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Copy of Copy of Copy of Academically Challenging Learning Environment
Transcript of Copy of Copy of Copy of Academically Challenging Learning Environment
TKES Standard 8: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
Sample Performance Indicators
The Students Will...
Transition smoothly and without disruption among small and large groups and independent learning.
Use classroom space and resources efficiently to support their own learning and that of peers.
Manage time and resources. Engage in learning activities for the entire class period.
Work both independently and cooperatively in purposeful learning activities.
Keep records of their own progress, behavior, and accomplishments.
Analyze work against benchmarks and articulate why it meets, exceeds, or does not meet CCGPS.
Monitor their behavior with teacher guidance, adjusting behavior when appropriate to support learning.
Report that they feel successful and respected as learners.
Attributes of an Academically Challenging Classroom
: students directly involved in learning (discovery and participatory or problem based learning rather than sit and get or guided practice)
Authenticity and relevance
: draw relationship between content and their lives
Collaboration and community
: learn, discover, debate, discuss with peers
:some control over methods of learning and knowledge demonstration
see the same information in multiple ways
: identify strategies to increase learning and ownership of learning
use information to synthesize and reorganize in new ways
do something new with knowledge gained
Academically Challenging Learning Environment
Dolvin Professional Development
August 1, 2013
Student- centered classrooms have the following positive student outcomes:
cognitive development (academic achievement)
affective (positive, self-motivation)
behavioral (increased participation & decreased disruptions
Classroom Environment or climate impacts student behavior and achievement
Implicit rules & effective strategies
Style of Leadership creates learner accountability
active engagement with smooth transitions
Two key features of effective classroom management:
1. Management is preventive rather than reactive
2. Identify and explicitly teach desirable behaviors to students.
Teaching and Learning at High levels
Classroom activities in small group and independent practice have an academic focus.
Teacher protects instruction from disruption.
Smooth transitions maintain momentum through teaching and learning.
Discussions are authentic and teacher facilitated, rather than led.
Wait time and feedback are used with higher level cognitive questions.
In a study of 452 sixth graders, findings revealed that teachers' high expectations served as a significant predictor of student performance socially and academically.
student's do not typically exceed their own expectation but will go beyond their expectations under conditions that challenge and support them.
students are self-directed learners:
Teacher takes responsibility for student learning
Sets high but reasonable expectations
Supports students to achieve goal
Teacher uses effective questioning and challenging tasks to increase engagement, learning, and accountability.
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
8.7 Encourages students to explore new ideas and take academic risks.
Establish clear academic focus for each lesson.
Provide learning objectives.
Create meaningful learning lesson and experiences.
Monitor student behavior: preventative rather than reactive management.
Determine appropriate task level for student groups.
Question: How Can We Create An Academically Challenging Learning Environment?
Solution: Rigor and Relevance Framework
Recall and basic understanding
Use knowledge to solve problems, design solutions and complete tasks or unpredictable situations
Refine knowledge and use automatically to analyze and solve problems to create unique solutions
Think in complex ways and apply knowledge to create solutions or develop skills.
Toolbox: Instructional Strategies, Tasks, and Questioning to increase the rigor and relevance in your classroom.
Questioning by Quadrant and Blooms/DOK level
Real World Instructional Tasks
Planning Problem Based Learning Units
D Movements-instructional strategies to increase thinking and application