Wagy, Katherine

11/26/2022

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Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

1) Dresses appropriately for the position. 1) Has a classroom that reflects a positive,
2) Invests time before and after school. safe environment.
2) Speaks with appropriate tone and
volume.

Core Values (TIU3)

RELATIONSHIPS PROFESSIONALISM

Additional Notes:

What do your core values mean to you?

The core values I whittled down to were relationships and professionalism. These words are in essence who I
believe myself to be at the core level. My family is most important to me and provide me with the emotional
support and freedom that allow me to be successful; both personally and professionally.
Professionalism, in my opinion, is what provides the foundation that supports everything in the professional
realm -- ongoing learning, flexibility, openness to new ideas and feedback, being accountable, etc.
How you derived these core values?
My strong family ties that I value came from not having stability as a child but finding it in my husbands
family and creating it in my own.
I believe that my professionalism started early in my life with my mother as well as other people on my
journey.
What experiences led you to these core values?
I have been able to see the benefits of having strong family ties through the experiences of my husbands
family. As we started our own family it was natural that it would mirror that. Knowing we are all there to
support each other through the good and the bad, as a team; that no mistake was so bad there could be no
recovery or forgiveness; and that we were each others cheerleaders is something I am very proud of.
My mother was the consummate professional in everything she did. This is where I initially realized how
important this concept was. There were other people along my life's journey that have reinforced that ideal in
me. From previous bosses to professors in my field that have modeled professionalism. And throughout my
life I have personally experienced the benefits of having this core value. That while perhaps not always
having all the required skills, being professional can help bridge that gap and foster growth.
 Wagy, Katherine
11/26/2022

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Behaviorists believe that Humanism focuses on

learning is a change in Learning involves a change in Constructivists believe that the
knowledge stored in memory, human freedom, dignity,
behavior caused by an learner brings their own past
external stimulus. The theory not just a change in behavior. experiences & cultural factors and potential. It is
states that rewarding They focus more on mental to every situation. Since each necessary to study the
someone for a particular processes (rather than learner constructs knowledge, person as a whole. This
behavior encourages them to observable behavior as the learning is different for each theory deals with the
behave in the same way in a behaviorists). Teachers assist person. Instruction should
Brief social-emotional side of
similar situation. Reward the learner in making encourage students to learning.
Description: reinforces the behavior. associations and discovering discover principles for
EXAMPLES:
However, if punished for a for themselves. themselves, & the curriculum
behavior, they are less likely EXAMPLES: should spiral to build upon *Use of a social contract
to repeat it. Classifying or chunking prior knowledge. *Show and tell to get to
EXAMPLES: information; Linking concepts EXAMPLES: know others better
*Drill/ Rote work (associating new content with Case studies *Counseling and social
*Bonus points (providing an something known); Providing Research projects; Problem- work support
incentive to do more work) structure (organizing a lecture based learning; Brainstorming;
*Participation points (extra in a meaningful way); Real Collaborative learning/group
points as a reward for world examples; Discussions; work; Simulations;
participation) Problem-solving; Analogies;
*Verbal reinforcement "great Imagery; Mnemonics
work"

Ivan Pavlov (1849-1936) Jean Piaget (1896-1980) Lev Vygotsky (1896-1934) Abraham Harold Maslow
Classical Conditioning Piaget's Stage Theory of Zone of Proximal Development (1908-1970)
(Stimulus triggers Cognitive Development Social Interaction – Nature vs nurture; Theory of Motivation
Sensorimotor Stage (Birth - nurture influenced development more. Hierarchy of Needs:
involuntary response) 2 years) John Dewey (1859-1952) 1 – Physiological Needs
Learn by doing using their Learning By Doing 2 – Safety Needs
B.F. Skinner (1904-1990) five senses.
Theorists Operant Conditioning Preoperational Stage
Erik Erikson (1902-1994) 3 – Social Needs
Refined Freud’s theory. 4 – Esteem Needs
Associated: (positive & negative (2 – 7 years) 8 Stages of Development 5 – Self-Actualization Needs
conditioning)] Knowledge is based on own
Benjamin Bloom (1913-1999)
feelings not reality. No logical
Bloom’s Taxonomy - model used to classify
thinking.
Albert Bandura Concrete Operational Stage
educational learning objectives into levels of
(1925 - Present) (7 – 12 years)
complexity and specificity.
Social Learning Theory Begin to understand patterns, Howard Gardner (1943-present)
Bridge between feelings of others & POV. Multiple Intelligence Theory / IQ
behaviorist & cognitive Formal Operations Stage Jerome Bruner (1915-2016)
(13 – Adult) The idea of learning as an active process
learning theories.
Develops abstract thinking; wherein those learning are able to form new
Includes attention, ideas based on what their current knowledge
understands different
memory & motivation. perspectives; uses logic, is as well as their past knowledge.
CONSTRUCTIVISTS CONTINUED:
deductive reasoning, etc. Erik Erikson (1902-1994)
8 Stages of Development
Birth - 8m– Trust v Mistrust
18m - 3y - Autonomy v Shame
4-6y – Initiative v. Guilt
Behaviorism Advantages: 7-12y – Industry v Inferiority
*A key feature is that observable behaviors make it easy to collect and quantify data. 13-17y Adolescents Identity v Role Confusion
*Instructors provide positive and negative feedback to influence a child's behavior. 18-35y: Intimacy & Solidarity v Isolation-Love
Criticisms of Behaviorism 35 – 55/65y: Generativity v Self-Absorption
*It doesn't describe learning that happens without reinforcement, such as initial language learning. 55/65 – death: Integrity v Despair
Notes: *It disregards changes in reinforced behavior and any cognitive input.
*"Doesn't prepare the learner for problem solving or creative thinking. It prepares the learner for recall of basic facts, Jerome Bruner
automatic responses, or performing tasks." (1) predisposition towards learning, (2) the ways knowledge can be structured
Cognitivism Advantages: for the learner to grasp easily (3) the most effective sequences to present
*It recognizes the complexities of human memory. material, and (4) the nature and pacing of rewards and punishments
*Piaget's theory reinforces the idea that nurturance (comfort, teaching, and play) should be suitable for the child or
adolescent's stage of thinking. If children's tasks are too difficult for them, they will not succeed, which may affect HUMANISM ADVANTAGES:
them negatively—psychologically and emotionally.
Emphasis on taking care of basic human needs
Criticisms of Cognitivism:
Students will learn best if they are fed, feel safe, and are supported at home
*It involves cognitive processes not readily observed
*Piaget overlooked the stages of adult intellectual development
and school
Constructivists Advantages: HUMANISM CRITICISMS:
Encourages active engagement Vagueness in what is considered a "deficiency" (what is a deficiency for one is
Promotes motivation not necessarily a deficiency for another).
Promotes autonomy, responsibility, independence There are various exceptions that frequently occur. For example, some people
Develops creativity and problem-solving skills often risk their own safety to rescue others from danger.
Tailors learning experiences
Social contact is essential for learning
Erickson tackled the young, middle, and older adult stages of life. Parents can look at their own development and asse
Constructivists Criticisms:

