1. Skinner
1.1. Extinction
1.2. Positive Reinforcment
1.3. Operant Conditioning
1.3.1. big bang theory, sheldon trying it on penny
1.4. punishment
1.4.1. decrease or suppress a behaviour
1.4.1.1. an undesirable thing added to environment
1.4.2. does not always work
1.4.3. effective if a behaviour change happens in ~5 punishments
1.4.3.1. clarity
1.5. reinforcment
1.5.1. increase a behviour
1.5.2. effective if increase in 5 reinforcments
2. Piaget
2.1. Humans learn and develop a system of equilibrium-intellectual balance
2.1.1. This has held true, while much of his other ideas have been refuted
2.1.1.1. counting squares
2.1.2. equilibrium in classroom
2.1.2.1. stability/positivity
2.1.2.2. good learning environment
2.1.2.3. will have to learn what works from own personal theory
2.1.2.3.1. formative assessment
2.1.2.3.2. summative assessment
2.1.2.3.3. setting guidelines/establishing classroom environment
2.1.2.3.4. teachers come to solutions before agreeing on questions
2.1.2.3.5. teachers are lifelong learners
2.1.2.3.6. Melabene
2.1.3. disequilibrium in classroom
2.1.3.1. negativity/instability
2.1.3.2. bad learning environment
2.2. 4 stages of human development
2.2.1. Formal operational (13-adult)
2.2.2. Concrete operational (7-12)
2.2.3. Pre-operational (2-7)
2.2.4. Sensory Motor (0-2)
3. 3 Domains
3.1. Physical
3.2. Cognitive
3.3. Emotional
4. Vygotsky
4.1. Zone of proximal development
4.1.1. Students can be guided through a task that they wouldn't otherwise be able to do, with teacher assistance. Hopefully the student is eventually able to do the task on their own.
4.1.2. Requires one-on-one time often
4.1.3. We shouldn't just look at what students can do on their own, but also what they can do in a social setting
4.1.4. Reciprocal teaching
4.2. Scaffolding
4.2.1. Equipping learners with the tools to succeed
4.3. Nature more influential than nurture
5. Montessorri
5.1. positive reinforcement during sensitive period
6. Balbi
6.1. Attatchment Theory
7. Spock
7.1. Flexible affectionate parenting
7.2. Treat kids as individuals
8. Kholberg
8.1. About how people justify behaviours, not based on how moral people are.
8.1.1. behaviour is more predictable, consistent and predictable at higher levels
8.2. Heinz Dilema
8.3. 3 levels of moral development centered on justice
8.3.1. pre-conventional morality
8.3.1.1. Obedience and punishment orientation
8.3.1.1.1. how can i avoid punishment
8.3.1.2. self-interest orientation
8.3.1.2.1. what's in it for me
8.3.1.2.2. paying for a benefit
8.3.2. conventional morality
8.3.2.1. Interpersonal accord and conformity
8.3.2.1.1. social norms
8.3.2.1.2. the good boy/girl attitude
8.3.2.2. authority and social-order maintaining orientation
8.3.2.2.1. law and order morality
8.3.3. post-conventional morality
8.3.3.1. Social contract orientation
8.3.3.2. Universal ethical principles
8.3.3.2.1. principled conscience
8.3.4. Not fixed stages. Understanding of each option is retained as you go up levels.
9. Cognitive Behavioural Therapy
10. Bruner - Experiential learning
11. Inquiry Based Learning
11.1. engaging curiosity
11.2. pyramid
12. Maslow's Hierarchy
12.1. needs based
13. Bloom's Taxonomy
13.1. Creating
13.2. Evaluating
13.3. Analyzing
13.4. Applying
13.5. Understanding
13.6. Remembering
14. Bandura
14.1. Social Learning
14.1.1. children learn what they see
15. My Classroom Inquiry question
15.1. Why does the class seem unengaged in science 9?
15.1.1. Some students are just entering adolescence
15.1.1.1. Shaky identity
15.1.1.1.1. Ericksons Fidelity stage
15.1.1.1.2. They are looking for leadership and not finding it?
15.1.1.1.3. New parts of their brain are just coming online
15.1.1.1.4. Disequilibrium
15.1.1.1.5. Kholberg's pre-conventional stage (self-interest)
15.1.1.1.6. Self-esteem issues
15.1.1.2. Some have definitely gone through it, quite a long time ago
15.1.1.2.1. Conventional Morality (kholberg)
15.1.2. Students are tired
15.1.2.1. May not be sleeping well
15.1.2.2. May have busy extra-curricular schedule
15.1.2.3. some take the bus
15.1.2.4. some students don't learn as well in the morning
15.1.2.4.1. Time of day has a large effect on performance
15.1.2.4.2. Wahlstrom
15.1.2.4.3. Gail in class
15.1.2.5. students are going to bed later as a response to puberty
15.1.3. Some students are bored by the assignments/material
15.1.3.1. They are only really doing summative assessment
15.1.3.1.1. Worksheets
15.1.3.1.2. Textbook questions
15.1.3.1.3. Tests
15.1.3.2. I've talked to students who say they are done their work much faster than the other students and are sitting there twiddling their thumbs
15.1.3.3. Some students are checking their phones or socializing instead of doing the class work
15.1.3.4. It's not catering to their learning style
15.1.3.4.1. mostly reading and writing, limited in visual and kinesthetic modes of learning
