Effective Classroom Management and Instructional Strategies, Exams of Organizational Development

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PPR (160) Exam Questions and

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Piaget's Stages of Cognitive Development - ANSWER--Sensorimotor (0- 2)object permanence -Preoperational (pre-k) babble-play. -Concrete operational (elem) cognitive, conservation -Formal operational(teen) abstact thought Erikson's Stages of Development - ANSWER-1. Trust vs. Mistrust (0-1)

2. Autonomy vs. Shame & Doubt (1-2)
3. Initiative vs. Guilt (3-4)
4. Industry vs. Inferiority (school)
5. Identity vs. Indetity confusion (teens)
6. Intimacy vs. Isolation (YA)
7. Genereativity vs. Stagnation (adult)
8. Integrity vs. Despair (Old)

Summative assessment - ANSWER-Final assessment that comes at the end of a learning period as a formal test, writing or project. Authentic Assessment - ANSWER-Type of informal assessment conducted on a daily basis IDEA Individuals with Disibilities Education Act - ANSWER-Ensures services to children with disabilities intervenetion, special education and related services Bloom's Taxonomy - ANSWER-6. Create: generate

5. Evaluate: judge, compare,
6. Analyze: examine, determine
7. Apply: describe
8. Understanding: identify,
9. Remember: list Texas Essential Knowledge and Skills (TEKS) - ANSWER--State's curriculum standards in LA, reading, math, social studies and science. -start with active verbs that reflect Bloom's taxonomy

-Identifies topics that need to be addressed in each grade. -include criteria for recognizing students language proficiency levels Behavioral outcome - ANSWER-Specifically state what students actions are expected at the end of a lesson. -work backward to determine prerequisite knowledge and skills students need to accomplish the outcome Formative assessment - ANSWER-Identify students strengths and weaknesses in order to guide them toward greater understanding of the topic Funds of knowledge - ANSWER--teachers value and integrate the knowledge and experience that students bring from their home lives and real-world experiences Inquiry approach - ANSWER-Students freely experiment with materials and prior knowledge to determine learning theory Learning theory - ANSWER--Helps us identify the types of teacher actions, behaviors,attitudes and understandings that promote learning

-helps us understand how learners learn -can be operationalized as classroom interactions and activities that genuinely promote learning Elementary age - ANSWER-Egocentric, impulsive and apparently unconcerned with consequences Middle school - ANSWER-Disinterested, unfocused, lively, immature, and unconcerned about consequences for ill-considered behavior -think more abstractly and logically Late adolescence - ANSWER-Craving for attention and irrational behaviors, recognizing the positive and negative influence of peers, questioning values and deliberately shaping themselves into distinct individuals through the choices they make No Child Left Behind (NCLB) - ANSWER-Ensure educational equity for LEP students and low SES students

Family Educational Rights and Privacy Act (FERPA)` - ANSWER-Protects privacy of student records by stipulating who has access to student records and under what circumstances those records can be made available. Texas Education Code - ANSWER-Addresses each school distric's responsibility to establish a student code of conduct and identifies conditions under which students may be removed from a classroom, campus or disciplinary alternative education program -guidelines on suspension and expulsion Child Abuse and Neglect Reporting Requirements - ANSWER--any sucspicion of abuse and neglect must be reported within 48 hours or less as determined by the local school board by the person who observed the suspected abuse and neglect State of Texas Assessments of Academic Readiness (STAAR) - ANSWER-- replaced the TAKS -a component of the College and Career Readiness -grades 3-8 reading and math -graders 4&7 writings -grades 5&8 science

-grade 8- social studies -HS- English I&II, Algebra, Biology and US History Object permanence - ANSWER-The realization that when objects are not visible they have not disappeared altogether Play development - ANSWER-Can be symbolic, constructive, social indirect, intellectual or physical -provide opportunities for learners to develop oral language skills, observation skills, critical thinking skills, social skills, and motor skills Learning community - ANSWER-Learners operate as participating members of a group that requires mutual respect -the ability to negotiate with other members of the community, recognition of diverse qualities that members bring to the community, and a general expectation that the individuals will thrive SLD - ANSWER-Specific learning disability

Outcome-oriented learning - ANSWER--Define specific outcomes for when they complete the course of study -determine which teacher and student behaviors will improve the probability that students will achieve the outcome Learner-driven instruction - ANSWER-Lessons reflect students response to new material Curriculum-driven instruction - ANSWER-Lessons that cover material mandated without regard to student comprehension Constructivist - ANSWER-Learning happens when learner assimilates new knowledge into existing knowledge Learning styles - ANSWER--auditory -visual -tactile/kinestheetic -verbal

English Language Proficiency Standard (ELPS) - ANSWER--specific descriptors that detail language, expectations in listening, speaking, reading and writing Classroom Climate - ANSWER--help learners get to know each other -model how to listen, debate and ask questions, consider alternate points of view, disagree politely, argue productively and reach a consensus -collaboration Physical Space - ANSWER--clustering desks together -u-shaped arrangements -teacher's desk (back of the room) -easy to access centers, stoarage areas and tech aids Routines for younger students - ANSWER--visual timeline and times -group activity to start -procedures for entering and exiting -classroom helpers -balance periods of activity, engaged participationa and restful time -integrate play

Routines for older students - ANSWER--attention-getting opening -opportunity to demonstrate understanding -closing segment -incorporate computer simulations, role playing and outdoor settings Procedural rules - ANSWER--rules for small tasks in the classroom -establish positive behaviors Conduct rules - ANSWER--articulate behaviors teachers want to see in the classroom -set standards for desirable behaviors that positively impact the classroom community Low level of control - ANSWER--students responsible for maintaining order Medium level of control - ANSWER--collaboration between teacher and students in establishing rules High level of control - ANSWER--teacher in charge of controlling student behavior

