Formative assessment approaches help teachers plan for authentic utilization of generative artificial intelligence (AI)?

 

Formative assessments provide opportunities for ongoing feedback that is timely, specific, and actionable. This feedback helps students understand their progress and areas for improvement, while also guiding teachers in refining their instructional practices to better support student learning. By continually assessing student understanding and progress through formative assessments, teachers gain insights into areas where students may be struggling or excelling. This enables them to adjust their lesson plans and instructional strategies to address specific learning needs, ensuring that teaching is targeted and effective. 

Formative assessment approaches enable teachers to systematically collect and analyze data on student learning. Formative assessments provide teachers with valuable data about individual student strengths, weaknesses, and learning styles. With this information, teachers can tailor instruction to meet the unique needs of each student, offering personalized learning experiences that maximize engagement and learning outcomes.

Proficiency with formative assessment strategies can be instrumental in helping teachers plan for the authentic utilization of generative artificial intelligence (AI).  Formative assessments provide insights into individual student needs, strengths, and weaknesses. Understanding where students stand in their learning journey allows teachers to tailor the implementation of AI tools to meet specific needs.

Utilization of formative assessments allows teachers to identify areas where students require additional support or challenge. Effective deployment of AI tools can provide personalized learning experiences, offering targeted interventions that address each student's unique requirements. Formative assessments generate ongoing feedback about student progress. Incorporating AI into the feedback loop can allow teachers to enhance the quality and timeliness of feedback provided to students.

AI-powered systems can analyze student work in real-time, offering immediate feedback and suggestions for improvement. By analyzing formative assessment data in concert with AI insights, teachers can make informed decisions about resource allocation. They can identify areas where additional AI tools or support may be beneficial, thereby ensuring that resources effectively support student learning.

Machine learning, particularly through natural language processing (NLP), can support teachers in planning for deep learning by providing insights, resources, and personalized feedback. NLP algorithms can analyze large amounts of text-based content, such as textbooks, articles, or student essays, to extract key concepts, identify common themes, and assess the complexity of the material. This helps teachers understand the depth and breadth of topics covered in their curriculum, allowing them to plan learning experiences that foster deep understanding.

Machine learning algorithms can power adaptive learning platforms that personalize instruction based on individual student needs and learning styles. By analyzing students' responses to NLP-generated questions or prompts, these platforms can dynamically adjust the difficulty and pace of instruction. This can result in targeted support, helping students delve deeper into subject matter.

Natural language processing (NLP) algorithms can be used to analyze and provide feedback on student writing assignments, discussions, or responses to open-ended questions. By automatically evaluating the depth of student understanding, coherence of arguments, and use of evidence, NLP-powered feedback tools can help teachers identify areas where students need further exploration or clarification.  By curating high-quality materials aligned with specific learning goals, teachers can enrich their instructional planning and provide students with diverse perspectives and resources for further critical thinking. By monitoring student engagement in real-time, teachers can monitor and adjust their instructional strategies to maintain student interest.

Machine learning through natural language processing supports teachers in planning by automating content analysis, personalizing instruction, providing text-based feedback, facilitating resource curation, visualizing knowledge representation, monitoring student engagement, and generating instructional materials. These capabilities empower teachers to design learning experiences that foster understanding, critical thinking, and meaningful interdisciplinary connections. Therefore, NLP-powered natural language generation tools can assist teachers in creating detailed lesson plans, instructional materials, and explanations tailored to the needs of their students. Thus, these AI tools can free up teachers' time for deeper engagement with students and more strategic planning of learning experiences.

By informing instructional decision-making, personalizing learning experiences, and supporting ongoing professional development, formative assessment approaches provide a foundation for teachers to effectively plan for the authentic utilization of generative AI in the classroom.  However, while using examples, materials, and contexts that resonate with students' cultural backgrounds, experiences, and Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019) ensures  instruction is more culturally relevant and inclusive of diverse perspectives, it does not ensure AI-powered systems will be respective of Universal Design for Learning Principles and Guidelines (Rose & Meyer, 2002; CAST, 2018).