15.1.4. How can I help these students?
15.1.4.1. Be mindful of time of day and use more engaging methods when class is earlier on in the day to motivate
15.1.4.2. Zygotsky's Zone of Proximal Development
15.1.4.2.1. Some students are much weaker than their peers
15.1.4.3. Multimodal learning
15.1.4.3.1. make lessons which engage multiple learning styles when I get to the teaching
15.1.4.4. Scaffolding novel ways of teaching
15.1.4.4.1. Employ social learning and encourage collaboration
15.1.4.4.2. Inquiry-based learning
15.1.4.4.3. Cross-Curricular connections
15.1.4.4.4. Connections to the real world
15.1.4.4.5. Classroom Management
15.1.4.5. Humour
15.1.4.5.1. Age appropriate to their somewhat recent transition to adolescence (grade 9) and development in the real of the abstract
15.1.4.5.2. Careful in a classroom setting as I'm a professional and things I say will go home to parents
15.1.4.5.3. benign/violation balance
15.1.4.6. Equilibrium
15.1.4.6.1. I will be teaching differently than my teacher and so students will be somewhat in disequilibrium
15.1.4.7. Relax/Have Fun
15.1.4.7.1. I found that I got too stressed initially and couldn't think clearly
15.1.4.7.2. My sponsor teacher has told me that students respond well when the teacher is passionate about the material
15.1.4.8. Co-ordinate with my co-teaching group
15.2. Why are some students engaged?
15.2.1. pre=conventional morality
15.2.1.1. good grades make me feel good
15.2.1.1.1. home life - rewards of parents'praise
15.2.2. Conventional morality
15.2.2.1. good girl/good boy attitude
15.2.3. Maslow's hierachy
15.2.3.1. Self-actualization
15.2.3.1.1. Doing what they need to do to acheive success
15.2.3.1.2. Further along in development (girls in this class generally)
16. ELA
16.1. speech
16.2. reading simple words
16.3. Writing
16.4. lends itself well to group work
16.4.1. novel disscussion
16.4.2. elements of drama
16.4.3. presentation
16.4.4. seems to be very open in required content
16.4.4.1. whatever teachers want to teach almost, just that they have to prepare students for grade 10/12 provincials
16.5. Social Studies
16.6. Drama
16.7. Caters well to hands-on learners
17. 5 stages of development
17.1. Prenatal
17.2. Infancy (0-2years)
17.3. Early childhood (2-6years)
17.4. Middle childhood (6-11years)
17.5. Adolescence (11-adult)
18. Erickson
18.1. Trust vs. Mistrust (0-1.5)
18.2. Autonomy vs. Doubt (1.5 - 4)
18.3. Initiative vs. Guilt (4-6)
18.4. Industry vs. Inferiority (7-12)
18.5. Identity vs. Role Confusion (12-18)
18.6. Final 3 stages in adulthood
19. Gazelle
19.1. Nature vs. Nurture - Genetic makeup vs. How you grow.
19.1.1. One way glass
20. Brazelton's Neonatal Behaviour Assessment Scale
20.1. used in first four months of the baby's life
20.2. 46 different criteria
21. humour
21.1. benign/violation ven diagram video
21.2. must be the right balance of tame and risky
21.3. laugh to indicate a situation that seems wrong is actualy ok
21.4. easier to make humour after children can understand the abstract
22. language
22.1. the ability to marry speech and gestures
22.2. to identify peer group
22.3. understand that language skills are still developing when working with adolescents
22.4. foundational skill and you can't assume students have a background
23. Theory of Mind
23.1. hard to argue with those who don't understand others
23.1.1. amygdala - fight or flight
23.2. Understanding Others perspectives
23.2.1. Making sense of social behaviour
23.2.2. Making Sense of feelings and emotions
23.2.3. making sense of communication
23.3. Brain development
23.3.1. Fetal alcohol syndrome
23.3.1.1. mind like a 3 yr old
23.3.2. we are our brains
23.3.2.1. full size as a teenager, but still developing prefrontal cortex
23.3.2.2. atypical brain development, typically in adolescence
23.3.2.2.1. schizophrenia ~18 no obvious malfunction..
23.3.2.2.2. Bipolar
23.3.2.2.3. teenage brain is clumsy
23.3.2.3. risky play
23.3.2.3.1. varies depending on age...gets riskier as we get older
23.3.2.3.2. rules/punishment/boundaries
23.3.2.3.3. prefrontal cortex
23.3.2.3.4. gender differences
23.3.2.3.5. resiliency
23.3.2.3.6. protective factors
23.4. confabulation
23.4.1. different than lying, which implies hiding something
24. lying
24.1. a developmental milestone
25. Math
25.1. shapes
25.2. scaffolding very necessary here
25.2.1. add/subtract
25.2.2. multiply
25.2.3. divide
25.2.4. fractions
25.2.5. abstract (x, y)
26. tech
26.1. cup
26.2. utensil
26.3. bowl+utensil
26.4. pencil + paper
26.5. tablet
26.6. computer
26.7. programming
26.8. hacking
27. science
27.1. basic observation
27.2. asking questions
27.3. critical thinking
27.4. lends itself well to inquiry based learning
27.4.1. restricted with the amount of content there is to get through
27.4.1.1. partly the old curriculum
27.4.1.2. teaching to provincial exams
27.4.1.3. teaching to prepare students for university science courses
27.4.2. labs