Pedagogy

1. The word “Pedagogy” means?
(A) to understand the child

(B) to guide the child
(C) to educate the child
(D) to lead the child
2. Pedagogy is the study of?

(A) Education
(B) Learning Process
(C) Teaching Methods
(D) Guiding Students
3. The philosopher who worked in mathematical and scientific didactic was?

(A) Jean Piaget
(B) John Dewey
(C) Martin Wagenschein
(D) Lev Vygotsky
4. The use of technology to enhance learning process is called __________ in education.

(A) IT
(B) ICT
(C) Information technology
(D) Communication technology
5. A scoring guide use to evaluate the quality of students is called

(A) rubrics
(B) checklists
(C) inventories
(D) rating scales
ANSWERS: PEDAGOGY QUIZ

1. D
2. C
3. C
4. B
5. A
6. As people grow older, the __________ of learning declines.
(A) speed
(B) power
(C) quality
(D) quantity
7. Which from the following should be used to increase correct responses and appropriate
behavior?
(A) Praise
(B) Reward
(C) Ignorance
(D) Strictness
8. Which from the following should be used to decrease minor inappropriate behavior?
(A) Praise
(B) Reward
(C) Ignorance
(D) Strictness
9. The book Emile or “On Education” on the nature of education and man is written by
(A) Aristotle
(B) Plato
(C) John Dewey
(D) Rousseau
10. According to Emile, the noblest work in education is to make a/an

(A) good citizen
(B) reasoning man
(C) thinker
(D) entrepreneur

6. A
7. A
8. C
9. D
10. B
11. Teachers should present information to the students clearly and in interesting way, and
relate this new information to the things students
(A) don’t know
(B) already know
(C) willing to know
(D) not willing to know
12. According to John Dewey, school is a __________ institution, and education is a __________
process.
(A) social, social
(B) social, philosophical
(C) philosophical, philosophical
(D) environmental, psychological
13. According to John Dewey, schools must prepare students for

(A) present life
(B) future life
(C) entrepreneurship
(D) research
14. Responses that produce a satisfying effect in a particular situation become __________ to
occur again in that situation.
(A) not likely
(B) equally likely
(C) less likely
(D) more likely
15. Responses that produce a discomforting effect become __________ to occur again in that
situation.
(A) not likely
(B) equally likely
(C) less likely
(D) more likely
ANSWERS: PEDAGOGY MCQS

11. B
12. A
13. A
14. D
15. C
16. According to Rousseau, at what age a person ready to have a companion of the opposite
sex?
(A) 16
(B) 17
(C) 18
(D) 19
17. The field of study concerned with the construction of thought processes, including
remembering, problem solving, and decision-making is called
(A) Education
(B) Pedagogy
(C) Cognitive Development
(D) Epistemology
18. Jean Piaget proposed __________ stages of Cognitive Development.

(A) 3
(B) 4
(C) 5
(D) 6
19. The more often a particular ability is used the __________ it becomes.
(A) more important
(B) less important
(C) stronger
(D) weaker
20. The longer a particular ability is unused the __________ it becomes.

(A) more important
(B) less important
(C) stronger
(D) weaker
ANSWERS: EDUCATION QUIZ

16. A
17. C
18. B
19. C
20. D
21. The more parts of your brain you use, the more likely you are to __________ information.
(A) use
(B) miss
(C) misuse
(D) retain
22. The conclusion of a deductive argument is

(A) certain
(B) experience
(C) observation
(D) probable
23. The truth of the conclusion of an inductive argument is

(A) certain
(B) experience
(C) observation
(D) probable
24. The process of reasoning from one or more given statements to reach a logically certain
conclusion is called
(A) Deductive Reasoning
(B) Inductive Reasoning
(C) Qualitative Reasoning
(D) Quantitative Reasoning
25. The reasoning in which the given statements are viewed as supplying strong evidence for the
truth of the conclusion is called
(A) Deductive Reasoning
(B) Inductive Reasoning
(C) Qualitative Reasoning
(D) Quantitative Reasoning
ANSWERS: EDUCATION QUIZZES

21. D
22. A
23. D
24. A
25. B
26. According to Jean Piaget, children develop abstract logic and reasoning skill during
(A) Sensorimotor stage
(B) Preoperational stage
(C) Concrete operational stage
(D) Formal operational stage
27. Children are usually egocentric during __________ and __________ stages.
(A) Sensorimotor, Preoperational
(B) Preoperational, Concrete operational
(C) Concrete operational, Formal operational
(D) Formal operational, Sensorimotor
28. According to Jean Piaget, children are no longer egocentric when entering
(A) Sensorimotor stage
(B) Preoperational stage
(C) Concrete operational stage
(D) Formal operational stage
29. According to Piaget’s theory of cognitive development, the Concrete operational stage starts
at age
(A) 3
(B) 7
(C) 11
(D) 15
30. According to Piaget’s theory of cognitive development, the Formal operational stage starts at
age
(A) 3
(B) 7
(C) 11
(D) 15
ANSWERS: EDUCATION MCQS

26. D
27. A
28. C
29. B
30. C
31. The most recent response is most likely to
(A) forget
(B) compromised
(C) reoccur
(D) not occur again
32. Rousseau advocated an educational method which consisted of removing the child from
(A) school
(B) burden
(C) past memory
(D) society
33. Who advocated removing children from their mothers’ care and raising them as wards of the
state?
(A) Socrates
(B) Plato
(C) Aristotle
(D) John Locke
34. The famous book “The Republic” was written by

(A) Socrates
(B) Plato
(C) Aristotle
(D) John Locke
35. “All who have meditated on the art of governing mankind have been convinced that the fate
of empires depends on the education of youth.” This is the saying of
(A) Aristotle
(B) Socrates
(C) Plato
(D) John Locke

31. C
32. D
33. B
34. B
35. A
36. The Waldorf education approach emphasizes a balanced development of
(A) head and heart
(B) head and hands
(C) heart and hands
(D) head, heart, and hands
37. Plato believed that talent and intelligence are

(A) distributed genetically
(B) not distributed genetically
(C) distributed gender-wise
(D) not distributed gender-wise
38. A priori knowledge is knowledge that is known independently of

(A) analysis
(B) information
(C) experience
(D) evidence
39. A posteriori knowledge is knowledge that is known by

(A) analysis
(B) information
(C) experience
(D) evidence
40. According to John Locke, a child’s mind does not contain any
(A) innate ideas
(B) memory
(C) observation
(D) imagination
ANSWERS: PEDAGOGY QUIZZES

36. D
37. B
38. C
39. C
40. A
41. The philosopher who for the first time mentioned the importance of play (or sports) in
education was
(A) Socrates
(B) Plato
(C) Aristotle
(D) John Locke
42. The process of selecting units from a population to estimate characteristics of the population
is called
(A) analyzing
(B) inference
(C) research
(D) sampling
43. We calculate average marks of a student in the way as we calculate

(A) arithmetic mean
(B) geometric mean
(C) standard deviation
(D) variance
44. The __________ is a measure of how spreads out points are from the mean.
(A) arithmetic mean
(B) geometric mean
(C) standard deviation
(D) variance
45. The standard deviation is the __________ of the variance.

(A) square
(B) square root
(C) cube
(D) cube root
ANSWERS: PEDAGOGY MCQS

41. C
42. D
43. A
44. C
45. B
46. The concept of pragmatism in educational philosophy says that education should be about
(A) obedience
(B) virtue
(C) life and growth
(D) shaping good citizens
47. The idea of practical learning means education should apply to the
(A) practice
(B) society
(C) abstract knowledge
(D) real world
48. An aspect of pragmatism is experiential learning, which says, education should come through
(A) experience
(B) practice
(C) knowledge
(D) observations
49. According to Aristotle, virtue is a/an __________ state between excess and deficiency.
(A) natural
(B) intermediate
(C) real
(D) artificial
50. In case of spending money, the virtue is __________ between wastefulness and stringiness.
(A) generosity
(B) penury
(C) lavishness
(D) prodigal
ANSWERS: EDUCATION QUIZ

46. C
47. D
48. A
49. B
50. A
51. The concept of perennialism in education means school curricula should focus on what is
(A) important
(B) everlasting
(C) in demand
(D) in need
52. According to John Dewey, children should experience __________in school to make them
better citizens.
(A) rules
(B) discipline
(C) democracy
(D) practical implementation
53. Progressivism believes that education comes from the experience of the
(A) child
(B) teacher
(C) principal
(D) society
54. The idea of teaching the whole child in the “philosophy of pragmatism in education” means
teaching students to be good
(A) learners
(B) thinkers
(C) scientists
(D) citizens
55. Progressivism believes that children learn in a/an

(A) community
(B) competition
(C) isolation
(D) closed environment
ANSWERS: EDUCATION QUIZZES

51. B
52. C
53. A
54. D
55. A
56. A normal human being has __________ senses.
(A) 4
(B) 5
(C) 6
(D) 7
57. Which from the following is NOT among the five senses?
(A) vision
(B) touch
(C) smell
(D) thought
58. The application of ideas, knowledge and skills to achieve the desired results is called
(A) problem solving
(B) critical thinking
(C) reasoned arguments
(D) deductive method
59. According to Socrates of Meno, virtue is

(A) teachable
(B) unteachable
(C) reachable
(D) unreachable
60. The curriculum of educational institutes should be based on

(A) theory
(B) practice
(C) theory and practice
(D) theory, practice and research
ANSWERS: EDUCATION MCQS

56. B
57. D
58. A
59. B
60. C
61. The new curriculum should be introduced
(A) abruptly
(B) continuously
(C) gradually
(D) relatively
62. Evaluation of the process of curriculum development should be made

(A) abruptly
(B) continuously
(C) gradually
(D) relatively
63. Curriculum revision should be a/an __________ process.

