1. Purpose(s) of Education
1.1. Early 20th Century
1.1.1. tool for shaping obedience
1.1.2. linked to the goals of industrial capitalism
1.1.2.1. maximum efficiency = increased productivity
1.1.3. indoctrinate students into compliance
1.2. My Philosophy
1.2.1. generate critical, creative & kind self-learners
1.2.2. assist students in finding/feeling a sense of purpose
1.2.3. don't give students all the answers
1.2.4. push students outside their comfort zones
1.2.5. have high but flexible expectations
1.2.6. students understand the WHY behind tasks
1.2.7. help students realize themselves
1.2.8. "What you do matters now."
1.3. 21st Century
1.3.1. "connect dots, don't collect dots."
1.3.1.1. less focus on knowledge acquisition
1.3.2. Switch to "Growth Mindset"
1.3.3. "teach students where they are"
1.3.4. Differentiated instruction
1.3.4.1. UDL
1.3.4.1.1. multiple means of Representation
1.3.4.1.2. multiple means of Action & Expression
1.3.4.1.3. multiple means of Engagement
2. Psychological Theories of Learning
2.1. Behavioural
2.1.1. Social Learning Theory (Bandura)
2.1.1.1. shape behaviour w/o a reward
2.1.1.1.1. e.g. aggressive role model = aggressive behaviour
2.1.1.2. extension of behaviourism
2.1.2. ignores mental processes
2.1.3. ethical concerns
2.1.3.1. who's allowed to control behaviour?
2.1.4. main issues
2.1.4.1. partial explanation of human experience
2.1.4.2. change in behaviour is temporary
2.1.5. main advantage
2.1.5.1. very practical for changing behavior
2.1.5.1.1. e.g. advertising & therapy
2.1.6. main assumption
2.1.6.1. "behaviour can be controlled or modified based on the antecedents and consequences of a behaviour."
2.1.7. 2 Major Theories
2.1.7.1. Classical Conditioning (Pavlov)
2.1.7.1.1. learn through association, e.g. dog
2.1.7.1.2. involuntary responses, e.g. salivating
2.1.7.2. Operant Conditioning (Skinner)
2.1.7.2.1. consequences of behaviours shape behaviours, e.g. rats & pigeons
2.1.7.2.2. voluntary responses, e.g. push lever
2.2. Cognitive
2.2.1. focuses on mental processes
2.2.2. overtook behaviourism
2.2.2.1. dominant approach in contemporary psych.
2.2.3. Piaget
2.2.3.1. mental equilibrium
2.2.3.1.1. we always strive to resolve cognitive dissonance
2.2.3.2. humans are inherently curious
2.2.3.2.1. 2 basic learning instincts
2.2.4. Spiral Curriculum
2.2.4.1. relate new information to prior knowledge
2.2.5. Learning Objectives
2.2.5.1. Bloom's Taxonomy
2.2.5.1.1. Knowledge
2.2.5.1.2. Comprehension
2.2.5.1.3. Application
2.2.5.1.4. Analysis
2.2.5.1.5. Synthesis
2.2.5.1.6. Evaluation
2.3. Social Cultural & Reciprocal Determinism
2.3.1. three factors influence behaviour:
2.3.1.1. environment
2.3.1.1.1. external social stimuli
2.3.1.1.2. influences intensity & frequency of behaviour
2.3.1.2. the individual
2.3.1.3. behaviour itself
2.3.1.3.1. through cognitive processes
2.4. Lev Vygostky
2.4.1. zone of proximal development
2.4.1.1. tasks students can only perform with help
2.4.1.2. tasks that are just outside student's ability
2.4.2. scaffolding
2.4.2.1. "active instructional support"
2.4.2.2. guidelines
2.4.2.2.1. assess learner's current knowledge & experience as it relates to new content
2.4.2.2.2. relate the unknown to the known
2.4.2.2.3. break down tasks
2.4.2.2.4. "use verbal cues and prompts to assist students"
