In chapter twelve, Woolfolk talked about needs and self-determination. "Self-determination theory suggests that we all need to feel competent and capable, to have a sense of autonomy and control over our lives, and to be connected to others in relationship" (p. 466). The definition of need for competence is the person wants to be able to show they can do the task that is given to them. When a person can do all of these tasks, they feel like they have done an activity with success, have the feeling of self-efficacy, and show the students different learning goals they can use in the future. The need for autonomy is important because this is when someone has their own choices to determine their actions. The purpose of the need for relatedness is for someone to feel like they do belong and for them to have a connection with someone that does care for us (p. 466-467). "Student self-determination is influenced by several factors" (p. 467). There was research conducted about both Korean and U.S schools. What was learned was classroom goal structure and how the parent support can influence the students' motivational profiles. What was also learned was the older students were the parents' support tended to go down, but what did remain was the teacher's message. When a classroom can help the students' self-determination and autonomy the student will be interested in learning and be curious. Also, autonomy can interact with a student's interest (p. 467).
In my classroom this year we have a student who I do see self-determination in. He is always asking if he did a good job on an activity. When he does know he knows he has, he smiles and is happy for the fact he knows he did do something well. With him, I see this all of the time. With some of my other students, I see self-determination only some of the time. Most of the time the teachers are the ones trying to push them to do an awesome job. We try to show them they are capable of anything. Sometimes when I student does do the task well, they want to keep doing that task because they feel like they have done something great. Sometimes it is difficult to get a student to do something else because they do not want to do another task in case they do not do this task as great.
In chapter fourteen, Woolfolk talked about direct instruction and six teaching functions. "For many people, 'teaching' means an instructor explaining material to students; lecture is a classic form" (p. 563). There was much research during the 1970s and 1980s about the different traditional forms of teaching. The results ended up showing a model that would help student learning. Barak Rosenshine and Robert Stevens name the model direct instruction. Tom Good created a teaching style, that was called active teaching, which ended up being similar. How researchers ended up coming up with the different elements was by comparing the teacher's students who ended up learning more of the information to teachers' students that were considered average or expected level. The research was mostly done in American classrooms. The researchers were more looking at the traditional style of teaching which lead to them not being able to know what the successful innovations were (p. 563). "Given these conditions, you can see that direct instruction applies best to the teaching of basic skills-clearly structured knowledge and essential skills, such as science facts, mathematics computations, reading vocabulary, and grammar rules (Rosenshine & Stevens, 1986)" (p. 563). The different teaching functions that Rosenshine created are: the teacher should check the work and also go over the day's before work, they should be teaching new material, the students should be able to do practice while the teacher is teaching the material, the teacher should provide feedback and also make corrections based off of what the student's answer is, the students should be able to practice the material by themselves, and also the teacher should review work that happened a month ago and a week ago (p. 563-564).
The case managers I work with are always trying to teach the students basic skills. This mostly in math and reading. Sometimes we work on sight words with the students so they can improve their reading level. Before we start class in life skills, the teacher always talks about what we learned the previous day. One of the lessons we learned last week as the different color zones you can be in. The teacher first talked about the yellow zone and all of the different feelings you could have with that. The next day, she first started class by going over the different feelings someone could have in the zone. That same day, the teacher went over the green zone and all of the different feelings someone could have with that zone. The teacher then had a worksheet which the class had to do with placing the feelings for the yellow zone in one column and green zone feelings in another. She then had them do another worksheet by themselves to see if they really did understand the material. When a student did get a feeling zone wrong, she would tell them why it was the wrong answer. This was an example of the five of six teaching functions.
In chapter fifteen, Woolfolk talked about informal assessments. "Informal assessments are ungraded assessments that gather information from multiple sources to help teachers make decisions (S.R. Banks, 2012)" (p. 603). Two informal assessments that were discussed in the textbook were Exit Tickets and journals. "The exit ticket is a simple assessment and can even be done 'on the fly' as you notice students struggling" (p. 603). When a teacher is done with the lesson, they will give the students a question or problem to do. The students will write the answer on a separate sheet of paper. This paper ends up being the student way out of class. The teacher then looks at all of the tickets. They then make small discussion groups. All the groups will have, at least, one person who understands the material and other people who do not understand the material. The teacher than reteaches the material and then has the groups discuss the exit slip. Another exit ticket that is used is a two-minute fast write where the students talk about the key concepts. This way can be confusing but does let the teacher know what they need to re-teach (p. 603) "Journals are very flexible and widely used informal assessments"(p. 603). When students write in journals, they tend to either write them personally or in a group and write on them daily. In Michael Pressley and his colleagues' study, they were looking at first-grade literacy classes. The teachers had three purposes for the journals: a way for the students to write about their own thoughts and their own ideas, they wrote about what they learned that day, and the journals were used in a way to practice fluency and creative expression. Teachers are allowed to use journals so they can learn more about their students and connect with them. More times, though, journals are used for academic reasons (p. 603).
During Geography, more towards the end of the lesson, the teacher and students have to explain what they learned in their journals and what they talked about today. They each have their own binders they use. As a group, though, they do fill out the topic of the day. They then write, by themselves, what they learned today. When I was in school, we had to do exit slips all of the time in math class. During my senior year, the teacher would write a problem on the board and before the bell ring we had to answer the question. We turned in our sheets at the door when we were walking out. When we got back the next day, the teacher would go over the answer to clarify some of the solutions. This did not always happen. This only happened when half of the class did get the answer wrong. Towards the end of the year, our exit slips where on a QR code. We had to get our phones out to be able to answer the question.
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