(A) abrupt
(B) continuous
(C) gradual
(D) relative
64. The term heuristic means __________ in decision making.

(A) brain storming
(B) calculations
(C) thoroughness
(D) mental shortcuts
65. Robert Sternberg, a famous psychologist, argued that creativity requires __________
different types of intelligence.
(A) 3
(B) 4
(C) 5
(D) 6
ANSWERS: THEORY OF EDUCATION QUIZ

61. C
62. B
63. B
64. D
65. A
66. According to Robert Sternberg, the three different types of required intelligence for
creativity are
(A) synthetic, analytical, and practical
(B) analytical, observational and practical
(C) analytical, critical and practical
(D) abstract, synthetic and analytical
67. A common technique to help people begin the creative process is

(A) calculations
(B) brain storming
(C) thoroughness
(D) mental shortcuts
68. According to Plato, the highest goal in all of education is knowledge of the
(A) science
(B) mathematics
(C) philosophy
(D) good
69. Plato argued that __________ are fit to rule.

(A) educationists and philosophers
(B) only educationists
(C) only philosophers
(D) only psychologists
70. The book “A Brief History of Time” is written by

(A) Aristotle
(B) John Dewey
(C) Robert Sternberg
(D) Stephen Hawking
ANSWERS: THEORY OF EDUCATION MCQS

66. A
67. B
68. D
69. C
70. D
71. The branch of philosophy focuses on the nature of reality is
(A) Connectionism
(B) Epistemology
(C) Metaphysics
(D) Pedagogy
72. Idealism is a philosophical approach that argues that __________are the only true reality,
and the only thing worth knowing.
(A) ideas
(B) experiences
(C) observations
(D) physical objects
73. Realism is a philosophical approach that argues that ultimate reality is the world of
(A) ideas
(B) experiences
(C) observations
74. Who is called the father of both Realism and the scientific method?
(A) Aristotle
(B) Plato
(C) Socrates
(D) Edward Thorndike
75. The philosopher who is called the father of Idealism is

(A) Aristotle
(B) Plato
(C) Socrates
ANSWERS: THEORY OF EDUCATION QUIZZES

71. C
72. A
73. D
74. A
75. B
76. The philosopher who for the first time taught logic as a formal discipline was
(A) Aristotle
(B) Plato
(C) Socrates
77. The advocators of philosophy of Pragmatism believe that reality is

(A) imagination
(B) stagnant
(C) constantly changing
(D) related to mind
78. The psychologist who for the first time proposed the concept of connectionism in learning
was
(A) Aristotle
(B) Plato
(C) Robert Sternberg
79. According to Edward Thorndike, learning is about responding to

(A) analysis
(B) change
(C) experiment
(D) stimuli
80. Anything that causes a reaction is called

(A) learning
(B) stimulus
(C) connectionism
ANSWERS: EDUCATION PHILOSOPHY QUIZ

76. A
77. C
78. D
79. D
80. B
81. The connection between stimulus and response is called
(A) stimulus-response bond
(B) receiving-accepting bond
(C) stimulus-response paradigm
(D) receiving-accepting paradigm
82. The __________ the stimulus-response bond (S-R bond), the better a person has learned the
lesson.
(A) stable
(B) unstable
(C) stronger
(D) weaker
83. There are __________ laws of connectionism.

(A) 2
(B) 3
(C) 4
(D) 5
84. The three laws of connectionism are the laws of

(A) effect, stimulus and response
(B) stimulus, response and exercise
(C) exercise, readiness and response
(D) effect, exercise and readiness
85. According to the law of effect, if a stimulus results in a positive outcome, the S-R bond is
(A) strengthened
(B) weakened
(C) stabilized
(D) unsterilized
ANSWERS: EDUCATION PHILOSOPHY QUIZZES

81. A
82. C
83. B
84. D
85. A
86. According to the law of effect, if a stimulus results in a negative outcome, the S-R bond is
(A) strengthened
(B) weakened
(C) stabilized
(D) unsterilized
87. According to the __________, the more you do something, the better you are at it.
(A) law of effect
(B) law of exercise
(C) law of readiness
(D) law of connectionism
88. According to the __________, S-R bonds are stronger if an individual is ready to learn.
(A) law of effect
(B) law of exercise
89. The __________ says, we are motivated to gain rewards and avoid punishments.
(A) law of effect
(B) law of exercise
90. The Law of Effect can be effectively used in

(A) accelerate learning
(B) curriculum development
(C) classroom management
(D) teaching methods
ANSWERS: EDUCATION PHILOSOPHY MCQS

86. B
87. B
88. C
89. A
90. C
91. For an effective teaching, the teacher must be a subject matter expert that includes
I. command over the subject
II. the ability to convey knowledge
III. the ability to apply ideas from one discipline to another
(A) I only
(B) II only
(C) I and II only
(D) I, II and III
92. The satiation technique of classroom management is a technique where instead of punishing
negative behaviors, the teacher might decide to actually __________ the negative behavior.
(A) encourage
(B) discourage
(C) ignore
(D) divert
93. The extinction technique of classroom management is a technique where teacher

__________ any negative behavior.
(A) divert
(B) ignore
(C) encourage
(D) discourage
94. The use of a physical punishment for class management is called

(A) extinction technique
(B) satiation technique
(C) time out technique
(D) corporal punishment
95. The technique of classroom management where the teacher punishes negative behaviors by
removing an unruly student from the rest of the class is called
(A) extinction technique
(B) satiation technique
(C) time out technique
(D) corporal punishment
ANSWERS: EDUCATION PSYCHOLOGY QUIZ

91. D
92. A
93. B
94. D
95. C
96. The study of the physical, social and mental aspects of aging is called
(A) Esthetics
(B) Genetics
(C) Gerontology
(D) Clinical psychology
97. As people gets older, the ability of applying or maintain attention

(A) increases
(B) decreases
(C) stays constant
(D) remains unaffected
98. The brain __________ as people gets older.

(A) shrinks
(B) expands
(C) stays constant
(D) remains unaffected
99. There is __________ in working memory as people gets older.

(A) upgradation
(B) degradation
(C) no change
(D) a slight change
100. According to the philosophy of Idealism in education, the subject matter of curriculum
should be
(A) mathematics
(B) science
(C) physical world
(D) mind
ANSWERS: EDUCATION PSYCHOLOGY QUIZZES

96. C
97. B
98. A
99. B
100. D
101. In education, __________ is used to make inference about the learning and development of
students.
(A) assessment
(B) evaluation
(C) measurement
(D) diagnosis
102. An assessment that is conducted prior to the start of teaching or instruction is called
(A) initial assessment
(B) formal assessment
(C) formative assessment
(D) summative assessment
103. An assessment that is carried out throught the course is called

(A) initial assessment
(B) diagnostic assessment
(C) formative assessment
(D) summative assessment
104. An assessment is __________ if it consistently achieves the same results with the same (or
similar) students.
(A) Valid
(B) Invalid
(C) Reliable
(D) Unreliable
105. A/An __________ assessment is one which measures what it is intended to measure.
(A) Valid
(B) Invalid
(C) Reliable
(D) Unreliable
ANSWERS: EDUCATION PSYCHOLOGY MCQS

101. A
102. A
103. C
104. C
105. A
Professional knowledge
1 Know students and how they learn
 1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
 1.2 Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and
linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.
 1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the
specific learning needs of students across the full range of abilities.
 1.6 Strategies to support full participation of students with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching
strategies that support participation and learning of students with disability.
Professional knowledge
2 Know the content and how to teach it
 2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.
 2.2 Content selection and organisation

Organise content into an effective learning and teaching sequence.
 2.3 Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson
plans.
 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
 2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in
teaching areas.
 2.6 Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students.
Professional practice
3 Plan for and implement effective teaching and learning
 3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.
 3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching
strategies.
 3.4 Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their
learning.
 3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.
 3.6 Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning.
 3.7 Engage parents / carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
4 Create and maintain supportive and safe learning environments
 4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom
activities.
 4.2 Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.
Illustration of practice
Sound routines
Lifecycle of silkworms
Maths rotations
Sitting and listening
 4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.
Inclusive play
 4.4 Maintain student safety

