theory and professional practice

1. PROF 195 MNS
QUEEN’S
UNIVERSITY / ATEP
FACULTY OF
EDUCATION
NOVEMBER 16-18,
2012

2. PURPOSE OF PROF195
• reflect and improve
• based on The Foundations of Professional
Practice
• Commitment to students and student
learning
• Professional knowledge
• Teaching practice
• Leadership and community
• On-going professional learning

3. AIMS OF BEST-PRACTICE OF
TEACHING
• Initial thoughts / viewpoints
• Actlocal / think global
• Aboriginal worldview / Indigenous ways
• Professionalism
• Adaptation
• Safe-classrooms

4. Let’s Make a
Difference…
What are your
interests, talents
and passions?

5. THAT’S ME! THAT’S YOU!
• Thisis a teaching strategy that is
inclusive and helps to create a sense
of community and belonging
•Iwill read a statement to the whole
group and if it is true for you, stand
up and say (with great enthusiasm!),
“That’s me!”

6. THAT’S ME!
1. I have a dog.
2. I have a cat.
3. I went away on a vacation
this summer.
4. I love coffee in the morning.
5. I love tea in the morning.

7. THAT’S ME!
6. I am travelling to Manitoulin.
7. I know somebody when I came
in this weekend.
8. I am looking forward to
visiting my host school.
9. I have a talent, interest or
passion that I can bring to my
new school.

8. Think about one of your
favourite teachers. What
strengths and talents did that
person have that made him
or her memorable?

9. Pair up with an
elbow partner.
Share your
thoughts.

10. ANIMAL SCHOOL

11. MILLING TO MUSIC
1. When the music starts to play you begin to
mill to the music (walk around randomly –
dancing is always great too!).
2. When the music stops, find a partner,
introduce yourself, share with them what
city you live in, and your favourite colour.
3. Share with your partner your answer to the
prompt question and listen attentively to
their response.

12. MILLING TO MUSIC (CONT’D)
4. When the music starts again, thank your
partner and then mill to the music.
5. When the music stops again, find a new
partner and repeat the steps from above.

13. MILLING TO MUSIC
Share with your
partner:
Something that struck
you about the video,
“Animal School”

14. How did the video
support your
thinking about a
person’s strengths?

15. What can you do as a
teacher candidate to
bring out a child’s
strength in the
classroom?

16. LET’S SHARE!
What is a strategy that
someone shared with
you and that may be
used in a classroom or
in a school?

17. What strengths do
you have that you
bring to your new
role as teacher
candidate?

18. To excel in your chosen field and to find
lasting satisfaction in doing so, you will
need to understand your unique patterns.
You will need to become an expert at
finding and describing and applying and
practicing and refining your strengths.
Marcus Buckingham & Donald Clifton

19. REFLECTIONS
Here’s What…
So What…
Now What…

20. Learning Classroom Dignity Inclusive
Teaching Critical Presence
Management Community Children
Include these words in a short statement that
explains their relationship to each other.
( 25 words or less)
 in groups
 write on chart paper & post
 Walkabout and look for commonalities and
differences

21. DOMAINS OF
DEVELOPMENT
• Activate – Why Child Development?
• Acquire – Theories of Development
• Acquire – Domains of Development –
What are we looking for?
• Acquire/Apply - Developmental
Profiles
• Assess – Focus on student vs. teacher

22. Why theory and professional
practice?
Lesson
Cla
ss ro o
Planning m
Man
Policy agem
ent
Curriculum
Design Development

23. What is a theory ?
•an orderly, integrated set of statements that describes,
explains, and predicts behaviour
•provide organizing frameworks for our observations of
children – they guide and give meaning to what we see
• once verified by research, often serve as a sound basis
for practical action.
• a theory’s continued existence depends on scientific
verification and must be tested using a fair set of
research procedures agreed on by the scientific
community
• many theories helps advance knowledge, since
researchers continually try to support , contradict, and
integrate different points of view

24. Periods of Development
Researchers usually segment child development into five
periods, since each brings with it new capacities and social
expectations that serve as important transitions in major
theories.
1.The prenatal period from conception to birth.
2.Infancy and toddlerhood ranges from birth to 2 years.
3.Early childhood includes the time from 2 to 6 years.
4.Middle childhood extends from 6 to 11 years.
5.Adolescence encompasses the time from 11 to 20 years.

25. Although there are many theories, almost
all take a stand on three basic issues
about child development:
1.Continuousor discontinuous
development?
2.One course of development or many?
3.Nature or nurture as more important?

26. Continuous or discontinuous development?
•babies and preschoolers may respond to the world in
much the same way as adults, in which case the
development is continuous – a process of gradually adding
more of the same types of skill which were there to begin
with.
• babies and preschoolers may have unique ways of
thinking, feeling, and behaviour that must be understood
on their own terms – ones quite different from those of
adults – in which case, development is a discontinuous
process in which new ways of understanding and
responding to the world emerge at specific times.
•discontinuous perspective sees development as taking
place in stages

27. One course of development or many?
•stage theorists assume that children
everywhere follow the same sequence of
development
• the field of child development is becoming
increasingly aware that children grow up in
distinct contexts; they experience unique
combinations of genetic and environmental
circumstances.

28. Nature or Nurture?
Are genetic or environmental factors more important?
•Nature – inborn biological givens, the hereditary information
we receive from our parents at the moment of conception that
signals the body to grow and affects all our characteristics and
skills.
•Nurture – the complex forces of the physical and social world
that children encounter in their homes, neighbourhoods, schools,
and communities.
•Alltheories grant at least some role to both nature and nurture
– they vary in the emphasis placed on each.
If theorists emphasize stability, they believe that
children who are high or low in a characteristic will remain so at
later stages, they are stressing heredity.
If theorists regard environment as crucial, they generally
point to early experiences as establishing a lifelong pattern of
behaviour.