IGNITE the Brain for Learning – The Neuro Nine (TIU6)
1. RELATIONSHIP
2. RIGOR
2.
3. RELEVANCE
Stages of Development (TIU7)
Social Emotional
Implications Fear of dark and injury
Likes to share, cooperative play with
other children
May have an imaginary friend
2 -4 yr olds Becomes competitive and doesn't want
Pre-Elem to lose
Develops an understanding of rules, but
still finds taking turns difficult
Needs structure and routine to feel safe
--------------------------------
Out of the home and into the friend
5- 8 yr olds group
______________________________________
Elementary
Peer groups grow more important for
members of this age group.
can be loud & rude at times & tend to be
moody & sensitive, with extremes in emotion;
want to be more independent of adults;
sibling rivalry is typical; show an attitude
change regarding school & may daydream,
become restless, & mess around after school;
want to discuss sex often to correct
information from peers. Signs of growing
independence & disobedience, perhaps even
9-11 yr olds backtalk & rebellious behavior more
Middle School frequent; common fears include the
unknown, failure, death, family problems, &
Early
non-acceptance. Concepts of right and wrong
Adolescents continue to build; sense of humor develops
during this period. Every time children
succeed at something; their self-view
improves. They have a strong attachment to
their own sex & show antagonism toward the
opposite sex.
______________________________________
Adolescents are increasingly comfortable
interacting in the community & with their
peers. For some activities, they enjoy mixing
with both sexes, while for others, they prefer
being with their sex.
Leadership experiences in clubs & groups are
12-14 yr olds valuable at this stage because they allow
Adolescents young people to learn decision-making skills.
In this stage, adolescents also become
concerned about issues of justice & fairness.
The family is still a vital anchor in teens'
lives, & they continue to seek their parents'
counsel. Success is essential for adolescents.
Comparison with others is difficult for them,
4. RETRIEVAL
5. ROUTING
6. RE-EXPOSING
Physical
child becomes stronger and starts to
look longer and leaner
Jumps with feet together
Mature motor control
Ball skills improve – throwing and
catching
May be ready to learn to ride a bike by
4-5
Cuts on the line with scissors
----------------------------------
Into the world of games and school
work
The range of height and weight widens.
Becoming critical of physical
appearance increases (especially in
girls).
Children in this age group are as
coordinated as adults, although lapses
of awkwardness are common.
Energy abounds, and children may
become overstimulated when
participating in competitive physical
activities. Children this age need 10 to 11
hours of sleep each night.
_______________________________
Adolescence is a period of rapid growth &
physical change. It can be an uneasy time for
individuals whose physical changes are apparent
& those who seem to be at a standstill.
Throughout this stage, adolescents must cope
with ungainly bodies & a new sense of their
physical selves. For adolescents, physical
development proceeds at a varied pace. Some
children experience growth spurts; others grow
at a slower, more even pace. Girls generally
experience growth spurts earlier than boys, &
some girls attain their adult height by age 12 or
13. For a time, they are taller than many boys
their age.
________________________________________
Coordination & strength increase; rapid growth
may cause clumsiness & lack of coordination;
may be a general awkwardness; By 19, the
Wagy, Katherine
11/26/2022
7. RETAINING
8. REFLECTION
9. REHEARSING
Mental Characteristics /
Self-sufficient in many routines; Sensory and motor development. By
Dresses/undresses self; Copies complex age 2, most children can walk
shapes; Asks a lot of questions; Tells stories upstairs one at a time, kick a ball,
Begins to imitate and write name – by 5
and draw simple strokes with a
years old, they have settled on hand
pencil. By age 5, most can dress and
dominance; Paints; Threads beads on lace;
Understands 2-3 simple things to do at once; undress and write some lowercase
Sort objects by size and type; Understands and capital letters. Sorting activities
that books are a source of pleasure and uses I-spy, Obstacle courses, Chores,
pictures to help them follow the story; Learn Relay races, Drawing pictures,
their letters, counting, and colors. Cutting with scissors
The most important mode for learning is play
-----------------------------------------
---------------------------------
Into the world of adult ideas, logic, and
See below…..
communication.
---------------------------------
---------------------------------
Children in early adolescence begin to
think abstractly and can plan for several
weeks. They can insightfully evaluate Vocational Development
behavior. Their attention span and ability
to concentrate increases from 30 minutes Children of this age think about
to several hours. possible occupations when selecting
These children are developing a sense of junior high courses. They base their
morals based on what they have learned
occupational preferences on personal
from adults. They need to know and
abilities and interests. Self-image as
understand "why;" and feel independent "worker" begins to emerge. Many
and free to express themselves. They
children start to want a part-time
quarrel less with peers and act
job.
cooperatively and friendly with strangers.
________________________________
Having moved from concrete to
abstract thinking, adolescents enjoy
cognitive activities. They need to be ____________________________________
allowed to find solutions to their
See below…..
problems, learn from their mistakes,
test ideas, & form opinions. They still
need the support and guidance of
adults.
_____________________________________
Intense questioning & uncertainty; Increasing
accountability for finances, employment, ______________________________________
relationships; Teens test their language skills
often using sarcasm; Arguing skills improve (are
demonstrated often & with great passion);
Reasoning skills improve; Begins with the ability
to apply concepts to specific examples; Learns
to use deductive reasoning & make educated
guesses; Learns to reason through problems
even in the absence of concrete events or
 Wagy, Katherine
11/26/2022