Describe strategies that support students’ wellbeing and safety working within school and/or
system, curriculum and legislative requirements.
 4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the
safe, responsible and ethical use of ICT in learning and teaching.
5 Assess, provide feedback and report on student learning
 5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,
formative and summative approaches to assess student learning.
 5.2 Provide feedback to students on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
 5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent
and comparable judgements of student learning.
 5.4 Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
 5.5 Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers
and the purpose of keeping accurate and reliable records of student achievement.
Professional engagement
6 Engage in professional learning
 6.1 Identify and plan professional learning needs
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers
in identifying professional learning needs.
 6.2 Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.
 6.3 Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching
practices.
 6.4 Apply professional learning and improve student learning
Demonstrate an understanding of the rationale for continued professional learning and the
implications for improved student learning.
Professional engagement
7 Engage professionally with colleagues, parents/carers and the community
 7.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in codes of ethics and conduct for the
teaching profession.
 7.2 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, administrative and organisational policies and processes
required for teachers according to school stage.
 7.3 Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
 7.4 Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening
teachers’ professional knowledge and practice.
Introduce Yourself
The point of an introduction is to establish yourself as a unique individual sharing the classroom
with other unique individuals. Other than providing your name and the name of the course
you’re teaching, here is some information you may consider sharing:
 Personal biography: your place of birth, family history, educational history, hobbies, sport
and recreational interests, how long you have been at the university, and what your plans
are for the future.
 Educational biography: how you came to specialize in your chosen field, a description of
your specific area of expertise, your current projects, and your future plans.
 Teaching biography: how long have you taught, how many subjects/classes have you
taught, what level of class you normally teach, what you enjoy about being in the
classroom, what do you learn from your students, and what you expect to teach in the
future.
 In making your decision about what information to share, consider how much you want
them to know and how much you want to reveal about yourself.
Allow the Students to Introduce Themselves
This is your opportunity to focus on students as unique and diverse individuals. Consider how
introductions can lead into a productive and welcoming classroom environment. Instead of just
asking general questions concerning their name, major, and years at Vanderbilt, ask them
questions that are pertinent to the subject and the atmosphere you want to build through the
semester. Here are some examples:
 In a geography or history class, you may want to ask students to introduce themselves
and explain where they are from. You could mark these places on a map of the world as
they talk.
 In a math class, you may want to ask the students to introduce themselves and state one
way mathematics enriches their lives every day.
 You may also want to have the students break into pairs, exchange information, and
introduce one another to the class.
This may also be a good time to give your students an exercise that enables teachers to assess
the state of their students’ previous or current learning. Examples of these Classroom
Assessment Techniques (CATs) can be found on our Web site, but include the following.
 The Background Knowledge Probe is a short, simple questionnaire given to students at the
start of a course, or before the introduction of a new unit, lesson or topic. It is designed to
uncover students’ pre-conceptions about the area of study.
Discuss and Evaluate the Room Environment Together
As your students are introducing themselves and you are talking to them, ask your students to
comment on the acoustics and remain conscious of how well you can hear and see each of them.
Consider, with their input or alone, how you would change and optimize the seating
arrangement. At the end of the introductions, ask them to move to optimize communication and
make note of unexpected needs for a microphone, lighting changes, seating arrangements or
other environmental controls.
Truth in Advertising:
Course Expectations and Requirements
“What happens between you and your students in your classroom or lecture hall depends largely
on what you want to happen. How you treat each other and how you and your students feel
about being in that place with each other is modeled and influenced by you.”
–From the chapter “Classroom Contracts–Roles, Rules, and Expectations” in David W.
Champagne’s The Intelligent Professor’s Guide to Teaching (Roc Edtech, 1995), available in
the CFT Library
 Course overview: Provide a map of where the class will start and end, and what you
expect them to understand at the end of the semester. See the Course Design page for
resources on creating and summarizing course goals.
 Departmental Requirements/Expectations: If your department sets standards and
requirements, you may want to establish that you are required to work within those
parameters. Vanderbilt Teaching Assistants may want to refer to Questions TAs Might Ask
Their Supervisors for assistance understanding this information. This may be the best time
to discuss Vanderbilt University’s Honor System.
 Presentation of material: Tell your students how you will provide them with the materials
they need to be successful in class. Do you post Web-based materials on Brightspace, or
rely on electronic course reserves through the Library? Will your students have to
schedule evenings to watch films or attend performances? Will you lecture and expect
them to take notes on your presentations?
 Expectations for class time: How will the student feel confident and competent in your
classroom? Is the class discussion-based? Do you follow your syllabus or do you
improvise? Do they need to bring their books every day? Tell them what they can expect
and how can they interact within those expectations to thrive in your classroom.
 Expectations outside of class: Provide them with an idea of what they will need to
prepare for the course outside of class. Is their preparation primarily reading and writing
individually, or will they be working in groups? Will they need to turn in assignments
electronically outside of class hours? Give them enough information so they will be able
to plan their schedules accordingly.
 Instructor responsibilities:
o Establish what you will provide for your students to be successful in your class. This
may include in-class material, study guides, meaningful and prompt feedback on
assignments, facilitation of discussion, attention to students with special needs,
and a positive and welcoming classroom environment.
o Assert your boundaries: Let your students know how to contact you and when. For
example communicate or provide your office hours, office phone number,
availability for instant messaging, email, and when you do not respond (evenings,
weekends, and traveling for example). If you are traveling during the semester, you
may want to explain the dates that you will not be available.
o You may also want to alert your students to the events, habits, or situations that
detract from your ability to fulfill your responsibility. For example, if late
assignments, lack of participation, or sleeping during your lectures distracts you
from timely and persuasive teaching, explain why you cannot tolerate these events
and how you handle them when they occur.
 Student responsibilities: If attendance is required, participation is mandatory, or you
want them to read the assignment before class, explain to your students that this is
expected of them throughout the semester. Explain policies on absences, make-ups,
emergencies, and accommodating special needs. You may also remind them that they are
responsible for their success and communicating with you when they have need
assistance or have other concerns. The university launched new Title IX and Student
Discrimination, Student Access Services and Equal Employment Opportunity offices to
serve students, faculty and staff Jan 15, 2018.
 Assessment: How will you assign the course grade at the end of the semester? How many
assignments will you grade? Do you have grading policies and/or rubrics or criteria for
grading?
 Cooperation/communication/resources: Finally, you may want to spend a few minutes
discussing university, department, library, or other resources for students to use in
through the course of the semester.
Working With Student Athletes

The following are some strategies that have worked for me in the past—they are merely
suggestions, and you may find strategies on your own which will better suit your own teaching
style.
 Ask your student athletes to remain for a few minutes after class on the first day, and ask
them to give you the official list of their upcoming games and meets. Ask them to
highlight the meets that will conflict with your class, and also ask for the contact
information for their coaches and academic counselors in Student Athletics. Explain that
you do this as a matter of course with all student athletes, that you understand their
many responsibilities and commitments, and that you want to enter into a network of
support with their coaches and academic counselors in order to help them be successful
in the classroom.
 Express an interest in their athleticism. Even if you’re not a sports enthusiast, a simple
comment or question about a recent game or meet demonstrates that you are aware of
your student athletes’ extracurricular commitments. Each semester, after I’ve done this
two or three times, I’ve noticed that student athletes become more comfortable in the
classroom. They often begin to use their athleticism as a point of entry into class
discussions, and form support networks with other student athletes who are not in their
sport.
 Mark the games and meets on your attendance sheet before they occur. This will remind
you to anticipate absences (so you can photocopy handouts ahead of time) and will also
remind you to ask your athletes about games or meets when they return.
 During your first conference with a student athlete, set aside five minutes to discuss any
concerns the student may have about keeping up with work, budgeting time, etc… Let
the student know that you understand that his or her plate is more full than other
students not involved in sports, but also emphasize that this means he or she will have to
work harder to meet commitments both in and outside of the classroom, which can be
accomplished through proper planning.
 If you are teaching a class that allows for flexibility with writing assignments, encourage
student athletes (or at least let them know it’s okay) to write about the sports they
play. Some of the best papers I’ve received from student athletes have been about
whether or not student athletes should be compensated, steroid use, personal narratives
about sports injuries, etc…
In a fixed Mindset In a growth mindset