29. Early Theories
John Locke (British philosopher, 17th century)
• child as a tabula rasa, Latin translation means
“blank slate”
•their characters could be shaped by all kinds of
experiences while growing up
•his theory led to a change from harshness toward
children to kindness and compassion
• development as continuous, supports nurture
• saw children as passive, they did little to shape
their own destiny

30. Jean-Jacques Rousseau (18th century)
• children as noble savages
•naturally endowed with a sense of right and
wrong and with an innate plan for orderly,
healthy growth
• child centred theory in which adults should be
receptive to the child’s needs at each of the four
stages of development: infancy, childhood, late
childhood, and adolescence
• two vital concepts: the concept of stage and the
concept of maturation, which refers to a
genetically determined, naturally unfolding
course of growth

31. Charles Darwin ( British naturalist,19th
century)
• natural selection and survival of the fittest
• emphasis on the adaptive value of physical
characteristics and behaviour eventually found
it way into twentieth-century theories
•led to many scientists in the late 19th and
early 20th centuries starting to take notice of
child development
• often own children or friend studied

32. Theorists
1.John Dewey 1859 – 1952
2.Maria Montessori 1870 – 1952
3.Jean Piaget 1896 – 1980
4.Lev Vygotsky 1896 – 1934
5.Erik Erikson 1902 – 1994
6.William Glasser 1935 – present
7.Howard Gardner 1943 - present

33. DOMAINS OF DEVELOPMENT
Physical Cognitive
changes in body size, proportions development of a wide variety of
thought processes and intellectual
abilities
functioning of various body systems including attention, memory,
academic and everyday knowledge,
problem solving, imagination,
creativity
brain development the uniquely human capacity to
represent the world through
language
perceptual and motor capacities
physical health

34. Social Development
•development of emotional communication,
self-understanding,
ability to manage one’s feelings
• knowledge about other people
• interpersonal skills, friendships, intimate
relationships
• moral reasoning and behaviour

35. Developmental Profiles
•the age specifications are only approximate
markers derived from averages or norms
•they are midpoints not intended to represent
any one child
•age expectations are summary skills that
vary from child to child in form and time of
acquisition
• the essential question is not chronological
age, but whether the child is moving forward
step-by-step in each are of development

36. Roundtable Synthesis
Four pairs come together to form a group of 8.
1.Findthe developmental profiles posted on the
interact/resources
2.Withyour learning partner read the scenario and
answer the first question, including a) and b). Put your
answer on the chart paper.
3.Once all have finished the question move the chart
paper to the next pair at your table.
4.When your receive a new chart paper read the scenario,
read the question and answer already completed, and
then answer the next question. Put your answer on the
chart paper.
5.Continuepassing the paper until all questions have
been answered.

37. Once all of the questions on each chart
paper are answered.
The group that started with the 3 year old
reads the scenario to the group, the
questions and the replies.
•ask for clarification
•discuss implications
•Continue through all scenario’s following
the same format.

38. How does learning change
when the emphasis is more on
what the students are doing
than what the teacher is
doing?

39. • Creating
the Dynamic Classroom; A
Handbook for Teachers, Schwartz &
Pollishuke
• Developmental Profiles, Allen & Marotz
• Yardsticks, Wood

40. With-it-ness
•isthe ability to identify and quickly act on
potential behavioural problems.
• react immediately
• forecast problems
• scanning the class moving around
Overlapping
•is the ability to deal with two matters at once,
one off task, one on task without disruption to
class work.

41. • Emotional Objectivity
• the ability to interact with students in a
businesslike, matter-of-fact manner even though
you might be experiencing strong emotions
• important when carrying out consequences for
inappropriate behaviour

42. Low - Key Responses
•How would you define the concept of Low-Key Responses
and what are their common attributes?
“Act don’t Talk”
Attributes (defining characteristics):
1.They involve ‘non” or “minimal verbal” responses.
2.They do not stop the flow of the lesson –
quick/quiet.
3.They do not invite escalation – low emotional
content.

43. Proximity: Think about how you react when you are
driving and you see a police car in the rear view
mirror
• be aware of how you move towards students
• be aware of personal space – getting closer to power or
revenge could escalate behaviour
Touch: A gentle reminder that someone is aware
and cares.
• quick touch that most students would not see
• forearm or shoulder
• leaving hand there or touching head can be invading
space
• some cultures see touching head as unacceptable
• avoid eye contact

44. The Look: A quiet way to communicate whether or
not the student’s behaviour is acceptable
• use in scanning
• communicate inappropriate behaviour
• distinguish between the look, the stare, and the glare
Using the Student’s Name:
• reminds students they are not anonymous
• appreciate the power of intonation, syllable emphasis,
and inflection as you say a name
• Harry! Harold!

45. The Gesture
• hand or facial gesture communicates the expected
behaviour
• ‘finger to mouth’, ‘shake of head’, “Harry’ followed by
point to seat
• integrate with other low level responses (moving
towards, shaking head, smiling thank you)
The Pause: gives a message but also gives you time
to think about how to respond
• signal then pause
• name then pause
• often used in conjunction with other low level responses

46. Ignoring: a chance to think while also sending a
message
• make sure facial expression does not give away your
agitation
Deal with the Problem and not the student: says
you are still accepted, it is your behaviour that is
wrong
• link together low level responses
• give them only the information they require to stop
“John you may not care about your work but some of us
do so please stop tapping your pencil and show us some
respect.”
“John, pencil, thank you.”

47. Signal to Begin: to focus, re-focus, at
transitions
1. signal
2. pause – scanning to see that everyone is ready
3. if necessary use a low level response to
students who are inappropriate
4.reinforce at end with “thank you.”
IT DOESN’T MATTER WHAT THE SIGNAL
IS ‘SAY WHAT YOU MEAN AND MEAN
WHAT YOU SAY’
HINT: Move towards the students not away

48. CALL-OUTS
• Put up your hand
• Don’t put up your hand, I’ll ask someone to
respond
• Invite call-outs (e.g. whole class brainstorming)
• Choral response
• Tell your neighbour

49. “ If a child lives with
approval, he/she learns to
live with himself/herself.”
Dorothy Law Nolte

50. BUMP 2 – SQUARING OFF
“I ASKED YOU ONCE AND YOU KNOW I
KNOW…SO STOP.”
1. You pause ( and that has you stop talking)
2. You turn towards the student ( square off)
3. You give a minimal verbal request to stop
4. You finish with a “Thank you”
Caution: * don’t look too long ( what are you
looking at? power)
* intensity – ‘light pink or dark red’
* watch how close you get

51. APPLYING BUMPS 1 & 2
• You are taking responsibility for letting
students know they are disruptive
• Allow you to respond with minimal disruption
to class
Continues the teacher gives the
responsibility back to the students bump 3 & 4

