5- ecology of teaching

5- ecology of teaching - Agenda Berns Ecology of...

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Agenda Berns: Ecology of Teaching (Chapter 7) Field logs summary bankactivity.2.7.melissa lunchtime.2.13.rina 3 o’clockactivity.2.15.ashley storytelling.2.4.merima Readings discussion Tobin and Perry- first reactions Sign up for next week
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Chapter 7 Ecology of Teaching
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Prologue What is effective teaching? What characteristics do students bring to learning situations?
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The teacher’s role as a socializing agent The most powerful socializing influence of the school lies in those who translate program goals into action – the teachers Teaching style Teacher-student characteristics Teaching philosophy Teacher-directed (traditional)/ Learner-directed (progressive or modern) layers (structure, management, curriculum, motivation and method) Goal structures cooperative, individualized and competitive
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Fig. 7-2, p. 260
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Student characteristics (bidirectional) and teacher interaction Teachers as leaders Teachers as managers Teacher expectations
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Student characteristics (bidirectional) and teacher interaction Gender Ethnicity Socioeconomic status Learning Styles Ability/Disability Risk and resilience
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Macrosystem influences on teaching Philosophies of teaching and learning Teacher-directed (traditional) Learner-directed (progressive or modern)
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Table 7-1, p. 285
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Macrosystem influences on teaching Socialization outcomes of different classroom contexts Traditional programs generally produce children who perform academically and are able to work individually Modern programs generally tend to foster autonomy and cooperation Instructional settings can be organized into “goal structures” (cooperative, individualized, competitive)
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Table 7-2, p. 289
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Macrosystem influences on teaching Accountability and standardization Accountability of education refers to the idea of making schools responsible for student learning or achievement outcomes
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Mesosystem influences on teaching Family involvement in learning Developmentally appropriate learning and assessment
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Notes Weekly-nutshell descriptions/ 2 minutes Clarify age or grade level (indicate in heading Event) Note taking- small stories- entries need detail, description, and objectivity- Note making is the meaning you make- stick closely to what you can see, keep questions close as well Slice theory: smaller stories, more description, more detail, deeper meaning
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Taking one step further…meaning and connections Rina Lunch culture Choices teacher and children can make Conversations and behaviors Conversations child-child- How do young children engage in conversation- and what do they talk about? What is their meaning versus our meaning (Knowledge of the physical and social world) Neutered means boy parts taken out”, “Cheese makes my brother fat”, (Kinship concepts) “My mom would come up here and kill me”, “your brother goes here right?”, (The role of play in middle childhood)
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5- ecology of teaching - Agenda Berns Ecology of...

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