EPSY 2130 1st Edition Lecture 22 Outline of Last Lecture I. Characteristics of Effective TeachersII. Expert TeachersIII. Latest ResearchIV. PlanningV. Bloom’s TaxonomyVI. Teaching ApproachesOutline of Current Lecture VII. Differentiated Instruction in SchoolsVIII. Differentiated Instruction MythsIX. GroupingX. Inclusive Classrooms XI. Teacher Expectations Current LectureDifferentiated Instruction in SchoolsFlexibility is keyPaying attention to each child’s specific needsCubing: associate it, apply it, analyze it, argue for or against it, describe it, compare it-you can start by using an example of a Hershey Kiss, try doing all the above tasks with the Hershey Kiss before doing it for an academic taskTic-Tac-Toe: summarize, classify, draw, predict, unit test, show, survey, interview, judge (like choose 3 to do)How to do differentiated instruction?-Content-actual facts being learned-Product-assignment being produced by student-Process-how the learning occurs Differentiated Instruction Myths1) Myth: DI is a collection of strategiesa. Truth: DI is a lens for implementing any strategy in all pedagogies2) Myth: DI is incompatible with standardized state testingThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.a. Truth: DI ensures that all students learn and grow in knowledge and application of state and Common Core standards3) Myth: There is no research that supports DIa. Truth: lots of research focuses on systems and strategies that differentiate to improve student learningGrouping:Teachers must take into account not only the subjects they are teaching, but also the students-Within-Class ability grouping-grouping students by ability within same classroom-ability grouping could lead to ability tracking-students in lower-ability groups are less likely to be asked critical questions or have choice-Flexible grouping-grouping and regrouping based on learning needs (don’t use tracking)-continuous development to ensure that students are always working w/in their ZPDInclusive Classrooms-Adaptive Teaching-provides all students with challenging instruction-uses supports when needed, but removes the supports as students handle more on their own-students with disabilities need-to learn the academic material-to be full participants in the day-to-day life of the classroomTeacher Expectations-Sources: intelligence test scores, gender, previous teachers, previous achievement, siblings, socioeconomic status, actual behaviors-Effects: -self-fulfilling prophecy: groundless expectation lead to behavior that confirms expectations-sustaining expectations: initial assessment remains constant, fail to recognize new info-High expectations: ask more questions, allow more time, provide more cues, smile more-Low expectations: ask easier questions, more likely to respond with sympathetic acceptance, praise inadequate answers, offer less genuine