52. BUMP 3 AND 4 CHOICES AND IMPLIED
CHOICES
“SAY WHAT YOU MEAN AND MEAN WHAT YOU SAY…BUT SOMEWHERE IN
THE DISCUSSION ALLOW THEM TO MAKE A DECISION.”
• The choice is related to the misbehaviour.
• The choice is not seen as a punishment.
• The consequence is given as immediately as
possible.
• The choice is not an ultimatum.
• The choice is done in a positive or neutral tone.
• You can follow through on the choice

53. Bump 4 - Implied Choice
• follow through on the choice you gave earlier
• the choice given to one applies to all ( if they heard it)
“ You can work together as long as you stay on
task or I will move you.”
• implied that I will move other students misbehaving
in same manner.
• ripple effect – you say what you mean and mean
what you say
• always provide a choice that you can follow through
on.
• not seen as punishing and maintains dignity of
student.

54. BUMP 5 – DIFFUSING THE POWER
STRUGGLE

55. 4. Language of attribution – this is where you
throw the ball back into the student’s court
• “I don’t have a problem you do!”
• “ That may be true but the problem centres around your refusal to
do the activity. What’s next? Where do we go from here? What
happens now?”
5. Provide a choice
Eating properly, enough sleep,
home life – when life is chaotic
they turn to power!

56. BUMP 6 –THE INFORMAL AGREEMENT,
INFORMAL LOGICAL CONTRACTS
Rationale for the Informal Chat:
1.It
shifts the responsibility for the misbehaviour to the
student.
2.Allowsthe teacher to deal with the persistent
problems by the use of a proactive response in the
classroom or outside the classroom.
3.Minimizes the time spent dealing with misbehaviour
during instructional time.
4.Allowsthe student and teacher to work together to
develop a positive plan of action in which they both
have a responsibility regarding its implementation.

57. 5.Allows the student and teacher to re-
establish a more positive relationship.
• Be calm
• Greet student and set atmosphere
• Define problem – be specific (calling out
• Generate alternatives
• Agree on alternatives to try and when to
begin
• Review what has been agreed upon
• End conference with a comment or gesture
that communicates a positive feeling tone.

58. BUMP 7,8 & 9
FORMAL CONTRACTS, IN-SCHOOL SUSPENSION, OUT OF
SCHOOL SUSPENSION
• The administrator is more directive – they
implement the consequence
• The teacher is less directive – initiates the
contract, monitors the behaviour and need for
consequences
• A counselor or other trained professional often
involved depending on seriousness and needs
• The parents help design and implement the plan,
they support and carry out the consequences
• The tone is one of increased seriousness blended
with caring
• The student is not as involved; second chances
are not available and the consequences will occur

59. VIDEO GUIDE
Teacher Student Relationships
• interpersonal vs. intrapersonal
• dominance and cooperation
• engaging students by encouraging them to
think
• use of humour
• wait time
• teacher is confident in position of authority
• kindness and respect
• common sense
• respect yourself and the students

60. Critical Thinking:
Exploring definitions,
perspectives, and questions

61. WHAT IS “CRITICAL
THINKING”?

62. CRITICAL THINKING…
• Is not about:
being negative or ‘critical’
Critical thinking comes
from…
• the Greek words - kriticos, meaning
discerning judgment, and kriterion,
meaning standard.

63. http://www.tc2.ca/wp/criteria/

64. WHAT IS ‘CRITICAL THINKING’?
 Divide your chart paper into the same number of sections as
people in your group, plus one more section (i.e. In this sample
there would be 4 people in the group)
 In your section of the placemat jot down your response - What is
‘critical thinking’?
 When everyone in the group is finished, share your ideas around
the table and collectively agree on 3-5 ideas. Record those ideas
in the middle of the chart.

65. COLLABORATE
• Join with another group and discuss your ideas
• Circle or highlight any shared comments
• Discuss ideas that differed – do you want to add
any of the other group’s ideas to your placemat?
• Share as a whole group

66. CRITICAL THINKING IS..
(BASED ON MINISTRY OF EDUCATION)
• A complex activity
• Concerned with judging or assessing what is
reasonable or sensible
• Focuses on the quality of reasoning
• Depends on the possession of relevant
knowledge
• Can be done in endless contexts and is required
whenever the situation is problematic

67. EXPLORING...
Ideas to think about...
• Critical Literacy... • What surprised you in
the definition?
• Are there some key ideas
• Creative thinking...
that connected with you?
• What similarities are
• Higher-order
thinking... there in the definitions
and with our
understanding of
• Critical awareness... critical thinking?

68. SHARING

69. STUDENT VOICE

70. DECOLONIZATION INVOLVES YOU

71. DECOLONIZATION INVOLVES
CRITICAL PERSPECTIVES

72. "LAWE I KA MA'ALEA A KU'ONO'ONO.“
[ACQUIRE SKILL AND MAKE IT
DEEP.]

73. CRITICAL CONNECTIONS TO THE
SELF
Facts and Evidence What is “truth”
Ways of Knowing

74. CRITICAL CONNECTIONS TO THE
WORLD

75. CIRCLE OF VIEWPOINTS
A ROUTINE FOR EXPLORING DIVERSE
PERSPECTIVES
(ADAPTED FROM HARVARD PROJECT ZERO)
• I am thinking of ... the image... From the
point of view of ...
• Write a sentence staring with I think ... That
describes the image from that perspective.
• A question I have from this perspective
is ...

77. MAKING YOUR THINKING VISIBLE
ACTIVITY.
Obvious points of What other
view(try to find viewpoints can you
different find?
perspectives)
What are the obvious What are the deeper
questions that the questions/implications
image raises? that the image raises?
What ‘new’ questions did the Group pose?
What did we learn from the process?
What does this mean for me as a teacher?

78. “We don’t see things as they are, we see
things as we are.”
~Anais Nin

79. CONNECTING TO THE CLASSROOM

80. QUESTIONS:
• Factual recall:
• Personal preference:
• Critical inquiry:

81. QUESTIONS:
• How many calories are there in a litre of
ice cream?
• What
is your favourite flavour of ice
cream?
• Should ice cream be part of a family’s
diet?

