1. Math
1.1. project-based learning
2. ELA
2.1. literacy
2.1.1. functional
2.1.2. cultural
2.1.3. progressive
2.1.4. critical literacy
2.2. pre-reading
2.3. aesthetic stance
2.3.1. experienced based
2.3.2. sensations
2.3.3. feelings
2.4. efferent stance
2.4.1. what is to be derived from a reading
2.4.2. details
2.4.3. directions
2.4.4. information
2.5. writing
2.5.1. communicate ideas
2.5.2. reflect personal views
2.5.3. entertain
3. Science
3.1. guided disovery
4. Art
5. Summative assessment
5.1. quantitative
6. Formative assessment
6.1. qualitative
6.2. New B.C. curriculum
7. Zone of Proximal Development
7.1. scaffolding questions
8. Inquiry Questions
8.1. case based learning
9. looking through a lens
9.1. developmental lens
10. Piaget
10.1. Developmental stages
10.2. stage based theory
10.3. equilibrium learning
10.4. 2 stage model
10.4.1. prior knowledge provides basis for new knowledge
11. Erickson
11.1. developmental crisis
11.2. trust vs. mistrust
12. Skinner
12.1. positive reinforcement
12.2. negative reinforcement
12.3. student needs to know exactly what you want them to do
12.4. intermittent reinforcement
12.5. punishment will stop a behaviour but will not change it
13. Bloom's Taxonomy
13.1. hierarchy of classifying learning objectives
13.2. assessment
14. Using Humour
14.1. zone of benign violation
14.1.1. context
14.1.2. culture
14.2. abstract
14.3. reality
15. communication
15.1. non-verbal
15.1.1. body language
15.1.2. empathy
15.1.3. proximity
15.2. verbal
15.3. language
15.4. theory of mind
15.4.1. Selman
15.4.2. social awareness
15.4.3. making sense of social behaviour
15.4.4. making sense of feelings/emotions
15.4.5. making sense of communication
15.4.6. confabulation
16. physical development
16.1. taking notes
16.2. early/late maturity and risk factors
16.3. resiliency
17. Tech
17.1. flow experience
17.1.1. Mihalyi Csikszentmihalyi
17.2. technology integration
18. learning
18.1. personal reflection
18.2. risk factors
19. mental development
19.1. early/late maturity and risk factors
20. Risk Factors
20.1. lack of role models
20.2. early development
20.3. trying to fit in with peer group
21. Risky play
21.1. maturity levels
21.1.1. some girls don't exhibit risky play
21.2. can have long term positive effects for children
21.2.1. exploring
21.3. can have long term negative effects for adults
21.4. Risky behaviour to fit in with the family are not as risky as risky behaviours exhibited to fit in with your peer group
22. Relational vs Physical bullying
22.1. girls tend to exhibit relational bullying, boys physical
22.2. resiliency approach
22.2.1. reduce risk, increase protection
22.2.2. includes risk factors and protective factors
22.2.2.1. risk factors and protective factors not necessarily opposites
23. protective factors
23.1. having a peer group
23.2. having positive role models
23.3. voicing concerns about things such as pop culture in the classroom
24. moral development
24.1. • “How humans cooperate and coordinate their activities in the service of further human welfare and how they adjudicate conflicts among individual differences”
25. Kohlberg: Moral Reasoning Measure
25.1. stage A: 1. Fear of punishment – 2. personal reward (pre-conventional stage)
25.2. Stage B. 3. Good/nice – 4. law and order (conventional stage) – belief of conformity to expectations of others leading to acceptance and approval (good/nice) – both are heteronomous reasoning
25.3. •Stage C. 5. Social contract – 6. abstract principles (post-conventional stage) – it is ok to challenge the “system” and laws, humans can bring about change
25.4. believed not many people made it to 5. or 6.
25.5. Carol Gilligan
25.5.1. •student of Kohlberg – believed that this was a very male focused, gender biased way of thinking about moral reasoning.