Teaching, Learning and Development- EDUC 5015Q

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Teaching, Learning and Development- EDUC 5015Q by Mind Map: Teaching, Learning and Development- EDUC 5015Q

1. I will most definitely use Backward Design when creating unit plans as I like how assessment is designed before lesson planning allowing that instruction drives students toward the essence of what they need to know

2. It is a good idea to have an understanding of your own multiple intelligence as it can help you as an individual learn. I am predominantly a linguistic learner as I enjoy being taught using spoken and written materials.

3. I have learned a lot about assessment and evaluation in my Family Studies (EDUC 5210) course.

3.1. Assessment as Learning: process of developing and supporting student metacognition

3.2. Assessment for Learning: ongoing process of gathering and interpreting evidence about student learning

3.3. Assessment of Learning: process of collecting and interpreting evidence for the purpose off summarizing learning at a given point in time.

4. I have learned so much in Aboriginal Education (EDUC 5423Q) with Erica Neeganagwedgin. We have to work towards a decolonizing pedagogy for teachers to allow a classroom to be an equally safe space for all students.

5. I am personally against standardized tests in Canada as I can remember the pressures teachers and staff put on me to do well. Overall, giving me performance anxiety.

6. There has been a lot of debate around the benefits of standardized testing. Some believe it is a way to compare educational outcomes across schools.

7. Week 5: Mid/Late September: Making Instructional Decisions

7.1. Universal Instructional Design

7.1.1. Concept of equitable accessibility and utility

7.1.2. Link: Universal Instructional Design

7.2. Theoretical Basis of Instruction

7.2.1. Cognitive Strategies "Good Thinker" Effectively use cognitive strategies Thinking must be strategic and systematic Promotes the understanding and retention of knowledge Working memory Short-term memory Long-term memory Metacognition

7.2.2. Select-Organize-Integrate Model of meaningful learning Meaningful learning occurs when students engage in three cognitive processes 1. Selecting relevant information 2. Organizing the selected information 3. Integrating the organized information with prior knowledge

7.3. Motivational Underpinnings

7.3.1. Tasks Dynamic and open Appeal to a broader range

7.3.2. Instructional Practices Teach problem-solving strategies Challenge students Personal relatedness Intellectual respect

7.3.3. Classroom Relationships Encourage student engagement Encourage student discussions Elicit student perspective Withhold judgement

7.4. Direct Instruction

7.4.1. Systematic Instructional Method

7.4.2. Small amount of information and providing lots of practice

7.4.3. Mate basic facts and skills

7.5. Student Problem-Solving

7.5.1. Verbal Protocol Analysis Students attempt a task of problem and teachers infer their strategy ability from the demonstrated outcome Students described their thinking and or talk out loud as they complete a task

7.5.2. Problem-, Project-, and Inquiry-Based Learning Student Centred Constructivist and Instructional Approach 1. Help students design comprehensive curricular tasks 2. Complete tasks with peers collaboratively 3. Create specific educational products 4. Reflect on their learning experiences

8. Week 6: Late September: Knowing that the Students Know

8.1. Instructional-Dagnistic Assessment

8.1.1. Determine that you teach is not as straightforward as it seems

8.1.2. Establish students current level of knowledge and skills

8.2. Learning Styles

8.2.1. Visual

8.2.2. Auditory

8.2.3. Tactile

8.3. Linking Assessment and Instruction

8.3.1. What do I want my students to learn?

8.3.2. How will I determine or not they have learned?

8.3.3. What will I teach?

8.3.4. How will I teach it?

8.4. Basics of Curriculum Planning

8.4.1. Expectations

8.4.2. Assessment and Evaluation

8.4.3. Teaching Strategies

8.4.4. Topics, Themes, Resources

8.5. Learning Objectives and Lesson Plans

8.5.1. Backward Design Develop curricular units and lessons that are derived form the identical instruction goals/learning objectives that are used in creating assessment tools First knowing where they want to take their students Wiggins and McTighe What is expected to be learned What is taught How it is taught Questions used to assess student learning

8.6. Bloom's Taxonomy

8.6.1. https://www.youtube.com/watch?v=OOy3m02uEaE&t=13s

9. Week 7: Early December: Individual Differences-Intellectual Abilities and Challenges

9.1. Intelligence

9.1.1. Carroll's Hierarchal Model of Intelligence Most Important Fluid Intelligence Crystallized Intelligence Visual-Spatial Reasoning

9.2. The Theory of Multiple Intelligences

9.2.1. 1. Linguistic

9.2.2. 2. Logical-Mathematical

9.2.3. 3. Spatial

9.2.4. 4. Musical

9.2.5. 5. Bodily-Kinesthetic

9.2.6. 6. Interpersonal

9.2.7. 7. Intrapersonal

9.2.8. 8. Naturalistic

9.3. Intelligence as Processes

9.3.1. Sternberg's Triarchic Theory of Intelligence Analytical/Componential Intelligence Creative/Experiential Intelligence Practical/Contextual Intelligence