This is why working together as a Professional Learning Community (PLC) continues to benefit educators seeking to identify a clear, shared vision, developing a collaborative culture focusing on learning, engaging in collective inquiry, remaining action oriented, committing to continuous improvement, and being results oriented (Dufour et al., 2008).  Working together as a PLC will help more teachers learn to combine formative assessment data with AI insights to inform professional development initiatives for all teachers. By identifying areas where teachers may need additional support or training in integrating AI into their instructional practices, professional development programs can be tailored to meet these specific needs.

A Professional Learning Community invites learning by doing. This process is optimized through intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindsets (Purkey & Novak, 2016; Anderson, 2021) to foster a positive and supportive learning environment where diverse learners feel valued, respected, and motivated to engage in assessments. When students feel cared for and respected, they are more likely to approach learning with confidence and enthusiasm (Maslow, 1949). Formative assessment approaches provide a foundation for teachers to effectively plan for the authentic utilization of generative AI in the classroom by informing instructional decision-making, personalizing learning experiences, and supporting ongoing professional development.

Do you want to learn more about authentic utilization of generative artificial intelligence (AI)?  Good news: Google, Harvard, and more are offering FREE AI courses.  You are invited to follow the links of your choice to access FREE courses designed to help you become more proficient with AI:

1.    Google AI Courses:  Google offers 5 different courses to learn generative AI from the ground up. You can begin with an Introduction to AI and finish having a solid understanding of AI as a whole. https://lnkd.in/eW5k4DVz

2.    Introduction to AI with Python:  Yes, Harvard University is offering a full 7-week course to explore the concepts and algorithms of AI. The course begins with the technologies behind AI and ends with increased knowledge of AI principles and machine learning libraries. https://lnkd.in/g4Sbb3nQ

3.    Prompt Engineering for ChatGPT:  This is a 6-module course developed by Vanderbilt University.  The modules start with providing beginners with how to write better prompts. Effective prompting leads to knowing how to utilize ChatGPT for reliable outputs.  https://lnkd.in/d-rCb-AM

4.    ChatGPT Prompt Engineering for Devs: In collaboration with DeepLearning, OpenAI is offering Isa Fulford and Andrew Ng’s course. Learners can begin with best practices and finish with hands-on practice to exhibit their better understanding of prompting. https://lnkd.in/gtGc5Znp

5.    Microsoft AI Course: Microsoft offers an AI course. Begin with an introduction and, if you wish, continue through learning about neural networks and deep learning. https://lnkd.in/eKJ9qmEQ

To Cite:

Anderson, C.J. (April 30, 2024) Formative assessment approaches help teachers plan for

 authentic utilization of generative Artificial intelligence. [Web log post] Retrieved from

 http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50. 

Atlas, S. (2023) ‘ChatGPT for higher education and professional development: A guide to

conversational AI’, College of Business Faculty Publications [Preprint]. Available at:

https://digitalcommons.uri.edu/cba_facpubs/548

 

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at

            work: New insights for improving schools. Bloomington, IN: Solution Tree Press.

 

Dufour, R. (2006). Learning by doing: A handbook for professional learning communities at

 work. Bloomington, IN: Solution Tree Press.

 Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in             households, communities, and classroom: Routledge

 Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.              Journal of Invitational Theory and Practice, v25 p5-13  

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.  

U.S. Department of Education, Office of Educational Technology (2023), Artificial Intelligence             and Future of Teaching and Learning: Insights and Recommendations. Retrieved             from: Artificial Intelligence and the Future of Teaching and Learning (ed.gov)

Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated

classroom. Stenhouse Publishers. Retrieved from https://eric.ed.gov/?id=ED592455

Supporting Diverse Learners with More Reliable, Formative Assessments

Teachers can support diverse learners with more reliable formative assessments by employing strategies that are inclusive, responsive, and tailored to the individual needs of each student.  Crucially, an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) can significantly enhance the reliability of assessments for diverse learners. An ICORT Mindset.can foster a positive and supportive learning environment where diverse learners feel valued, respected, and motivated to engage in assessments. When students feel cared for and respected, they are more likely to approach assessments with confidence and enthusiasm, leading to more reliable outcomes.

