Teaching Learning and Development

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Teaching Learning and Development by Mind Map: Teaching Learning and Development

1. TRIBES:

1.1. ATTENTIVE LISTENING -APPRECIATION/NO PUT DOWNS

1.2. THE RIGHT TO PASS

1.3. MUTUAL RESPECT THE RIGHT TO PARTICIPATE

2. Multicultural Education

2.1. Protective Factors in Aboriginal Education

2.1.1. Early intervention

2.1.2.  Resiliency

2.1.3. Positive self-image

2.1.4. Family engagement

2.1.5. Community involvement

2.1.6.  Relevant programming

2.1.7. Aboriginal role model

2.2. Risk Factors

2.2.1. Early school failures

2.2.2. Moving from school to school

2.2.3. Lack of parent support

2.2.4. Lack of teachers with knowledge of Aboriginal studies

2.2.5. Living in remote communities

2.2.6. Lack of resources

2.2.7. Special need

3. Being culturally competent as a teacher is critical to guiding assessments

3.1. Cultural Model of support

3.2. https://www.youtube.com/watch?v=_uOncGZWxDc&feature=youtu.be

4. Types of Assessments

4.1. Agricultural Model

4.2. Backwards Design

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

4.3. Enduring Understandings

4.3.1. Identify desired results

4.3.2. Determine Acceptable Evidence

4.3.3. Plan learning experiences and instruction

4.4. Feedback/Comments

4.4.1. Leads to more gains in achievement

4.4.2. Oral feedback is more effective than written feedback

4.5. Direct Reading Assessment

4.6. Diagnostic Assessments

4.7. Speech and Language Screening

5. The Different ways that people learn

5.1. Knowledge-Centredness

5.2. Learner-Centeredness

5.3. Community-Centredness

5.4. Assessment-Centredness

6. Self-Regulated Learning and Self-Efficacy

6.1. Tasks

6.2. Collaboration

6.3. Self-Evaluation

6.4. Control

6.5. Zoe Branigan-Pipe - Letting Students Hack Their Lesson Plan

7. Effective Teacher Planning:

7.1. Being aware of the Interests of students

7.2. The students area of appeal or curiosity ( think horses)

7.3. The students skill development level and readiness for the material

8. Instructional Strategies

8.1. Student Centered

8.2. Teaching Centered

8.3. Cooperative learning

8.4. Graphic organizers

8.5. Homework and questions

8.6. Universal Design for Learning

8.7. Differentiated Instruction

8.8. Response to Intervention

9. Effective Teaching

9.1. To be an effective teacher and improve teaching and learning processes, you must reflect on teacher practice and use research

9.2. Good Classroom Management

9.2.1. Caring classroom management approach:

9.2.2. Proximity

9.2.3. Touch

9.2.4. Student’s Name

9.2.5. Gesture

9.2.6. The Look

9.2.7. The Pause

9.2.8. Ignore

9.2.9. Signal to Begin / Signal for Attention -Deal with the problem not the student

10. What is the Role of Educational Psychology in our Classrooms?

10.1. Goal of Educational Psychology:

10.1.1. Excellent instruction, enhanced student learning, exemplary environments, reviewing student files

10.2. Uses knowledge and methods of psychology and related disciplines to study teaching and learning

10.3. To improve the teaching and learning processes

11. Learning Theories and Perspectives

11.1. Vygotsky:

11.1.1. Piaget:

11.1.1.1. Constructivist Approach:

11.1.1.2. Students construct their own learning

11.1.1.3. Social interaction is critical to learning

11.1.1.4. Learning to think critically, solve problems, and answer questions

11.1.1.5. Self-motivation is needed to development and learning

11.1.2. Cognitive Theory

11.1.2.1. Brofenbrenner's ecological systems theory

11.1.3. Schemas/Schemes

11.1.4. Adaptation

11.2. Zone of Proximal Development

11.3. Social Interaction

11.4. Scaffolding

12. Teacher Concerns

12.1. -Managing students with behaviour issues

12.1.1. Managing students with behaviour disorders

12.1.1.1. -Knowing how to effectively implement a behaviour management program in the classroom

13. How teacher's impact student achievement...

13.1. Choosing how to teach the curriculum to students

13.2. Determining which instruction strategies are most effective

13.3. Classroom management style

13.4. Characteristics of exemplary Learning Environments/Good Classroom management

13.4.1. Good planning and classroom management

13.4.1.1. Good classroom management is important for students with additional needs

14. SELF

14.1. Characteristics of Resilient Children

14.2. Good self-esteem

14.3. Sense of competence

14.4. Optimistic 

14.5. Personal control

14.6. Feel connected 

14.7. Motivated to learn 

14.8. Self-disciplined

14.9. Teacher self-efficacy and student efficacy impact learning

15. Motivating Students

15.1. Challenging and meaningful tasks

15.2. Being able to effectively use learning strategies

15.3. Having teacher support

15.4. Being required to demonstrate knowledge

15.5. Feeling that the teacher cares for them

16. Linking Assessment with Instruction

16.1. Bloom's Taxonomy

16.1.1. 1. Knowledge

16.1.2. 2. Comprehension

16.1.3. 3. Application

16.1.4. 4. Analysis

16.1.5. 5. Synthesis

16.1.6. 6. Evaluation

16.2. Categorizing Thinking for assessment

16.3. 1.Remembering

16.4. 2. Understanding

16.5. 3. Applying

16.6. 4. Analyzing

16.7. 5. Creating

16.8. 6. Evaluating

16.9. Carroll’s Hierarchical Model of Intelligence

17. Different Philosophy's for Teaching

17.1. Exploratory/Inquiry

17.2. Direct/Specific Instruction and procedures

17.2.1. Clear learning objectives

17.2.2. Well-planned lessons

17.2.3. Explicit teaching

17.2.4. Lots of practice

18. Supporting students with additional needs

18.1. Medical Model

18.2. Social model

18.3. Differentiated Instruction

18.4. Labelling

18.4.1. Disability

18.4.1.1. Handicap

18.5. Inclusion

18.5.1. Acceptance of differences

18.5.2. Instruction focuses on appropriate teacher interventions

18.5.3. Material being taught is made accessible to all students

18.6. Diverse Learners

19. Types of disabilities

19.1. Mental/Cognitive

19.2. Physical

19.3. High-incidence

19.4. Low-incidences

20. "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"

21. Diversity in the Classroom

21.1. Languages spoken

21.2. Aboriginal students

21.3. One-parent families

21.4. Same-sex couples

21.5. Newcomers to Canada

21.6. Religions practised

21.7. Student Dilemma

21.7.1. Individualism

21.7.2. Collectivism

21.7.3. Stereotype Threat

21.8. Differences in Socio-Economic Status

21.8.1. A student's SOE has the biggest influence on a student's academic success

22. Standardize Testing

22.1. Types of Tests

22.1.1. Criterion-Referenced

22.1.2. Norm-Referenced

22.1.3. Provincial -EQAO

22.1.4. Federal

22.2. Purpose: Assess effectiveness of instruction and track student achievement level in Ontario

22.3. Cons of Standardized Testing

22.3.1. Biased tests

22.3.2. Stressful for students and teachers

22.3.3. Results in teaching to the test

22.3.4. Takes up too much time

22.3.5. Does not enhance student learning

22.3.6. Content of tests does not reflect instruction

22.4. How to prepare students for standardized testing

22.4.1. Convey positive attitudes about testing

22.4.2. Teach test-taking skills

22.4.3. Simulate use of time limits during testing

22.4.4. Familiarize students with types of questions used

22.4.5. Involve students in marking questions of each type