9.4. Intelligence Test

9.4.1. Cognitive Indexes of the WISC-IV Verbal Comprehension Perceptual Reasoning Working Memory Processing Speed

9.5. Special Education

9.5.1. What is Special Education? Accommodating the special learning needs of students with exceptionalities Specialized instruction based on the assessment of students' abilities

9.5.2. Individualized Education Programs (IEP) The Six Phases of Assessment and the IEP Process Phase 1: Identification Phase 2: Diagnostic Instruction Phase 3: Referral Phase 4: Assessment/IEP Phase 5: Educational Intervention Phase 6: Evaluation of Student Progress

9.6. Students with Specific Learning Disorders

9.6.1. Common Learning and Behavioural Characteristics Disorders of Attention Poor Motor Abilities Psychological Processing Deficits Lack of Phonological Awareness Poor Cognitive Strategies for Learning Oral Language Difficulties Reading Difficulties Writing Difficulties Mathematics Social Skills

10. Week 8: Early February: Socio-Cultural Considerations

10.1. Socio-Cultural Perspectives

10.1.1. Critical Consciousness Political values and beliefs An ideological clarity A social-cultural consciousness

10.1.2. Culturally Responsive Practice Broad cultural knowledge Instructional base that grows and changes

10.1.3. Making Connections Achieving Believing Caring

10.2. Stereotype Threat

10.2.1. Fear that one's behaviour will confirm a negate stereotype about one's identity

10.2.2. Those with strong ties to heir identity group are most vulnerable

10.2.3. Can be brought on by seemingly innocuous comments

10.3. Socio-Economic Status

10.3.1. Greatest impact on scholastic achievement

10.3.2. Children from Low SES Homes Development is at risk Economic hardships Scarcity of resources

10.4. Different Views of Multicultural Education

10.4.1. Diversity Valued No culture considered dominant

10.4.2. Dominant culture stressed Surviving in real world

10.4.3. Diversity and dominant culture Valued striking a balance

10.4.4. Bank's Dimensions of Multicultural Education

10.5. Aboriginal Education

10.5.1. Risk Factors School failures Poor access to technology Negative teacher attitudes toward Aboriginal students Poor home- school communication Lack of qualified teachers Lack of resources

10.5.2. Protective Factors 1. Early intervention 2. Resiliency 3. Positive self-image 4. Engagement by families 5. Community involvement 6. Relevant programming 7. Connections to Aboriginal role models and supports

11. Week 9: End of School Year

11.1. Standardized Testing in Canada

11.1.1. Federal Achievement levels of 13 year olds (math, reading, and science)

11.1.2. Provincial/Territorial Different uses including math and literacy testing at certain levels Grade 12 exit exams

11.2. Test Types

11.2.1. Criterion-Referenced Student's score determined by comparing performance to established criteria

11.2.2. Norm-Referenced Student's score determined by comparing performance to that of other students

12. When writing my belief statement and teaching philosophy for my Social Foundations class (EDUC 5007), I talked about being a huge believer in ensuring that my classroom is a safe space for my students. As I want to support and encourage my students to succeed

13. Quite interesting to learn that my prefrontal cortex became fully developed only 2 years ago.

14. I will spend an enormous amount of time planning and preparing for the upcoming year. I will do so through curriculum planning and classroom management planning

15. Week 1: Early August: Planning for the Upcoming School Year

15.1. Educational Psychology

15.1.1. Schwab's 4 Commonplace Education Someone (the teacher) Teaches something (the curriculum) To someone else (the student) in some setting (the classroom)

15.1.2. 9 Educational Topics Learning and Cognition Development Social and Cultural Influences Motivation Behavioural and Class Management Individual Differences Assessment and Evaluation Teaching and Instruction Social Foundations of Curricula

15.1.3. Research Process Step 1: Observation of Phenomena Step 2: Formation of Questions Step 3: Application of Research Methods Step 4: Development of Guiding Principles Step 5: Development of Theories

15.2. Teacher Planning

15.2.1. Instructional Approaches Teacher-Centred Approach Student-Centred Approach

15.2.2. Curricular Planning Top-Down Approach Determine the curricula for the year Determine the curricula for each term Break the curricula down into units Determine what will be taught on a daily basis

16. Week 2: Late August: Considering Child and Adolescent Development

16.1. 5 Principles of Development

16.1.1. 1. Follows about which there is little argument

16.1.2. 2. Gradually progressive process, but it does not necessarily occur at a constant rate

