1. Cycle of Inquiry
1.1. Carry out strategies and collect data
1.2. Analyze data
1.3. Frame or Reframe Key Issues or Questions
1.4. Investigate Literature and Field Expertise
1.5. Develop and Tune Action Plan
1.5.1. Goals
1.5.2. Strategies
1.5.3. Data Collection to measure success
2. Affective Domain (ATTITUDE)
2.1. Whole School
2.1.1. School Connectedness
2.1.1.1. Leadership and administration
2.1.1.1.1. Be committed to authoritative rather than authoritarian leadership.
2.1.1.1.2. Adopt school rules and policies that are fair and equitably applied.
2.1.1.1.3. Provide a clear academic mission.
2.1.1.1.4. Create an orderly school environment.
2.1.1.1.5. Use a school social climate assessment tool.
2.1.1.1.6. Promote high academic standards and expectations.
2.1.1.1.7. Develop school-wide community service projects.
2.1.1.1.8. Ensure that every student in the school has an adult assigned to know and “watch out” for that student.
2.1.1.1.9. Create small learning environments.
2.1.1.1.10. Ensure that parents are well informed.
2.1.1.1.11. Foster team teaching.
2.1.1.2. Teachers
2.1.1.2.1. Establish high academic expectations.
2.1.1.2.2. Provide consistent classroom management
2.1.1.2.3. Strengthen parent-teacher relationships
2.1.1.2.4. Encourage cooperative learning
2.1.1.2.5. Use behavioral and cognitive behavioral educational techniques.
2.1.1.2.6. Rely on peer-assisted teaching.
2.1.1.2.7. Create democratic classrooms
2.1.1.2.8. Develop identified jobs for all students.
2.1.1.2.9. Share positive reports of student behavior and achievement with parents.
2.1.1.2.10. Develop routines and rituals for the class.
2.1.2. School Archive Project
2.2. Newsweek editorial
2.2.1. More teenagers are in school
2.2.2. Adolescent culture has strengthened
2.2.3. Teacher authority has eroded
2.3. Research article: Teaching Practices make the difference
2.3.1. Some believe that motivation is something that students simply have or don’t have, but research indicates that teacher practice has a significant impact on student motivation. For example, Kariuki & Wilson (2002), showed a significant difference in motivational teaching strategies and traditional teaching strategies on academic achievement and in student attitudes toward mathematics.
2.3.1.1. StudentsAtThe Center
2.4. GEOSCIENCE ARTICLE
2.4.1. Teaching Practices
2.4.1.1. Intrinsic
2.4.1.1.1. * Give frequent, early, positive feedback that supports students' beliefs that they can do well. * Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. * Help students find personal meaning and value in the material. * Create an atmosphere that is open and positive. * Help students feel that they are valued members of a learning community. (Tools for Teaching by Barbara Gross Davis)
2.4.1.2. Extrinsic
2.4.2. Motivating Students - from the Vanderbilt Center for Teaching
2.4.2.1. Make it real
2.4.2.2. Provide choices
2.4.2.3. Balance the challenge
2.4.2.4. Seek role models
2.4.2.5. Use peer models
2.4.2.6. Establish a sense of belonging
2.4.2.7. Adapt a supportive style
2.4.2.8. Strategize with struggling students
2.5. DJ Krathwohl
2.5.1. RECEIVING
2.5.2. RESPONDING
2.5.3. VALUING
2.5.4. ORGANIZATION
2.5.5. CHARACTERIZATION