. > Extrinsic Motivation- Motivation created by external factors such as rewards and punishments > Intrinsic Motivation - Motivation associated with activities that are their own reward. > Motivation to learn -The tendency to find academic activities meaningful and worthwhile and to try to benefit from them.

I placed these seven terms under 'Self Directed Learning" because they are tools teachers give their students so that they can be able to reach self regulation, thus, know how to achieve their goals in the academic realm but also in life. Teachers have to not only have to give the students these tools, but also present the material in a manner that is interesting and in a way that connects to real life.

<span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Creating Learning Environments: The teacher has to provide an environment conducive to learning, so that so that self directed learning can take place. These are an outline of how to create an open and safe learning environment.
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">The Need for Organization
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Classroom Management
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Creating a Positive Learning Environment
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Rules and Routines Required
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Maintaining a Good Learning Environment
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Encouraging Engagement
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Caring Relationships
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Dealing with Discipline
 * <span style="color: #004586; font-family: Tahoma,Geneva,sans-serif;">Diversity and Convergences in Learning Environments

** Demonstration of Knowledge: **
|| [|Memory] plays a major part in learning. Not only do humans have to remember information, but we have to know when to use this information. Memory is placed under demonstration of knowledge because, we use our memory which is based on our cognitive views to attempt and solve new problems. The cognitive view of memory believes that knowledge is learned and changes in knowledge makes changes in behavior possible. Whereas behaviorist views, believe that new behaviors themselves are learned.

Types of Knowledge:
 * Domain-Specific - information that is useful in a particular situation or that applies mainly to one specific topic (ie knowledge that most tennis players use two hands for the backhand)
 * General Knowledge -information that is useful to many different kinds of tasks; information that applies to many situations (ie knowing how to read or write)
 * Declarative Knowledge - verbal information, facts, "knowing that" something is the case (ie symbolic artifacts-language)
 * Procedural - knowledge that is demonstrated when we perform a task, "knowing how" (knowledge in an action)
 * Self Regulatory - knowing how to mange your learning, or knowing how and when to use your declarative and procedural knowledge (knowing when to hit a forehand over a backhand)

Executive || The part of working memory that is responsible for monitoring and directing attention and other mental resources || loop || Part of the working memory. A memory rehearsal system for verbal and sound information of about 1.5-2 seconds. || sketchpad || Part of the working memory. A holding system for visual and spatial information ||
 * Types of memory ||  ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #ffff00; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #258e25;">Sensory || System that holds sensory information briefly ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #ffff00; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #a42d2d;">Working || The information that you are focusing on at a given moment ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #ffff00; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #000080;">Long term || Permanent store of knowledge ||
 * Central
 * Phonological
 * Visuopatial
 * <span style="background-attachment: initial; background-clip: initial; background-color: #ffff00; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #008080;">Implicit || Knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #ffff00; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0051ff;">Explicit || Long term memories that involve deliberate or conscious recall ||



[|COGNITIVE LOAD]

intrinsic : is the amount of cognitive

processing required to perform a

particular task

[|extraneous]: is the cognitive capacity you use

to deal with problems not related to the

learning task

germane - deep processing of information

related to the task, including the

application of prior knowledge to a

new task or problem

= Make Connections: =

Goals of Quantitative //and// Qualitative Research:

I placed Qualitative and Quantitative research in the section "Making Connections" because research helps educators better understand learning. Research is important in education, so that we can be more effective with our teaching approaches.
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Quantitative || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Qualitative ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Controlled Environment || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Understanding ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Inferring Cause and Effect || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Describing ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Measuring Relationships || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Discovering ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Supporting Hypotheses || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Hypothesis Generating ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Uses Statistics || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Natural Setting ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Follows the Scientific Method || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Small, Nonrandom Sample Size ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Reliability and Validity can be tested || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Flexible, Evolving, Emergent ||
 * <span style="background-attachment: initial; background-clip: initial; background-color: #00dcff; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #0000ff;">Making Predictions about Populations || <span style="background-attachment: initial; background-clip: initial; background-color: #ffb515; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; color: #4c1900;">Validity Obtained through Triangulation ||

Socially Constructed Meaning can be best shown by Vygotsky's Social Cultural Theory, which believes that since human activities take place in a cultural setting, they cannot be understood separately. The principal concept of this theory is that all cognitive functions have beginnings in the social realm. There are different factors that can define one's understanding, such as macrostructure (structure of the information and the operators beliefs, opinions, attitudes, interests and knowledge factors). Making connecting between information (ie texts) and the knowledge that we already understand is the reason why I put socially constructed meaning under the category 'Making Connections'.

Constructivist approach - View that emphasizes the active role of the learner in building and understanding and making sense of information Whole language approach - A philosophical approach to teaching and learning that stresses learning through authentic, real-life tasks. Emphasizes using language to learn, integrating learning across skills and subjects, and respecting the language abilities of student and teacher. USING: = Reflect on Learning: =
 * Group Discussions
 * divergent questions
 * differentiated instruction

Section 504 - A part of the civil rights law that prevents discrimination against people with disabilites in programs that receive federal funds, such as public schools. Individual Education Program - (IEP) Annually revised program for an exceptional student, detailing present achievement level, goals, and strategies, drawn up by teachers, parents, specialists, and the student (if possible). Least restrictive environment - (LRE) Educating each child with peers in the regular classroom to the greatest extent possible Individuals with Disabilities Education Improvement Act (IDEA)- latest amendment of PL 94-142; guarantees a free public education to all children regardless of disability. Free, appropriate public education (FAPE)- public funding to support appropriate educational programs for all students, no matter what their needs American with Disabilities Act of 1990 - (ADA) Federal legislation prohibiting discrimination against persons with disabilities in employment, transportation, public assess, local government, and telecommunications. No Child Left Behind Act - (NCLB) Requires that all students in grades 3-8 must take standardized achievement tests in reading and mathematics every year; in addition, one more exam will be required in high school

These laws that have been enacted in the United States illustrates how our society values learning, and is committed to all students learning and performance in standardized tests. They show how as educators we have to abide by the societal standards while preparing students' for their future. I wanted to emphasize the harmony between standards and teachers. Standards should not be interpreted as an obstacle, but rather an accompaniment to the teacher's melody, this is why I place these laws under "Reflect on Learning".

Standardized tests - Tests given, usually nationwide, under uniform conditions and scored according to uniform procedures.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Reliability - Consistency of test results
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Validity - Degree to which a test measures what it is intended to measure
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Objective testing - Multiple choice, matching, true/false, short answer, and fill in tests, scoring answers does not require interpretation.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Authentic Assessments - Assessment procedures that test skills and abilities as they would be applied in real life situations.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Performance Assessments - Any form of assessment that requires students to carry out an activity or produce a product in order to demonstrate learning
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"> Scoring Rubrics - Rules that are used to determine quality of a student's performance.
 * [|Classroom assessments] : (video is about collaborative planning, but also includes classroom assessments)
 * Formative assessment (during/before instruction)
 * Summative assessment (following instruction to assess achievement)
 * Norm-referenced testing - testing in which scores are compared with the average performance of others.
 * Criterion Referenced Testing - Testing in which scores are compared to a set performance standard.

I placed the different types of tests and some of the vocabulary associated with these tests under "Making Connections" because testing should be similar nationwide. The way that educators grade and make these exams, should be fair for all students and the students should know what is being expected from them. Just becaues a student does well on a test (ie multiple choice) does NOT mean that they understand the concept behind the testmedia type="custom" key="21464452"media type="custom" key="21464486"