Overview Summary

Major Modifications input output quantity quality rate in-head variables	Powerful Forces in Education expectations diversity responsibility activity cooperation interaction	Major Methods lecture demonstration/practice case study role playing discussion/questioning projects/assignments	Student Characteristics impulsive - reflective alone - part of a group confident - unsure focused - distracted divergent - convergent exploratory - passive
Orientation transmission transaction transformation	Interventions capitalization compensation correction	Quadruple Agenda high-level content complex thinking basic learning skills: organize, remember, recall collaboration	Behavior Cycle thought action consequences
Climate encouragement risk-taking acceptance respect trust DESCA	Active Involvement experience interact communicate reflect use in different ways organize & reorganize	Student Typology success social dependent alienated phantom [re reaction to instruction]	Teacher Typology content-centered instructor-centered intellect/process-centered person-centered
Cooperative Learning academic task social task group size task complexity structure processing	Frames of Mind vision improvement predict-prevent opportunity challenge success	Situational Leadership maturity competence/commitment knowledge/skills confidence/motivation productivity & morale tell-sell-facilitate-delegate	Critical Concepts in Teaching group cohesion leadership interaction structure process role[s]
Differentiated Instruction degree of abstraction degree of complexity pacing of the learning degree student independence types of products produced	Major Teaching Skills building cognitive prerequisites model desired performance provide appropriate practice provide appropriate direction, feedback, correction	Task Elements context purpose focus process product	Models of Teaching engineering apprenticeship developmental nurturing social reform [activism]
Powertools of Learning: WII-FM 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/tape Real aloud dramatically Take a break Explore subject:—> Express it in own words Sort cards Make a jingo/rap Make learning map Make a logical list Find comparisons/contrasts Discuss it with buddy Importance? Memorize key points Show you know What did I do well/do better/next time? Continuous Improvement plan
Metacognition Know & Control Self: attitudes, attention, commitment Know & Control Process: planning; applying; regulating & monitoring; evaluating; adapting & adjusting Elements: Climate for thinking, Skills for Thinking; Collaborative Thinking; Reflection
Ideal Classroom active, interactive, thoughtful, reflective; authentic & relevant; open & conceptually demanding; participatory & risk-taking; observed and tracked; multi-modal, multi-level, multi-sensory
Results: competence confidence autonomy pride inclusion relevance goals well-being responsibility value belonging meaning plans support Pillars: success self-esteem empowerment quality community authenticity BEDROCK: Pillars: success self-esteem empowerment quality community authenticity BEDROCK: Intentional Learning & Differentiated, Diversified Instruction

reporting

issuing results of achievement to those entitled to such

grading	summary of achievement
record keeping	monitoring of achievement through recording of progress on matrix
logistics	detailed planning of means of delivery: text & equipment needed
instruction	points; strategies, materials, media, equipment; time for each objective
skills flowchart	graphic organizer indicating the skills & sequences required for course
concept map	graphic organizer indicating the course concepts and their relationships
objectives	detailed, specific outcomes of the course
goals	broad, general outcomes of the course: knowledge, skills, attitudes
aim	overall outcome of course expressed in a single sentence
course rationale	justification for the course; motivation for taking it
course description	factual, straightforward account of course and how instructed
handling aptitude differences	how the course will be adjusted in order to meet the various learning needs of the different groups taking the course
prerequisites	basic knowledge necessary to handle the course, previous course work
entry characteristics or intended audience	description of the targeted learners who are likely to be successful in the course as well as the learners’ needs to be met in the course
title	word or phrase describing the course

Learner: Anxious or Novice: imposter syndrome, learning as an emotional event, learning as a challenge, need for reflective speculation, need for peer support, need for instructor credibility

Learner: Experienced: autonomous, experience-laden, gal-seeking, problem-centered, readiness in societal roles variety of orientations, participatory utility, motivated re specific goals

Learning: active construction of meaning, purposeful, based on previous knowledge, interactive, challenge for growth, awareness of structures & processes, occurs in a context of use, thematic and chunking, holistic; extending, elaborating, & reorganizing frameworks, depends on learner’s attitude and whole approach