A caring and respectful mindset recognizes the unique strengths, challenges, and backgrounds of each learner. Educators with an ICORT mindset are more inclined to use diverse assessment methods that accommodate different learning styles, abilities, and cultural backgrounds.  This thereby increases the potential for an assessment to be fair and equitable for all students.

Let’s agree that trust is essential for accurate assessment outcomes. When students trust their educators and believe that assessments are designed to support their learning rather than simply judge their performance, they are more likely to engage authentically and provide accurate responses. An ICORT mindset fosters trust and rapport between educators and learners, which enhances the reliability of assessment results.

An optimistic mindset encourages a belief in the potential for growth and improvement. Educators with an ICORT mindset emphasize the value of learning from mistakes and setbacks, rather than viewing assessments as measures of fixed ability. This promotes a Growth Mindset (Dweck, 2014) among students, leading to more accurate assessments that reflect their true potential and progress over time.

Trustworthy, formative assessment practices involve clear communication and transparency about assessment objectives, criteria, and expectations. Educators with an ICORT mindset prioritize open and honest communication with students, ensuring that they understand the purpose of assessments and how their performance will be evaluated. Clear guidelines and feedback contribute to more reliable assessments by reducing ambiguity and confusion.

A respectful mindset acknowledges and challenges biases and stereotypes that may impact assessment outcomes. This is particularly impactful for diverse learners. Educators with an ICORT mindset actively strive to minimize bias in assessment design, administration, and evaluation, ensuring that assessments accurately reflect students' knowledge, skills, and abilities regardless of their background or identity.

By cultivating an intentional, caring, optimistic, respectful, and trustworthy mindset, educators can create a supportive learning environment.  Therefore, diverse learners are more likely to feel valued, motivated, and empowered to demonstrate their true abilities. This, in turn, leads to more reliable assessments that provide meaningful insights into students' learning and growth.

How can an ICORT-minded teacher support diverse learners through more reliable, formative assessment processes? There are strategies that are inclusive, responsive, and tailored to the individual needs of diverse learners.  For instance, teachers can:

·     Use multiple assessment methods whereby a variety of assessment methods are employed to accommodate diverse learning styles and preferences.

o   These might include written assignments, oral presentations, projects, quizzes, demonstrations, peer assessments, and self-assessments.

·       Communicate the objectives, criteria, and expectations for each formative assessment task.

o   Providing rubrics or grading criteria can help students understand what is expected of them and how their work will be evaluated.

·     Provide prompt feedback after formative assessments to help students understand their strengths and areas for improvement.

o   Feedback should always be specific, constructive, and actionable, focusing on the learning goals and individual student needs.

·        Differentiate formative assessments to meet the diverse needs of students.

o   Fair is not always equal (Wormeli, 2017). Offering alternative tasks or adjustments in the assessment process accommodates differences in ability, background, language proficiency, and learning pace.

·        Foster opportunities for peer collaboration and support during formative assessments.

o   Peer feedback, group discussions, and collaborative projects can enhance learning and provide valuable insights for diverse learners.

·     Integrate technology tools and platforms to facilitate formative assessments and provide personalized learning experiences.

o   Digital tools can offer adaptive feedback, interactive activities, and opportunities for self-paced learning.

·       Encourage students to reflect on their learning process and assess their own progress.

o   Directly teach metacognitive strategies such as goal setting, self-monitoring, and self-reflection to help students become more independent learners.

·       Ensure that formative assessments are culturally relevant and inclusive of diverse perspectives.

o   Use examples, materials, and contexts that resonate with students' cultural backgrounds, experiences, and Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019).

·       Offer students choices in how they demonstrate their learning during formative assessments.

o   Respective of Universal Design for Learning Principles and Guidelines (Rose & Meyer, 2002; CAST, 2018) allow students to select topics, formats, or approaches that align with their interests and strengths, which promotes engagement and ownership of learning.