82. Factual Recall: Personal preference: Critical inquiry:
• have a single answer • often evoke an • promote decision in
or limited range of emotional response, making and problem
responses but are often not solving through
grounded in criteria critical thinking
• useful to asses • there are no wrong • often open-ended,
student’s answers although there is a
comprehension of limited number of
key facts and reasonable responses
processes
• tend to build on
human curiosity and
require investigation

83. GROUP DISCUSSION
•Look at the questions that are in the envelope
•Sort the questions into the three categories
•Discuss when you might use questions like these
in your classroom

84. CLASSROOM IN ACTION

85. ...
t ion
eflec
R

86. STILL THINKING...
http://www.tc2.ca/wp/criteria/

87. TOPICS
• School cultures & practices
• What is your worldview
• Teachers’ professional roles
• Effective teaching & learning strategies
• Lesson planning
• Classroom management

88. REFLECTIONS OF COMMUNITY-
BASED PROF 195
• Practicum evaluations

89. CLASSROOM MANAGEMENT
11/17/12
89

90. WHOLE BRAIN TEACHING – CHRIS
BIFFLE
HISTORY
• AHA!, Hmmm!, Need more!
• Why do they call it Whole Brain?
• Grade 1 classroom
• Grade 6 classroom

92. EMPATHETIC, NONEVALUATIVE LISTENING
1.Students learn their feelings are acceptable, which reduces
the tension and anxiety associated with having to hide their
true emotions.
2.When thoughts and feelings can be spoken openly and are
received nonjudgmentally, students are much less likely to
express themselves through unproductive behaviours. (acting
out is often indirect method of dealing with feelings that
cannot be expressed openly and directly)
3.When adults listen nonevaluatively, they provide students
with an opportunity to examine and clarify feelings that are
often confusing and frightening. (enables understanding and
the considering of effective approaches for coping)

93. DO TEACHERS HAVE THE SAME
EXPECTATIONS FOR ALL
STUDENTS?
• Results from classroom interaction
studies indicate teachers generally
respond more favourably to students
they perceive as high achievers. High
achievers receive more response
opportunities; are given more time to
answer questions; receive more positive
feedback such as smiles, nods, and
winks; and are less likely to be ignored.
• Teachers expect less acceptable
behaviour and lower academic
performance from minority students.

94. GUIDELINES FOR AVOIDING THE
NEGATIVE EFFECTS OF TEACHER
EXPECTATIONS
• Use information from tests, cumulative folders, and other
faculty very carefully
• be critical about the reports you hear from other teachers, especially
“horror stories” told in the staff room
• Be flexible in your use of grouping strategies
• use a variety of groups
• differentiated & mixed ability
• Make sure all students are challenged
• avoid saying, “This is easy I know you can do it.”
• be positive about all attempts
• Be especially careful about you respond to low-achieving
students during class discussions
• give them prompts, clues and time to answer
• call low achievers as often as high achievers

95. • Use materials that show a wide range of ethnic groups
• check class resources and library
• Be fair in evaluation and disciplinary procedures
• make sure equal consequences for all
• try to grade student work without knowing the identity of the student
• teacher moderate
• Communicate to all students that you believe they can learn- and
mean it.
• return student work with specific descriptive feedback
• wait, probe, and help them think through an answer
• Involve all students in learning tasks and in privileges
• use a system for calling on students
• keep track of who got to do what job
• Monitor your nonverbal behaviour
• Do you lean away or stand further apart from some students? Do all
students get smiles?
• Does your tone of voice vary with different students?

97. TOKEN REINFORCERS
Research says...
•part of school life in the form of grades, points earned of tests,
or promises of rewards if students behave appropriately
•supports the benefits of focusing on positive behaviour
whenever possible
•initially choose social and activity reinforcers that are a normal
part of the school day and available to all students
•consequences in the form of curtailments of activities should be
used only after natural reinforcers have proven ineffective in
helping students change a behaviour

98. • response lost ( taking away points or rewards) can evoke
negative emotions and behaviours – should not be used unless
simpler interventions fail
• curtailment of activity is placed before tangible reinforcers
because restricting behaviour ( going to problem solving club)
is more logical than receiving a tangible reward for completing
a task
• the use of tangible rewards suggests the desired behaviour is
not valuable enough to warrant being displayed without a
material payoff this has powerful negative consequences for
long-term improvement of student behaviour
Jones, V. (2011) Practical Classroom Management, Pearson

99. Behaviour Reinforcement Hierarchy
Least Tangible Reinforcement
desirable
Social, token, and activity response cost
Curtailment of activity
Social, token, and activity reinforcement
Activity reinforcement
Social reinforcement
Most desirable Vern Jones, 2011

100. 11/17/12
100

101. TEACHING
 Motivate and focus
 Set expectations
 Teach / model
 A&S: archetypes and stereotypes
 Foundations: citizenship, scholarship,
work
 Hybridity / adaptability / child of the
world: shifting- adapt/modify
 Many foundational educators …
Confucius, Socrates, Plato, Aristotle,
Dewey, Rousseau, Bloom

102. GOALS OF EDUCATION
• Academic knowledge
• Citizen
• Self-regulation / self-actualization
• Careers / jobs

103. KNOWLEDGE
• Facilitateand guide
• Received
• Discovered (you can own)
• Seven grandfathers’ teachings: wisdom,
love, respect, bravery, honesty, humility,
truth

104. BEST PRACTICES FOR TEACHING
• The classroom is well organized, visibly inviting, and stimulating.
• Student work is displayed and adheres to district standards unless the work is
identified as a "work in progress."
• The lesson content reflects a focus upon the standards, concepts, and essential
skills established in the Curriculum Framework.
• The instructional process taps and builds upon the students' prior experience,
knowledge and learning.
• The teacher intentionally makes connections between the content and students' lives.
• The teacher displays high academic and behavioral expectations for every student in
the classroom.
• The teacher communicates to all students their progress.
• The students are fully attentive to and engaged in the lesson.
• All students demonstrate an understanding and awareness of the classroom
expectations.
• Students remain focused during the transition between activities.
• Students use time, space, and materials efficiently.
• The teacher uses the full instruction time available.
• The teacher paces the content appropriately.
• All students experience fairness and equity.
• Students demonstrate a respectful inquisitiveness toward other cultures and customs.
• Students interact with a variety of culturally diverse resources.

