Module I - Week 4: Wrapping Up Module I

   "If you build world class facilities, you will get world class students.  If you build prisons, you'll get prisoners." 

- Bill Strickland, Make the Impossible Possible

Module 1: Week 4

Welcome to week 4! This week our efforts will be concentrated on wrapping up our first learning module: Students as Learners. In addition, we will be adding to our "building a classroom environment" techniques as we read some fascinating articles about designing a classroom that enhances learning.

Take a moment to think about the environment in which you learn best. Consider its location, lighting, design, as well as what it feels like to be in that space. What words would you use to describe it? These are the words that you should have in mind when design your classroom.

As I reflect on the classrooms in my old high school, I can't think of one that I can remember being safe and comfortable in. I do, however, remember the concrete walls (which were bare) as well as the long rows of students desks. No wonder I didn't like being in school. 

How can we, as educators, create quality "learning spaces" that appeal to learning styles and have a theoretical foundation? What should a positive learning environment look and feel like? These are the questions I ask you to think about as we wrap up our first module.

Essential Questions:

• How can Ed theory be used to create an engaging an effective classroom activity/lesson?
• What are the most critical concepts from Module 1?
• How can educators create and implement a positive classroom environment?
  

Learning Objectives:

Apply Concepts (DOK level 4) of Module 1 by Creating (DOK level 4) a map of a classroom lesson/activity that contains the major components of the unit.

Critique (DOK level 3) the multiple ways to create an effective classroom environment.

Cite evidence (DOK level 3) from educational theory to demonstrate the connection between theory and practical strategies in the classroom.

Standards Addressed:

RIPTS: 3.1, 3.2., 3.3, 4.1, 4.4, 6.1, 6.2, 8.2

Learning Plan:

1. Forum Discussion Board - Please participate in this week's discussion by signing onto Canvas once on or before Thursday and a second time no later than Sunday. This discussion will concern Module 1 topics and #2 below.

2. Textbook - Please read chapters 5 and 6 in your textbook. 

3. Articles and Video: choose at least two

Schools Are Rethinking Classroom Design*

Study Finds that Well-Designed Classrooms Boost Student Success*

A Comfortable Truth: Well-Planned Classrooms Make a Difference
12 Ways to Upgrade Your Classroom Design
The Room Itself is Active: How Classroom Design Impacts Student Engagement

Classroom Design for Effective Instruction - What the Research Says
Classroom Redesign: Students Take On the Challenge

Master Classroom - Designs Inspired by Creative Minds
Makeover of Learning Spaces to Engage Students

TED Talk - Adora Svitak:

4. Module I Performance Assessment - Please click the following link to take the digital performance assessment for Module I. Module I Performance Assessment - Click Here Your assessment is due no later than 2/18.

Module I - Week 3: Student Motivation and Classroom Environment

     “Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.” 

 ― Elizabeth F. Barkley, Student Engagement Techniques: A Handbook for College Faculty

Module 1: Week 3 

Welcome to week 3! If it was up to me, we would concentrate on this week's topic for a month. I feel very strongly that student motivation and classroom management are the most important topics that educators must understand. Perhaps the reason why these topics get little attention in teacher training programs and in schools is because people disagree about the practical application in the classroom. However, without applicable classroom strategies and skills even the most well-educated teacher with interesting content may be an ineffective educator.

While in graduate school, I had the opportunity to work as a long-term instructor in a high school classroom. I was placed with a teacher and was asked to be her classroom assistant. Although the days were long and I had no real authority in the class, I can honestly say that this was the most valuable experience I ever had as a teacher-in-training. I learned more about classroom management and what I didn't want my classroom to look like than any "Teaching for Dummies" book could've ever taught me. As an "observer" I saw what worked and what didn't.

In my opinion, classroom management and establishing a positive classroom climate of high expectations is both an art and a science. A teacher is the creator of their classroom and it is their responsibility to create a positive environment grounded in respect and rapport. While this may seem obvious, it is easier said than done. Effective classroom models use a combination of creativity and theory to structure every element of their environment. Although, to the observer, the end product looks effortless - it takes time, planning, and continuous effort. Our goal this week is to map out a specific theory-based plan of action to create an environment that is organized and promotes high expectations.

I have asked that your spend your time this week reading the text and watching/reading the resources in #3 below. Then, complete a digital exit ticket under "Learning Activity."

Have a great week!

Essential Questions:

• How can educators assist students to work hard towards remote goals?
• What supports can teachers put in place to help students know what they have to do and know that they have achieved their goals?
• What can teachers do to motivate low-achieving students?
• How can we make students feel invested in their own learning?
• How can teachers effectively keep the whole class involved while minimizing behavioral issues?
• How can teachers purposefully create a learning environment of respect and rapport?

Learning Objectives:

Identify patterns (DOK level 2) of effective classroom management and its impact on student motivation.

Investigate (DOK level 3) the varied approaches of the Behavioral Learning Theory to determine (DOK level 2) the appropriate use of each.

Assess (DOK level 4) the multiple principals of reinforcement in the classroom.

Apply Concepts (DOK level 4) of effective classroom management to real-life classroom situations.

Standards Addressed:
RIPTS: 3.2, 4.2, 6.1, 6.2, 6.7, 8.3, 9.3

Critical Terms:
- Internal/External Motivation
- Self-Efficacy
- Performance vs. Mastery Goals
- Attribution Theory
- Cooperative Learning
- Withitness
- Ripple Effect
- Classroom Norms
- Operant Conditioning
- Positive/Negative Reinforcement
- Extinction

Learning Plan:

1. Read Chapters 10 and 11 - in your Ed Psychology textbook.

2. Articles and Videos - Choose at least two: 

Motivating Students with the Brain in Mind

A Rhode Island Story: How to Unlock Students' Internal Drive for Learning

Unlocking the Science of Motivation

Learning the Basics - Teacher Withitness
Finding the Spark - More Tips for Building Student Motivation

Harvard Education: Tapping Into the Power of Intrinsic Motivation
Deeper Learning - A Collaborative Classroom Environment
NYT Educator Feature: Helping Students Motivate Themselves 
Motivating Students Resources
21 Simple Ideas to Improve Student Motivation

TED Talk - Dan Pink: The Puzzle of Motivation 

TED Talk: Peter Gärdenfors - How to Motivate Students? 

3. Discussion Board -  Please participate in this week's discussion by signing onto Canvas once on or before Thursday and a second time no later than Sunday. This discussion will concern chapters 10 and 11 in the book and #2 above.

4. Learning Activity -  Digital Exit Ticket - Please click HERE for the Exit Ticket
This ticket is due on or by 2/11. Note that by clicking "submit" on the exit ticket, your responses will be recorded and sent to me. Therefore, nothing needs to be uploaded to Canvas for this assignment. 

6. Educational Theorist Spotlight of the Week: Albert Bandura

Social Learning Theory

Albert Bandura Intro

Bobo Doll Experiment Actual Film Footage

Optional Additional Resources:
5 Key Ingredients for Improving Student Motivation
The "Classroom Climate" chart below is fantastic: