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Showing posts from November, 2017

Expectations in Japan

TIMSS and PIRLS The TIMSS tries to create objective measurements that can be translated across the world, regardless of context or culture. They devised an 11 context questionnaire scales which they then combined into 5 robust school effectiveness measures. 3 measures of effective school environment, Schools Are Safe and Orderly Schools Support Academic Success 2 measures of effective school instruction. Students Engaged in Reading, Mathematics, and Science Lessons According to the TIMSS study, one of the most stable findings in education research is impact of students’ background on achievement, especially parents’ level of education and occupation or earnings. Whether home environment stimulates early development of literary skills also important, so an additional measurement of a home background control model included 2 additional measures- home resources for learning, and an index of students’ ability to do numeracy and literacy tasks when they started school. ...

Setting High Expectations

Roller Coaster Physics In the Roller coaster video, it is clear the teacher holds high expectations for a number of reasons. While we don’t see how she introduces the activity, it’s clear from her divisions of responsibility, steps for testing the students experiments, and criteria for success that she has specific and clear expectations for student performance. Her divisions with assigning roles to each member of the group clearly delineates individual responsibilities, and by breaking these numerous responsibilities up into smaller chunks, she makes them more feasible and manageable. Both my fiancĂ©(7-9 th grade science teacher) and I have attempted to create such divisions of labor before, and neither of us have had the apparent success this teacher has- we often find that our student don’t stick to their roles, that they fail to keep detailed records, and students are often unsatisfied with whatever role they choose and desire more variety in their activity. We have discusse...
Creating a climate of caring and concern for students from diverse racial, ethnic, and cultural groups in a classroom. Creating a climate that promotes learning in the classroom involves a number of different factors, which can be broken down into a few main categories; Classroom environment and culture, teacher approaches and attitudes, student attributes and attitudes, and school climate. Classroom environment involves all physical aspects of the classroom that can affect student comfort and learning. As Dewey (1916) notes, student involvement/engagement and ownership are inextricably linked. Creating ownership creates pride in students accomplishments, but even more importantly, it creates a responsibility for when things aren’t going as well- this acts as an intrinsic motivation, which is well documented to be the preferred method of motivation (Gianni 2010) as extrinsic motivation can actually undermine its effects. (Deci, Koestner, &  Ryan, 1999 ) While there is...