105. BEST PRACTICES FOR TEACHING
• Students communicate, demonstrate, and/or collaborate with teachers, peers and/or
community about the learning that has occurred.
• The teacher asks higher order thinking questions and allows appropriate "wait time"
after the question is posed.
• The teacher asks questions that cause students to synthesize, analyze, and evaluate
information.
• The teacher differentiates instruction to meet varied student needs.
• Students participate in lessons that address their learning styles.
• Students work collaboratively and cooperatively to solve problems, answer questions,
and to research problems.
• Students demonstrate an understanding of how the content connects to their
individual experiences.
• Students have time to reflect and share their prior experience.
• Students have an opportunity to assist in planning the learning experience in terms of
materials, resources and assessment.
• The teacher re-teaches when necessary.
• Student assessment is on going, and varied, and documents the learning and the
level(s) of mastery.
• Students critically evaluate their work and the work of their peers.
• The teacher has tangible documentation of all students' learning.
• The teacher's grades are an accurate reflection of the student's academic
performance measured against academic expectations and standards.
• Writing is frequently incorporated into the lesson across the disciplines.

106. PROJECT-BASED LEARNING
• The project is guided by the questions
students ask about a particular topic.
• The topic involves a real phenomenon that
students can investigate directly.
• Students make choices about the activities
they will engage in to answer questions.
• Work on the project happens over an
extended period of time.
• Curriculum objectives are met in an
integrated way.

107. P-B L PHASE 1: CHOOSING TOPIC
• The topic is chosen from curriculum content.
• Topics are relevant to students' everyday
experiences so that they can raise valid questions.
• A topic allows for basic numeracy and literacy skills
and for the integration of several subject areas.
• The topic allows students to practice previously
acquired skills.
• It may take several discussion periods to choose and
refine a topic.
• A web or some other visual representation can be
used throughout the investigation for debriefing
discussions.
• This is the time when students begin deciding what
aspects of the topic they will investigate

108. P-B L PHASE 2: INVESTIGATION
• Students engage in activities which allow
them to:
• explore
• collect data
• draw from observations
• construct models
• observe and record findings
• predict
• discuss
• share progress
• dramatize
• interview and survey

109. P-B L PHASE 3: CULMINATING &
DEBRIEFING
• Students are involved in preparing and
presenting the results of their
investigations.
• There presentations may include:
• displays
• talks
• dramatic presentations
• guided tours of constructions
• Students share their knowledge with
peers,
family, the school and/or the
community.

110. P-B L: ASSESSMENT
Teachers who are using Project-Based
Learning experience:
• more multidimensional assessment
• less paper and pencil testing
• more performance-based assessment
• less knowledge-based assessment
Tips:
• Design rubrics that include specific
performance details.
• Reflect the importance of the learning that
led up to the final project as well as the
final presentation.
• Emphasize the value of products that don't
work as well as completed workable
products. If students can explain why
something didn't work and how to fix it,
real learning has occurred.

111. DECOLONIZATION
• Decolonize your own mind and teaching practice /
pedagogy
• Question the legitimacy of colonization
• Think about ways to resist and challenge colonial
institutions and ideologies
• Praxis: “reflection and action upon the world in
order to transform it” Paulo Freire
• Work toward our own freedom to transform our
lives and the world around us

112. HOW TO DEVELOP A LESSON PLAN
• To begin, ask yourself three basic questions:
• Where are your students going?
• How are they going to get there?
• How will you know when they've arrived?

113. GOALS
• Goals determine purpose, aim, and rationale
for what you and your students will engage
in during class time. Use this section to
express the intermediate lesson goals that
draw upon previous plans and activities and
set the stage by preparing students for future
activities and further knowledge acquisition.
The goals are typically written as broad
educational or unit goals adhering to
provincial curriculum standards.
• What are the broader objectives, aims, or goals of the unit
plan/curriculum?
• What are your goals for this unit?
• What do you expect students to be able to do by the end of
this unit?

114. OBJECTIVES
• This section focuses on what your students
will do to acquire further knowledge and
skills. The objectives for the daily lesson plan
are drawn from the broader aims of the unit
plan but are achieved over a well defined
time period.
• What will students be able to do during this
lesson?
• Under what conditions will students'
performance be accomplished?
• What is the degree or criterion on the basis of
which satisfactory attainment of the
objectives will be judged?
• How will students demonstrate that they
have learned and understood the objectives of
the lesson?

115. PREREQUISITES
• Prerequisites can be useful when
considering the readiness state of your
students. Prerequisites allow you, and
other teachers replicating your lesson
plan, to factor in necessary prep
activities to make sure that students
can meet the lesson objectives.
• What must students already be able to
do before this lesson?
• What concepts have to be mastered in
advance to accomplish the lesson
objectives?

116. MATERIALS
• This section has two functions: it helps other
teachers quickly determine a) how much
preparation time, resources, and
management will be involved in carrying out
this plan and b) what materials, books,
equipment, and resources they will need to
have ready. A complete list of materials,
including full citations of textbooks or story
books used, worksheets, and any other
special considerations are most useful.
• What materials will be needed?
• What textbooks or story books are needed?
(please include full bibliographic citations)
• What needs to be prepared in advance?
(typical for science classes and cooking or
baking activities)

117. LESSON DESCRIPTION
• This section provides an opportunity for
the author of the lesson to share some
thoughts, experience, and advice with
other teachers. It also provides a general
overview of the lesson in terms of topic
focus, activities, and purpose.
• What is unique about this lesson?
• How did your students like it?
• What level of learning is covered by this
lesson plan? (Think of Bloom's Taxonomy:
knowledge, comprehension, application,
analysis, synthesis, or evaluation.)

118. LESSON PROCEDURE
• This section provides a detailed, step-by-
step description of how to replicate the
lesson and achieve lesson plan objectives.
• This is usually intended for the teacher
and provides suggestions on how to
proceed with implementation of the lesson
plan.
• It also focuses on what the teacher should
have students do during the lesson.
• This section is basically divided into
several components: an introduction, a
main activity, and closure.

119. INTRODUCTION
• How will you introduce the ideas and
objectives of this lesson?
• How will you get students' attention and
motivate them in order to hold their
attention?
• How can you tie lesson objectives with
student interests and past classroom
activities?
• What will be expected of students?