Using ongoing formative assessments is a reliable way to monitor students' progress and adjust instruction as needed. Regular check-ins, informal observations, and formative quizzes can help teachers identify learning gaps and provide timely interventions. By implementing these strategies, ICORT-minded teachers can create more reliable formative assessments that support the diverse needs of all learners, leading to improved learning outcomes and academic success.

 

To Cite:

Anderson, C.J. (March 31, 2024) Supporting diverse learners with more reliable, formative assessments. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Retrieved from: udlguidelines.cast.org

 

Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in

            households, communities, and classroom: Routledge

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.

             Journal of Invitational Theory and Practice, v25 p5-13

 

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

 

Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated classroom. Stenhouse Publishers. Retrieved from https://eric.ed.gov/?id=ED592455

Yes, Teacher Candidates Should be Proficient with Impeccable Planning, Effective Instruction, and Reliable Assessment of Learning

Teacher candidates must be proficient in planning, instruction, and assessment for several reasons, as these are crucial components of effective teaching and student learning. Proficiency in these areas demonstrate teacher candidates are better able to create a dynamic and effective learning environment that promotes student success (Darling-Hammond, Hyler, & Gardner, 2017). These skills are fundamental to the teaching profession and subsequently contribute significantly to the quality of education provided to students.  An intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive, supportive, and well-managed learning environment. Let’s discuss why proficient demonstration of these skills are minimal expectations for the teacher candidate’s “Day One Readiness.”

Impeccable planning ensures that a teacher candidate has clear objectives and goals for each lesson. Effective instruction helps in delivering content that engages students and facilitates understanding. Proficient teacher candidates can plan and implement differentiated instruction to meet the diverse needs of their students. This includes adapting teaching methods, materials, and assessments to cater to various learning styles and abilities.

Proficiency in planning ensures that lessons align with curriculum standards and learning objectives. This alignment is crucial for students to progress through a coherent and structured educational experience. Planning is essential for effective time management. Effective teachers need to allocate time for each lesson component, ensuring that there is a balance between introduction, instruction, practice, and assessment. This helps maximize the use of instructional time. Well-planned lessons and effective instruction contribute to a positive classroom environment. When students are engaged and understand the expectations, a more conducive learning atmosphere is the result.

By creating measurable objectives for their lessons, teacher candidates can then develop and utilize reliable assessment that measures the extent to which students have mastered the learning objectives. Reliable assessment allows teachers to hold students accountable for their learning and provides opportunities for reflection on teaching practices. Analyzing assessment data helps teachers identify areas of strength and areas that need improvement. During clinical experiences. teacher candidates need opportunities to design, implement, and assess instructional activities This hands-on experience helps them understand the importance of formative and summative assessment, as well as providing constructive feedback to students to support their learning. This cycle of planning, instruction, and assessment is fundamental to achieving positive student learning outcomes.

Teachers need to communicate with parents, administrators, and other stakeholders about student progress. Clear planning, effective instruction, and reliable assessment provide tangible evidence of student achievements and areas for growth (Grossman & Fraefel, 2024). Reflecting upon the effectiveness of lessons and assessments allows teacher candidates to refine and enhance their instructional strategies over time.

Therefore, effective clinical experiences play a crucial role in preparing teacher candidates to be "Day One Ready." Practical, hands-on opportunities allow the teacher candidate to apply and reinforce the knowledge and skills gained during the teacher preparation programs.  Crucially, clinical experiences allow teacher candidates to apply theoretical knowledge in real-world classroom settings. This hands-on practice helps bridge the gap between theory and practice, enabling candidates to understand how to adapt their knowledge to diverse and dynamic classroom environments.

One of the most challenging aspects for new teachers is effectively managing a classroom. Clinical experiences provide teacher candidates with the chance to practice and develop classroom management skills.  These skills include behavior management, establishing routines, and creating a positive learning environment based on an ICORT Mindset.