15-18 yr olds

The early elementary school-age child has moved out of the preschool stage and into the middle childhood stage. Rather than being home-based, closely tied to the family, the child learns to function
more independently in a much larger world. This independence is a significant transition. There are three great "outward journeys" of middle childhood. They are:

Social: Out of the home and into the friend group;

Physical: Into the world of games and school work;

Mental: Into the world of adult ideas, logic, and communication.

These journeys form the foundation for adolescence. Gaining early success with them is extremely important for feelings of competence and self-esteem later on. Listed below are characteristics of
the journeys traveled by the 5 to 8-year-old child. Social and Emotional Development

 Five- and six-year-olds are still quite self-centered, but they are becoming interested in group activities. They become sociable and interested in other children as friends.

 They enjoy make-believe stories and play.

 Attachment to friends grows during this stage. Children show friendship with possessions, secrets, and time together. Children want to continue playing with their friends and don't
like to stop. They need a 5- or 10-minute warning before they have to leave or change activities.

 Tattling is a common way of attracting adult attention or helping to learn the rules. They like to know the rules and may complain of unfair treatment by playmates.

 These children value winning, leading, and being first. They are competitive; they try to boss and are unhappy if they lose. Non-competitive games are important.

 Children in this age group often become attached to an adult other than their parents. They see the teacher as the authority.

 Children in this age group release tension through physical activity. They enjoy rough-housing but don't know when to stop; they may end up hurt, upset, or exhausted. Adults need
to encourage quiet play when children are tired from exertion.

 More realistic fears replace the common preschool fears of ghosts, witches, and creatures in dark places. These new fears revolve around school, social relationships, and family
loss of income. Adults need to give children practical information to help them handle fears; never tease or joke about ideas that frighten them.

 A positive self-concept continues to develop with each successful experience. Help children celebrate their positive achievements. Children at this age are more ready to dish out
criticism than to receive it.

 Children often try out some new behavior just to see how it feels or to imitate a friend--sometimes swearing or challenging rules.

 Have a positive attitude about school.

Physical Development

 The growth rate is slower than during infancy and early childhood-slow and steady. The average rate of increase is 3 to 6 pounds per year. Children's need for food may fluctuate
with activity.

 Muscle coordination and control is uneven and incomplete. Large muscles (used for moving the arms and legs) are easier to control than small muscles (used for moving the
fingers). Encourage children to participate in activities involving speed and energy. Intense activity may bring temporary exhaustion. Children of this age need 10 to 12 hours of
sleep per night.
 Wagy, Katherine
11/26/2022
 Hand skills and eye-hand coordination, needed for activities such as writing and shoe lacing, continue to develop as children gain small muscle motor skills. They need to use large
crayons and paper. Projects often appear messy as children work on polishing these skills. Encourage children to work briefly at tasks requiring small muscle control and then
return to running and jumping-tasks that use their larger, more skilled muscles.

Mental and Vocational Development

 Around age 7, children begin to think logically about their behavior and about things they can easily imagine, such as sharing with a friend or going on a drive. They also have a
difficult time making choices and decisions; they are hesitant and indecisive. Adults can do simple reasoning with children now.

 Children in this age group begin to form ideas similar to those of an adult. They can group things that belong in one category (for example, babies, fathers, and mothers are all
people).

 They learn to write letters and numbers, often backward. They cannot read and write skillfully at the beginning of this stage, but they should be quite self-assured in these areas
by the end. During this stage, children form a basic understanding of numbers. Encourage such skills by letting them read signs, make lists, or write prices of objects they buy.

 These children understand the value and use of money. They can begin to plan for their allowances and are learning to use the money for items they want. They can think through
their actions and situations. For example, a 7-year-old generally knows why he or she was late for school.

 To enhance learning experiences, center them around physical activity.

 Five- to eight-year-olds have a short interest span: up to 20 minutes. Don't expect them to spend much more than 20 minutes alone on any one task or activity.

 Children are curious about nature, things, and people and make collections of all kinds.

Ages 5-8

Characteristic of Age Group Implications and Applications

Are at a period of slow, steady growth. Use active learning experiences.

Provide activities that encourage physical activity: running, moving, playing games, cutting with scissors,
Learn best if physically active.
painting, pasting, brushing, and assembling.

Use small and large muscle activities. Use small tables and chairs.
Are learning how to use their bodies by mastering physical skills.
Use large crayons and paper.

Are more interested in process than product. Interested in doing activities rather than
It's okay for 5- to 8-year-olds to only work on a project rather than complete it.
creating a specific product or "doing well" in the activity.

Are wrapped up in self. Make-believe activities allow youth to imagine clearly what other people think and feel.

Learning how to be friends. May have several "best friends." Provide a balance of activities, which can be done alone or in small groups that allow for individual attention.