3. Planning for the Upcoming School Year
3.1. Questions to ask...
3.1.1. What will be taught
3.1.2. When will it be taught
3.1.3. How and when will learning be assessed
3.1.4. What teaching methods and materials will be used
3.1.5. how to establish the type of learning environment needed
3.1.6. What BIG IDEAS do I want students to have an understanding of
3.1.7. What do I want students to know
3.2. Curriculum Planning
3.2.1. Determine curricula for the year
3.2.2. Determine curricula for the term
3.2.3. Break the curricula down into units
3.2.4. Determine what will be taught on a daily basis
3.2.5. Place emphasis on 'transferable concepts'
3.2.6. Backwards Design
3.3. Classroom Design
4. Growth Mindset
4.1. intelligence can be developed
4.2. embrace challenges
4.3. push through failure and see it as a learning opportunity
4.4. effort is key to mastery
4.5. criticism can be constructive, not just personal
4.6. look to the masters for valuable information
5. First Week of School
5.1. develop learning profiles
5.2. generate an understanding of student interests
5.3. determine learning abilities/skill levels
5.4. outline non-negotiable expectations
6. Classroom Management
6.1. Bump System
6.1.1. proximity
6.1.2. touch
6.1.3. student's name
6.1.4. gesture
6.1.5. the look
6.1.6. the pause
6.1.7. ignore
6.1.8. signal to begin/for attention
6.1.9. deal with the problem not the student
7. Assessment
7.1. cultural shift
7.1.1. teacher = coach, NOT teacher ≠ judge
7.1.2. Focus on learning for improvement, NOT simply measuring
7.1.2.1. "weighing the pig does not make it grow."
7.2. Understanding comes from...
7.2.1. explaining
7.2.2. successfully interpreting
7.2.3. applying concepts
7.2.4. formulating critical perspectives
7.2.5. empathizing
7.2.6. having self-knowledge
7.3. Puroposes
7.3.1. measure current level of understanding
7.3.2. used to improve learning
7.3.3. a method for outlining growth
7.3.4. to determine whether or not students understand new material
7.4. Wiggins & McTighe
7.4.1. 3 types of assessment
7.4.1.1. Performance Task
7.4.1.1.1. real-world challenge using knowledge & skill
7.4.1.2. Criteria Reference
7.4.1.2.1. e.g. quizzes, tests, prompts
7.4.1.3. Unprompted & Self-assessment
7.4.1.3.1. e.g. conferences, observations, dialogues, etc.
7.5. Feedback
7.5.1. constructive
7.5.2. clear success criteria
7.5.3. comments > grades
7.5.4. oral feedback > written feedback, especially for low-achieving, at-risk
7.6. Standardized Testing
7.6.1. arguments against
7.6.1.1. tendency to "teach to the test" = narrowing of curriculum
7.6.1.2. absent linguistic/cultural differences
7.6.1.3. "lost within the overall numbers"
7.6.1.4. student disengagement
7.6.1.5. inadequately test 21st Century skills, i.e. creativity, tech ability, problem solving, critical thinking
7.6.1.6. focuses too much on memory and knowledge acquisition rather than ability to apply learning
7.6.2. arguments for
7.6.2.1. useful for comparing schools, provinces, or countries
7.6.2.2. test strengths and weaknesses of system
7.6.2.3. means for assessing accountability
7.6.2.4. means for evaluating curricula and goals
8. Special Education
8.1. accommodating special learning needs of students with exceptionalities
8.2. specialized instruction
8.3. Exceptional Students
8.3.1. Disability = inability to do something
8.3.1.1. mild disabilities = learning, behavioural disorders, giftedness, intellectual
8.3.1.2. severe disabilities = autism, hearing and visual impairments, serious health impairments
8.3.2. Handicap = a disadvantage in certain situations
8.4. Inclusion
8.4.1. acceptance of differences
8.4.2. appropriate teacher interventions
8.4.3. material is accessible to all students
9. Albert Einstein
10. Inquiry-based Learning
10.1. investigate
10.1.1. research
10.1.1.1. explore
10.1.1.1.1. study
10.2. problem solving + "problem finding"
10.3. Focus on the BIG IDEAS
10.3.1. this will naturally cover specific curriculum expectations
10.4. Authentic Inquiry
10.4.1. generated by student curiosity
10.5. NOT ALWAYS NECESSARY/APPROPRIATE
10.5.1. teaching on a "need-to-know" basis
11. Student Centred Learning
11.1. Teacher = facilitator/provocateur
11.1.1. "Move children from a position of wonder to enacted understanding and further questioning"
11.1.2. Ensures ideas = "central currency"
11.1.3. Prompts students to clarify reasoning
11.1.4. Provide intellectually stimulating questions
11.1.4.1. open-ended
11.1.5. strategic intervention
11.1.6. Guide students to be lifelong learners
11.2. Student content
11.2.1. collect/save frequently occurring questions
11.2.2. spontaneous questions
11.3. "Authentic Agents"
11.3.1. share student work
11.4. constructivist perspective
11.4.1. "students actively construct their own understandings"
11.4.1.1. social negotiation
11.4.1.2. self-determination
12. Professionalism
12.1. "Reflective Practioner"
12.1.1. analyzes the effectiveness of lessons
12.1.2. understands their personal ethics/morals
13. Student Progress/Success
13.1. journey, not an end point
13.2. relative
13.3. best predictor of future success = "early mastery of literacy and numeracy skills."