Effective teaching involves catering to diverse learning needs. Clinical experiences expose teacher candidates to a variety of learners with different abilities, learning styles, and backgrounds. This exposure helps the teacher candidate develop the skills to differentiate instruction and provide students with opportunities for success rather than frustration anxiety, and tension (Lavoie, 1987).

In real classrooms, teachers need to work closely with other educators, administrators, and parents. Clinical experiences promote collaboration and communication skills as teacher candidates interact with various stakeholders in the education system. This collaboration helps them understand the importance of teamwork in achieving educational goals.

During clinical experiences, teacher candidates should be encouraged to engage in reflective practice. Prompts should invite teacher candidates to critically analyze their teaching methods and the impact upon student learning. This self-reflection is crucial for continuous improvement and professional growth, fostering a Growth Mindset (Dweck, 2014) that embraces lifelong learning.

Classrooms are dynamic, diverse environments.  As a result, unexpected challenges can arise. Clinical experiences expose teacher candidates to the unpredictable nature of teaching, helping them develop adaptability, resilience, and problem-solving skills necessary for success in the profession. Exposure to diverse classrooms during clinical experiences helps teacher candidates develop cultural competence and willingness to increase their Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019). They learn to appreciate and address the diverse needs and backgrounds of their students, fostering an inclusive and equitable teaching approach.

Numerous researchers, including some that are listed herein, have investigated teacher preparation programs to assess their effectiveness and identify areas for improvement. Yes, the field of education research is vast and different researchers may focus on various aspects of teacher preparation.  However, let’s reach consensus that effective clinical experiences provide teacher candidates with the practical skills, knowledge, and dispositions necessary for successful teaching. Through these experiences, candidates become more confident, adaptable, and "Day One Ready" to effectively navigate the complexities of their future classrooms.

To Cite:

Anderson, C.J. (February 29, 2024) Yes, teacher candidates should be proficient with impeccable planning, effective instruction, and reliable assessment of learning. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from:  https://learningpolicyinstitute.org/product/teacher-prof-dev

 

Grossman, P. & Fraefel, U (2024).  Core practices in teacher education. Harvard Education Press. ISBN: 9781682538692

 Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in          households, communities, and classroom: Routledge

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.  Journal of Invitational Theory and Practice, v25 p5-13

How a PLC can Optimize Learners’ Success by Sharing Effective Scientific Concepts and Psychological Tools

Five factors provide a specific framework believed to contribute to school success or failure (Purkey & Siegel, 2013). The five powerful factors–people, places, policies, programs, and processes (the Five P’s) become highly significant due to their separate and combined influence (Purkey & Siegel, 2013). Interdependently, the Five P’s provide limitless opportunities for evaluation and development of organizational climate. Grounded in Invitational Education theory, the Five P’s “address the total culture or ecosystem of almost any organization” (Purkey & Siegel, 2013, p. 104). Educators trained to develop their emotional intelligence as part of their professional leadership repertoire can proactively utilize both their cognitive and metacognitive skills (Brackett & Katulak, 2007).

Invitational Education (IE) theory contributes to school effectiveness by the way that its leaders demonstrate care for, and support of, the efforts of others (Halpin, 2003; Purkey & Siegel, 2013). The basic tenets of IE theory exhibited by an inviting leader include intentionality, care, optimism, respect, and trust (ICORT).  Implementation of IE theory promotes ICORT (Purkey & Novak, 2016; Anderson 2017) and thereby provides a means of summoning people to realize their relatively boundless potential in all worthwhile human endeavors (Burns & Martin, 2010). An effective professional learning community (PLC), therefore, can be the spearhead in a school’s desire to make better possible.

Creating a professional learning community (PLC) focused on reducing learning overload and achieving the "learning for all" mission involves collaboration, shared responsibility, and a commitment to applying scientific concepts and psychological tools. An educator is a member of that school’s PLC.  Therefore, as a developing servant leader and effective teacher, please access, review, and add the following strategies to your developing “pedagogical toolbox.”

Ensure the school has a Clear Mission and Vision.  Clearly define the mission and vision of the school regarding "learning for all." Emphasize the importance of creating an inclusive and supportive learning environment.