120. MAIN ACTIVITY
• What is the focus of the lesson?
• How would you describe the flow of the
lesson to another teacher who will
replicate it?
• What does the teacher do to facilitate
learning and manage the various
activities?
• What are some good and bad examples to
illustrate what you are presenting to
students?
• How can this material be presented to
ensure each student will benefit from the
learning experience?

121. RULE 1
• Take into consideration what students are
learning (a new skill, a rule or formula, a
concept/fact/idea, an attitude, or a value).
• Choose one of the following techniques to
plan the lesson content based on what
your objectives are:
• Demonstration ==> list in detail and
sequence of the steps to be performed
• Explanation ==> outline the
information to be explained
• Discussion ==> list of key questions to
guide the discussion

122. CLOSURE / CONCLUSION
• What will you use to draw the ideas
together for students at the end?
• How will you provide feedback to students
to correct their misunderstandings and
reinforce their learning? Follow up
Lessons/Activities
• What activities might you suggest for
enrichment and remediation?
• What lessons might follow as a result of
this lesson?

123. ASSESSMENT & EVALUATION
• Social Studies rubrics and Flat-Earth Stanley
examples
• This section focuses on ensuring that your
students have arrived at their intended
destination. You will need to gather some
evidence that they did. This usually is done
by gathering students' work and assessing
this work using some kind of grading rubric
that is based on lesson objectives. You could
also replicate some of the activities practiced
as part of the lesson, without providing the
same level of guidance as during the lesson.
You could always quiz students on various
concepts and problems as well.
• How will you evaluate the objectives that
were identified?
• Have students practiced what you are asking
them to do for evaluation?

124. RULE 2
• Be sure to provide students with the
opportunity to practice what you will be
assessing them on.
• You should never introduce new material
during this activity.
• Also, avoid asking higher level thinking
questions if students have not yet engaged
in such practice during the lesson.
• For example, if you expect students to
apply knowledge and skills, they should
first be provided with the opportunity to
practice application.

125. PROF195 CM ASSIGNMENT
Assignment 1 – due Nov. 7 via email uu@queensu.ca

• Summary
• Good points
• Weak points
• Opinion – especially if relevant to your
community
• 2 pages, double space

126. DIRECT INSTRUCTION
• objectives
• standards
• anticipatory set
• teaching
• input
• modeling
• check for understanding
• guided practice/monitoring
• closure
• independent practice

127. OBJECTIVES
• Before the lesson is prepared, the
teacher should have a clear idea of what
the teaching objectives are.
• What, specifically, should the student be
able to do, understand, care about as a
result of the teaching.
• Bloom's Taxonomy of Educational
Objectives which is shown below, gives
an idea of the terms used in an
instructional objective.

128. STANDARDS
• The teacher needs to know what
standards of performance are to be
expected and when pupils will be held
accountable for what is expected.
• The pupils should be informed about
the standards of performance.
• Standards: an explanation of the type
of lesson to be presented, procedures to
be followed, and behavioral expectations
related to it, what the students are
expected to do, what knowledge or skills
are to be demonstrated and in what
manner.

129. HOOK
• Anticipatory set or Set Induction:
sometimes called a "hook" to grab the
student's attention: actions and
statements by the teacher to relate the
experiences of the students to the
objectives of the lesson. To put students
into a receptive frame of mind.
• to focus student attention on the lesson.
• to create an organizing framework for the ideas,
principles, or information that is to follow (c.f., the
teaching strategy called "advance organizers").
• to extend the understanding and the application of
abstract ideas through the use of example or
analogy...used any time a different activity or new
concept is to be introduced.

130. TEACHING/PRESENTATION:
• Input
• Modeling
• Checking for Understanding.

131. INPUT
• The teacher provides the information
needed for students to gain the knowledge
or skill
• lecture, film, tape, video, pictures, etc.

132. MODELING
• Once the material has been presented, the
teacher uses it to show students examples
of what is expected as an end product of
their work.
• The critical aspects are explained through
labeling, categorizing, comparing, etc.
• Students are taken to the application level
(problem-solving, comparison,
summarizing, etc.)

133. CHECK FOR UNDERSTANDING
• Determination of whether students have "got it"
before proceeding.
• It is essential that students practice doing it
right so the teacher must know that students
understand before proceeding to practice.
• If there is any doubt that the class has not
understood, the concept/skill should be re-taught
before practice begins.

134. QUESTIONING STRATEGIES:
• asking questions that go beyond mere recall to
probe for the higher levels of understanding...to
ensure memory network binding and transfer.
• Bloom's Taxonomy of Educational Objectives
provides a structure for questioning that is
hierarchical and cumulative.
• It provides guidance to the teacher in structuring
questions at the level of proximal development,
i.e., a level at which the pupil is prepared to cope.
• Questions progress from the lowest to the highest
of the six levels of the cognitive domain of the
Taxonomy of Educational Objectives:
knowledge, comprehension, application,
analysis, synthesis, and evaluation.

135. GUIDED PRACTICE
• An opportunity for each student to demonstrate
grasp of new learning by working through an
activity or exercise under the teacher's direct
supervision.
• The teacher moves around the room to determine
the level of mastery and to provide individual
remediation as needed.
• "Praise, prompt, and leave" is suggested as a
strategy to be used in guided practice.

136. CLOSURE
• Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion.
• Used to help students bring things together in
their own minds, to make sense out of what has
just been taught.
• "Any questions? No. OK, let's move on" is not
closure.

137. PURPOSE OF CLOSURE
• to cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson,
• to help organize student learning,
• to help form a coherent picture, to consolidate,
eliminate confusion and frustration, etc.,
• to reinforce the major points to be learned...to
help establish the network of thought
relationships that provide a number of
possibilities for cues for retrieval. Closure is
the act of reviewing and clarifying the key
points of a lesson, tying them together into a
coherent whole, and ensuring their utility in
application by securing them in the student's
conceptual network.

138. INDEPENDENT PRACTICE
• Once pupils have mastered the content or skill, it
is time to provide for reinforcement practice.
• It is provided on a repeating schedule so that the
learning is not forgotten.
• It may be home work or group or individual work
in class.
• It can be utilized as an element in a subsequent
project.
• It should provide for decontextualization: enough
different contexts so that the skill/concept may be
applied to any relevant situation...not only the
context in which it was originally learned.
• The failure to do this is responsible for most
student failure to be able to apply
something learned.