16.1.3. 3. Involves quantitative and qualitative changes

16.1.4. 4. Individuals develop at different rates

16.1.5. 5. Results from influences of genetics (nature) and the environment (nurture)

16.2. Growth Mindset

16.2.1. https://www.youtube.com/watch?v=2zrtHt3bBmQ

16.2.2. Criticism and negative feedback are sources of information

16.2.3. Growth mindset individuals will improve and this will create a positive feedback loop that encourages them to keep learning and improving

16.3. Developmental Influences

16.3.1. Psychological/Biological Development Not typically influenced by anything that educators do or have control over Takes 20 years for the prefrontal cortex to become fully functional Teachers should help adolescents establish and live with there own learning and behavioural conventions

16.3.2. Cognitive/Learning Development Early Learning- Significant Factors Executive Cognitive Functioning Innate Curiosity Learning How to Learn

16.4. The Psychological Structures of Learning (Piaget)

16.4.1. Innate Drive to Organize Piaget: "schemas" A schema is a simple mental representation of an item happening

16.4.2. Innate Drive to Adjust Piaget: "adoption" Adjust to ones surrounding environment

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

17.1. Toyota's 5 Whys

17.1.1. Used to explore cause and effect

17.1.2. To determine the root cause of a defect or problem by repeating the question "Why?"

17.1.3. The "5" in the name derives from an anecdotal observation on the number of iterations needed to resolve the problem

17.2. Behaviourist Approach

17.2.1. Human behaviour is learned

17.2.2. Behaviourism

17.3. Cognitive Approach

17.3.1. Cognitive/Learning Development How and why learning occurs or does not occur How learning processes evolve and change over time Cognitive skills and concepts learned in the early school years are critical for all other later achievement expectations

17.3.2. Early Learning- Significant Factors Important influences on children pathway to school

17.3.3. Executive Cognitive Functioning Organize, co-ordinate, and reflect on their thinking and achieve more efficient processing outcomes Forces them t ouse an executive learning strategy, which attaches more meaning to what is being learned Example: Use an acronym like BEDMAS

17.3.4. Innate Curiosity Human beings are born with an innately powerful curiosity about the world around them Adapt ones behaviour in order to exist and survive within it Learn by observing others (mimic) and through direct guidance (teaching) Curiosity: desire to know

17.3.5. Learning how to Learn Innate psychological mechanisms that allow them t learn how to learn Sine Qua Non: brain uses learning mechanisms depending on what is encountered in the environment

17.3.6. From Disequilibrium to Equilibrium Scheme Assimilate Accommodate Piaget felt that the brain's constant desire for equilibrium is the mark of intelligence

17.3.7. Piaget's Four Stages of Cognitive Development Sensorimotor (0-2) Preoperational (2-6/7) Concrete Operations (6/7-11/12) Formal Operations (11/12-adulthood)

17.4. Constructivist Approach

17.4.1. Vygotsky Zone of Proximal Development Social Interation Scaffolding

17.4.2. Bronfenbrenner Ecological Theory Microsystem Mesosystem Exosystem Mesosystem Chronosystem

18. Week 4: First Week of School: Establishing a Positive Learning Environment

18.1. Effective Teaching and Learning

18.1.1. Cannot take place in a poorly managed/structured classroom

18.1.2. Provide feedback

18.1.3. Respond supportively

18.1.4. Ask questions

18.1.5. Use time effectively

18.2. Features of Communities of Learners

18.2.1. Job-embedded

18.2.2. Collaborative

18.2.3. Ongoing

18.2.4. Student-centred

18.2.5. Improve student achievement

18.3. Exemplary Learning Environments

18.3.1. Academic success is dependent on the learning environment

18.3.2. Require good planning and good classroom management

18.3.3. Goal: provide all students with optimum opportunities of learning

18.4. Self

18.4.1. Self-Efficacy Personal beliefs about our competence or effectiveness in a given area

18.4.2. Self-Regulation

18.5. Resiliancy

18.5.1. Cannot ignore the emotional well-being of students

18.5.2. Sense of Belonging Supports the educational bases of motivation. learning, and self-discipline

18.5.3. Resiliency in Students Schools must provide social and emotional intervention Self-esteem and sense of competence are intact Feels connected and make contributions

18.6. Supporting Self-Regulated Learning

18.6.1. Tasks Should be complex

18.6.2. Control Students make decisions Have choices Take responsibility for planning, setting goals, judging progress

18.6.3. Self-Evaluation Monitor their own processes and outcomes Adjust their efforts in order to attain goals

18.6.4. Collaboration Students and teachers engage in shared problem-solving

18.7. Well-Being in the Classroom

18.7.1. Being and feel connected

18.7.2. Feel autonomous and posses a sense of self-determination

18.7.3. Feel competent, successful, and accomplished