Clarity - ANSWER--provide info directly by repeating visual info, breaking chunks of info into segments and by inviting questions for further clarity -anticipate areas of misunderstanding -transitions help connect previous to new info Emphasis of important points Effective Communication and Learning - ANSWER--seeing and being attuned to what students need, their understanding and how to keep them engaged Classroom discussions - ANSWER-Engage the students in the topic enough to pursue the topic through further conversation Instructional Strategies - ANSWER--discussions -inquiry -establish connectivity through prior knowledge and relevance Motivating Students - ANSWER-1. Intro engages learners (activate prior knowledge)

2. Vary delivery methods

3. Pacings (enough time/not rushed)
4. Real-world connections
5. Make learning fun
6. Scaffoldings challenging material through steps ELL - ANSWER--differentiate instruction -build on background experience -scaffolding -various activities Knowledge of Technology - ANSWER--understand legal and ethical issues -writing on a computer -inquiry and finding answers to questions -help students take responsibility of their learning -include local and global contributors TEKS Technology Applications - ANSWER-1. Creativity and Innovation
7. Communication and Collaboartion
8. Research and Info. Fluency

4. Critical Thinking, Problem Solving and Decision Making
5. Digital Citizenship
6. Tech Operations and Concepts Quantitative assessment - ANSWER-Results are numerical and can be analyzed Qualitative assessment - ANSWER-Based on preset criteria (score/performance level) the test taker should get Objective exam - ANSWER-Measure low-level cognitive skills and have only 1 correct answer Essay - ANSWER--open-ended and scored by predetermined criteria Portfolio - ANSWER--collection of learning projects Performance - ANSWER-Demonstration of specific skills Feedback - ANSWER-Constructive, specific, nonjudgmental and directive

-tell students specifically what is good and what needs improvement Communicating with Families - ANSWER-1. Initiated early

2. Positive, friendly relations
3. Informed about class procedures, rules, HW, schedule and major events
4. Invite parents to volunteer
5. Maintain ongoing communication Conferencing with Parents - ANSWER-1 Comfortable site 2 necessary materials 3 positive tone 4 invite parents to suggest ways of dealing with behaviors or academics
6. End with feeling that they have made progress in addressing the problem TEKS - ANSWER-State standards for what students should know and be able to do PDAS - ANSWER-Professional Development and Appraisal System

Purpose and scope of Code of Ethics - ANSWER-1. Professional ethical conduct, practices and performance

2. Ethical conduct toward colleagues
3. Ethical conduct toward students Intermediate ELL - ANSWER--communicate simple messages and basic vocabulary -speaks w/ limited grammatical structures & several errors that inhibit understanding Who is the 1st point of contact for getting additional help with instruction? - ANSWER--department head How to help ELLs of varying levels of proficiency participate in discussion? - ANSWER--increase wait time to let ELLs process and understand the information How to best communicate expectations? - ANSWER--give students a visual example of a correctly completed assignment

Beginning level ELL participating in discussions - ANSWER--provide short sentence stems and terms for practice before conversations is an appropriate way to encourage speaking skills Valid assessment - ANSWER--measures what it is intended to measure Self-directed learning - ANSWER--making their own connections to the content Didactic instruction - ANSWER--teaching by telling with little interaction from students Gardner Multiple Intelligences - ANSWER--linguistic -visual -logical/math -kinesthetic -musical -interpersonal -intrapersonal -naturalistic

Maslow' hierarchy of needs - ANSWER--physiological -safety -love/belonging -esteem -self-actualization Advanced Level ELL - ANSWER--can engage in grade appropriate academic instruction with 2nd language acquisition support ARD - ANSWER-Admission Review and Dismissal -group of people who make educational decisions about the students Compensatory education - ANSWER--special programs for at-risk students such as remedial instruction, special activities or early learning experiences Advanced-High Level ELLs - ANSWER--minimal 2nd language acquisition support for academic instruction Beginning Level ELLs - ANSWER--student has little or no English ability

Domain 1 - ANSWER-Designing and Implementing Assessment to Promote Student Learning Competency 1: human development 2: diversity 3: learning goals 4: engaging instruction Domain 2 - ANSWER-Creating a Postive, Productive Classroom Environment -Comp 5: climate & safe environment -6: manage student behavior Domain 3 - ANSWER-Implementing Effective, Respnsive and Assessment -comp 7: communicating effectively -8: appropriate instruction that engages -9: effective technology use -10: monitor, give feedback and respond flexibility Domain 4 - ANSWER-Fulfilling Professional Roles and Responsibilities

-Comp 11: family involvement -Comp 12: professional development -Comp 13: legal, ethical requirements Evaluation - ANSWER--consider several sides and make a judgment Authentic assessment - ANSWER--determine student general understanding Formative assessment - ANSWER--occurs before and during learning to guide content and pace -provides feedback Think-pair-share - ANSWER--involve students in shorter lesson segments to promote comprehension Semantic maps - ANSWER--show how key words or concepts are related through graphics -helps ELLs acquire content area vocab

Observation-based assessment - ANSWER--see student performance in a variety of contexts Apply - ANSWER--using knowledge to carry out a learning task How to help students who are stuggling to keep up with classrooom activities? - ANSWER--sequencing assignments breaks up assignments into smaller components and allows learners to work at their own pace