Teaching, Learning, and Development By: Tanya Pabla

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Teaching, Learning, and Development By: Tanya Pabla by Mind Map: Teaching, Learning, and Development  By: Tanya Pabla

1. Week 9: End of School Year & Standardized Testing

1.1. For

1.1.1. The opportunity for comparison of educational outcomes across schools, provinces, or countries

1.1.2. Provide an opportunity to assess the strengths and weaknesses of the system

1.1.3. Offering a means to assess accountability

1.1.4. Provincial assessments provide a way to evaluate curricula and determine which schools/districts/regions are meeting goals

1.2. Against

1.2.1. There is a tendency to “teach to the test”, which results in narrowing of the curriculum

1.2.2. The tests do not allow for linguistic or other cultural differences among students

1.2.3. Standardized testing leads to student disengagement.

2. Week 1: Planning for the Upcoming School Year

2.1. Four Common places of Education: Teacher, topic, setting, student

2.2. Educational Psychology: Uses knowledge and methods of psychology and related disciplines to study teaching and learning

2.2.1. Goal of Educational Psychology: To improve the teaching and learning processes

2.3. Instructional Approaches

2.3.1. Teacher-centered approach: Teacher determines content, provides direction, and sets academic and social tone

2.3.2. Student-centered approach: Teacher adopts constructivist perspective and acknowledges that students actively construct their own understandings

3. Week 5: Making Instructional Decisions

3.1. Include use of technology

3.2. Motivation

3.2.1. Challenging and meaningful tasks

3.2.2. Having teacher support

3.2.3. Being required to demonstrate knowledge Diagnostic assessment

3.2.4. Innovative, self-regulation, assessment

3.3. Backward Design

3.3.1. Developing curricular units and lessons from the same instructional goals/objectives that are used to develop the assessment tools for that curriculum

3.4. Universal Instructional Design

3.4.1. Instructional system designed and delivered with the needs of the least independently able students in mind

3.4.2. Results in instruction that is accessible and effective for all students

4. Week 2: Considering Developmental Differences

4.1. Steps in Research Process

4.1.1. Step 1 – observation of phenomena : An educational phenomenon does not fit within current explanations

4.1.2. Step 2 – formation of questions : Research questions are generated

4.1.3. Step 3 – application of research methods : Research methods reveal relationships between phenomena

4.1.4. Step 4 – development of guiding principles : Similar research outcomes regarding the same topic become guiding principles

4.1.5. Step 5 – development of theories : Collections of principles about related phenomena merge into theories

4.2. Growth Mindset

4.3. Intelligence can be developed

4.4. What adults can learn from kids

4.4.1. "Daydream like it's your day job - then make it happen!"

5. Week 3: Views of Learning - Cognitive, Behavioural, Social and Constructivist

5.1. Behavioural: The main assumption of the behaviourist perspective is that all behaviour is learned and shaped by the environment

5.2. Cognitive: The cognitive approach deals with mental processes like memory and problem solving. By emphasizing mental processes, it places itself in opposition to behaviorism, which largely ignores mental processes

5.3. Social and Constructivist: Believes that an individual's behavior influences and is influenced by both the social world and personal characteristics

5.3.1. The environmental component is made up of the physical surroundings around the individual that contain potentially reinforcing stimuli, including people who are present (or absent). The environment influences the intensity and frequency of the behavior, just as the behavior itself can have an impact on the environment

6. Week 4: Establishing a Positive Learning Environment

6.1. https://www.simplypsychology.org/maslow-hierachy-of-needs-min.jpg

6.2. School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge

6.3. Academic success is dependent on the learning environment

6.4. Creating exemplary learning environments requires good planning and good classroom management

6.5. Goal of classroom management is to provide all students with optimum opportunities for learning

7. Week 6: Knowing That the Students Know

7.1. What is Understanding by Design? Author Jay McTighe explains.

7.1.1. Teaching for understanding

7.2. Learning Style

7.2.1. Visual: - Learn best from information that they see or read. - illustrations, pictures, diagrams, graphic organizers help to construct meaning

7.2.2. Auditory: - Learn best through spoken and heard material and like to be involved in aural questioning - Listening to lectures, and stories

7.2.3. Tactile: - Learn best by doing and moving - Enjoy role-playing and being physically involved in the learning process.

7.3. Assessment serves different purposes at different times:

7.3.1. It may be used to find out what students already know and can do

7.3.2. It may be used to help students improve their learning

7.3.3. It may be used to let students and their parents know how much they have learned within a prescribed amount of time

8. Week 7: Individual Differences - Intellectual Abilities and Challenges

8.1. - Knowing your students - Knowing where they are in their learning - Knowing where they need to go in their learning - Knowing how to get the to where they need to go in their learning - Knowing what steps to take when they don’t

8.2. Intelligence

8.2.1. Ability to learn from experience

8.2.2. Ability to adapt to one’s environment

8.2.3. The ability (or abilities) to acquire and use knowledge for solving problems and adapting to the world

8.3. Special Education

8.3.1. Accommodating the special learning needs of students with exceptionalities

8.3.2. Specialized instruction based on the assessment of students’ abilities

8.4. Inclusion and acceptance of differences

8.4.1. All children can learn

9. Week 8: Socio-Cultural Considerations

9.1. Culturally Responsive Teaching and Learning.flv

9.2. Diverse leaners

9.2.1. Diversity Languages spoken Aboriginal students One-parent families Same-sex couples

9.3. Share Your Story

9.4. Individualism vs Collectivism

9.5. Political values/beliefs

9.6. Develop genuine relationship with student

9.6.1. Be open-minded

9.7. Multicultural education

10. Learning Through Student Engagement

11. Instructional Strategies

11.1. Model the behaviour you want to see

11.2. Use of technology

11.3. Circular planning

11.4. Making the lesson fun