5015: Summative Mind Map

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5015: Summative Mind Map by Mind Map: 5015: Summative Mind Map

1. Week 1

1.1. "Stop Stealing Dreams" by Seth Godin

1.2. Learner-driven Learning

1.2.1. Teacher-centred approach

1.2.2. Student-centred approach

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

1.3.1. Research Steps (Cyclical)

1.3.1.1. 1. Observation of Phenomena

1.3.1.2. 2. Formation of Questions

1.3.1.3. 3. Application of Research Methods

1.3.1.4. 4. Development of Guiding Principles

1.3.1.5. 5. Development of Theories

1.4. 4 Common Places of Education: 1. Teacher 2. Setting 3. Topic 4. Student

2. Week 7

2.1. "Do Schools Kill Creativity?" - Sir Ken Robinson

2.2. Achievement Gaps

2.2.1. the disparity in achievement between groups of students. Gaps in achievement can be measured in terms of various factors, such as gender, ethnocultural background, socio-economic status, special education needs, language proficiency, or number of credits accumulated by the end of a particular grade.

2.3. Differentiated Instruction

2.3.1. allows teachers to address specific skills and difficulties.

2.3.2. recognize students’ varying levels of background knowledge, readiness to learn, language ability, learning preferences, and interests, and to react responsively.

2.4. Students with Exceptionalities

2.4.1. 1. Examine Your Own Beliefs

2.4.2. 2. Work with the School Team, Including the Student

2.4.3. 3. Use a variety of instructional methods, including differentiated instruction and universal design.

2.4.4. 4. Extend inclusion to the whole school.

2.5. Feedback

2.5.1. Comments only = better experience and more gains in achievement.

2.5.2. Oral feedback = more effective than written feedback, especially for lower-performing students.

2.6. Intelligence

2.6.1. Aptitude Tests

2.6.2. Achievement Tests

2.6.3. Nature & Nurture

2.7. Special Education

2.7.1. Disability: Inability to do something

2.7.2. Handicap: Disadvantage in certain situations

2.7.3. High-incident Exceptionalities

2.7.4. Low-incident Exceptionalities

3. Week 3

3.1. What is Development?

3.1.1. Physical, Cognitive, Social changes

3.1.2. Learning = more organized

3.1.3. Behaviour = more adaptive

3.2. Instructional Approaches

3.2.1. Universal Design for Learning

3.2.1.1. Making Sense of Universal Design for Learning

3.2.2. Differentiated Instruction

3.2.3. Response to Intervention

3.3. Theories of Learning & Teaching

3.3.1. Behavioural

3.3.2. Social Cognitive & Costructivist

3.3.3. Cognitive

3.4. Jean Piaget

3.4.1. Schemas

3.4.1.1. organizing behaviours and thoughts into coherent systems

3.4.2. Adaptation

3.4.2.1. adjusting to one’s surrounding environment

3.5. Lev Vygotsky

3.5.1. Zone of Proximal Development

3.5.2. Scaffolding

3.5.3. Social Interaction

3.6. Early Learning

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

4. Week 5

4.1. Linking Assessment & Learning

4.1.1. Specific Learning Objective

4.1.2. Assessment Question

4.1.3. Topic Unit & Lesson Plans

4.1.4. Instructional Method

4.2. Backward Design

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

4.3. Bloom's Taxonomy

4.3.1. Hierarchical classification of cognitive learning objectives.

4.3.1.1. 1. Knowledge

4.3.1.2. 2. Comprehension

4.3.1.3. 3. Application

4.3.1.4. 4. Analysis

4.3.1.5. 5. Synthesis

4.3.1.6. 6. Evaluation

4.4. Constructivist-based Classroom

4.4.1. Student Ownership of Learning

4.4.2. Complex & Challenging

4.4.3. Real World Situations

4.4.4. Social Negotiation

4.4.5. Multiple Representation

4.4.6. Self-Regulated Learning

4.5. Universal Instructional Design

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

4.5.2. Instruction that is accessible and effective for all students

4.5.3. 1. Provide Multiple Means of Representation 2. Provide Multiple Means of Action & Expression 3. Provide Means of Engagement

4.5.4. -

4.6. How People Learn

4.6.1. Knowledge-Centredness

4.6.2. Learner-Centredness

4.6.3. Community-Centredness

4.6.4. Assessment-Centredness

5. Week 4

5.1. City of London's Child and Youth Network's Vision: “Happy, healthy children and youth today; caring, creative, responsible adults tomorrow.”

5.2. Mazlow's Hierarchy of Needs

5.2.1. Self-Actualization

5.2.2. Self-Esteem

5.2.3. Loving & Belonging

5.2.4. Safety & Security

5.2.5. Physiological Needs

5.3. "The Myth of Average" - Todd Rose

5.4. The Teacher Affect

5.4.1. 1. Designs classroom curriculum to facilitate student learning.

5.4.2. 2. Makes wise choices about the most effective instructional strategies to employ.

5.4.3. 3. Makes effective use of classroom management techniques.

5.5. SELF

5.5.1. Self-Efficacy

5.5.1.1. a personal judgement of "how well one can execute courses of action required to deal with prospective situations".

5.5.2. Self-Regulation

5.5.2.1. a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome.