Help strengthen, or actually form, a Collaborative PLC.  Bring together teachers, administrators, psychologists, and other relevant staff to form a collaborative PLC. Foster a culture of openness, trust, and shared responsibility within the PLC.

Offer to provide or participate in Professional Development.  Provide ongoing professional development opportunities for educators to learn about scientific concepts and psychological tools related to reducing learning overload. Seek out experts or arrange workshops to enhance the understanding of cognitive science and psychology in education.

Utilize Data-Driven Decision Making.  Collect and analyze data related to student learning, engagement, and well-being. Use data to identify areas where learning overload may be occurring and tailor interventions accordingly.

As a valuable member of the school’s PLC, encourage implementation of Evidence-Based Practices.  Model the implementation of evidence-based teaching strategies that align with scientific principles of learning and memory. Share research findings and encourage colleagues to adapt their instructional methods based on the latest evidence.

Help to create Support Systems.  Establish support systems for both students and teachers. Provide resources for teachers to manage their own workload and stress, fostering a positive environment for both educators and students.

Inspire utilization of Student-Centered approaches.  Remember what you cherished as a student!  Inspire a shift towards student-centered learning approaches that allow for individualized instruction. Use psychological tools such as positive reinforcement, growth mindset interventions, and mindfulness practices to enhance student well-being.

Willingly, initiate collaboration with Experts.  Collaborate with psychologists, educational researchers, and other experts to gain insights into effective strategies for reducing learning overload.  Create partnerships with local universities or research institutions for ongoing support and collaboration.

Model Parent and Community Involvement.  Involve parents and the community in the mission to reduce learning overload. Educate parents on the importance of a balanced approach to education and seek their support in promoting student well-being.

Practice continuous Reflection and Self-Improvement.  Foster a culture of continuous reflection and improvement within the PLC.  Regularly assess the effectiveness of implemented strategies and adjust them based on feedback and outcomes.

Research (Comer, 1998; Reeves, 2008) reaffirmed the earlier findings by Edmonds (1979) and Lezotte (1991) that the basic beliefs of effective schools are important for school improvement.  Effective Schools Model promotes district-wide, systemic restructuring that provides continuous improvement, thereby ensuring every child has access to a quality education and an equal educational opportunity. The seven correlates, which embraces and enriches an effective PLC, have been shown to provide schools with a comprehensive framework for identifying, categorizing, and solving the problems confronting schools.   Again, you are intentionally invited to access, review, and add the strategies listed above to your developing “pedagogical toolbox” and become part of your school's improvement plan. 

 

To Cite:

Anderson, C.J. (November 30, 2023) How a PLC can optimize learners’ success by sharing effective scientific concepts and psychological tools. [Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

 

Additional References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-            based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide, 1-27.  Psychology Press.

Burns, G., & Martin, B. N. (2010). Examination of the Effectiveness of Male and Female Educational Leaders Who Made Use of the Invitational Leadership Style of Leadership. Journal of Invitational Theory & Practice, 1629-55. Retrieved from EBSCOhost

Comer, J. P. (1998). Educating poor minority children. Scientific American, 259(5) 42-48.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership, 37, 15-24. Grand Canyon University (producer). (2011, October). EDA805 Module 1 Lecture

 Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation. http://www.effectiveschools.com/images/stories/escorrelates.pdf

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)             International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How             to defuse difficult situations. Thousand Oaks, CA: Corwin Press. ISBN: 9787452212104

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Atlanta, GA: Humanics. Retrieved from: http://invitationaleducation.net/featuredbooks.html

 

Teachers Need to be Self-Aware and Willing to Consider Their Implicit Biases

 Yes, it is important for teachers to be self-aware and willing to consider their implicit biases. Why should teachers seek to become aware of different cultures and diverse learners? Let's accept the premise that one purpose of culturally responsive pedagogy is to motivate and stimulate learning. Given that, how can we argue with proponents of the Funds of Knowledge theory, who suggest cultural relevance and responsiveness is founded on the student’s culture, community, and family? Such aspects of students’ worldview are referred to as assets (Moll, González, & Amanti, 2009; Roe, 2019).