Boys and girls may enjoy playing together. Involve both sexes in activities.

Thinking is concrete. Use the senses to help children experience things.

Plan a wide variety of activities. Plan activities that take a short time to complete, with each experience
Easily motivated and eager to try something new. building on previous activities. Provide a variety of short and specific learning activities involving concrete
concepts.

Deal with here and now. Attention span is short.

Free time should be planned and encouraged. Move from one activity to another—alternate high and
 Wagy, Katherine
11/26/2022
moderate activity with low. Be very specific and clear with instructions.

Naturally curious and want to make sense of their world. Allow for exploration and spontaneity in activities.

Provide positive encouragement and assistance. Plan many concrete learning activities to experience
Sensitive to criticism. Don't accept failure well.
success. Set up situations that foster cooperation and teamwork rather than competition.

Have a strong desire for affection and attention of adults. Are moving from dependence on
Plan for small group activities, allowing one adult for three to four children.
parents to dependence on another adult.

Seek adult approval because not confident enough yet to set their own standards. Offer support to the young people
 Wagy, Katherine
11/26/2022
Ages 9 - 11

Characteristics of Age Group Implications and Applications

Are quite active with boundless energy. Emphasize active learning experiences.

Like group activity. Group and club memberships are important. Emphasize group learning experiences.

Like to be with members of own sex. Encourage learning experiences to be done with members of the same sex.

Have interests that often change rapidly, jumping from one thing to another. Encourage many brief learning experiences.

Usually, do best when work is presented in small pieces. Need short and straightforward directions.

Need guidance from adults to stay at a task to achieve their best performance. Work closely with this age group.

Admire and imitate older boys and girls. Encourage apprenticing with older youth.

Easily motivated and eager to try something new. Provide a wide variety of learning experiences.

Do not like to keep records and do not see the value in them. Need assistance and close supervision in completing records.

Like symbols, ceremonies, and songs. Hold initiation and installation ceremonies for new members and officers.

Do not answer all of their questions. They will learn by finding some answers on their own. Encourage a
Extremely curious; 9- to 11-year-olds constantly ask “why."
few to find solutions and report to the group.

Enjoy cooperation. Plan activities so that youth work together sometimes.

When you notice these characteristics, allow youth to show independence. Ask them in which activities
Show independence by disobedience, backtalk, and rebelliousness.
they would like to participate, and give individual attention.

Need recognition and praise for doing good work. Recognize in front of peers and parents.

Have feelings of competence that enhance self-concept. Provide activities that will let youth succeed. Recognize them for their accomplishments.

Instead of comparing youth to each other, compare the present to the past performance of the
Don’t like comparisons with others.
individual.

Can direct a single familiar activity. Need adult support.

Have limited decision-making ability. Need adult guidance. Need to know steps and how to.
 Wagy, Katherine
11/26/2022
Ages 12-14

Characteristics of Age Group Implications and Applications

Concerned about physical development, being liked by friends, social graces, and proper grooming Encourage learning experiences related to understanding oneself and getting along with others. Be willing to talk abou
(even though they don't want to admit it). physical changes.

Change at different rates, according to highly individual "clocks." Can be painfully self-conscious
They need many varied opportunities to achieve and to have their competence recognized by others.
and critical. Are vulnerable to bouts of low self-esteem.

Self-conscious with many needing help to overcome inferiority complexes. Concentrate on developing individual skills.

Prepare opportunities to help youth discuss body development as a natural and healthy process. Provide the
Have intense feelings related to sex. Keen interest in their bodies, especially sex and sex processes.
opportunity for discussion of human sexuality to ease the anxiety associated with a developing body.

Experience emotions that are on a roller coaster ride. Change in hormones and changes in thinking Accept the feelings that they have. Remember that early adolescents are known for their drama, and their feelings ma
contribute to the mood swings. seem extreme at times.

Desire a sense of independence, yet they want and need their parent's help. Encourage youth to work with adults and older teens to complete learning experiences and apprenticing.

They like fan clubs. Many have older or adult idols. Encourage youth to work with or apprentice to older teens and adults.

Still depend on parental guidelines Involve youth in deciding on group rules. Give them parameters to follow.

Are beginning to question the authority and values of parents. Be willing to spend time to discuss values and morals.

Use peer pressure as a positive influence. Use the group to influence non-participation. Have the group encourage
Peer pressure mounts, first from the same sex, then from the opposite sex.
individuals.

Interested in activities involving boys and girls. Encourage learning experiences involving boys and girls.

Interested in sports and active games. Encourage active and fun learning experiences.

Encourage a more in-depth exploration of leadership roles; encourage more detailed recordkeeping of leadership
Are ready for in-depth, longer learning experiences.
experiences.

Allow members to plan activities. Expect follow through. Help them evaluate the outcome. Let members have
Can take responsibility for planning and evaluating their work.
responsibility for group activity.

Can plan their own social and recreational activities. Form planning committees to plan parties and other social activities. Give experience in working in groups.

Help youth choose tasks at which they can succeed. Encourage them to participate in all tasks. Assist youth in
May avoid difficult tasks.
eliminating their fears. Help them succeed in solving and engaging in challenging tasks.

Want to get outside of their community to explore. Provide learning experiences outside of the community.
 Wagy, Katherine
11/26/2022

Getting over the age of fantasy. Begin to think of what they will do when they grow up, but are often
Relate life skills to career choices.
unclear of needs and values.

Gain skills in social relations with peers and adults. Provide opportunities for interaction with peers and adults. Provide activities that would foster social interaction.
 Wagy, Katherine
11/26/2022
Ages 15-18

Characteristics of Age Group Implications and Applications

Have high social needs and desires. Put more emphasis on personal development (mental and social) wherever possible.