5.5.2.1.1. Control

5.5.2.1.2. Self-Evaluation

5.5.2.1.3. Collaboration

5.6. Student Profiles

5.6.1. Compilation of diagnostics used to get to know your students.

5.6.1.1. Observation

5.6.1.2. Journals/ Logs

5.6.1.3. Information from parents, other teachers, etc.

5.6.1.4. Previous Report Cards

6. Week 2

6.1. “Every now and then a man's mind is stretched by a new idea or sensation, and never shrinks back to its former dimensions.” - Oliver Wendell Holmes Sr.

6.2. GROWTH MINDSET

6.2.1. A desire to LEARN

6.2.1.1. Embrace challenges

6.2.1.2. Persist in the face of setbacks

6.2.1.3. See effort as a path to mastery

6.2.1.4. Learn from criticism

6.2.1.5. Find lessons & inspiration from success of others

6.3. Pedagogical Documentation

6.3.1. supports educators in both including child development in their view but also looking beyond development to capture broader aspects of experience for reflection

6.3.2. opens us up to relations and meanings that we have not thought to look for: this expansion of what we might learn to know and interpret is its gift to us.

6.4. Inquiry-based Learning

6.4.1. "It espouses investigation, exploration, search, quest, research, pursuit, and study. It is enhanced by involvement with a community of learners, each learning from the other in social interaction.” - (Kuklthau, Maniotes & Caspari, 2007, p. 2)

6.4.2. HOW?

6.4.2.1. Ideas are central "currency"

6.4.2.2. Respectful classroom discussion

6.4.2.3. Intervene to build momentum

6.4.2.4. Ensure all students are engaged with topic

6.4.2.5. Spontaneous questions that cause wonder and more questions

6.4.2.6. Connect ideas & questions w/ curriculum

6.4.2.7. Students are central to initial planning of inquiry

7. Week 6

7.1. Learning Styles

7.1.1. Visual

7.1.2. Auditory

7.1.3. Kinesthetic

7.2. "Understanding By Design" - Jay McTighe

7.3. State of Mind!

7.3.1. A student’s emotional reaction to his/her results will determine what that student does in response.

7.4. 3 Stages of Backwards Design

7.4.1. 1. Identify learning outcomes

7.4.2. 2. Determine means of assessment

7.4.3. 3. Plan experiences & instruction

7.5. Enduring Understandings

7.5.1. 1. Endurance

7.5.2. 2. Leverage

7.5.3. 3. Prepare for next level

7.6. INTEGRATED LEARNING

7.6.1. Think BIG

7.6.2. Think Real-World

7.6.3. Think Broad Context About Literacy

7.6.4. Find Common Concepts & Ideas

7.6.5. Work With Colleagues

7.6.6. Choose Relevant Resources

8. Week 8

8.1. "The Dangers of a Single Story" - Chimamanda Ngozi Adichie

8.2. Diverse Learners

8.2.1. 1. Demonstration of High Expectations

8.2.2. 2. Implementation of Culturally Relevant Instruction

8.2.3. 3. Establishment of Caring Relationships

8.2.4. 4. Parent & Community Involvement

8.3. Differentiated Instruction + Culturally Responsive Pedagogy

8.3.1. 1. Knowing the Learner

8.3.2. 2. Traits of Quality Teacher

8.3.3. 3. Quality Curriculum

8.3.4. 4. Classroom Learning Environment

8.3.5. 5. Flexible Teaching & Learning Time Resources

8.3.6. 6. Instructional Delivery & Best Practices

8.3.7. 7. Assessment, Evaluation, & Grading

8.4. Inclusion

8.4.1. Change the system to fit the child.

8.5. Student Dilemmas

8.5.1. Individualism: Act within a unique identity & exclusive purpose

8.5.2. Collectivism: Act within a shared identity & common purpose

8.6. Make Connections

8.6.1. Achieving

8.6.2. Believing

8.6.3. Caring

8.7. Multicultural Education

8.7.1. Diversity Valued

8.7.2. Dominant Culture Stressed

8.7.3. Diversity & Dominant Culture

9. Week 9

9.1. EQAO

9.1.1. Communication

9.1.2. Numeracy

9.1.3. Critical Thinking & Problem Solving

9.1.4. Personal Management

9.2. Standardized Testing

9.2.1. Scantron

9.2.2. AGAINST: • There is a tendency to “teach to the test”, which results in narrowing of the curriculum. • The tests do not allow for linguistic or other cultural differences among students. • There is the potential for subgroups of students to become lost within the overall numbers. • Standardized testing leads to student disengagement. • The tests do not adequately assess 21st Century skills such as creativity, technological ability, problem solving, or critical thinking skills.

9.2.3. IN FAVOUR: • The opportunity for comparison of educational outcomes across schools, provinces, or countries. • Results of standardized tests provide an opportunity to assess the strengths and weaknesses of the system. • Offering a means to assess accountability. • Provincial assessments provide a way to evaluate curricula and determine which schools/districts/regions are meeting goals.

9.2.4. Alfred Binet & Theodore Simon

9.2.5. High-stakes atmosphere

9.2.6. "One-Size Fits All" Approach

9.3. Test Types

9.3.1. Criterion-Referenced

9.3.2. Norm-Referenced

9.4. Goals

9.4.1. Enhance Teaching & Learning

9.4.2. Improve Curricular Design

9.4.3. Minimally Intrusive

9.5. "Should We Get Rid of Standardized Testing?" - Arlo Kempf