SEED Videos Written Report (1)

Brooklyn College - Department of Secondary Education Fall – 2023 SEED 2002 – Children and Youth in Urban Education Code: 1343 Section: WQ6 / Wednesday 6:05 – 9:25 pm Hybrid Instructor : Myra Soto-Staniszewski WRITTEN REPORT PART I - ESSAY ASSIGNMENT Create as a doc or docx Choose/Answer /Respond to the prompts for each chapter. Some chapters have more than 1 box to choose from. Include a comment about the video for the given questions/prompts. THIS ASSIGNMENT TO BE EMAILED to Instructor. 1-2 typewritten pages per chapter. (See the separate Essay rubric document for more information.). Due by: Wed, Oct. 18, 2023 via email –– Remember to CITE text/sources used (50 points total for this assignment). When emailing to instructor, entitle this document <Your Name RPT part I> 7 wks The following questions are directly related to the text & class discussions. Each prompt/question below gets its own page. Include feedback on the videos viewed and how they relate . Questions/Prompts Video Playlist Explain the term effective teaching . What personal and professional characteristics are necessary for effective teaching? Give 2-3 examples of how a teacher has demonstrated each from your experiences. Choose a level of education for your examples (elementary, middle, high school, college level) (ch 1) Effective Teaching : 2:33 https://www.youtube.com/watch?v=rOf_5Zp_GnI Modeling Effective Teaching Techniques : 7:31 https://www.youtube.com/watch?v=n16q9V9Pf2c Highly Effective Classroom : 6:26 https://www.youtube.com/watch?v=gZEzqPJN88Y Teaching Strategies: 4:25 https://youtu.be/oNxCporOofo What are the implications of the Piagetian stages for teaching new math or science concepts to second graders and to eighth graders? (ch 2) Piaget’s Cognitive Theories 6:55 https://www.youtube.com/watch?v=IhcgYgx7aAA Piaget conservation tasks 3:49 https://www.youtube.com/watch?v=gnArvcWaH6I Illustration of Schema, Assimilation and Accommodation 4:24 https://www.youtube.com/watch?v=3-A9SgbAK5I Zone of Proximal Development 5:20 https://www.youtube.com/watch?v=Du6vqSOj7UU Vygotsky’s Cognitive Theories 5:08 https://www.youtube.com/watch?v=8I2hrSRbmHE Piaget’s Cognitive Theories 6:55 https://www.youtube.com/watch?v=IhcgYgx7aAA OR From the text readings, give an example of Vygotsky’s principle of zone of proximal development . Describe the difference between a child’s independent reading level and their instructional level. List two strategies the teacher uses for instruction aimed at the zone of proximal development . (ch 2) Give 1 example (from text/discussions) how a teacher influences both positively and negatively the development of friendships through the seating arrangements in their classroom. (ch 3) OR Social/Emotional Development 2:43 https://youtu.be/Dmz7UN_WZ_c Kohlberg’s 6 stages of moral development 6:45 https://youtu.be/bounwXLkme4 Describe any cliques or peer relationships in a classroom. (Choose a level elementary, middle, high school, college). Refer to the stages of Kohlberg’s Theory Explained 6:34 https://www.youtube.com/watch?v=sBop4yfH4pg

Kohlberg’s theory of moral development to describe behaviors in the classroom. (ch 3). Give 1-2 examples (from text/class discussions) of the strategies the teacher uses to address intellectual diversity in the classroom. Which strategies are likely to have the most long-lasting effects? Why? (ch 4) OR What method(s) does a teacher use to identify their class’s student’s diversity? What were differentiations/accommodations used to address students with disabilities, students who are learning English, or at risk? (ch 4). Student Diversity 1:00. https://www.youtube.com/watch?v=a5IDmAO1XHw Classroom Diversity 3:09. https://www.youtube.com/watch?v=sIOLxU0tzA4 Differentiating Instruction 4:27 https://www.youtube.com/watch?v=h7-D3gi2lL8 Describe the difference between operant and classical conditioning. Write about the rules and procedures in a classroom. How does a teacher make the expectations/rules evident? What is the relationship between classroom management and instruction? (ch 5) Classic and Operant Conditioning 11:29 https://www.youtube.com/watch?v=ZMj9q5fz3q8 Describe a situation in which a student could use practice, or a learning strategy, to help overcome learning problems caused by working memory overload. Using the concepts from the information-processing model, explain how the practice or learning strategy aids learning. (ch 6) Group projects HS level 3:08 https://www.edutopia.org/project-based-learning Teaching strategy : Backward planning – Deepening Learning w/understanding by design HS – 5:03 https://www.youtube.com/watch? v=N4RbZ2F5K1g&feature=youtu.be Teaching Strategy – Teacher Queue – HS level 1:00 https://www.edutopia.org/video/60-second-strategy- teacher-queue Sparking Curiosity and Solving Real-World Problems JHS Level – 5:27 https://www.edutopia.org/integrated-studies Based on the text’s discussion of direct instruction, develop a set of 3-5 guidelines for teachers on presenting new material. For each guideline, explain how it will help student’s learning and give an example of how the teacher could implement it. (ch 7) Direct Instruction 3:37 https://www.youtube.com/watch?v=CBio0F-8VSY CITE your sources appropriately : Text, videos, etc.

