MoStep Six Presentation, By Sarah Cress

Creating an Effective and Proactive Learning

EnvironmentGraduate Teaching Assistant, Sarah CressArt Ed 4273

MoStep Madness Agenda…

• MoStep Five Wrap-Up

• Xtranormal Videos

• Sketchbook Prompt

• Classroom Rules and Regulations Brainstorm

• MoStep Six, Can I Have a Volunteer?!

• Motivation Theories…

A Review/Discussion

• Break

• Decision Making vs. Problem Solving

• Artifact Brainstorm

Sketchbook Prompt…

Think back to your earliest school-based memory. What rules did your teacher set for you classroom setting? Describe the expectations you recall.

Food for Thought…

“I’m a teacher. A teacher is someone who leads. There is no magic here. I do not walk on water. I do not part the sea. I just love children.”

- Marva Collins

Set the Scene for Productivity…

Working in pairs, create a poster that you could theoretically hang in your future classroom space. This poster must be aesthetically appealing while also detailing your expected rules and regulations.

MoStep Six…

• 1.2.6 The preservice teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

• Performance Indicators: The preservice teacher• 1.2.6.1 knows motivation theories and behavior

management strategies and techniques;• 1.2.6.2 manages times, space, transitions and activities

effectively;• 1.2.6.3 engages students in decision making.

MoStep Six Rubric…

The preservice teacher provides exemplary evidence of not only knowing but also applying motivation theories and behavior management strategies and techniques to create a collaborative, participatory and individualized learning environment that encourages positive social interaction, active engagement in learning and self-motivation. The preservice teacher demonstrates the capacity to actively engage students in their own learning and the effort to encourage all students to set, monitor and adjust their learning goals and behavior.

Invisible Classroom Management…

FoundationFoundation PreventionPrevention InterventionIntervention

- Anticipate problems- Make decisions- Teach content- Teach procedures and behavior- Maintain inner authority- Ask for help- Take care of yourself

- Hold your ground- Positive connections- Teaching procedures- Consistency- Lesson design

- Rules and consequences- Breaking the cycle

Operant Conditioning…Without the Label…

“According to Skinner, supplying the correct answer--and being informed by the program that it is the correct answer--motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is achieved.”

Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html

Let’s Brainstorm!

Students have been trained to behave in an educational suitable domain. Within groups of two to three, brainstorm suitable ways in which you would “reward” students in the art classroom domain.

Cognitive Development…Yes, It’s Normal…

“Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different.”

Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html

http://college.cengage.com/education/pbl/tc/motivate.html

Existing Scheme…What is in the World Is That!?

During your internship experience, how have you attempted to relate to the living context of your students? In other words, how have you correlated your students’ lives, to the subjects you have touched upon? Why is this practice important?

Achievement…A Loaded Term

“Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment.

Individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame.”

Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.htmlhttp://college.cengage.com/education/pbl/tc/motivate.html

Educational Stereotypes?

Among your groups discuss how you would approach students along both sides of the Atkinson spectrum. What accommodations would you make for the high achievers, the low achievers…and for EXTRA CREDIT…the middle achievers?

Teachers as Problem Solvers and Decision Makers…

The terms “problem solving” and “decision making” are often used interchangeably, however they are two very different actions. These two skills are must-haves in the world of teaching.

Teachers as Problem Solvers and Decision Makers…

“A decision occurs when a solution to a problem is selected for implementation. Decisions can be made either formally or informally.

• Formal decisions are complex. Policies and procedures for making such decisions may not be in place, therefore creativity may play a key role in their formation.

• Informal decisions are repetitive and routine in nature. Policies and procedures are generally in place that make such decisions quick and easy to make” (Al-Tarawneh, 2012, p. 3).

Source: Al-Tarawneh, H.A. (2012). The main factors beyond decision making. Journal of Management Research 4(1), 1-23.

Teachers as Problem Solvers and Decision Makers…

Decision making is the process of identifying and selecting from among possible solutions to a problem according to the demands of the situation.

Teachers as Problem Solvers and Decision Makers…

A problem is the difference between the actual condition and the desired condition. For example: our students do not understand how to use a ruler.

Problem solving is a continuous and conscious process that seeks to correct the difference between the actual and the desired conditions.

Teachers as Problem Solvers and Decision Makers…

The basic steps of problem solving:• Recognize the problem and state it clearly.• Determine the significance of the problem.• Gather data and information relevant to the conditions

associated with the problem.• Take part in decision making steps:

• Generate criteria for and develop alternative solutions.• Evaluate the alternative solutions and choose from

among them.• Plan, implement, monitor and evaluate the selected

alternatives.• If the problem still exists, decide on future action.

Source: Al-Tarawneh, H.A. (2012). The main factors beyond decision making. Journal of Management Research 4(1), 1-23.

Practice What Cress is Preaching…

Individually, write down one problem you have run into during your internship experience. Write each problem on a separate sheet of paper with as much background information as possible. Upon completion, throw each of these instructional challenges into the “problem bucket.”

Practice What Cress is Preaching…

Now, within groups of two to three, you will be provided two to three problems expressed by your peers. Among your group members, share the instructional problems chosen with each other and come up with some valid courses of action. Make some decisions!

Practice What Cress is Preaching…

Now, within those same groups, decide on two to three problems in which you could provide your students to engage them in proper problem-solving and decision making practice.

Artifact Brainstorm…

Now, let’s brainstorm some ways we can demonstrate our newfound knowledge.

Artifact Brainstorm…