you want to hide your flaws so you’re not your flaws are on your TO DO list of things to
judged or labeled a failure. improve.
you try mastering valuable skills regardless of
your true passion is a hidden inherent mood, knowing passion and purpose come from
thing. doing great work, which comes from expertise and
experience.
failures define you. failures are temporary setbacks.
you stick to what you know to keep up your you keep up your confidence by always pushing into
confidence. the unfamiliar, to make sure you’re always learning.
you believe if you’re in love with someone,
you believe a lasting relationship comes from effort
you should share all of each other’s views,
and working through inevitable differences.
and everything should just come naturally.
it’s all about the outcome. If you fail, you it’s all about the process, so the outcome hardly
think all effort was wasted. matters.
7 tips for developing a growth mindset in your classroom
1. It takes success to create a growth mindset
Students with a fixed mindset and bad grades don’t get up easily. They will start to neglect their
courses with a bad grade, because it’s just not there. They don’t have it in them. That’s where
it’s very important to keep motivating your students.
Once they’ve achieved a success story, they’ll crave for more. Success feeds people. Their fixed
mindset will see that their efforts do help. They’ll start to see that their efforts can make them
grow. At that point, they’ll start to think differently and develop a growth mindset.
2. Setting micro-goals
In order to achieve success, it can help to set micro-goals to encourage a student’s consistent
progress. Like I said, several small “wins” or success stories can lead to a growth mindset.
Setting micro-goals toward the big goal is very important to keep students motivated during
their way up.
3. Praise efforts, not intelligence
Motivate student by encouraging them. Praise their efforts and the strategies they used to solve
a problem. Praise their perseverance and their hard work.
Here’s something you shouldn’t do: praise their intelligence. Why? Praise for intelligence can
undermine motivation and performance. Children praised for intelligence view intelligence as a
fixed trait. They see themselves as smart people, in every way. When they face a failure, they
will show less task persistence, less task enjoyment and an overall worse performance.
4. Empower students to ask questions
Eventually, students will all reach a point where they can’t figure out a solution. This is a good
time for them to ask for help. If they dare. It’s important to encourage your students to ask
questions.
People with a growth mindset are more concerned about growing knowledge and skills than
keeping up appearance trying to look smart but not asking any questions.
Students who are interacting with you and ask you questions are more eager to learn and grow.
5. Forget about grades

