Questions to Consider: Spring 2014
To help assist you in being an active community participant and to facilitate inquiry, curiosity, discovery, and critical thinking about the class topics, you will prepare a one to two page response regarding the chapter material being covered in class. I provide two options: (1) Free Responses (FR) and (2) Questions to Consider (QTC) prompts. QTC prompts will help you build your final paper in class (see chapter-based prompts below). Free responses would include issues you are committed to understanding and questions or comments that would help you pursue that understanding. Respond either in a Free Response or QTC in any format that allows you to clearly communicate your thoughts and reflections. This may be in the form of numbered list, bullet points, paragraphs, etc.
There are two ways that you may complete this assignment:
1. Public Option: You may post your responses to a blog. This may be the class blog created for this purpose or your own blog. Your responses will be available for view and comment by your classmates.
2. Private Option: You can create a Google Document where you will post all your responses. Share the document with me before the due date for each post. Your responses will not be available for view and comment by your classmates.
This assignment will be due at the beginning of class on the first day the chapter is examined as part of your participation grade (see due dates below). It is best if you have a copy available in some format (access to file on your computer or a paper copy) to refer to in class discussions.
FREE RESPONSES
Consider the following prompts when writing your questions and comments in a free response (Adapted from Dr. Shawn Spurgeon, Counselor Education 551 Theory and Practice of Counseling Syllabus, Fall 2013):
• What ideas/concepts caught your attention and why?
• What ideas/concepts did you struggle with and why?
• What are you unanswered questions about the material?
• Was there anything in the chapter that you disagreed with?
• Did you have an emotional reaction to any to the ideas in the chapter?
• What concepts were confusing to you?
• Is there any idea that you encountered that you would like to know more about?
• Can you relate to any of the concepts on a personal level? How so?
• As a teacher, how do you see the ideas in the chapter applying to you?
• If you were the student, what would be your reaction to these concepts?
Questions to Consider
Post 1 (Chapter 14): To be completed by Monday, January 27th
Looking at the diagram on p. 505 in Ormrod’s text, write down an idea for an assessment for each of the five categories. Be sure to explain why you would use the assessment within the context of your lesson. Then, consider norm referenced assessment and criterion referenced assessment. Are there advantages to both? Are there disadvantages?
Post 2 (Chapter 15): To be completed by Monday, February 3rd
Turn to p. 559 in Ormrod’s text. Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s performance? her strengths? her weaknesses? If Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.
Post 3 (Chapter 11): To be completed by Monday, February 10th
Consider the theories of motivation from the book and class discussions. Which theories of motivation are most helpful and instructive for you? How can they enhance motivation and affect your students? Please give at least one example of how a theory of motivation could be used in your future classroom.
(For Educational Interpreting students): Consider your role as an interpreter and the responsibilities of the student for whom you are interpreting. How might you enhance motivation and affect in your student using the theories of motivation?
Post 4 (Chapter 13): To be completed by Monday, February 24th(note: there are two parts to this question)
1. Based on our readings and class discussion, how will you create a learning environment that is conducive to learning?
2. Now consider your CSEL case study. Develop a full continuum of responses for dealing with the misbehavior of your case.
This will be something that will be used in your CSEL artifact. You may want to refer to the guidelines for how many levels you may need to create. Those guidelines will be found in Part II of the CSEL Artifact Guidelines.
(For Educational Interpreting students): Consider a student who is disruptively playing with a neighbor while you are interpreting the teacher’s instructions. Develop and list a full continuum of responses for working with the teacher to deal with the unproductive learning behavior.
Post 5 (Chapter 6): To be completed by Monday, March 3rd (choose one)
a) What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?
b) Consider your CSEL intervention case study. Are there tools from a cognitive view of learning for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?
(For Educational Interpreting Students: ) If you interpret for a student throughout the course of a school day, what strategies could you. employ to help your student become increasingly independent and to develop long-term memory storage of things like signs for course specific language, class schedule, etc. Identify at least one strategy for long-term memory storage to: (1) promote metacognition, (2) encourage meaningful learning, and (3) make use of mnemonics.
Post 6 (Chapter 7): To be completed by Monday, March 4th
For Chapter 7, you will be responsible for creating QTC. Create two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is.
Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply)
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it. Post these on the class blog and find another’s question to answer.
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it. Post these on the class blog and find another’s question to answer.
Post 7 (Chapter 8): To be completed by Monday, March 24th
Similar to Chapter 7, you will be responsible for creating QTC for Chapter 8. Create two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is.
Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply)
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it. Post these on the class blog and find another’s question to answer.
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it. Post these on the class blog and find another’s question to answer.
Post 8 (Chapters 9 & 10): To be completed by Monday, March 31st (choose one)
a) How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?
b) Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they? Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
Post 9 (Chapter 10): To be completed by Monday, April 7th
Similar to Chapter 8, you will be responsible for creating QTC for Chapter 10. Create two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is. Please post this to the class blog.
Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply)
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
Post 10 (Chapters 2, 3, & 5): To be completed by Monday, April 21st
Similar to Chapter 8, you will be responsible for creating QTC for chapters 2, 3, and 5. Create two questions, one that requires lower-order thinking skills (as described by Bloom: knowing, understanding, applying) and one that requires higher-order thinking skills (as described by Bloom: analyzing, synthesizing, creating). You will categorize your questions so people can see what level you think it is.
Here is an example question: (1) What is the difference between informal and formal assessments and which do you think will be most effective in your classroom? (memory/apply)
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
Along with creating questions, you will choose another student’s questions to both answer and comment upon. For example, you might think the question they asked could fit into more than one of Bloom’s categories, so you would explain that after answering it.
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