1. Chapter 8 Putting It All Together DEVELOPING A TEACHING PHILOSOPHY © 2015 Etta R. Hollins

2. Focus Questions  What is the relationship among ideological perspectives, philosophical stance, and teaching practices?  To what extent does a teacher’s philosophical stance influence the opportunities provided for student learning?  How does a theoretical perspective on learning influence teaching practices, including facilitating learning and designing learning experiences and learning tasks?  How does knowledge of students inform practices in facilitating learning and designing learning experiences and learning tasks? © 2015 Etta R. Hollins

3. Preservice Teacher Performance Assessment  Four tasks in preservice performance assessment  Planning instruction and assessment  Instructing and engaging students in learning  Assessing student learning  Analyzing teaching © 2015 Etta R. Hollins

4. Philosophical Stance  A philosophical stance includes:  a vision for the future of the larger society and the local community in which teaching takes place  a vision for the future of the learners as individuals and as participants in the local community and the larger society  an explanation for how students are expected to benefit in the present and in the future from the knowledge and skills being learned  a well-articulated theoretical perspective on learning that guides the development of meaningful and productive learning experiences aimed at accomplishing the vision © 2015 Etta R. Hollins

5. Theoretical Perspectives  Theoretical perspectives most often used in school practices and materials  Behaviorism  Cognitivism  Constructivism  Sociocultural perspectives © 2015 Etta R. Hollins

6. School Practices: Behaviorism Influences Relationships Respect Trust Affordances Opportunities Redirection Refocus Support Guidance Consequences Constraints Boundaries © 2015 Etta R. Hollins

7. Response to Intervention: Behaviorism  Screening children within the regular curriculum for academic and behavioral challenges  Tiered instruction of increasing intensity focused on specific challenges  Evidence-based instruction  Close monitoring of student progress  Making decisions regarding next steps for individual students, including possible identification for special education © 2015 Etta R. Hollins

8. Backward Design: Cognitivism  Identify desired outcomes and results  Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment)  Plan instructional strategies and learning experiences that bring students to these competency levels. © 2015 Etta R. Hollins

9. Constructivism  Using discipline-specific, real-world problems and situations for learning  Engaging learners in a cognitive apprenticeship that incorporates modeling and coaching  Including collaborative experiences that involve the negotiation of meaning through the use of evidence-based debate and discussion  Providing opportunities for observing patterns and alternative representations  Providing opportunities for drawing conclusions and applying knowledge to new and novel situations. © 2015 Etta R. Hollins

10. Sociocultural Perspectives  Build upon and extend constructivist teaching practices  Learning takes place in a cultural and social context; is mediated by language and other factors, artifacts, symbols, and tools; and is linked to a historical setting  Knowledge is co-constructed with others and is internalized, appropriated, and transformed  Learning is participatory, interactive, and distributed in a community of practice  Cultural, cognitive, social, and motivational factors are interrelated in a learning situation © 2015 Etta R. Hollins

11. Enacting an Interpretive Process: Planning Instruction Level 1: Planning Instruction Background Knowledge to support learning Organizing Ideas for discipline or subject matter Major concepts Major principles Common core Discipline- specific standards Learning experience © 2015 Etta R. Hollins

12. Enacting an Interpretive Process: Planning Instruction Level 2: Planning Instruction Background knowledge to support learning Week #1Week #2Week #3Week #4 Organizing Ideas for discipline or subject Major concepts Standards met Learning experiences © 2015 Etta R. Hollins

13. Enacting an Interpretive Process: Planning Instruction Level 3: Planning Instruction Background Knowledge to support learning MondayTuesdayWednesdayThursdayFriday Organizing Ideas for discipline or subject Major concepts Standards met Learning experiences © 2015 Etta R. Hollins

14. Enacting an Interpretive Process: Adjusting Instruction Documenting Responses to Instruction A. Identify any students who appear confused about the purpose or procedures for the learning experience or the learning tasks. B.Identify any students who were distracted or off-task, those who completed the learning tasks quickly, and those who asked questions beyond the scope of the learning segment. C.Identify students who seem to struggle with gaps in their knowledge, misunderstandings, and lack important skills, especially those related to basic skills such as literacy and mathematics. D.Identify any students who appeared uncomfortable with the social arrangements for learning or who were excluded by peers during the learning experience or the learning task. Making Adjustments in Instruction A.Students’ questions during the learning segment can indicate a need for greater clarity of the learning experience or learning task, that more work is needed on foundational knowledge, or that the connections between ideas and concepts need to be made more explicit. B.Students’ engagement in a learning segment can be increased by making clear connections with students’ prior knowledge, experiences and values, and ensuring that content is appropriately challenging. Attention should be given to students’ whose interests extend beyond the learning segment. C.The patterns in students’ responses can indicate gaps in knowledge or shared misunderstanding of specific concepts or principles. Repairing gaps in students’ knowledge requires specifically designed learning experiences or tasks that make the concept or principle explicit as well as the connection to major organizing ideas. D.Making every student comfortable with the social arrangements for learning can require adjustments in group assignments, seating arrangements, and the teacher modeling acceptance and bringing positive attention to the isolated students’ accomplishments and personal assets to encourage acceptance. © 2015 Etta R. Hollins