Want and need a strong voice in planning their programs. Provide suggestions and several alternatives rather than detailed instructions.

Make youth aware that in these situations, they are making decisions for themselves or a group like
Need freedom from parental control to make decisions.
themselves.

Emphasize guidance and counseling from adult leaders rather than directions. Recommend liberal use of
Want adult leadership roles.
discussion.

Quite interested in coeducational activities. Plan coeducational and group-oriented projects or activities.

Strong desire for status in the peer group. Make sure youth are encouraged by peers. Help establish a climate that is conducive to encouragement.

Projects can have considerably more depth. May need to suggest related areas to give youth a broader
Restricting areas of interest; patterns of interest are becoming more definite.
outlook.

Reach high levels of abstract thinking and problem-solving. Can choose purposes, make Put youth into real-life problem-solving situations. Allow them to fully discover ideas, make decisions,
plans, carry them out, and evaluate the results. and evaluate the outcomes.

Counter the feelings of inferiority and inadequacy by encouraging youth and helping them to see their
Have widespread feelings of inferiority and inadequacy.
positive worth.

Allow time for youth to explore and express their philosophies. Use activities that have them search for
Begins to know self as an individual. Personal philosophy begins to emerge.
experiences that will allow them to identify their beliefs.

Are developing community consciousness. Recommend civic projects that are a service to others.

Are developing a growing concern for the well-being and progress of other individuals
Encourage interest in and discussion of community and world problems in which they express concern.
and groups.

Need life planning guidance. Include activities and information regarding life planning.

Are beginning to think of leaving home for college, employment, marriage, etc. Emphasize consumer and financial management.

Many will leave the community for employment, and many who go to college will not
Introduce youth to other settings through tours and trips to state and interstate conferences.
return to their present communities after graduation.

Are interested in travel and adventure. For incentives, provide trips, rather than medals and ribbons.
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Hattie’s most effective influences on instruction (throughout SS)
STUDENTS TEACHING – FOCUS ON STUDENT LEARNING STRATEGIES TEACHING – FOCUS ON IMPLEMENTATION METHOD
Students prior ability Elaboration and organization Interactive video methods
Students self-reported grades Evaluation and reflection Technology w/learning needs students
Self-efficacy Help seeking Service learning
CURRICULA Transfer strategies Interventions for students w/learning needs
Repeated reading programs Deliberate practice
Mathematics programs Mnemonics
Conceptual change programs Strategy to integrate w/prior knowledge
HOME Summarization
Parent Involvement TEACHING – FOCUS ON TEACHING/INSTRUCTIONAL STRATEGIES
SCHOOL Cognitive Task Analysis
Collective teacher efficacy Planning and prediction
TEACHER Classroom discussion
Teacher Clarity Feedback
Teacher Estimates of Achievement Scaffolding
Micro-teaching/video review of lesson Jigsaw method

What is Academic Language? (SS1)

Academic language is the primary vehicle for learning and instruction. It is not only a means for communicating information, it also plays a key role in deepening the understanding of important
ideas. Academic language is the oral, visual and written language that students need in order to:
understand (read, listen, think)
communicate (listen, speak, write, connect)
perform (think, read, write, listen, speak, create)

Strategies to teach the Vocabulary (SS1)

1. Frayer Model (graphic organizer) – Templates online. 3. Word Games – Wheel of Fortune; Password
Define, use in sentence, draw images,

Word Walls – Designated location in class where

2. 4. Word Journals
course vocab words are located. 5-10 words
Readingrockets.org

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

Carol Ann Tomlinson (2001) stated, "Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than
marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore,
the teacher proactively plans a variety of ways to 'get at' and express learning."
1 – TIERED INSTRUCTION Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.
Key Concept – Break it down: Those who do NOT know the concept; those with SOME understanding; those who DO understand.
What can be tiered? Processes, content & products; Assessments; Assignments; Writing Prompts; Homework; Anchor Activities; Learning Stations; Materials
What can we adjust? Level of complexity; Amount of structure; Pacing, Materials; Concrete to Abstract; Options based on student interests and learning styles.
1. Identify the standards, concepts, or generalizations you want the students to learn. 2. Decide if the students have the background necessary to be successful with the lesson. 3. Assess
the students’ readiness, interests, and learning profiles. 4. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. 5. Adjust the
activity to provide different levels or tiers of difficulty that will lead all students to an understanding. 6. Develop an assessment component for the lesson. Remember, it is ongoing!
2 – ACHORING ACTIVITIES These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. They
may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long-term project.
3 – FLEXIBLE GROUPING This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups
because interest changes as students move from one subject to another. GROUPS: Homogenous/Ability – Clusters students of similar abilities, level, learning style, or interest. Usually
based on some type of preassessment. INDIVIDUALIZED OR INDEPENDENT STUDY: Self-paced learning; Teaches time management & responsibility; Good for remediation or extensions.
HETEROGENOUS GROUPS: Different abilities, levels or interest; Good for promoting creative thinking. WHOLE CLASS: Efficient way to present new content; use for initial instruction.
4 – COMPACTING CURRICULUM This means assessing a student’s knowledge and skills and providing alternative activities for the student who has already mastered curriculum content. This
can be achieved by pre-testing basic concepts or using performance assessment methods. Students’ demonstrate they do not require instruction move on to tiered problem solving
activities while other students receive instruction.
WHAT IS DIFFERENTIATION? Student centered; best practices; different approaches; 3 or 4 different activities; multiple approaches to content, process, and product; a way of thinking and
planning; flexible grouping. WHAT DIFFERENTIATION ISN’T – One thing; a program; the goal; hard questions for some easy for others; 35 different plans for one room; a chaotic classroom; just
homogenous grouping. NOT A ONE SIZE FITS ALL
 Wagy, Katherine
11/26/2022

Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Example 1 Example 2

Cooperative Grouping Four Corners/Place Mat Roundtable Discussion/Think, Pair,

Share

Graphic Organizers Concept Map Sequence Chain / Venn Diagram

Connect 4 Thinking KWL – Know/Want/Learned

Advanced Organizers

Creating metaphors – link two things

Comparing – review how things alike that appear to be different but have
Similarities / Differences
or different based on characteristics similarities

Simple Summary / Plot Diagram Retell Strategy

Summarizing & Notetaking

Cues & Questions One question, one comment, last word.

