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Development by Mind Map: Development

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 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 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 counting squares

2.1.2. equilibrium in classroom stability/positivity good learning environment will have to learn what works from own personal theory formative assessment summative assessment setting guidelines/establishing classroom environment teachers come to solutions before agreeing on questions teachers are lifelong learners Melabene

2.1.3. disequilibrium in classroom negativity/instability 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 Obedience and punishment orientation how can i avoid punishment self-interest orientation what's in it for me paying for a benefit

8.3.2. conventional morality Interpersonal accord and conformity social norms the good boy/girl attitude authority and social-order maintaining orientation law and order morality

8.3.3. post-conventional morality Social contract orientation Universal ethical principles 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 Shaky identity Ericksons Fidelity stage They are looking for leadership and not finding it? New parts of their brain are just coming online Disequilibrium Kholberg's pre-conventional stage (self-interest) Self-esteem issues Some have definitely gone through it, quite a long time ago Conventional Morality (kholberg)

15.1.2. Students are tired May not be sleeping well May have busy extra-curricular schedule some take the bus some students don't learn as well in the morning Time of day has a large effect on performance Wahlstrom Gail in class students are going to bed later as a response to puberty

15.1.3. Some students are bored by the assignments/material They are only really doing summative assessment Worksheets Textbook questions Tests 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 Some students are checking their phones or socializing instead of doing the class work It's not catering to their learning style mostly reading and writing, limited in visual and kinesthetic modes of learning

15.1.4. How can I help these students? Be mindful of time of day and use more engaging methods when class is earlier on in the day to motivate Zygotsky's Zone of Proximal Development Some students are much weaker than their peers Multimodal learning make lessons which engage multiple learning styles when I get to the teaching Scaffolding novel ways of teaching Employ social learning and encourage collaboration Inquiry-based learning Cross-Curricular connections Connections to the real world Classroom Management Humour Age appropriate to their somewhat recent transition to adolescence (grade 9) and development in the real of the abstract Careful in a classroom setting as I'm a professional and things I say will go home to parents benign/violation balance Equilibrium I will be teaching differently than my teacher and so students will be somewhat in disequilibrium Relax/Have Fun I found that I got too stressed initially and couldn't think clearly My sponsor teacher has told me that students respond well when the teacher is passionate about the material Co-ordinate with my co-teaching group

15.2. Why are some students engaged?

15.2.1. pre=conventional morality good grades make me feel good home life - rewards of parents'praise

15.2.2. Conventional morality good girl/good boy attitude

15.2.3. Maslow's hierachy Self-actualization Doing what they need to do to acheive success 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 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 mind like a 3 yr old

23.3.2. we are our brains full size as a teenager, but still developing prefrontal cortex atypical brain development, typically in adolescence schizophrenia ~18 no obvious malfunction.. Bipolar teenage brain is clumsy risky play varies depending on age...gets riskier as we get older rules/punishment/boundaries prefrontal cortex gender differences resiliency 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 partly the old curriculum teaching to provincial exams teaching to prepare students for university science courses

27.4.2. labs

27.5. Skills over concepts learned