The intention of a growth mindset is to care about the process, not the outcome. Grades focus
too much on the outcome. In a fixed mindset students will forget about their effort, once they
see a bad grade. They will believe that their effort is wasted because they got a setback. It’s hard
to pull students away from grades, because they study for those grades. Or did you think they
learn for fun?
That’s where the growth mindset refers to. Learning to get better. Learning because it’s
challenges them intrinsically. With proper feedback and formative assessment instead of
summative assessment, a growth mindset can be achieved. The value of learning should be
prioritized.
6. The word “Yet”.
A mindset can be changed by just one short, but important word: “yet”. In a fixed mindset, your
students will probably complain about an exercise. “It’s too difficult, I can’t complete this, I can’t
remember this”. Now add “yet”. “I can’t complete this, YET. I can’t remember this, YET”
This isn’t just your task. Parents have to start motivating their children from when they are still
young. Children replicate their parents' behavior, so they have to be a decent role model.
This occurred to me when a friend told me about one of her toddlers in school. Toddlers would
complain that they couldn’t go to the toilet by themselves, or bind their shoelaces. And we see
that as absolutely normal. Until she came across that one toddler that corrected her. The toddler
asked her if he could get crafty. She told the toddler that he couldn’t do that. “No”, said the
toddler. “We can’t do this YET”. Turns out his parents always told him to keep trying to get
better at something.
As it is bad enough that she got corrected by a 5 year old, she realized that everyone of her
toddlers, including herself, had a fixed mindset.
7. Cooperative classroom activities
Assign classroom activities that involve cooperative work, rather than competitive or
individualistic work. Students tend to be more motivated and successful when working in
groups. Students feel responsible for the group and obliged to try their best. That way they will
experience the positive feedback loop of effort and success and therefore develop a growth
mindset.
So, that’s it for this post. I hope you’ve learned more about the fixed and growth mindset and
what to do to encourage a growth mindset in your classroom to achieve student success. Spread
the word by sharing this post. Thanks!
Responding to student misbehavior
1. Ignoring misbehaviors
2. Stop few seconds then continue
3. Gesturing nonverbally
Sometimes it works to communicate using gestures, eye contact, or “body language” that
involve little or no speaking. Nonverbal cues are often appropriate if a misbehavior is just a bit
too serious or frequent to ignore, but not serious or frequent enough to merit taking the time
deliberately to speak to or talk with the student. If two students are chatting off-task for a
relatively extended time, for example, sometimes a glance in their direction, a frown, or even
just moving closer to the students is enough of a reminder to get them back on task. Even if
these responses prove not to be enough, they may help to keep the off-task behavior from
spreading to other students.
3. Natural and logical consequences
Consequences are the outcomes or results of an action. When managing a classroom, two kinds
of consequences are especially effective for influencing students’ behavior: natural
consequences and logical consequences. As the term implies, natural consequences happen
“naturally,” without deliberate intention by anyone. If a student is late for class, for example, a
natural consequence is that he misses information or material that needed to do an assignment.
Logical consequences are ones that happen because of the responses of or decisions by others,
but that also have an obvious or “logical” relationship to the original action. If one student steals
another’s lunch, for example, a logical consequence might be for the thief to reimburse the
victim for the cost of the lunch. Natural and logical consequences are often woven together and
thus hard to distinguish: if one student picks a fight with another student, a natural consequence
might be injury not only to the victim, but also to the aggressor (an inherent byproduct of
fighting), but a logical consequence might be to lose friends (the response of others to fighting).
In practice both may occur.
Table 1: Differences between consequences and punishments
Focused on future solutions Focused on past mistakes
Focused on individual’s actions Focused on character of student or child
Focused on repairing mistakes Focused on establishing blame
Focused on restoring positive relationships Focused on isolating wrong-doer
Tend to reduce emotional pain and conflict Tend to impose emotional pain or conflict
Conflict resolution and problem solving
Step 1: clarifying and focusing: problem ownership
Classrooms can be emotional places even though their primary purpose is to promote thinking
rather than expression of feelings. The emotions can be quite desirable: they can give teachers
and students “passion” for learning and a sense of care among members of the class. But
feelings can also cause trouble if students misbehave: at those moments negative feelings—
annoyance, anger, discomfort—can interfere with understanding exactly what is wrong and how
to set things right again. Gaining a bit of distance from the negative feelings is exactly what those
moments need, especially on the part of the teacher, the person with (presumably) the greatest
maturity.
In a widely cited approach to conflict resolution called Teacher Effectiveness Training, the
educator Thomas Gordon describes this challenge as an issue of problem ownership, or deciding
whose problem a behavior or conflict it really is (Gordon, 2003). The “owner” of the problem is
the primary person who is troubled or bothered by it. The owner can be the student committing
the behavior, the teacher, or another student who merely happens to see the behavior. Since
the owner of a problem needs to take primary responsibility for solving it, identifying ownership
makes a difference in how to deal with the behavior or problem effectively.
Suppose, for example, that a student named David makes a remark that the teacher finds
offensive (like “Sean is fat”). Is this remark the student’s problem or the teacher’s? If David made
the comment privately to the teacher and is unlikely to repeat it, then maybe it is only the
teacher’s problem. If he is likely to repeat it to other students or to Sean himself, however, then
maybe the problem is really David’s. On the other hand, suppose that a different student, Sarah,
complains repeatedly that classmates refuse to let her into group projects. This is less likely to be
the teacher’s problem rather than Sarah’s: her difficulty may affect her ability to do her own
work, but not really affect the teacher or classmates directly. As you might suspect, too, a
problem may sometimes affect several people at once. David, who criticized Sean, may discover
that he offended not only the teacher, but also classmates, who therefore avoid working with
him. At that point the whole class begins to share in some aspect of “the” problem: not only is
David prevented from working with others comfortably, but also classmates and the teacher
begin dealing with bad feelings about David.
Step 2: active, empathetic listening
Diagnosing accurately who really has a problem with a behavior—who “owns” it—is helped by a
number of strategies. One is active listening—attending carefully to all aspects of what a student
says and attempting to understand or empathize as fully as possible, even if you do not agree
with what is being said (Cooper & Simonds, 2003). Active listening involves asking questions in
order continually to check your understanding. It also involves encouraging the student to
elaborate on his or her remarks, and paraphrasing and summarizing what the student says in
order to check your perceptions of what is said. It is important not to move too fast toward
solving the problem with advice, instructions, or scolding, even if these are responses that you
might, as a teacher, feel responsible for making. Responding too soon with solutions can shut
down communication prematurely, and leave you with inaccurate impressions of the source or
nature of the problem.
Step 3: assertive discipline and I-messages
Once you have listened well to the student’s point of view, it helps to frame your responses and
comments in terms of how the student’s behavior affects you in particular, especially in your
role as the teacher. The comments should have several features:
 They should be assertive—neither passive and apologetic, nor unnecessarily hostile and
aggressive (Cantor, 1996). State the problem as matter-of-factly as possible: “Joe, you are
talking while I’m explaining something,” instead of either “Joe, do you think you could be
quiet now?” or “Joe, be quiet!”
 The comments should emphasize I-messages (Gordon, 1981), which are comments that
focus on how the problem behavior is affecting the teacher’s ability to teach, as well as
how the behavior makes the teacher feel. They are distinct from you-messages, which
focus on evaluating the mistake or problem which the student has created. An I-message
might be, “Your talking is making it hard for me to remember what I’m trying to say.” A
you-message might be, “Your talking is rude.”
 The comments should encourage the student to think about the effects of his or her
actions on others—a strategy that in effect encourages the student to consider the ethical
implications of the actions (Gibbs, 2003). Instead of simply saying: “When you cut in line
ahead of the other kids, that was not fair to them,” you can try saying, “How do you think
the other kids feel when you cut in line ahead of them?”
Step 4: negotiation
The first three steps describe ways of interacting that are desirable, but also fairly specific in
scope and limited in duration. But in themselves, they may not be enough when conflict persists
over time and develops a number of complications or confusing features. A student may persist
in being late for class, for example, in spite of efforts by the teacher to modify this behavior. Or
two students may repeatedly speak rudely to each other, even though the teacher has mediated
this conflict in the past. Or a student may fail to complete homework, time after time. Because
these problems develop over time, and because they may involve repeated disagreements, they
can eventually become stressful for the teacher, the student, and any classmates who may be
affected. Their persistence can tempt a teacher simply to dictate a resolution—a decision that
can leave everyone feeling defeated, including the teacher.
Often in these situations it is better to negotiate a solution, which means systematically
discussing options and compromising on one if possible. Although negotiation always requires
time and effort, it is often less time or effort than continuing to cope with the original problem,
and the results can be beneficial to everyone. A number of experts on conflict resolution have
suggested strategies for negotiating with students about persistent problems (Davidson &
Wood, 2004). The suggestions vary in detail, but usually include some combination of the steps
we have already discussed above, along with a few others:
 Decide as accurately as possible what the problem is. Usually this step involves a lot of the
active listening described above.
 Brainstorm possible solutions, and then consider their effectiveness. Remember to include
students in this step; otherwise you end up simply imposing a solution on others, which is
not what negotiation is supposed to achieve.
 If possible, choose a solution by consensus. Complete agreement on the choice may not
be possible, but strive for it as best you can. Remember that taking a vote may be a
democratic, acceptable way to settle differences in some situations, but if feelings are
running high, voting does not work as well. In that case voting may simply allow the
majority to impose its will on the minority, leaving the underlying conflict unresolved.
 Pay attention to how well the solution works after it is underway. For many reasons,
things may not work out the way you or students hope or expect. You may need to
renegotiate the solution at a later time.
Cooperative learning
Even though inquiry-oriented discussion and investigation benefits when it involves the teacher,
it can also be useful for students to work together somewhat independently, relying on a
teacher’s guidance only indirectly. Working with peers is a major feature of cooperative learning
(sometimes also called collaborative learning). In this approach, students work on a task in
groups and often are rewarded either partially or completely for the success of the group as a
whole. Aspects of cooperative learning have been part of education for a long time; some form
of cooperation has always been necessary to participate on school sports teams, for example, or
to produce a student-run school newspaper. What is a bit newer is using cooperative or
collaborative activities systematically to facilitate the learning of a range of educational goals
central to the academic curriculum (Prince, 2004).
Even though teachers usually value cooperation in students, circumstances at school can
sometimes reduce students’ incentives to show it. The traditional practice of assessing students
individually, for example, can set the stage for competition over grades, and cultural and other
forms of diversity can sometimes inhibit individuals from helping each other spontaneously.
Strategies exist, however, for reducing such barriers so that students truly benefit from each
other’s presence, and are more likely to feel like sharing their skills and knowledge. Here, for
example, are several key features that make cooperative learning work well (Johnson & Johnson,
1998; Smith, et al., 2005):
 Students need time and a place to talk and work together. This may sound obvious, but it
can be overlooked if time in class becomes crowded with other tasks and activities, or
with interruptions related to school (like assemblies) but not to the classroom. It is never
enough simply to tell students to work together, only to leave them wondering how or
when they are to do so.
 Students need skills at working together. As an adult, you may feel relatively able to work
with a variety of partners on a group task. The same assumption cannot be made,
however, about younger individuals, whether teenagers or children. Some students may
get along with a variety of partners, but others may not. Many will benefit from advice
and coaching about how to focus on the tasks at hand, rather than on the personalities of
their partners.
 Assessment of activities should hold both the group and the individuals accountable for
success. If a final mark for a project goes only to the group as a whole, then freeloading is
possible: some members may not do their share of the work and may be rewarded more
than they deserve. Others may be rewarded less than they deserve. If, on the other hand,
a final grade for a group project goes only to each member’s individual contribution to a
group project, then overspecialization can occur: individuals have no real incentive to
work together, and cooperative may deteriorate into a set of smaller individual projects
(Slavin, 1994).
 Students need to believe in the value and necessity of cooperation. Collaboration will not
occur if students privately assume that their partners have little to contribute to their
personal success. Social prejudices from the wider society—like racial bias or gender
sexism, for example—can creep into the operations of cooperative groups, causing some
members to be ignored unfairly while others are overvalued. Teachers can help reduce
these problems in two ways: first by pointing out and explaining that a diversity of talents
is necessary for success on a group project, and second by pointing out to the group how
undervalued individuals are contributing to the overall project (Cohen, Brody, & Sapon-
Shevin, 2004).
As these comments imply, cooperative learning does not happen automatically, and requires
monitoring and support by the teacher. Some activities may not lend themselves to cooperative
work, particularly if every member of the group is doing essentially the same task. Giving
everyone in a group the same set of arithmetic problems to work on collaboratively, for
example, is a formula for cooperative failure: either the most skilled students do the work for
others (freeloading) or else members simply divide up the problems among themselves in order
to reduce their overall work (overspecialization). A better choice for a cooperative task is one
that clearly requires a diversity of skills, what some educators call a rich group work task (Cohen,
Brody, & Sapon-Shevin, 2004). Preparing a presentation about medieval castles, for example,
might require (a) writing skill to create a report, (b) dramatic skill to put on a skit and (c) artistic
talent to create a poster. Although a few students may have all of these skills, more are likely to
have only one, and they are therefore likely to need and want their fellow group members’
participation.
Examples of cooperative and collaborative learning
Although this description may make the requirements for cooperative learning sound somewhat
precise, there are actually a variety of ways to implement it in practice. Table 1 summarizes
several of them. As you can see, the strategies vary in the number of how many students they
involve, the prior organization or planning provided by the teacher, and the amount of class time
they normally require.
Table 1: Strategies for encouraging cooperative learning
Type of groups
Strategy What the teacher does What the students do
involved
First, students think individually of
Pairs of students, the answer; second, they share
Think-pair-share Teacher poses initial problem
sometimes linked their thinking with partner; third,
(Lyman, 1981) or question.
to one other pair the partnership shares their
thinking with another partnership
Students in each group work
together to become experts in
Jigsaw classroom, Teacher assigns students to
5–6 students per their particular aspect of the
version #1 groups and assigns one aspect
group, and 5–6 problem; later the expert groups
(Aronson, et al., of a complex problem to each
groups overall disband, and form new groups
2001) group.
containing one student from each
of the former expert groups.
Table 1: Strategies for encouraging cooperative learning
Students initially work in groups to
learn about the entire problem;
later the groups disband and
reform as expert groups, with each
Teacher assigns students to
Jigsaw classroom, 4–5 students per group focusing on a selected
groups and assigns each group
version #2 (Slavin, group, and 4–5 aspect of the general problem; still
to study or learn about the
1994) groups overall later the expert groups disband
same entire complex problem.
and the original general groups
reform to learn what the expert
students can now add to their
general understanding.
Teacher presents a lesson or
STAD (Student- unit to the entire class, and
Students work together to insure
Teams later tests them on it; grades
4–5 students per that team mates improve their
Achievement individuals based partly on
team (or group) performance as much as possible.
Divisions) (Slavin, individuals’ and the team’s
Students take tests as individuals.
1994) improvement, not just on
absolute level of performance.
Various numbers Teacher or students pose a
of students, question or problem of Students work together for
Project-Based depending on the interest to other students; extended periods to investigate
Learning (Katz, complexity of the teacher helps students to the original question or problem;
2000) project, up to and clarify their interests and project leads to a presentation,
including the make plans to investigate the written report, or other product.
entire class. question
Concept Mapping
 Use as an in-class pre-assessment. Prior to discussing a topic, ask students to create a
concept map. Then, as you discuss the information, they can add to or modify their map
to reflect their understanding about the topic.
 Do as a small group activity. Give your students a problem, case study, or question about
a key concept. Divide them into small groups of 4-5 students. Have each group create a
concept map as they analyze and synthesize previously learned information into this new
scenario. Have the groups present their conclusions.
 Do as a whole class activity. As a class, create, a concept map and use it as a springboard
to discuss relationships among the concepts and ideas listed in the map.
 Fill in the blanks. Before class, create a concept map of the material you want to cover in
class. Then, remove some of the concepts and labels. Show the partially completed map
to the class and have them fill in the blank spots and label the relationships.
 Organize your research. Use a concept map to build and organize your ideas, layer
details, and find connections and relationships that might never have occurred to you
before.
There are several benefits of using concept maps. A concept map:
 Helps visual learners grasp the material (however all learners benefit from the activity)
 Helps students see relationships between ideas, concepts, or authors
 Utilizes the full range of the left and right hemispheres of the brain
 Helps memory recall
 Helps to clarify and structure ideas
 Aids in developing higher-level thinking skills (create, analyze, evaluate)
 Helps students synthesize and integrate information, ideas and concepts
 Encourages students to think creatively about the subject
 Lets students do self-evaluation of beliefs, values, socialization, etc.
 Helps students evaluate assumptions.
Classroom Assessment Techniques (CATs)