1-minute paper

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create(ing) Explain, rewrite, summarize, create, write

APPS: Adobe Express, Flip-A-Clip

Choose, compare, conclude, relate, predict
Evaluate(ing)

APPS: Notability
Apply, discover, dramatize, employ, demonstrate
Analyze(ing)

APPS: Google Sheets, Notability

Change, illustrate, practice, show, use
Apply(ing)

APPS: Google Docs, Notability

Comprehension / Explain, discuss, express, give example(s), infer
Understanding

APPS: Notability
Define, identify, memorize, recognize, match
Remember(ing)
 Wagy, Katherine
11/26/2022
APPS: Quizlet, Notability
 Wagy, Katherine
11/26/2022

Components of a social emotional learning program (SS12)

1. Self-Awareness
2. Self-Management
3. Social Awareness
4. Relationship Skills
5. Responsible Decision-Making
SEL interventions, over time, can reduce aggression and emotional distress among students; increase helping behaviors in
school; improve positive attitudes toward self and others; and increase students’ academic performance by 11 percentile points.

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

1. Provides a variety of feedback. 1. Has lesson plans that are learner-
2. Keeps students engaged and interested in centered.
learning. 2. Provides a variety of methods for
learning: visual, auditory & kinesthetic.

Create a welcoming space (CBM3)

1. Use students name from day one. Have their names already on any supplies, folders or cubbies that
will be used only by them.

2. When going over procedures for class, instead of calling them rules use the term expectations. Rules
are thought of as broken when not followed whereas expectations are on a sliding scale; improvement
is possible and encouraged depending on the incident.
3.
Stand outside the door of room when students are arriving. Smile and direct kids if they are unsure
where to go.
4.
As students enter have them pick a number out of a cup and direct them to that seat. This will be
random so there is no room for much argument.
5.
When I introduce myself, provide the students with details. Let them know you are a real person.

6. Have fun activities on the first day that have students filling out fun details about their lives. Have fun
group discussions, ask them questions and let them ask you questions. Keep it light and fun.
 Wagy, Katherine
11/26/2022

Lemov’s techniques to “Teach like a Champion” (CBM4)

1.
Technique 39: Do It Again. Repetition is one way to ensure that students understand your
expectations and meet your standards.
2. Technique 10: Double Plan. Double planning involves planning what YOU will do, wh&at the STUDENTS will do during a
lesson.

3. Technique 18: Check for Understanding. This method is an on your feet model of data collection, sort of a
formative assessment on the run.

4. Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.

5. Technique 30: Tight Transitions Links to an external site.. Transitions need to be scripted and rehearsed,

Technique 40: Sweat the Details. Building on the "broken window" theory of policing, Lemov notes that
6. maintaining high standards will positively affect the classroom environment.

Technique 43 Part 1: Positive Framing. Positive Framing means casting things in a way that is positive and leads to
7. appropriate behavior. This blog starts with three strategies to help you frame it positively.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?

3. Are you doing it?

4. What are you doing to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

Maintains a clean and orderly classroom. Has materials readily available for substitutes.
Sets clear, firm behavioral expectations. Has makeup work ready for absentees.