The extent to which teachers learn about students’ assets is termed Funds of Knowledge. To increase students’ sense that they are a part of the classroom community, it is recommended that teachers learn about students’ families, community, and culture. Therefore, the student's Funds of Identify contributes to the teacher's Funds of Knowledge that can be utilized through a mindset of intentionality, care, optimism, respect, and trust (ICORT) to optimize an institution's people, places, policies, programs, and processes (5Ps) to create a climate that results in sustained academic success leading to the fullest development of human potential (Purkey & Novak, 2016; Anderson, 2020).  

However, stereotyping adversely impacts the education of diverse learners.  Stereotyping, biases, and lower teacher expectancies resulting from a lack of diverse cultural awareness negatively affects the educational experience of culturally diverse students.  Stereotyping can also manifest in biased curriculum materials and teaching practices. This can result in an education that is less relevant or inclusive for diverse learners, hindering their ability to connect with the material. Let’s further explore how this can be exhibited in the classroom:

Teacher Expectancies Effect often lead educators to have lower expectations for certain groups of students based on their race, ethnicity, gender, or other characteristics. When teachers expect less from diverse learners, they may plan for and provide less challenging assignments.  This reduces opportunities for growth, which can limit the potential of culturally diverse learners.

Self-Fulfilling Prophecies result from culturally diverse learners constantly being exposed to negative stereotypes, biases, or lower expectations.  These students may internalize the teachers’ exhibited beliefs and begin to believe that they are less capable. This can become a self-fulfilling prophecy, as the students start to perform poorly academically or behaviorally based on low expectations projected upon them.

Diverse learners who feel stereotyped or marginalized in the classroom may disengage from learning. They may feel like they don't belong or that their contributions are not valued.  This often leads to a lack of interest and motivation to excel academically.

Stereotyping can result in unequal treatment. Students who are perceived as fitting into a particular stereotype may receive less attention, fewer resources, and fewer opportunities for enrichment or support. This can lead to disparities in educational outcomes. We should always seek to pursue excellence and equity (Childress, 2009)

Constant exposure to stereotypes can have a detrimental impact on the mental health and well-being of diverse learners. They may experience anxiety, depression, or feelings of inferiority.  Any of these can hinder their ability to focus on learning. Furthermore, stereotypes can affect how peers interact with diverse learners. This can lead to social isolation and bullying, creating a hostile or unwelcoming environment that hinders their ability to focus on learning.

Stereotyping can influence diverse learners' career aspirations and choices. When not encouraged or supported in pursuing certain fields or professions, diverse learners may limit their options and miss out on fulfilling their potential. This limits career aspirations.  Thus, stereotyping can contribute to the underrepresentation of diverse learners in advanced classes, extracurricular activities, and leadership roles. This lack of representation can further reinforce stereotypes. Crucially, it limits the opportunities for students victimized by implicit biases and stereotyping.

The adverse effects of stereotyping can have long-term consequences on diverse learners' educational attainment and future socioeconomic opportunities. Lower academic achievement and reduced self-confidence can limit their prospects in higher education and the job market. To mitigate the adverse impacts of stereotyping on the education of diverse learners, it is crucial for educators, schools, and policymakers to promote inclusive and culturally responsive teaching practices, foster a supportive and equitable learning environment, and challenge stereotypes and biases whenever they arise. Additionally, raising awareness and providing training on the importance of diversity and inclusion can help create a more equitable educational system for all students.

As educators, we need to promote equity in access.  In this endeavor, it is important to honestly explore potential barriers and our biases. Therefore, you are invited to access, explore, and participate in the free Harvard Implicit Association Test(s) .  Thank you again for this opportunity to teach and learn.

To Cite:

Anderson, C.J. (September 30, 2023) Teachers need to be self-aware and willing to consider

      their implicit biases. [Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

 

Additional References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

Childress, S. M. (2009). Six Lessons for Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3), 13-18.

 

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