Climate: Difference between revisions

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(Created page with "= ''Climate'': Supportiveness, Inclusiveness, and the Recognition of Cultural Assets = Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the instructor and students feel. A healthy classroom climate makes everyone feel welcoming, safe, supported and included. It will make teaching and learning more enjoyable and effective. === Associated Principles: === C1: Knows students as individuals C2: Encourages questions  C3|...")
 
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= ''Climate'': Supportiveness, Inclusiveness, and the Recognition of Cultural Assets =
= ''Climate'': Supportiveness, Inclusiveness, and the Recognition of Cultural Assets =
Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the instructor and students feel. A healthy classroom climate makes everyone feel welcoming, safe, supported and included. It will make teaching and learning more enjoyable and effective.
Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the instructor and students feel. A healthy classroom climate makes everyone feel welcoming, safe, supported and included. It will make teaching and learning more enjoyable and effective.
{| class="wikitable"
!Associated Principles
!Observable Behavior
|-
|[https://ecostem.calstatela.edu/wiki/index.php/S1 S1: Provides clear goals/outcomes]
|[https://ecostem.calstatela.edu/wiki/index.php/S1.1 S1.1: Provided purpose and learning outcomes of the lesson]


=== Associated Principles: ===
[https://ecostem.calstatela.edu/wiki/index.php/S1.2 S1.2: Placed the lesson into the overall arc of the course]
[[C1|C1: Knows students as individuals]]
 
[https://ecostem.calstatela.edu/wiki/index.php/S1.3 S1.3: Gave clear instructions on activities and assignments and tied them to student learning outcomes]
|-
|[https://ecostem.calstatela.edu/wiki/index.php/S2 S2: Organizes class effectively]
|[https://ecostem.calstatela.edu/wiki/index.php/S2.1 S2.1: Defined relationship of this lesson to previous/future lesson(s)]
 
[https://ecostem.calstatela.edu/wiki/index.php/S2.2 S2.2: Present an overview of the lesson]
 
[https://ecostem.calstatela.edu/wiki/index.php/S2.3 S2.3: Present topics in a logical sequence]
 
[https://ecostem.calstatela.edu/wiki/index.php/S2.4 S2.4: Define unfamiliar terms, concepts, and principles]
 
[https://ecostem.calstatela.edu/wiki/index.php/S2.5 S2.5: Summarize what was covered and the next steps at the end of the class]
|-
|[https://ecostem.calstatela.edu/wiki/index.php/S3 S3: Employs instructional design based on knowledge of how people learn]
|[https://ecostem.calstatela.edu/wiki/index.php/S3.1 S3.1: Include material appropriate to student prerequisite knowledge]
 
[https://ecostem.calstatela.edu/wiki/index.php/S3.2 S3.2: Actively relate the lesson topics to the students’ lived experiences]
 
[https://ecostem.calstatela.edu/wiki/index.php/S3.3 S3.3: Relate new ideas to familiar concepts through examples that are meaningful to the student]
 
[https://ecostem.calstatela.edu/wiki/index.php/S3.4 S3.4: Vary explanations or demonstrations for complex and difficult material]
 
[https://ecostem.calstatela.edu/wiki/index.php/S3.5 S3.5: Pace lessons appropriately to allow diverse learners to grapple with ideas or apply concepts]
|-
|[https://ecostem.calstatela.edu/wiki/index.php/S4 S4: Structures activities to develop effective learners]
|[https://ecostem.calstatela.edu/wiki/index.php/S4.1 S4.1: Use a variety of instructional activities]
 
[https://ecostem.calstatela.edu/wiki/index.php/S4.2 S4.2: Use scaffolded activities] 
 
[https://ecostem.calstatela.edu/wiki/index.php/S4.3:_Used_activities_that_requires_students_to_explain_their_approach_to_the_solutions,_recognize_structure,_etc._(metacognitive_components) S4.3: Used activities that requires students to explain their approach to the solutions, recognize structure, etc. (metacognitive components)] 
 
[https://ecostem.calstatela.edu/wiki/index.php/S4.4:_Asked_students_to_generate_their_own_explanations_and_justify_their_thinking S4.4: Asked students to generate their own explanations and justify their thinking]
 
[https://ecostem.calstatela.edu/wiki/index.php/S4.5 S4.5: Included reflection activities]
|}[[C1|C1: Knows students as individuals]]


[[C2|C2: Encourages questions]] 
[[C2|C2: Encourages questions]] 

Revision as of 13:08, 27 July 2022

Climate: Supportiveness, Inclusiveness, and the Recognition of Cultural Assets

Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the instructor and students feel. A healthy classroom climate makes everyone feel welcoming, safe, supported and included. It will make teaching and learning more enjoyable and effective.

Associated Principles Observable Behavior
S1: Provides clear goals/outcomes S1.1: Provided purpose and learning outcomes of the lesson

S1.2: Placed the lesson into the overall arc of the course

S1.3: Gave clear instructions on activities and assignments and tied them to student learning outcomes

S2: Organizes class effectively S2.1: Defined relationship of this lesson to previous/future lesson(s)

S2.2: Present an overview of the lesson

S2.3: Present topics in a logical sequence

S2.4: Define unfamiliar terms, concepts, and principles

S2.5: Summarize what was covered and the next steps at the end of the class

S3: Employs instructional design based on knowledge of how people learn S3.1: Include material appropriate to student prerequisite knowledge

S3.2: Actively relate the lesson topics to the students’ lived experiences

S3.3: Relate new ideas to familiar concepts through examples that are meaningful to the student

S3.4: Vary explanations or demonstrations for complex and difficult material

S3.5: Pace lessons appropriately to allow diverse learners to grapple with ideas or apply concepts

S4: Structures activities to develop effective learners S4.1: Use a variety of instructional activities

S4.2: Use scaffolded activities

S4.3: Used activities that requires students to explain their approach to the solutions, recognize structure, etc. (metacognitive components)

S4.4: Asked students to generate their own explanations and justify their thinking

S4.5: Included reflection activities

C1: Knows students as individuals

C2: Encourages questions

C3: Expresses belief in students’ capacity and potential

C4: Creates an inclusive environment

C5: Recognizes cultural assets