Categories of Disabilities in SPED (E4)
Autism
Deaf/Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language
Impairment
Traumatic Brain Injury
Visual Impairment Inc
Characteristics
A neurological disorder; Cognitive abilities range
from gifted to cognitively delayed;
Usually identified in the first three years of life; 4:1
male to female ratio
A student who falls into this eligibility category has
any combination of vision and hearing loss, though
not necessarily complete deafness and/or complete
blindness; A wide range of cognitive and
developmental abilities
May also have difficulty with speech, reading, and
writing skills; May use speech, lip-reading, hearing
aids, and/or another amplification system;
American Sign Language (ASL) may be their first
language and English may be their second
Hyperactivity; Aggression or self-injurious behavior;
Withdrawal; Immaturity; Learning difficulties
Articulation difficulties and language delays; Easily
frustrated; Difficulty with oral expression;
Difficulty with social/emotional skills
Struggle with overall academics; Struggle with
attention, memory; Struggle to make
generalizations; Trouble interacting socially
Hampered speech and communication skills;
Challenges with mobility; Need assistance with
everyday tasks; Usually has medical needs
It is difficult or perhaps impossible to generalize the characteristics of
a student who qualifies under OI. For example, a child with spinal
cord injury could have immobility limited to one side of his or her
body, just the arms or legs, or total paralysis. A child with cerebral
palsy may have movement but need a wheelchair since walking may
be difficult.
Having limited strength, vitality, or alertness, including a heightened
alertness to environmental stimuli, that results in limited alertness
with respect to the educational environment, that is due to chronic
or acute health problems such as asthma, attention deficit disorder,
or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart
condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic
fever, sickle cell anemia, and Tourette syndrome and adversely
affects a child’s educational performance.
Reading; Writing; Oral Language; Math; Study Skills
Articulation disorder; Abnormal voice; Fluency disorder;
Language disorder
Memory and attention concerns; Social skill concerns;
Emotional regulation concerns; Speech and language
concerns; Physical concerns
Spatial positioning; Short attention span; Sensitivity to
bright light; Poor eye and hand coordination or clumsiness;
Poor academic performance
Wagy, Katherine
11/26/2022
Impact on Classroom
Perseverate on a topic; Struggle to attend to a task or appear to not be
paying attention; Have difficulty sharing/taking turns or call out answers;
Have difficulty with noise or visual stimuli; Not understand the big picture
or abstract concepts; Struggle with transitions or change to routine;
Fidget, rock, flap, stimulate, echo or mimic phrases; Run or fight in
stressful situations; Lack reciprocal communication skills or be nonverbal;
Not understand non-verbal cues, jargon, or slang terms; Have difficulty
with volume control, cadence, and intonation.
Require Information to be introduced deliberately and
systematically; Utilize the service of a specialized
Support Service Provider (SSP).
Need special seating, being in view of the teacher; Need written
supplements to oral instruction like visual aids/cues; Require eye contact
prior to speaking; Have difficulties with social/emotional or interpersonal
skills; Exhibit some form of articulation difficulty; Become frustrated and
may have behavioral concerns; Use hearing devices, which DO NOT
return hearing to normal
Exhibit inappropriate behavior under ordinary circumstances;
Not be able to maintain relationships; Display inappropriate
manifestation of physical symptoms or fears in response to
school or personal difficulties.
Wear hearing aids or FM systems; Read lips or use ASL; Need a
quiet environment with many visuals to be successful; Need a
slower rate of speech and clear enunciation
Not be working on grade level materials; Not understand social
norms; Struggle with problem-solving across all areas (academic
as well as functional living skills).
Require multiple services; Use alternate communication
methods; Require alternate curriculum materials.
Have no cognitive concerns; Be integrated into the
general education setting all the time; Use assistive
technology.
NONE LISTED
Slower reading rate; Frequent spelling errors; Difficulty
copying; Difficulty memorizing basic facts; Difficulty
describing events; Difficulty interpreting subtle
messages.
Tend to emerge at a young age; Have difficulties with
comprehension; Have difficulties being understood; Have
difficulty expressing needs, ideas, or information; Struggle with
social interactions; Work closely with a speech/language
pathologist to support the student.
Struggle to process visual information; Struggle to follow multi-
step directions; Struggle to communicate; Have difficulty with
grade-level work; Struggle with logic, problem-solving, and
reasoning skills.
NONE LISTED
 Wagy, Katherine
11/26/2022
Blindness

ARD Timeline Activity (E5)

#1 Pre-Referral

#2 Referral

Within 60
Calendar
Days
#3 Identification

Within
#4 Eligibility
30
Calendar
Days

#5 Development of IEP

3
Years
1
Year

#6 Implementation of IEP

#7 Evaluations & Reviews


Modifications and Accommodations (E6)
Quantity
Definition
Adapt the number of items that the learner
is expected to learn or the number of
activities students will complete prior to
assessment for mastery.
Example
Reduce the number of social studies terms
a learner must learn at any one time. Add
more practice activities or worksheets.
Input
Definition
Adapt the way instruction is delivered to the
learner.
Example
Use different visual aids, enlarge text, plan more
concrete examples, provide hands-on activities,
place students in cooperative groups, pre-teach
key concepts or terms before the lesson.
Participation
Definition
Adapt the extent to which a learner is
actively involved in the task.
Example:
In geography, have a student hold the globe,
while others point out locations. Ask the student
to lead a group. Have the student turn the pages
while sitting on your lap (kindergarten).
Types of Assistive Technology (E7)
1. close captioning
2. graphic organizers
3. screen reading software
Wagy, Katherine
11/26/2022
Time Level of Support
Definition Definition
Adapt the time allotted and allowed for learning, Increase the amount of personal assistance to keep the
task completion, or testing. student on task, to reinforce or prompt the use of
specific skills. Enhance adult-student relationships; use
physical space and environmental structure.
Example Example
Individualize a timeline for completing a task; pace Assign peer buddies, teaching assistants, peer tutors, or
learning differently (increase or decrease) for some cross-age tutors. Specify how to interact with the
learners. student or how to structure the environment.
Difficulty Output
Definition Definition
Adapt the skill level, problem type, or the rules on Adapt how the student can respond to instruction.
how the learner may approach the work.
Example Example
Allow the use of a calculator to figure math Instead of answering questions in writing, allow a verbal
problems, simplify task directions, or change rules response. Use a communication book for some
to accommodate learner needs. students, or allow students to show knowledge with
hands-on materials.
Notes:
Alternate Goals
Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for
students with moderate to severe disabilities.
For example:
In a social studies lesson, expect a student to be able to locate the colors of the states on a map, while other students
learn to locate each state and name the capital.
Substitute Curriculum
Sometimes called “functional curriculum”
Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for
students with moderate to severe disabilities.
For example:
During a language lesson, a student is learning toileting skills with an aide.
4. Terms to be assigned in the timeline:
hearing aids
Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
Full Individual Evaluation, Dismissal,
5. calculatorsRe- evaluation,
Notice/Consent for initial Evaluation
6. text to speech
 Wagy, Katherine
11/26/2022
Venn Diagram of 504 and IDEA (E9)

BOTH

B. Must provide
impartial hearings
for parents who
disagree with the
identification,
evaluation, or
placement

D. Requires that parents have an opportunity A. Requires written consent.

to participate and be represented by legal C. Enforced by U.S. Dept of Education
counsel – other details are left to the discretion Office of Special Education
of the school. E. An impartial appointee selects a hearing
G. A hearing officer is usually appointed by officer
the school. F. Describes specific procedures
H. No “stay-put” provisions. J. Provides “stay-put” provision (the
I) Does not require that parents are notified student’s current IEP and placement
prior to the student’s change of placement but continues to be implemented until all
they still must be notified. proceedings are resolved).
K. Enforced by U.S. Dept of Education, Office P) Parents must receive ten days’ notice
of Civil Rights prior to any change in placement
L) Does not require parental consent

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
K) Enforced by U.S. Department of Education, Office of Civil Rights
L) Does not require parental consent.
 Wagy, Katherine
11/26/2022
P) Parents must receive ten days' notice prior to any change in placement.

