Concept Web

Adjustments: input output quality quantity in-head variables rate	Task Elements: Purpose Context Content Focus Process Product	Major Forces in Ed. activity expectations cooperation interaction diversity responsibility	Major Methods: Lecture Demonstration/Practice Case Study Role Play Discussion/Questioning Project/Assignments
Orientations: transmission transaction transformation	Interventions: Capitalize Compensate Correct	Quadruple Agenda: content at high level complex thinking basic learning skills collaboration	Behavior Cycle: thought action consequences
Climate: encouragement risk-taking acceptance respect trust DESCA	Student Typology: success social dependent alienated phantom	St. Characteristics: impulsive - reflective alone - in a group confident - unsure focused - distracted divergent - convergent exploratory - passive	Situation'l Leadership: maturity competence & commit=t knowledge & skills confidence & motivat=n productivity & morale tell-sell-facilitate-deleg.
Frames of Mind: vision improvement predict-prevent opportunity challenge success	CooperativeLearn'g: academic task social task group size task complexity structure processing	Model of Teaching: engineering apprenticeship constructivisim [devel=l] nurturing social reform	Active Involvement: experience interact communicate reflect use in different ways organize & reorganize
Thinking-Meaning interaction connections, links applications self-regulation of learning elaboration construct/reconstruct	Pillars & Values: success empowerment quality self-esteem community authenticity	Teacher Typology: content-centered instructor-centered intellect/process-centered person-centered	Motivation: function of needs and expectations -> student control collaboration challenge
Higher-Order Thinking: nonalgorithmic complex, unseen elements multiple solutions nuanced judgment multiple criteria uncertainty - unknowns self-regulation involves imposing meaning effortful - mental work	Metacognition: know & control self -attitudes -attention -commitment know & control process -planning -applying -regulating & monitoring -evaluation +adapting & adjusting FOR OF WITH ABOUT	Thinking Metacognitively: What is the situation? What are my options? What are results of each? Which optimizes situation? Try it. Monitor it and adapt as necessary. Evaluate it. Next time, I=ll [adjust].	Differentiated learning: [detecting & correcting] degree of abstraction degree of complexity pacing of the learning degree of student independence types of products to demonstrate mastery
BEDROCK: Intentional L=g	PILLARS: S,Q,SE,A,C,Emp	CONTENT & METHODS	CLIMATE: DESCA
Bloom=s Cog. Taxonomy: knowledge comprehension application analysis synthesis evaluation	Psychomotor Taxonomy: observe imitate practice adapt	Affective Taxonomy: receive: attention respond: interest value: appreciation organize: philosophy characterize: lifestyle	Adapting Assessment: frequency of use criteria for st. progress length of time allowed to complete ass=t activity type of assessm=t used
Planning for Differentiation: attributes & attitudes skills & competencies understandings & applications prerequisites input output processes time rate assistance assessment & evaluation	Objects of Learning: terminology facts conventions trends & sequences classifications & categories criteria methodology principles & generalizations [rules] theories & structures domains universes	Objectives are: directed at the student observable by senses specific [meaningful] valid measurable relevant attainable challenging to all acceptable to the society trackable	Objectives must be: learner-oriented contain an observable action word [define] identify a content area state the conditions state the criterion state the time frame Levels of Objectives: critical [mastery] important desirable / Priority: -probability of use -conseq. inad. mastery
DESCA dignity energy, enthusiasm self-management community awareness	Goal: keep our classroom running as a dignified, energetic, self-managing community of aware learners. Goal: every student handles subject matter with solid dignity, balanced energy, appropriate self-management, community feelings, & focused awareness		Outcome: a fully inspirational and inviting classroom calling for the best students have in them & giving the best we have to help them
Program Model I Student-determined Specialized Organic Mastery - core for all Program Model II Content Curriculum Learning to Learn Life Skills Personal Growth [core] Quarter System Teacher speaks Students question Students left alone to read, write, think silently Students speak to stud=s	Authentic Instruction production of knowledge disciplined inquiry with prior knowledge base in-depth understanding integration value beyond evacuation teach discourse, products, performance substantial conversation collaboration discretion-ownership flexible use of time criterion-based standards multiple indicators human judgment using rubrics in decision-making	Seamless Instruction: continuous, all is one, no boundaries, integrated Three Theories: Increase X - duty - task Y - sensate - feelings Z - synergistic - involvm=t Major Teaching Skills build cog. prerequisites model desired perform=ce provide appro. practice provide appro. direction, feedback, correctives Learning Steps: Messing about Logical action	Underexplaining: question, all write ask a friend speak, write attentive discussion sharing pairs attentive lecture outcome sentence learning pairs lecture summary reaction statement choral work guided practice think aloud voting cushioning review test whip around, pass option think, pair, share
Learning Styles concrete sequential abstract sequential concrete random abstract random	Brain Dominances left: details, sequences spotlight intelligence right: big picture, holistic floodlight intelligence	Learning Modes: Kinesthetic/Tactile: doing, feeling, touching Auditory: hearing Visual: seeing	Cushioning: supporting through learning truth statements and posters
Multiple Intelligences: linguistic logical-mathematical visual-spatial musical bodily-kinesthetic interpersonal/social intrapersonal/intuitive naturalistic	Lesson Plan Steps: gain & control attention state objective motivate students to ob. recall prerequisites make presentation offer guidance provide feedback appraise performance transfer provisions learners state ob. insure retention connect to nest session	Principles of Teaching: immersion expecting & imagining interaction - involvement observation & demonstration trial and error commissioning testing evaluating confirming & celebrating	Principles of Instruction teach toward objective at right level of diff=y purpose & relevancy desired org=l plan modeling techniques guided practice principles of learning incorporated progress toward obj. extension/remediation meaning throughout
Intentional Learning: change who you are lifetime learning questioning organizing connecting reflecting adapting & adjusting self-managing learning higher levels of empower=t goal-setting task sequencing progress monitoring feedback-control problem-solving Positive Attitudes & Perceptions feel accepted develop sense of order perceive tasks as valuable believe they have the ability to perform tasks understand & clear about tasks	Uses Mind Well: Self-Management aware of own thinking makes effective plans uses resources well sensitive to feedback evaluates own actions Critical Thinking accuracy & seeks it clarity & seeks it open-minded restrains impulsivity willing to take a position sensitive to others sensitive to others= knowledge level Creative Thinking: engages intensely trusts own standards generates new ways to view situations	Ideal Classroom: active & interactive experience-based & functional purposeful & exploratory thoughtful & reflective open & conceptually demanding participatory in planning & activities risk-taking & willing to try authentic and relevant multi-modal & multi-level Uses Knowledge Meaningfully decision-making problem-solving experimental inquiry investigation invention Community Issues: inclusion influence openness community	Power Tools: WII-FM Create vision of success Relaxed alertness Get big picture Check what you know Define what you don=t Use small steps Ask questions Diagram/Visualize Put ideas on cards Read aloud Take a break Explore subject: Express in own words Sort cards Make learning map Make a jingo/rap Make logical list Find comparisons Discuss it with buddy. Memorize key points Show you know How could I do better next time?
Positive-Thinking Behaviors: perseverance reflectiveness flexibility metacognition problem posing carefulness use of prior knowledge precise language enjoyment of thinking transference	Mastery Learning: core for all - practice careful structuring careful planning frequent assessment systematic organiz=n wide articulation clear objectives delineated in advance transmission; review goal - ensure progress text-related
What array of factors will provide the optimum learning situation for student X?