139. SUMMARY
• You told them what you were going to tell them
with set,
• you tell them with presentation,
• you demonstrate what you want them to do with
modeling,
• you see if they understand what you've told them
with checking for understanding, and
• you tell them what you've told them by tying it
all together with closure.

140. 7 STEP LESSON PLAN
The basic lesson plan outline contains 1)
objectives, 2) standards, 3) anticipatory set, 4)
teaching [input, modeling, and check for
understanding], 5) guided practice, 6) closure, and
7) independent practice. If you count input,
modeling, and check for understanding as three
steps, there are nine elements...not the seven 

141. ELEMENTS OF EFFECTIVE INSTRUCTION
• Four step instructional process
• Watch how I do it [modeling]
• You help me do it (or we do it together)
[together]
• I'll watch you do it or praise, prompt and
leave [guided practice]
• You do it alone [independent practice].

142. TRICKS
• Motivation "TRICKS"
• Feeling Tone
• Reward [extrinsic/intrinsic]
• Interest
• Level of Concern
• accountability
• time to produce
• visibility
• predictability
• Knowledge of results
• Success

143. WAYS OF MONITORING
• Oral individual
• Oral together
• Visual answers, e.g., "thumbs"
• Written
• Task Performance
• Group sampling

144. QUESTIONING GUIDELINES
• Place signal [get their attention], then ask question
• Ask question before designating the person to
answer
• Do not repeat nor rephrase the student's response.
May ask for agreement by class or for others to
respond. [I suggest you should explain why the
answer is good, however. ]
• Ask question then wait for 50% of hands [or "bright
eyes," knowing looks]
• Never ask a question of a student who you know
cannot answer.
• If the student is confused or can't answer, calmly
repeat the same question or give a direct clue.

145. RETENTION, REINFORCEMENT
• Meaning/understanding (the most effective way
to learn)
• Degree of original learning. Learn it well the first
time. [And don't practice it wrong!]
• Feeling tone. [positive or negative will work but
negative has some undesirable side effects.]
• Transfer [emphasize similarities for positive
transfer and differences where there might be an
incorrect transfer.]
• Schedule of Practice.

146. CREATING DIRECTIONS
• break down into parts/steps.
• Give only three at a time, one if the behavior is
new.
• Delay giving instructions until just before the
activity.
• Give directions in the correct sequence.
• Plan dignified help for those who don't tune in.
[no put-downs]
• Give directions visually as well as orally (Visual
representation of the task)

147. GIVING DIRECTIONS
• Give the planned directions [creation above].
• Check the students' understanding ["Any
questions?" does not check understanding.]
• Have a student model the behavior. [I.e, on the
board or orally.]
• If needed, remediate and recheck. [It is essential
that students do not practice error.]

148. BLOOM’S TAXONOMY: COGNITIVE
• Knowledge: recognize or recall information.
 Words typically used: define, recall, recognize, remember, who, what, where,
when.
• Comprehension: demonstrate that the student has sufficient understanding
to organize and arrange material mentally.
 Words typically used: describe, compare, contrast, rephrase, put in your own
words, explain the main idea.
• Application: a question that asks a student to apply previously learned
information to reach an answer. Solving math word problems is an example.
 Words typically used: apply, classify, use, choose, employ, write and
example, solve, how many, which, what is.
• Analysis: higher order questions that require students to think critically and
in depth.
 Words typically used: identify motives/causes, draw conclusions, determine
evidence, support, analyze, why.
• Synthesis: higher order question that asks the student to perform original
and creative thinking.
 Words typically used in synthesis questions: predict, produce, write, design,
develop, synthesize, construct, how can we improve, what would happen if,
can you devise, how can we solve.
• Evaluation: a higher level question that does not have a single correct
answer. It requires the student to judge the merit of an idea, a solution to a
problem, or an aesthetic work. It can also precede a follow-up analysis or
synthesis question like, "Why?"

149. TAXONOMY: AFFECTIVE
addresses interests, attitudes, opinions, appreciations, values,
and emotional sets
• Receiving. The student passively attends to particular
phenomena or stimuli
• Valuing. The worth a student attaches to a particular object,
phenomenon, or behavior. Ranges from acceptance to
commitment
• Organization. Bringing together different values, resolving
conflicts among them, and starting to build an internally
consistent value system--comparing, relating and synthesizing
values and developing a philosophy of life.
• Objectives: recognizes the need for balance between freedom
and responsibility in a democracy, understands the role of
systematic planning in solving problems, accepts responsibility
for own behavior.
• Characterization by a Value or Value Complex. At this
level, the person has held a value system that has controlled
his behavior for a sufficiently long time that a characteristic
"life style" has been developed.

150. TAXONOMY: PSYCHO-MOTOR
• Reflex movements. Segmental, intersegmental, and
suprasegmental reflexes.
• Basic-fundamental movements. Locomotor movements,
nonlocomotor movements, manipulative movements.
• Perceptual abilities. Kinesthetic, visual, auditory and
tactile discrimination and coordinated abilities.
• Physical abilities. Endurance, strength, flexibility, and
agility.
• Skilled movements. Simple, compound, and complex
adaptive skills.
• Nondiscursive communication. Expressive and
interpretive movement.
• Sample general objectives: writes smoothly and legibly;
accurately reproduces a picture, map, etc.; operates a
[machine] skillfully; plays the piano skillfully;
demonstrates correct swimming form; drives an
automobile skillfully; creates a new way of performing
[creative dance]; etc.
• Behavioral terms: assembles, builds, composes, fastens,
grips, hammers, makes, manipulates, paints, sharpens,
sketches, uses, etc.

151. MANAGEMENT: KOUNIN MODEL
 With-itness, Alerting, and Group
Management.
• The ripple effect: when you correct one pupil's
behavior, it tends to change the behavior of
others.
• The teacher needs to be with it to know what
is going on everywhere in the room at all
times.
• Smooth transitions between activities and
maintaining momentum are key to effective
group management.
• Optimal learning takes place when teachers
keep pupils alert and held accountable for
learning.
• Boredom [satiation] can be avoided by
providing variety to lessons, the classroom
environment and by pupil awareness of
progress.