OR When a teacher uses informal, formal, and summative assessments what type of information do the results reveal to teachers? What are ways assessments can be administered to students? How are assessments modified or differentiated so that the students can demonstrate their competence in the subject area without compromising the standards? (ch 13) CITE your sources appropriately : Text, videos, etc.

Brooklyn College - Department of Secondary Education FALL – 2023 Written Report Rubric - Maximum/Total of 100 points (each part 50 points) Code: 1343 Section:WQ6 – Children and Youth in Urban Education Presentation – up to 10 points deduction if presentation of typewritten report is missing 3 or more components mentioned on right. -> Email to instructor by entitling the document <Your Name Rpt Part I or II> Report should be typewritten, organized, emailed by due date Margins : between .50 and .75 all around: top/bottom, left/right Font : text no less than 12 no larger than 14 – Times New Roman, Cambria or Arial. Spacing : for report / text 1.5 Headings : Spring, 2023 Question being answered & Student name Citation : MLA format. Content – Part I, II: The following are possible deductions. If all components are included, report emailed on time, correct citation, headings, etc. full credit will be awarded. Include feedback about videos viewed for each prompt. (50 pts. each part of the report or a total of 100 points) Grammar, complete sentence/paragraph structure, text flow, 3 or more misspellings – 10 points Missing Coversheet – 5 points Each page of report should have headings for each question being answered. Identify clearly which prompt(s) are being answered. For example, Page 1, Part I or Part II – Heading sample : Fall, 2020, Part I Chapter #, Student Name- 5 points. Possible deductions : - 5 points for each missing component. If video feedback is missing, 5 points will be deducted . When more than one question/prompt is given per chapter, choose only 1 . Only 1 will be graded. Chapter #1 Effective Teaching Missing explanation, examples not given. Chapter #2 Cognitive Development – has two questions to choose from. Missing information describing Piaget’s stages, implications not described. Missing example of Vygotsky’s zone of proximal development, missing comparison, only lists 1 strategy instead of two Chapter #3 Social, Moral and Emotional Development – has two questions to choose from. Missing explanation of positive, negative friendship developments. Missing description of relationships, educational level missing, missing reference to Kohlberg’s theories and its relationship to behavior. Chapter #4 Student Diversity – has two questions to choose from. Missing examples of strategies, missing explanation of which strategy has long-lasting effects. Missing example of method teacher uses to identify, student diversity, missing differentiation or accommodations used by teacher. Chapter #5 Behavioral and Social Theories of Learning Missing comparison and description of operant and classical conditioning, missing example of how teacher makes expectations evident in class, missing explanation of the relationship between classroom management and instruction. Chapter #6 Cognitive Theories of Learning Missing description of suggested strategy for supporting working memory overload, missing use of information-processing model and explanation of how learning strategies aid learning. Chapter #7 The Effective Lesson Missing 3-5 example(s) & description of guidelines for direct instruction. Chapter #8 Student-Centered and Constructivist Approaches to Instruction Missing example and description of cooperative learning strategy. Chapter #9 Grouping, Differentiation, and Technology Only 1 example given, missing description of differentiated instruction, educational level missing. Chapter #10 Motivating Students to Learn Missing example/description of either learning or performance goal behaviors. Chapter #11 Effective Learning Environments Missing an example and description of a strategy that can be applied. Chapter #12 Learners with exceptionalities – has two questions to choose from . Missing an example and description of progress monitoring. Missing example and description of informal, formal, and summative assessments, missing the type of information instructor acquires from assessments, missing explanation of administration of exams and possible modifications.