TEACHING, LEARNING AND DEVELOPMENT

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TEACHING, LEARNING AND DEVELOPMENT by Mind Map: TEACHING, LEARNING AND DEVELOPMENT

1. RESPECT

2. Be ready to explore

3. Come prepared for class

4. Do not take other student's property

5. Absolute Quiet

6. Constant Criticism

7. Teacher is yelling over the class

8. Rigid Lesson planning

9. Chaotic good

10. Wrong kind of chaos

11. Teachers who are merely there for the paychecks

12. Diverse methods of teaching E.g. visual, auditory

13. Constructive feedback

14. Passionate Teachers

15. Flexible Lessons

16. Students are engaged

17. Establishing Classroom Expectations that are Fair and Reasonable

18. Self-Regulation

19. Self-Efficacy

20. Establishing Student Learning Profiles to ensure all their needs will be met

21. Encourages Resiliency in the students

22. Graphic Organizers

23. Homework Effectiveness

24. Cooperative Learning

25. Explementary Learning Environment:  academic success is dependent on the learning environment  creating exemplary learning environments requires good planning and good classroom management  the goal of classroom management is to provide all students with optimum opportunities for learning  exemplary learning environments especially important for students with exceptionalities

26. Teacher Effectiveness

27. Language

28. Creativity

29. Problem Solving

30. Memory

31. Operant Conditioning: presentation of different stimuli and was able to conclude that behaviour is shaped by its consequence

32. Cognitive Approach: A cognitive procedure used to learn/understand new material. It uses mental approach to thought

33. Classical Conditioning: a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.

34. Behaviourist Approach: a learning theory that only focuses on objectively observable behaviours and discounts any independent activities of the mind.

35. Flexibility

36. Understand and Use feedback

37. Various Media

38. Alternative Assignments

39. Educational Assistants

40. IEP: Individualized Education Programs

41. Laptops and Speech Boards

42. Books with LARGE text

43. Accessibility Ramps

44. Cognitive Access to Curiculum: Understanding assignments, planning and executing approaches to tasks

45. Keyboards

46. Audio tapes

47. Physical Access to Curriculum: Sensory and Motor

48. Low-Incidence Exceptionalities: Moderate and Severe Disabilities =Autism =hearing and visual impairments =serious health impairments, =multiple disabilities

49. *Person-First Disability-Second*

50. High-Incidence Exceptionalities: Mild Disabilities including =learning disabilities, =behavioural disorders, =giftedness, =intellectual disabilities

51. Wechsler Intelligence Scale for Children

52. Intelligence tests

53. Why is it Important to understand intelligence? To understand and help students develop their cognitive abilities

54. Carroll's Hierarchical Model of Intelligence: intelligence operates in hierarchical fashion. The top level is overarching general intellectual ability. The second level carry out different cognitive tasks. The bottom level has specific information-processing actions (p.193)

55. Gardner's Multiple Intellgiences Theory: that contends that there are eight separate intelligence structures and that every individual has varying levels of each intelligence (p.194)

56. Scaffolding: Providing just enough support to prompt learning

57. Zone of Proximal Development: Tasks that a student cannot complete independently but can complete when given assistance

58. Disequilibrium: A state of imbalance between what a child understands and what he or she does not

59. Equilibrium: a state of balance in a child's schemas they are capable of explaining what it can perceive around him or her.

60. Vygotsky

61. Dialogue and Instructional Conversations

62. Adaptation: Is an innate drive to adjust to one's surrounding environment

63. Assimilaton: the process in which a child takes information from the environment into their minds

64. Piaget

65. Multiple representations of Content: e.g. Visual, Auditory, and Kinesthetic

66. Complex and Diverse Work Environments

67. Real-World Applications

68. Teacher and Peer Learning

69. Group/Collaborative Work

70. Inquiry-Based Learning

71. Applications of Constructivism in the Classroom

72. Constructivist Views of Learning: -Learners actively constructed and seek their own meaning -Social negotiating is important to knowledge construction /learning • Learning includes developing skills to solve problems, think critically, answer questions, accept multiple views • Self-determination is needed to further knowledge development

73. Teacher Centred Approach to Teaching: The teacher determines the content, provides direction, and sets academic and social tone

74. Student-Centred Approach to Teaching: The teacher adopts a constructivist perspective and acknowledges that students actively construct their own understandings

75. Principles of Development: Orderly progression/gradual process • Periods of rapid and slow growth • Quantitative and qualitative changes • Individuals develop at different rates • Genetics set developmental potential • Environment determines potential realized

76. Negative Classroom Environment

77. Positive Classroom Environment

78. Full Inclusion:

79. Inclusion

80. Multiple Intelligences Self-Assessment

81. Most Likely to Succeed

82. Newcomers to Canada

83. Religions Practised

84. Single-parent families

85. Same-sex families

86. Honour all Celebrations

87. Indigenous Students

88. Languages Spoken

89. Increasing Diversity

90. Inclusion: "Children are different All children can learn Different abilities, ethnic groups, size, age, background, gender. Change the system to fit the child"

91. Stereotype Threat: is the fear, existing either in your own eyes or in the eyes of others, that your behaviour will confirm an existing negative stereotype about your identity group (p.252)

92. Sternberg's Triarchic Theory Triangle: theory that emphasizes a series of interdependent intelligence processes that people use to learn and solve problems (p.196)

93. Socio-economic status: Indicator of social class based on education, occupation, and income. One of the most important aspects to consider to avoid bias or stereotypes

94. Special Education: Schooling that is constructed and delivered to suit the needs of students with exceptionalities (p.200)

95. Individual Differences: Intellectual Abilities and Challenges

96. Socio-Cultural Considerations

97. Considering Child and Adolescent Development

98. Creating Positive Learning Environments