What Are CATs?
Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class
activities designed to give you and your students useful feedback on the teaching-learning
process as it is happening.
Examples of CATs include the following.
 The Background Knowledge Probe is a short, simple questionnaire given to students at the
start of a course, or before the introduction of a new unit, lesson or topic. It is designed to
uncover students’ pre-conceptions.
 The Minute Paper tests how students are gaining knowledge, or not. The instructor ends
class by asking students to write a brief response to the following questions: “What was
the most important thing you learned during this class?” and “What important question
remains unanswered?”
 The Muddiest Point is one of the simplest CATs to help assess where students are having
difficulties. The technique consists of asking students to jot down a quick response to one
question: “What was the muddiest point in [the lecture, discussion, homework
assignment, film, etc.]?” The term “muddiest” means “most unclear” or “most confusing.”
 The What’s the Principle? CAT is useful in courses requiring problem-solving. After
students figure out what type of problem they are dealing with, they often must decide
what principle(s) to apply in order to solve the problem. This CAT provides students with a
few problems and asks them to state the principle that best applies to each problem.
 Defining Features Matrix: Prepare a handout with a matrix of three columns and several
rows. At the top of the first two columns, list two distinct concepts that have potentially
confusing similarities (e.g. hurricanes vs. tornados, Picasso vs. Matisse). In the third
column, list the important characteristics of both concepts in no particular order. Give
your students the handout and have them use the matrix to identify which characteristics
belong to each of the two concepts. Collect their responses, and you’ll quickly find out
which characteristics are giving your students the most trouble.
Why Should I Use CATs?
CATs can be used to improve the teaching and learning that occurs in a class. More frequent use
of CATs can…
 Provide just-in-time feedback about the teaching-learning process
 Provide information about student learning with less work than traditional assignments
(tests, papers, etc.)
 Encourage the view that teaching is an ongoing process of inquiry, experimentation, and
reflection
 Help students become better monitors of their own learning
 Help students feel less anonymous, even in large courses
 Provide concrete evidence that the instructor cares about learning
How Should I Use CATs?
Results from CATs can guide teachers in fine-tuning their teaching strategies to better meet
student needs. A good strategy for using CATs is the following.
1. Decide what you want to assess about your students’ learning from a CAT.
2. Choose a CAT that provides this feedback, is consistent with your teaching style, and can
be implemented easily in your class.
3. Explain the purpose of the activity to students, and then conduct it.
4. After class, review the results, determine what they tell you about your students’
learning, and decide what changes to make, if any.
5. Let your students know what you learned from the CAT and how you will use this
information.
Grading Student Work

What Purposes Do Grades Serve?
Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:
 as an evaluation of student work;
 as a means of communicating to students, parents, graduate schools, professional
schools, and future employers about a student’s performance in college and potential for
further success;
 as a source of motivation to students for continued learning and improvement;
 as a means of organizing a lesson, a unit, or a semester in that grades mark transitions in
a course and bring closure to it.
Additionally, grading provides students with feedback on their own learning, clarifying for them
what they understand, what they don’t understand, and where they can improve. Grading also
provides feedback to instructors on their students’ learning, information that can inform future
teaching decisions.
Why is grading often a challenge? Because grades are used as evaluations of student work, it’s
important that grades accurately reflect the quality of student work and that student work is
graded fairly. Grading with accuracy and fairness can take a lot of time, which is often in short
supply for college instructors. Students who aren’t satisfied with their grades can sometimes
protest their grades in ways that cause headaches for instructors. Also, some instructors find
that their students’ focus or even their own focus on assigning numbers to student work gets in
the way of promoting actual learning.
Given all that grades do and represent, it’s no surprise that they are a source of anxiety for
students and that grading is often a stressful process for instructors.
Incorporating the strategies below will not eliminate the stress of grading for instructors, but it
will decrease that stress and make the process of grading seem less arbitrary — to instructors
and students alike.
Source: Walvoord, B. & V. Anderson (1998). Effective Grading: A Tool for Learning and
Assessment . San Francisco : Jossey-Bass.
Developing Grading Criteria
 Consider the different kinds of work you’ll ask students to do for your course. This work
might include: quizzes, examinations, lab reports, essays, class participation, and oral
presentations.
 For the work that’s most significant to you and/or will carry the most weight, identify
what’s most important to you. Is it clarity? Creativity? Rigor? Thoroughness? Precision?
Demonstration of knowledge? Critical inquiry?
 Transform the characteristics you’ve identified into grading criteria for the work most
significant to you, distinguishing excellent work (A-level) from very good (B-level), fair to
good (C-level), poor (D-level), and unacceptable work.
Developing criteria may seem like a lot of work, but having clear criteria can
 save time in the grading process
 make that process more consistent and fair
 communicate your expectations to students
 help you to decide what and how to teach
 help students understand how their work is graded
Sample criteria are available via the following links.
 Sample Rubrics Range of Disciplines and Assignment Types
 Analytic Rubrics from the CFT’s September 2010 Virtual Brownbag
Making Grading More Efficient
 Create assignments that have clear goals and criteria for assessment. The better students
understand what you’re asking them to do the more likely they’ll do it!
 Use different grading scales for different assignments. Grading scales include:
o letter grades with pluses and minuses (for papers, essays, essay exams, etc.)
o 100-point numerical scale (for exams, certain types of projects, etc.)
o check +, check, check- (for quizzes, homework, response papers, quick reports or
presentations, etc.)
o pass-fail or credit-no-credit (for preparatory work)
 Limit your comments or notations to those your students can use for further learning or
improvement.
 Spend more time on guiding students in the process of doing work than on grading it.
 For each significant assignment, establish a grading schedule and stick to it.
Light Grading – Bear in mind that not every piece of student work may need your full attention.
Sometimes it’s sufficient to grade student work on a simplified scale (minus / check / check-plus
or even zero points / one point) to motivate them to engage in the work you want them to do. In
particular, if you have students do some small assignment before class, you might not need to
give them much feedback on that assignment if you’re going to discuss it in class.
Multiple-Choice Questions – These are easy to grade but can be challenging to write. Look for
common student misconceptions and misunderstandings you can use to construct answer
choices for your multiple-choice questions, perhaps by looking for patterns in student responses
to past open-ended questions. And while multiple-choice questions are great for assessing recall
of factual information, they can also work well to assess conceptual understanding and
applications.
Test Corrections – Giving students points back for test corrections motivates them to learn from
their mistakes, which can be critical in a course in which the material on one test is important for
understanding material later in the term. Moreover, test corrections can actually save time
grading, since grading the test the first time requires less feedback to students and grading the
corrections often goes quickly because the student responses are mostly correct.
Spreadsheets – Many instructors use spreadsheets (e.g. Excel) to keep track of student grades. A
spreadsheet program can automate most or all of the calculations you might need to perform to
compute student grades. A grading spreadsheet can also reveal informative patterns in student
grades. To learn a few tips and tricks for using Excel as a gradebook take a look at this sample
Excel gradebook.
Providing Meaningful Feedback to Students
 Use your comments to teach rather than to justify your grade, focusing on what you’d
most like students to address in future work.
 Link your comments and feedback to the goals for an assignment.
 Comment primarily on patterns — representative strengths and weaknesses.
 Avoid over-commenting or “picking apart” students’ work.
 In your final comments, ask questions that will guide further inquiry by students rather
than provide answers for them.
 Suggestions About Making Marginal and End Comments on Student Writing
Maintaining Grading Consistency in Multi-sectioned Courses (for course heads)
 Communicate your grading policies, standards, and criteria to teaching assistants,
graders, and students in your course.
 Discuss your expectations about all facets of grading (criteria, timeliness, consistency,
grade disputes, etc) with your teaching assistants and graders.
 Encourage teaching assistants and graders to share grading concerns and questions with
you.
 Use an appropriate group grading strategy:
o have teaching assistants grade assignments for students not in their section or lab
to curb favoritism (N.B. this strategy puts the emphasis on the evaluative, rather
than the teaching, function of grading);
o have each section of an exam graded by only one teaching assistant or grader to
ensure consistency across the board;
o have teaching assistants and graders grade student work at the same time in the
same place so they can compare their grades on certain sections and arrive at
consensus.
Minimizing Student Complaints about Grading
 Include your grading policies, procedures, and standards in your syllabus.
 Avoid modifying your policies, including those on late work, once you’ve communicated
them to students.
 Distribute your grading criteria to students at the beginning of the term and remind them
of the relevant criteria when assigning and returning work.
 Keep in-class discussion of grades to a minimum, focusing rather on course learning goals.
For a comprehensive look at grading, see the chapter “Grading Practices” from Barbara Gross
Davis’s Tools for Teaching.
Bloom’s Taxonomy
How People Learn
Introduction
Commissioned by the National Research Council, How People Learn presents the conclusions of
recent research in cognitive science, and then develops their implications for teaching and
learning. The following highlights of this research may be helpful as you reflect on your own
teaching practice, and how it may better enhance your students’ learning. Many Vanderbilt
faculty members have found the HPL framework useful.
The Nature of Expertise

