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Unit 1.1 DB: Qualities Of An Intentional Teacher

ANSWER

QUESTION

Educational Psychology: Theory and Practice

Twelfth Edition

Chapter 1

Educational Psychology: A Foundation for Teaching

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Organizing Questions/Objectives

What makes a good teacher?

What is the role of research in educational psychology?

How can you become an intentional teacher?

What Makes a Good Teacher?

Knowing the subject matter

Mastering teaching skills

Good teaching can be taught!

Intentionality

Ability to use 21st century skills

Knowledge of the Common Core and College- and Career-Ready Standards

Components of Good Teaching

Characteristics of the Intentional Teacher

Intentionality: Doing things for a purpose

Teachers plan their actions based on the outcomes they want to achieve.

Teacher Efficacy: The degree to which teachers feel that their own efforts determine the success of their students.

21st Century Skills

Core subjects and 21st century themes

language arts, mathematics, science, global awareness, financial literacy

Learning and innovation skills

creativity, critical thinking, problem solving

Information, media, technology skills

Life and career skills

initiative, self-direction

Common Core and College- and Career-Ready Standards

For many years, each state in the United States has had its own standards.

A standard is an expectation of what each child should know and be able to do in a given subject at a given age.

These standards have been criticized for assessing only the most basic of skills.

The diversity of standards has led to great differences in pass rates from state to state.

Changes to State Standards

The changes will have a big impact on your life as a teacher.

Many states have adopted Common Core State Standards based in large part on the 21st Century Skills.

These standards are intended to indicate how students are moving toward success in college and careers.

Common Core State Standards (1 of 2)

Flexible, creative problem solving

Ability to use technology

Ability to participate in active discussions in one-to-one, small-group, and whole-class settings

Writing, speaking, and argumentation in groups

Common Core State Standards (2 of 2)

Alignment of standards with college and career readiness

Reading classic texts as well as new and multicultural texts

Problem solving in real-world contexts, mathematical reasoning, precision, and argumentation

The Role of Research in Educational Psychology

The goal:

carefully examine “obvious” and less-than-obvious questions

use objective methods to test ideas about the factors that contribute to learning

The Products of Educational Psychology

Principles – explain the relationship between factors

Laws – principles that have been thoroughly tested and found to apply in a wide variety of situations.

Theories – a set of related principles and laws that explains a broad aspect of learning, behavior or another area of interest.

The Value of Research in Educational Psychology

Each decision a teacher makes has a theory behind it

The quality, accuracy, and usefulness of those theories are what ultimately determine your success

Research + Common Sense = Effective Teaching

Research can sometimes be translated directly to the classroom.

It is best to apply the principles of research with:

a hefty does of common sense

a clear view of:

what is being taught

to whom

and for what purpose.

The Impact of Research on Educational Practice

Many researchers and educators have bemoaned the limited impact of research in educational psychology on teachers’ practices.

Yet research does have an indirect impact on:

Educational policies

Professional development programs

Teaching materials

Be an Educated Consumer of Research

Be a consumer of relevant research

Teach intentionally

formulate a working hypothesis based on observations and background knowledge

collect data to test the hypothesis

organize and analyze the data

draw sound

conclusions based on the data

take a course of action based on the conclusions

Share your experiences

How Can I Become an Intentional Teacher?

Before you can become an intentional teacher, you have to become a certified teacher.

Each state, province, and country has its own requirements, most places require at least:

a 4-year degree with specific coursework.

a satisfactory student teaching experience.

Most states require:

a teacher certification test or licensure test.

Teacher Certification

Many states base their teacher certification requirements on:

Interstate Teacher Assessment and Support Consortium (In T A S C) Model Core Teaching Standards

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Beyond certification: Be an intentional teacher

Seek mentors, especially experienced teachers

Seek professional development, especially coaching with follow-up

Talk teaching – share and commiserate

Read professional publications and join professional associations

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