©2010 cengage learning. all rights reserved. chapter 7 ecology of teaching
TRANSCRIPT
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Chapter 7
Ecology of Teaching
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The ideal condition would be, I admit, that men should be right by instinct; But since we are all likely to go astray, the reasonable thing to do is to learn from
those who can teach.Sophocles
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Teacher Characteristics
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Teachers• Teachers play a major leadership role
in helping children learn– to deal with those in authority.– to cooperate with others.– to cope with problems.– to achieve competence.
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Zone of Proximal Development
• The space between what a learner can do independently and what he or she can do while participating with more capable adults
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Student Characteristics
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Student Characteristics• Gender• Culture• Socioeconomic status• Learning style• Disability• Risk and resilience
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Culture• Teachers expectations of students
influence their interaction with them, and consequently, children’s performance
• Teachers need to be sensitive to differences in the classroom based on cultural background.
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Terms• Classism– The differential treatment of people
because of their class background and the reinforcing of those differences through values and practices of societal institutions
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Terms• Field dependence– Holistic, concrete, social approach to
learning– Perceive things in terms of the whole
context
• Field independence– Analytical, logical approach to tasks– Relate well to impersonal, abstract
information, independent of context
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Gardner’s Theory of Multiple Intelligences
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Disability• Teaching environments have
changed over time in terms of– Individualized instruction.– Adaptation of the curriculum to various
learning styles.– Collaboration among professionals.– Peer tutoring.
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Assessment Methods• Anecdotal records– Record a child’s adaptive behavior in
various situations
• Checklists and rating scales– Often used to compare a child’s
development against norms or averages
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Assessment Methods• Time samples– Record everything a child does for a
certain period of time each day
• Measurements of behavior– Record frequency of a behavior,
duration of the behavior, antecedents of the behavior, and consequences of the behavior
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Risk and Resilience• Resilience– The ability to withstand and rebound
from crisis or permanent challenges
• Poverty and other factors put children at risk for negative developmental outcome.
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Terms• Learned Helplessness– The perception, acquired through
negative experiences, that effort has no effect on outcomes
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Macrosystem Influences
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Macrosystem• Philosophies of teaching and learning
vary by– Structure.–Management.– Curriculum.–Motivation.–Method.
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Classroom Contexts• Cooperative Goal Structure– Students work together to accomplish
shared goals.
• Competitive Goal Structure– Students work against each other to
achieve goals that only a few students can obtain.
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Classroom Contexts• Individualized Goal Structure– One student’s achievement of the goal
is unrelated to other students’ achievement of that goal.
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Mesosystem Influences
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Readiness to Learn• Readiness encompasses health,
nutrition, and social/emotional factors.
• Families can enable children by – Nurturing– Communicating– Encouraging learning– Becoming involved in school