Expertise is on a continuum that runs from novice to expert, and one is more or less fluent in
one’s expertise.
Expertise is field-dependent. Expertise in one field doesn’t translate directly to expertise in
another field.
Characteristics of expertise:
 Expert learners have well-organized knowledge, not just problem-solving strategies.
 Expert knowledge is organized to support understanding, not just recall. And the
organization is grounded in a field’s foundational concepts.
 Expert knowledge is conditionalized, and the conditional relationships form patterns that
experts recognize and rely upon.
 An expert’s fluency allows the easy retrieval of relevant knowledge. The patterns
mentioned in the previous point are second nature to the expert, while the novice
struggles to recognize them. This fluency with fundamental patterns frees the mental
energy to focus on new knowledge to add to the pattern.
 There is a difference between adaptive experts, whose metacognitive skills allow the
transfer of knowledge from one setting to another, and routine experts, whose expertise
allows them to function well in standard settings but doesn’t serve them well when
conditions are different.
Challenges in Developing Expertise

Being aware of these challenges can help the expert in a field to work more productively with
novices in the field to develop their expertise:
 The development and retention of new knowledge depends in large part on the
relationship between what one is learning and what one already knows. Because novices
in a field typically don’t know much of the content in that field, they have little to which
they can relate the things they’re attempting to learn. So they retain less.
 Since novices typically don’t grasp the fundamental principles in a field, they don’t see the
patterns grounded in those principles. They tend therefore to adopt anidiosyncratic
organizational scheme for what they are learning. This organizational scheme might
function well enough in a particular context (e.g., in the particular unit they’re covering in
a part of a class) but it doesn’t serve them well in other areas of the field. It doesn’t
transfer well.
 The expert’s fluency can conceal the very principles and strategies that the novice must
learn in order to become more expert. These principles and strategies are often invisible
even to the expert precisely because they are second nature. And they’re invisible to the
novice observing the expert because they’re implicit in the expert’s work.
Implications for Teaching

Make thinking visible.
 Student thinking: Have students engage in activities that make visible the processes of
their thinking, rather than merely the conclusions of their thinking.
 Expert thinking: Model expert thinking, being careful to make explicit the strategies and
techniques that are implicit in expert thinking.
Be aware of knowledge level of students. The knowledge (and misunderstandings) they bring
with them into the class will shape what they learn in the class.
Use contrasting cases as examples. Contrasting cases–two examples whose differences highlight
a particular point or set of points–can illustrate the particular points you are highlighting as an
instructor. Note that experts are more likely than novices to see the relevant contrast between
two complex cases that are similar in many respects. So it’s best to start with relatively simple
cases and then move to complexity as understanding deepens.
Creating Effective Learning Communities

According to the cognitive research covered in How People Learn , environments that best
promote learning have four interdependent aspects—they focus on learners, well-organized
knowledge, ongoing assessment for understanding, and community support and challenge.
1. Learner-centered: Learner-centered environments pay careful attention to the knowledge,
skills, attitudes, and beliefs that learners bring to the educational setting. Teachers must realize
that new knowledge is built on existing knowledge—students are not blank slates. Therefore,
teachers need to uncover the incomplete understandings, false beliefs and naïve renditions of
concepts that students have when they begin a course. If these are ignored, students may
develop understandings very different from what the teacher intends them to gain.
2. Knowledge-centered: Knowledge-centered environments take seriously the need to help
students learn the well-organized bodies of knowledge that support understanding and adaptive
expertise. Teachers are wise to point their students directly toward clear learning goals—to tell
students exactly what knowledge they will be gaining, and how they can use that knowledge.
In addition, a strong foundational structure of basic concepts will give students a solid base on
which to build further learning.
3. Assessment-centered: Assessment-centered environments provide frequent formal and
informal opportunities for feedback focused on understanding, not memorization, to encourage
and reward meaningful learning. Feedback is fundamental to learning, but feedback
opportunities are often too scarce in classrooms. Students may receive grades on tests and
essays, but these are summative assessments that occur at the end of projects. What are
needed are formative assessments that provide students with opportunities to revise and
improve the quality of their thinking and understanding. The goal is for students to gain meta-
cognitive abilities to self-assess, reflect and rethink for better understanding.
4. Community-centered: Community-centered environments foster norms for people learning
from one another, and continually attempting to improve. In such a community, students are
encouraged to be active, constructive participants. Further, they are encouraged to make—and
then learn from—mistakes. Intellectual camaraderie fosters support, challenge and
collaboration.
The most effective learning environments contain all four of these interdependent foci.
Resources
How People Learn is available for check-out from the CFT Library and on-line.
How People Learn: Bridging Research and Practice
This link takes you to another book on this theory, again co-edited by John Bransford.
Consultation Services
Center for Teaching consultants are available to meet with faculty interested in exploring the
particular application of conclusions from learning science research in their own teaching.
What are Learning Styles?

The term learning styles is widely used to describe how learners gather, sift through, interpret,
organize, come to conclusions about, and “store” information for further use. As spelled out in
VARK (one of the most popular learning styles inventories), these styles are often categorized by
sensory approaches: visual, aural, verbal [reading/writing], and kinesthetic. Many of the models
that don’t resemble the VARK’s sensory focus are reminiscent of Felder and Silverman’s Index of
Learning Styles, with a continuum of descriptors for how learners process and organize
information: active-reflective, sensing-intuitive, verbal-visual, and sequential-global.
There are well over 70 different learning styles schemes (Coffield, 2004), most of which are
supported by “a thriving industry devoted to publishing learning-styles tests and guidebooks”
and “professional development workshops for teachers and educators” (Pashler, et al., 2009, p.
105).
Despite the variation in categories, the fundamental idea behind learning styles is the same: that
each of us has a specific learning style (sometimes called a “preference”), and we learn best
when information is presented to us in this style. For example, visual learners would learn any
subject matter best if given graphically or through other kinds of visual images, kinesthetic
learners would learn more effectively if they could involve bodily movements in the learning
process, and so on. The message thus given to instructors is that “optimal instruction requires
diagnosing individuals’ learning style[s] and tailoring instruction accordingly” (Pashler, et al.,
2009, p. 105).
Caution!
Despite the popularity of learning styles and inventories such as the VARK, it’s important to
know that there is no evidence to support the idea that matching activities to one’s learning
style improves learning. It’s not simply a matter of “the absence of evidence doesn’t mean the
evidence of absence.” On the contrary, for years researchers have tried to make this connection
through hundreds of studies.
In 2009, Psychological Science in the Public Interest commissioned cognitive psychologists
Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork to evaluate the research on
learning styles to determine whether there is credible evidence to support using learning styles
in instruction. They came to a startling but clear conclusion: “Although the literature on
learning styles is enormous,” they “found virtually no evidence” supporting the idea that
“instruction is best provided in a format that matches the preference of the learner.” Many of
those studies suffered from weak research design, rendering them far from convincing. Others
with an effective experimental design “found results that flatly contradict the popular”
assumptions about learning styles (p. 105). In sum,
“The contrast between the enormous popularity of the learning-styles approach within
education and the lack of credible evidence for its utility is, in our opinion, striking and
disturbing” (p. 117).
Why Are They So Popular?

Pashler and his colleagues point to some reasons to explain why learning styles have gained—
and kept—such traction, aside from the enormous industry that supports the concept. First,
people like to identify themselves and others by “type.” Such categories help order the social
environment and offer quick ways of understanding each other. Also, this approach appeals to
the idea that learners should be recognized as “unique individuals”—or, more precisely, that
differences among students should be acknowledged—rather than treated as a number in a
crowd or a faceless class of students (p. 107). Carried further, teaching to different learning
styles suggests that “all people have the potential to learn effectively and easily if only
instruction is tailored to their individual learning styles” (p. 107).
There may be another reason why this approach to learning styles is so widely accepted. They
very loosely resemble the concept of metacognition, or the process of thinking about one’s
thinking. For instance, having your students describe which study strategies and conditions for
their last exam worked for them and which didn’t is likely to improve their studying on the next
exam (Tanner, 2012). Integrating such metacognitive activities into the classroom—unlike
learning styles—is supported by a wealth of research (e.g., Askell Williams, Lawson, & Murray-
Harvey, 2007; Bransford, Brown, & Cocking, 2000; Butler & Winne, 1995; Isaacson & Fujita,
2006; Nelson & Dunlosky, 1991; Tobias & Everson, 2002).
Importantly, metacognition is focused on planning, monitoring, and evaluating any kind of
thinking about thinking and does nothing to connect one’s identity or abilities to any singular
approach to knowledge. (For more information about metacognition, see CFT Assistant Director
Cynthia Brame’s “Thinking about Metacognition” blog post, and stay tuned for a Teaching Guide
on metacognition this spring.)
Now What?
There is, however, something you can take away from these different approaches to
learning—not based on the learner, but instead on the content being learned. To explore the
persistence of the belief in learning styles, CFT Assistant Director Nancy Chick interviewed Dr. Bill
Cerbin, Professor of Psychology and Director of the Center for Advancing Teaching and Learning
at the University of Wisconsin-La Crosse and former Carnegie Scholar with the Carnegie
Academy for the Scholarship of Teaching and Learning. He points out that the differences
identified by the labels “visual, auditory, kinesthetic, and reading/writing” are more
appropriately connected to the nature of the discipline:
“There may be evidence that indicates that there are some ways to teach some subjects that
are just better than others, despite the learning styles of individuals…. If you’re thinking about
teaching sculpture, I’m not sure that long tracts of verbal descriptions of statues or of sculptures
would be a particularly effective way for individuals to learn about works of art. Naturally, these
are physical objects and you need to take a look at them, you might even need to handle them.”
(Cerbin, 2011, 7:45-8:30)
Overview of the Peer Instruction Process

