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Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem

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Three Pioneers:
William James
John Dewey
E.L. Thorndike

Skinner built upon Thorndike's work in guided learning

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Teaching music sometimes departs from scientific recipes--requires improv and spontaneity

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Development: pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span.

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1. Trust vs. mistrust
2. autonomy vs. shame & doubt
3. Initiative vs. guilt
4. Industry vs. inferiority
5. Identity vs. identity confusion
6. Intimacy vs. isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair

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Verbal skills
Mathematical Skills
Spatial skills
Bodily-kinesthetic skills
Musical skills
Intrapersonal skills
Interpersonal skills
Naturalist skills

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CRT: an educator's ability to recognize student's cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge.

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Surface Culture: observable and concrete elements
Shallow Culture: unspoken rules around everyday social interactions
Deep Culture: tacit knowledge and unconsciousness assumptions that govern our worldview

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Sociopolitical context: the series of mutually reinforcing policies and practices across social, economic, and political domains that contribute to disparities and unequal opportunities for people of color in housing, education, transportation, etc.

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Encoding
Storage
Retrieval and Forgetting

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Expertise and Learning
Acquired Expertise
Expertise and Teaching

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Encoding
Automaticity
Strategy construction
Metacognition

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Building the Foundation of Learning Partnerships

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Building the Foundation of Learning Partnerships

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Building rapport with students starts with trust.

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Selective Vulnerability
Familiarity
Similarity of Interests
Concern
Competence

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The Neuroscience of Information Processing

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The Neuroscience of Information Processing

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Stage 1: Input
Stage 2: Elaboration
Stage 3: Application

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Ignite: Getting the brain's attention
Chunk: Making information digestible
Chew: Actively processing new information
Review: Having a chance to apply new learning

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1. Define the concept
2. Clarify terms in the definition
3. Give examples to illustrate the key features or characteristics
4. Provide additional examples

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1. Find and Frame Problems
2. Develop Good Problem-Solving Strategies
3. Evaluate Solutions
4. Rethink and Redefine Problems and Solutions over Time

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Conformation bias
Belief perseverance
Overconfidence bias
Hindsight bias

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Instructional Planning
Time Frames and Planning

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Teacher-Centered Lesson Planning and Instruction

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Teacher-Centered Lesson Planning and Instruction

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Teacher-Centered Lesson Planning
Direct Instruction
Teacher-Centered Instructional Strategies
Evaluating Teacher-Centered Instruction

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Learner-Centered Lesson Planning and Instruction

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Learner-Centered Lesson Planning and Instruction

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Learner-Centered Principles
Some Learner-Centered Instructional Strategies
Evaluating Learner-Centered Strategies

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The Technology Revolution and the Internet
Standards for Technology-Literate Students
Teaching, Learning, and Technology

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What is Motivation?
Perspectives on Motivation

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Extrinsic and Intrinsic Motivation
Attribution
Mastery Motivation and Mindset
Self-Efficacy
Goal Setting, Planning, and Self-Monitoring Expectations
Delay of Gratification
Values and Purpose

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Social Motives
Social Relationships
Sociocultural Contexts

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Students Who: Have Low Expectations and Low Achieving
Students Who Protect Their Self-Worth by Avoiding Failure
Students Who Are Perfectionists
Students With High Anxiety

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Why Classrooms Need to Be Managed Effectively

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Why Classrooms Need to Be Managed Effectively

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Management Issues in Elementary and Secondary School Classrooms
The Crowded, Complex, and Potentially Chaotic Classroom
Getting Off to the Right Start
Management Goals and Strategies

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Creating a Positive Environment for Learning

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Creating a Positive Environment for Learning

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General Strategies
Creating, Teaching, and Maintaining Rules and Procedures
Getting Students to Cooperate
Classroom Management and Diversity

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Speaking Skills
Listening Skills
Nonverbal Communication

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Management Strategies
Dealing Aggression

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Standardized Tests and Their Purposes
Criteria for Evaluating Standardized Tests

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Comparing Aptitude and Achievement Tests
Types of Standards Achievement Tests
High-Stakes State Standards-Based Tests
Standardized Tests of Teacher Candidates

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Preparing Students to Take Standardized Tests
Understanding and Interpreting Test Results
Using Standardized Test Scores to Plan and Improve Instruction

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Standardized Tests, Alternative Assessments, and High-Stakes Testing
Diversity and Standardized Testing

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Assessment as an Integral Part of Teaching
Making Assessment Compatible with Contemporary Views of Learning and Motivation
Creating Clear, Appropriate Learning Targets
Establishing High-Quality Assessments
Current Trends

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Selected-Response Items
Constructed-Response Items

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Trends in Alternative Assessment
Performance Assessment
Portfolio Assessment

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The Purposes of Grading
The Components of a Grading System
Reporting Students' Progress and Grades to Parents
Some Issues in Grading

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Open the day with a centering activity versus a traditional morning meeting
Use music or call and response to facilitate transitions from one activity to another
Create after lunch transition routines to help students get their heads back into schoolwork

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Purchase inexpensive prints to hang of contemporary and traditional artists representing cultures in your classroom

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ZPD: Vygotsky's term for the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance from adults or more-skilled children.