152. THE NEO-SKINNERIAN MODEL:
• Behavior is conditioned by its consequences.
Behavior is strengthened if followed
immediately by reinforcement. Behavior is
weakened if it is not reinforced.
["Extinction."] Behavior is also weakened if it
is followed by punishment.
• In the beginning stages of learning,
reinforcement provided every time the
behavior occurs produces the best results.
• Behavior can be maintained by irregular
reinforcement. Reinforcers include verbal
approval, smiles, "thumbs up," high grades,
free reading time, goodies, prizes and awards.

153. THE GINOTT MODEL:
Addressing the Situation with Sane Messages.
• Discipline is little-by-little, step-by-step. The teacher's self-
discipline is key. Model the behavior you want in students.
• Use sane messages when correcting misbehavior. Address what
the student is doing, don't attack the student's character
[personal traits]. Labeling disables.
• Use communication that is congruent with student's own
feelings about the situation and themselves.
• Invite cooperation rather than demanding it.
• Teachers should express their feelings--anger--but in sane
ways. "What you are doing makes me very angry. I need you
to ...."
• Sarcasm is hazardous.
• Praise can be dangerous; praise the act, not the student and in
a situation that will not turn peers against the pupil.
• Apologies are meaningless unless it is clear that the person
intends to improve.
• Teachers are at their best when they help pupils develop their
self-esteem and to trust their own experience.

154. THE GLASSER MODEL:
• Good Behavior Comes from Good Choices.
• Glasser's recent work focuses on the class meeting as a means of
developing class-wide discipline. See the chapter on The Classroom
Meeting in Joyce and Weil, Models of Teaching. [For those who have
their classes under control and would like to try to go beyond teacher-
imposed discipline, William Glasser's approach is worth serious
consideration.
• Students are rational beings capable of controlling their own
behavior.
• Help pupils learn to make good choices, since good choices produce
good behavior.
• Do not accept excuses for bad behavior. Ask, "What choices did you
have? Why did you make that choice? Did you like the result? What
have you learned?"
• Reasonable consequences should always follow good or bad student
behavior.
[Usually developed in classroom meetings,] class rules are
essential to a good learning climate, they must be enforced.
Classroom meetings are a good way to develop and maintain
class behavior. [The group diagnoses the problem and seeks
solutions.]

155. THE DREIKURS MODEL:
• Confronting Mistaken Goals.
• Discipline is not punishment. It means self-control.
• The teacher's role is helping pupils to impose limits on
themselves.
• Teachers can model democratic behavior by providing guidance
and leadership and involving pupils in setting rules and
consequences.
• All students want to belong. Their behavior is directed to
belonging.
• Misbehavior is the result of their mistaken belief that it will
gain them peer recognition. [It is usually a mistake to assume
that misbehavior is an attack directed at the teacher.]
• Misbehavior is directed at mistaken goals: attention-getting,
power-seeking, revenge, and displaying inadequacy. The trick
is to identify the goal and act in ways that do not reinforce
mistaken goals.
• Teachers should encourage students' efforts, but avoid praising
their work [?] or character. [Others disagree.]
• Support the idea that negative consequences follow
inappropriate behavior by your actions.

156. LIMIT SETTING ACTS
Non-verbal:
•Eye contact--composed face
•Proximity
•Calming gesture
•Place hand on the pupil's desk or book
•Open student's book and point at work to be started
•Tap on teacher's desk
•Flash lights off and on
•Personal contact [touching is powerful and potentially
dangerous]
•Peer pressure [may assist but not something teacher can
direct]
•Model expected behavior
•Point to posted rule
•Circle child who is asleep/off-task while continuing lecture
•The Stare

157. LIMIT SETTING ACTS
Non-verbal:
•Silence [then follow up with gesture when the student looks up]
•Blow a whistle, click a clicker, tinkle a bell, etc.
•Ignore intentionally [note: by the time the teacher realizes that
a child is off task, [there has usually been enough time for
extinction to work if it is going to work.]
•Start over
•Talk with student after class
•Nod or point with eye contact
•Moving in [it is suggested that you not attempt the Fred Jones
sequence unless you have been trained/practiced.]
•Point at student
•Hand gestures, e.g., palm down or out, thumbs down
•Incorporate student who is off-task into the demonstration [not
a put down: "Joe, please hold the end of this for me"]
•Raise your hand [cooperative learning signal]
•If a general problem, have class reenter the room

158. VERBAL ACTS SHORT OF
CONSEQUENCES:
• Call student by name
• I need you to....
• Quietly, calmly [one-to-one] state what you want, e.g.,
"I need you to...."
• Compliment someone who is on task [Lee Canter
says to compliment several acts before applying
negative consequences]
• Peer counseling [e.g., send a pair out so the rules can
be explained before consequences affecting preferred
activity time would be imposed
• Broken record [in lieu of arguing about what
happened] "I need you to...." "But Louie started it." "I
need you to ...."
• Limit setting acts are the preferred thing for the
teacher to do to stop misbehavior...only use the
negative consequences when limit setting isn't
working or when the act is deliberate/persistent

159. EFFECTIVE CLASSROOM
MANAGEMENT: SUMMARY
• The effective teacher emphasizes prevention
rather than remediation in classroom
management.
• The teacher systematically approaches teaching
by planning and preparing well in advance;
setting expectations and teaching the
procedures, routines and standards of behavior
at the start of school and re-teaches as necessary;
and
• maintains these through prompt and consistent
reinforcement of appropriate behavior and by
providing appropriate, well-prepared lessons and
activities that engage the learners.

160. EFFECTIVE CLASSROOM MANAGERS:
• Plan classroom procedures and rules
carefully and in detail.
• Systematically teach students procedures
and expected behaviors.
• Monitor student work and behavior closely.
• Deal with inappropriate behavior quickly and
consistently.
• Organize instruction to maximize student
task engagement and success.
• Communicate directions and expectations
clearly.
• At the end of a class period/teaching day, it is
important to analyze and reflect on the
lesson if improvement as a teacher is to
occur.

161. CREATING DYNAMIC CLASSROOM

162. 2-YR LEARNING PLAN PROF195 2012-
2014
 Back to our PROF190 courseware
162