1. Ask a question that sparks discussion (multiple choice if using clickers)
2. (Optional) have students vote individually on the choice they believe is correct
3. Have students discuss the question and answer choices with peers
4. Have students vote on the correct answer (or share their answer if not multiple choice)
5. Discuss the possible answer choices as a class
6. Show the correct answer and any follow-up discussion related to this answer. If using
clickers you can show the aggregate data of student responses.
Engage in this process 3-5 times during a typical 50 minute lecture period.
Developing Effective Questions
Designing great questions can facilitate lively class discussion as well as help you assess the level
at which your class understands material. There are a few factors to consider when designing
your questions:
 What is your goal in asking the question? For example, you may want to ask a question
that invokes excitement or mystery at the beginning of class as a primer, and questions
that reinforce the concepts during the middle of class. Towards the end of class you may
ask a question that pushes students to evaluate a scenario based on information they
have just learned as a summary of the material.
 What kind of information will you learn about the students based on their responses?
The cognitive skill you would like to assess (e.g. the ability to recall information versus the
ability to evaluate or analyze material). Bloom’s Taxonomy can help you consider
different ways to formulate your question in order to target multiple levels of cognitive
thinking.
 Be thoughtful about your distractors. The incorrect answers are an important part of an
effective question. Using common student misperceptions as distractors is often effective
to stoke discussion.
Conceptests are also one type of question you may consider exploring for peer instruction.
These are questions that are designed to assess if students are able to understand and apply the
concepts discussed in class. They are not questions that focus primarily on recall. For example,
asking students to make a prediction by applying principles they’ve just learned would be a
conceptest.
In the above video, Dr. Chasteen provides a good summary of strategies for writing effective
questions:
 Move away from simple questions
 Use questions that prompt good discussion
 Use questions that emphasize reasoning or process
 Use clear wording
 Write tempting distractors
 Use questions at a mixture of cognitive depth
 Ask challenging questions- not just memorizing facts
Moderating the Peer Discussions
If it is the beginning of the term, keep in mind that students may not know each other (especially
in larger classes)! A good first activity for the peer group is to have them introduce themselves
before talking about the question and answer choices.
Having students do a “solo vote” first is one strategy that can help prime students for their peer
conversations. Allow sufficient time for them to consider the options and record their responses
before starting the peer discussions.
As students are discussing the possible options, instructors can circulate around the room and
offer comments, additional points of consideration, or simply eavesdrop in preparation for the
large group discussion. This is a great opportunity for instructors to learn the details about
common student misconceptions or misunderstanding about the material.
Leading the Follow-Up Class Discussion
If you ask a well designed question you may find that students do not all come to the same
conclusion, and this will allow you to engage in further discussion with the entire class together.
Tip: Students may stop analyzing the question once you tell them the correct answer. Discuss
options in detail before revealing the final answer.
Here are some sample questions you might ask your students:
 Can someone who selected “A” please share with us your reasoning?
 Even if you did not choose “B”, why might “B” be a compelling answer?
 What is a possible reason “C” might have been eliminated?
 What factors did you have to consider as you evaluated the different possible answers?
 Which of today’s concepts did you utilize to make your decision?
In addition to facilitating this larger class discussion, this is also an opportunity for you to share
your expertise and provide additional insight and information on the specific topics and why
some of the incorrect answers may be common misconceptions.
Metacognition
If you take my average year 8 extended writing task we will do the following:
Planning Stage
– discuss the aims and objectives of the task
– identify prior learning that will be relevant
– discuss prior strategies and struggles in applying the required skills e.g. evaluation
– review targets and identify which will be of relevance to the task or seek out new ones
– consider application of targets in this piece of work
Monitoring Stage
– as students work, meta-cognitive questions are asked about their progress and how they are
monitoring their progress towards the aims and objectives of the task
– students are asked about the challenges they have experienced so far and how they’ve
overcome them
– students peer and/or self assess the work against specific success criteria or using the ACE peer
assessment strategy
Evaluation and Reflection Stage
– students are prompted to consider their success in the strategies they applied to achieve the
aims and objectives of the task or learning goal either through questioning or written review.
– students are asked question such as
‘How well did you do at….?’
‘Is there anything that didn’t go well? What could you have done differently?’
‘What did you find hard with this task? How did you overcome this?’
‘What will you try to take away from this that you can apply to future work?’.
Impact
When I started at my current school there was a class I started with in year 8, I taught them
again in year 9 and continue to teach some of them in year 10 at present. Over that time, I’ve
witnessed their ability to self-regulate develop and grow as has their independence and
enjoyment in the learning process. The ones I still teach, I do less for them now when it comes to
meta-cognition. They’ve been scaffolded through the stages, supported in developing their
independence and I’m now there to facilitate and support their self-regulation through meta-
cognition. It really does support learners independence

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1. The word “Pedagogy” means?

(A) to understand the child

2. Pedagogy is the study of?

3. The philosopher who worked in mathematical and scientific didactic was?

4. The use of technology to enhance learning process is called __________ in education.

5. A scoring guide use to evaluate the quality of students is called

ANSWERS: PEDAGOGY QUIZ

10. According to Emile, the noblest work in education is to make a/an

ANSWERS: PEDAGOGY QUIZ

13. According to John Dewey, schools must prepare students for

ANSWERS: PEDAGOGY MCQS

18. Jean Piaget proposed __________ stages of Cognitive Development.

20. The longer a particular ability is unused the __________ it becomes.

ANSWERS: EDUCATION QUIZ

22. The conclusion of a deductive argument is

23. The truth of the conclusion of an inductive argument is

ANSWERS: EDUCATION QUIZZES

ANSWERS: EDUCATION MCQS

34. The famous book “The Republic” was written by

ANSWERS: PEDAGOGY QUIZ

37. Plato believed that talent and intelligence are

38. A priori knowledge is knowledge that is known independently of

39. A posteriori knowledge is knowledge that is known by

ANSWERS: PEDAGOGY QUIZZES

43. We calculate average marks of a student in the way as we calculate

45. The standard deviation is the __________ of the variance.

ANSWERS: PEDAGOGY MCQS

ANSWERS: EDUCATION QUIZ

55. Progressivism believes that children learn in a/an

ANSWERS: EDUCATION QUIZZES

59. According to Socrates of Meno, virtue is

60. The curriculum of educational institutes should be based on

ANSWERS: EDUCATION MCQS

62. Evaluation of the process of curriculum development should be made

63. Curriculum revision should be a/an __________ process.

64. The term heuristic means __________ in decision making.

ANSWERS: THEORY OF EDUCATION QUIZ

67. A common technique to help people begin the creative process is

69. Plato argued that __________ are fit to rule.

70. The book “A Brief History of Time” is written by

ANSWERS: THEORY OF EDUCATION MCQS

75. The philosopher who is called the father of Idealism is

ANSWERS: THEORY OF EDUCATION QUIZZES

77. The advocators of philosophy of Pragmatism believe that reality is

79. According to Edward Thorndike, learning is about responding to

80. Anything that causes a reaction is called

ANSWERS: EDUCATION PHILOSOPHY QUIZ

83. There are __________ laws of connectionism.

84. The three laws of connectionism are the laws of

ANSWERS: EDUCATION PHILOSOPHY QUIZZES

90. The Law of Effect can be effectively used in

ANSWERS: EDUCATION PHILOSOPHY MCQS

93. The extinction technique of classroom management is a technique where teacher

94. The use of a physical punishment for class management is called

ANSWERS: EDUCATION PSYCHOLOGY QUIZ

97. As people gets older, the ability of applying or maintain attention

98. The brain __________ as people gets older.

99. There is __________ in working memory as people gets older.

ANSWERS: EDUCATION PSYCHOLOGY QUIZZES

103. An assessment that is carried out throught the course is called

ANSWERS: EDUCATION PSYCHOLOGY MCQS

 1.2 Understand how students learn

 1.6 Strategies to support full participation of students with disability

 2.2 Content selection and organisation