14. Universal Design for Learning (UDL)
14.1. Recognition = the WHAT
14.2. Skills & Strategies = the HOW
14.3. Caring & Prioritizing = the WHY
15. My Teaching Philosophy
15.1. Understand my biases
15.1.1. cultural assumptions
15.2. "play is the highest form of research."
15.3. Most important thing = show students HOW to learn
15.4. "figure out what everyone in the classroom needs and get it."
15.5. "kids do well if they can"
15.5.1. "if a student could do well, he would do well"
15.5.2. child wants to do well but may lack skills
15.5.2.1. skills deficit orientation NOT motivation deficit
15.5.3. behavioural issues
15.5.3.1. SKILLS NO, MOTIVATION YES
15.6. kids do well when they know how to do well
15.6.1. inspired by the book, Peak: How all of us can achieve extraordinary things
15.7. Principles of "Deliberate Practice"
16. Student Development
16.1. physical
16.2. cognitive
16.2.1. learning becomes more organized
16.3. social
16.3.1. behaviours become more adaptive
16.4. Individuals develop at different rates
17. Constructivist Classroom
17.1. incorporate real world situations
17.2. social negotiation - collaborative work
17.3. present content in different ways
18. Resilient Children
18.1. good self-esteem
18.2. sense of competence
18.3. optimistic
18.4. personal control
18.5. feel connected
18.6. motivated to learn
18.7. self-disciplined
19. Problem-based Learning
19.1. minimal direct instruction
19.2. prior knowledge and skills application are important
19.3. students determine problems and develop problem statements
20. Learning Styles
20.1. Visual
20.1.1. generate meaning best by seeing or reading information
20.1.1.1. e.g. illustrations, pictures, diagrams, graphic organizers
20.2. Tactile
20.2.1. learning by doing and moving
20.3. Auditory
20.3.1. generate meaning best by hearing and speaking material
20.3.1.1. e.g. lectures, stories, audiobooks, etc.
21. Intelligence
21.1. General intelligence
21.1.1. Fluid Intelligence
21.1.2. Crystallized Intelligence
21.1.3. General memory and learning
21.1.4. Broad visual perception
21.1.5. Broad auditory perception
21.1.6. Broad retrieval capacity
21.1.7. Broad cognitive speediness
21.1.8. Processing speed (decision speed)
21.2. Measurement
21.2.1. aptitude tests
21.2.2. achievement tests
21.3. Nature & Nurture
22. Teaching Diverse Learners
22.1. achievement gap is widened by low expectations
22.2. Demonstration of High Expectations
22.2.1. challenge students in preferred learning style
22.2.2. students receive praise for genuine effort
22.2.3. children = "at-promise" NOT at-risk
22.2.4. teachers are persistent
22.2.5. teachers provide equitable opportunities
22.2.6. give students ample time
22.2.7. teachers provide useful feedback
22.2.8. high-level, open-ended questions
22.3. Culturally Relevant Instruction
22.3.1. closes achievement gap by race/ethnicity
22.3.2. bridge home understandings with school understandings
22.3.3. incorporate real-world issues into classroom
22.3.4. equitable group practices
22.3.5. Cooperative Learning
22.3.5.1. suitable classroom setup
22.3.5.2. group works fosters care for one another's contributions
22.3.5.3. each student is individually accountable
22.3.6. Use Community Funds of Knowledge
22.3.6.1. understand and incorporate diverse backgrounds
22.3.6.2. share stories
22.3.6.3. culturally meaningful instruction materials
22.3.6.4. learning activities connect to student's personal background
22.3.7. Instructional Conversations
22.3.7.1. more questioning, less explaining
22.3.7.2. use of 2nd language
22.3.7.3. differentiate instruction for English language learners
22.3.7.4. explain concepts in multiple ways
22.3.8. Cognitively Guided Instruction
22.3.9. Technology-enriched Instruction
22.3.9.1. web-based picture libraries
22.3.9.2. digital books for assisting pronunciation and translation
22.4. Establishment of Caring Relationships
22.4.1. pair with "buddy"
22.4.2. make family feel welcome in school
22.4.3. cross-age + peer-tutoring
22.4.4. shared leadership among students
22.5. Parent and Community Involvement
22.5.1. parent's may view education differently
22.5.2. open communication about events with parents
22.5.3. culturally appropriate communication
22.5.4. parents are aware of expectations
22.5.5. parents receive frequent feedback on child's progress
22.5.6. work with the greater community