Teaching, Learning and Development [5015Q] Jerrica Hakkers

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Teaching, Learning and Development [5015Q] Jerrica Hakkers by Mind Map: Teaching, Learning and Development [5015Q] Jerrica Hakkers

1. Week 1: Planning for the Upcoming School Year

1.1. Student-driven learning

1.1.1. Greater engagement

1.1.2. Better problem solving

1.1.3. Freedom to make their own choices and mistakes

1.1.4. Learning in the DRIVERS seat

1.1.4.1. Promote learner's autonomy

1.2. Educational Psychology: improving teaching practices through the use of psychology

1.2.1. Open mindset

1.2.2. Teacher - Topic - Setting - Student

1.3. Top-down approach - break down units

1.4. STOP STEALING DREAMS

1.4.1. What are we really trying to teach? Obedience?

1.4.2. Strive to learn the process of getting there vs. striving to get the right answer

1.4.3. Collect dots or connect dots

1.4.3.1. Are we putting children in situations where they can fail?

2. Week 2: Developmental Differences

2.1. TED TALK (ADORA SVITAK): What Adults Can Learn From Kids

2.1.1. Reciprocal student-teacher relationship

2.1.2. Limit restrictions on kids and let them explore

2.1.3. Give children more responsibility and more opportunities

2.2. TED TALK (CAROL DWECK): The Power of YET

2.2.1. Growth Mindset

2.2.1.1. Learning can be developed

2.2.2. Fixed Mindset

2.2.2.1. Run from error and don't engage in it

2.2.3. Reward the P R O C E S S

2.2.3.1. Effort

2.2.3.2. Improvement

2.2.3.3. Strategies

3. Week 3: Different Learning Perspectives (Cognitive, Behavioural, Social, Constructivist)

3.1. Theories of Learning

3.1.1. Learning

3.1.2. Cognitive

3.1.3. Social Constructivist

3.2. Development can be physical, social or cognitive

3.3. Commonplaces of Education

3.3.1. Student-Centered Approach

3.3.1.1. Teacher-Topic-Setting-Student

3.3.2. Teacher-Centered Approach

3.4. Needs Planning

3.4.1. What the student needs to learn

3.4.2. What needs to be taught

3.4.3. How will learning be assessed?

3.4.4. What teaching methods need to be used?

3.5. Effective Planning

3.5.1. Instruction

3.5.2. Student-centered learning

3.5.3. Exemplary environments

3.6. PIAGET

3.6.1. Schemas: organizing thoughts

3.6.2. Adaptation: adopting one's environment

3.7. VYGOTSKY

3.7.1. Zone of proximal development

3.7.2. Scaffolding

3.8. Early Learning

3.8.1. The best predictor of future success is early mastery of literacy and numeracy skills

4. Week 4: Positive Learning Environment

4.1. Differentiated Learning

4.1.1. Manipulating different lessons to cover all learning styles

4.1.2. Fairness doesn't equal sameness

4.2. Growth Mindset

4.3. Social Awareness

4.4. Self Management

4.5. VIDEO: Most likely to succeed

4.6. VIDEO: Myth of Average

4.6.1. Every learner is different

4.7. Maslow's Hierarchy of Needs

4.7.1. Self-Actualization

4.7.2. Self-Esteem

4.7.3. Love and Belonging

4.7.4. Safety and Security

4.7.5. Physiological Needs

5. Week 5: Instructional Decisions

5.1. Inquiry based learning

5.2. Universal Design for Learning

5.3. Bloom's Taxonomy

5.4. Challenges for every student

5.4.1. Engage every student

5.4.2. Teach the way students learn vs. the way you want to teach

6. Week 6: Knowing your Students

6.1. How Students Learn

6.1.1. Student-Centered

6.1.1.1. Based on student's previous knowledge and experiences

6.1.2. Knowledge-Centered

6.1.2.1. Teacher helps student

6.1.3. Interdisciplinary

6.2. Growth Mindset

6.2.1. "you must have tried really hard vs. you did really good"

6.3. Students as life long learners

6.4. Learning Styles

6.4.1. Auditory

6.4.2. Kinesthetic

6.4.3. Visual

7. Week 7: Individual Differences

7.1. Know your students

7.1.1. Know where they are in their learning

7.1.2. Know where they need to go

7.1.3. Effective Feedback

7.2. Students with Exceptionalities

7.2.1. Assessment Styles

7.3. Universal Design for Learning

7.4. Learning for All

7.5. What is intelligence?

7.5.1. Ability to learn from experiences

7.5.2. Nature and Nurture

7.6. Standardized testing

7.6.1. Speech, language, mathematics

8. Week 8: Socio-Cultural Considerations

8.1. Inclusion

8.1.1. All children can learn

8.2. Culturally Responsive Teaching/Classrooms

8.2.1. Print-Rich Environment

8.2.2. Learning Centers

8.2.3. C O L O U R F U L

8.2.4. Arranged Optimally

8.2.5. Multiple Libraries

8.2.6. Technology

8.2.7. Display Student's Work

8.2.8. Clear rules and protocols

8.3. The child becomes largely what is taught; hence we must watch what we teach it, and how we live before it - Jane Addams

8.4. THINK PAIR SHARE

8.4.1. You think you're right

8.5. Different Cultural Norms

8.5.1. Confront

8.5.2. Complain

8.5.2.1. isolate yourself and segregate from society

8.5.3. Conform

8.5.3.1. Benefit from diversity. Adapt your behaviours to fit with the society you are in

8.6. As teachers we need to change the way we think and approach situations in order to benefit from diversity

8.7. Equality vs Equity

9. Week 9: Standardized Testing

9.1. Fair or not?

9.1.1. Achievement issues

9.2. What is the Value of Standardized Testing?

9.2.1. Standardized tests tend to "teach the test"

9.2.2. Don't allow for cultural or linguistic diversity

9.2.3. Disengagement

9.2.4. Criterion Referenced VS Norm Referenced

9.3. EQAO TESTING

9.4. TESTING

9.4.1. Federal

9.4.1.1. Achievement Testing

9.4.2. Provincial

9.4.2.1. Math and Literacy Testing

9.4.2.2. Grade 12 Exams

9.5. POPHAM (2003) - large scale testing needs to address 5 goals

9.5.1. Assess curriculum goals

9.5.2. Goals must be T E A CH A B L E

9.5.3. clearly and accurately assess learning materials

9.5.4. Be specific enough to guide instruction

9.5.5. Assessment process must be minimally intrusive on classrooms