Suggestions for working with Students in Poverty (E12)

1. have extra supplies at school for student use 4. take time to explain rationale for rules/expectations
in the classroom

2. do not plan costly projects or field trips that require students 5. be quick to stop any harassment by other students to
to pay those who are disadvantaged

3. keep expectations high for all students including those who 6. work to booth self-esteem of students who live in
live in poverty poverty

Guthrie and Humenick Strategies to increase reading motivation (R4)

1.
Provide content goals for reading

2. Support student autonomy

3. Provide interesting texts

4. Increase social interactions among students related to reading.

Reading Strategies to Strengthen Literacy Skills (R8)

Strategy name When / how to use it Define it
Reciprocal Teaching During reading; indiv/small &whole grp Students become the teacher
1. in small group sessions.

Timed Repeated Reading During reading; Individually Repeated readings, under timed
conditions, of familiar
2. instructional level text.

Framed Paragraphs Individually; small groups/whole groups Pre-writing tools; skeleton formats
3. containing information about the main idea and transition words that guide organization and development of supportive
details.
 Wagy, Katherine
11/26/2022

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Graphic Organizers; Highlighted Text; Adapted Text

2. Build background Personal Dictionaries; Contextualizing Key Vocabulary; Vocabulary Self-Selection; Cloze
sentences

3. Make verbal communication understandable Appropriate Speech; Use leveled study guides; Peer-modeling

4. Learning strategies (this one should be easy!) Mnemonics; Word Splash; Question Cube

5. Opportunities for interaction Wait time; Grouping Configurations (whole class; flexible small group;
partnering; send a problem

6. Practice and application Creating a semantic map; making & using graphic organizer; working with partners
or small groups.

7. Lesson delivery Objectives written on board; student engagement at 90-100%; Pacing

8. Review and assess Paraphrasing; Agree/Disagree; True/False; Informal assessments; assessments

Reflections on the Reading STAAR (TL4)

1. In question 1, while I did not miss this question, I think that definitions are difficult for students. I do understand how
becoming confused can happen.

2. In question 3, while I did not miss this question I think that theme is a difficult thing for students to hone in on and given all
the examples/excerpts from the story they can become easily confused.

3.
 Wagy, Katherine
11/26/2022

Reflections on the Math STAAR (TL4)

1. For question #5, that one as difficult. When I did the calculations I saw that the answer I chose was 2.5 and figured it was 25%
but looking at the correct answer of 4 and analyzing why that was correct then it made sense. If you break down the 8 into 4
parts, and the dot was at the first part of the whole it would be 25%.

2.

3.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 81 81 72
Weighted Average 30% = 0.3 40%= 0.4 30%= 0.3
 Wagy, Katherine
11/26/2022
Value
Weighted Percent 24 32 22

Final Percent 78%

C10 + D10 +
Final Letter Grade C+ E10

Three professional goals for my classroom (TL8)

1. During the 2022-2023 school year, I will learn how to assess my students reading levels using research-based methods, in
order to identify appropriate reading levels for my students, whereby I can monitor their growth.

2. During the 2022-2023 school year, I will learn how to implement additional technology based lesson plans into my
curriculum, in order to increase student engagement and learning.

3. During the 2022-2023 school year, I will focus on understanding how to interpret the date from assessments such as
Benchmarks and Staar, for remediation and reteaching of content to increase their knowledge, understanding and scores.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vison statement:

1. What research-based strategies will you see in my classroom?

1. What research-based strategies will you see in my classroom?
I will incorporate
2. What the you
technology will use ofseethe Frayer
in my model to include various types of graphic
classroom?
organizers (Venn diagram, plot diagrams, etc.); tiered instruction, flexible grouping; from
3. What are the
Marzano’s important
section I will elements of lesson
include KWL planning
and Think, Pair,that need
Share to to be incorporated
name a few. for
student success?
2. What technology will you see in my classroom?
4. In classroom behavior management, you learned about rules, procedures, routines, and
organization. What are the non-negotiables
We will use Chromebooks for myasclassroom?
for Google classroom well as websites such as Flocabulary,
 Wagy, Katherine
11/26/2022

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

Areas where I GLOW….. Areas for me to GROW……

Believes
Believes that
that all studentscan
all students canachieve
achieveatat high
high Maintains a positive attitude in difficult
levels
levels situations

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW….. Areas for me to GROW……

Providing re-teach opportunities after each skill Collecting, reviewing, and analyzing student data
 Wagy, Katherine
11/26/2022

NOTES:

CTE Information (CTE1) – THIS SECTION IS ONLY REQUIRED FOR

CANDIDATES THAT ARE IN A CTE PLACEMENT

A. List 14 approved CTE Programs of Study (also known as Career Clusters) from the TEA CTE page.
B. List a CTSO for each Career Cluster from the Texas CTE page.

1. A. 2. A. 3. A.

B. B. B.

4. A. 5. A. 6. A.

B. B. B.

7. A. 8. A. 9. A.

B. B. B.

10. A. 11. A. 12. A.

 Wagy, Katherine
11/26/2022

B. B. B.

13. A. 14. A.

B. B.

15. Who is the state contact for your specific career cluster? Include career cluster, Name and email:

16. List at least three Industry based certifications that students could achieve in your specific career
cluster.

17. While on the Texas CTE website, in the Career Cluster pages for your specific cluster, list at least
three resources that are housed here for teachers.