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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. 5 stages of development

3.1. Prenatal

3.2. Infancy (0-2years)

3.3. Early childhood (2-6years)

3.4. Middle childhood (6-11years)

3.5. Adolescence (11-adult)

4. Erickson

4.1. Trust vs. Mistrust (0-1.5)

4.2. Autonomy vs. Doubt (1.5 - 4)

4.3. Initiative vs. Guilt (4-6)

4.4. Industry vs. Inferiority (7-12)

4.5. Identity vs. Role Confusion (12-18)

4.6. Final 3 stages in adulthood

5. 3 Domains

5.1. Physical

5.2. Cognitive

5.3. Emotional

6. Vygotsky

6.1. Zone of proximal development

6.1.1. 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.

6.1.2. Requires one-on-one time often

6.1.3. We shouldn't just look at what students can do on their own, but also what they can do in a social setting

6.1.4. Reciprocal teaching

6.2. Scaffolding

6.2.1. Equipping learners with the tools to succeed

6.3. Nature more influential than nurture

7. Montessorri

7.1. positive reinforcement during sensitive period

8. Gazelle

8.1. Nature vs. Nurture - Genetic makeup vs. How you grow.

8.1.1. One way glass

9. Balbi

9.1. Attatchment Theory

10. Spock

10.1. Flexible affectionate parenting

10.2. Treat kids as individuals

11. Kholberg

11.1. About how people justify behaviours, not based on how moral people are.

11.1.1. behaviour is more predictable, consistent and predictable at higher levels

11.2. Heinz Dilema

11.3. 3 levels of moral development centered on justice

11.3.1. 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

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

11.3.3. post-conventional morality Social contract orientation Universal ethical principles principled conscience

11.3.4. Not fixed stages. Understanding of each option is retained as you go up levels.

12. Brazelton's Neonatal Behaviour Assessment Scale

12.1. used in first four months of the baby's life

12.2. 46 different criteria

13. humour

13.1. benign/violation ven diagram video

13.2. must be the right balance of tame and risky

13.3. laugh to indicate a situation that seems wrong is actualy ok

13.4. easier to make humour after children can understand the abstract

14. Cognitive Behavioural Therapy

15. language

15.1. the ability to marry speech and gestures

15.2. to identify peer group

15.3. understand that language skills are still developing when working with adolescents

15.4. foundational skill and you can't assume students have a background

16. Theory of Mind

16.1. hard to argue with those who don't understand others

16.1.1. amygdala - fight or flight

16.2. Understanding Others perspectives

16.2.1. Making sense of social behaviour

16.2.2. Making Sense of feelings and emotions

16.2.3. making sense of communication

16.3. Brain development

16.3.1. Fetal alcohol syndrome mind like a 3 yr old

16.3.2. 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

16.4. confabulation

16.4.1. different than lying, which implies hiding something

17. lying

17.1. a developmental milestone

18. Bruner - Experiential learning

19. Inquiry Based Learning

19.1. engaging curiosity

19.2. pyramid

20. Maslow's Hierarchy

20.1. needs based

21. Bloom's Taxonomy

21.1. Creating

21.2. Evaluating

21.3. Analyzing

21.4. Applying

21.5. Understanding

21.6. Remembering

22. Bandura

22.1. Social Learning

22.1.1. children learn what they see

23. My Classroom Inquiry question

23.1. Why does the class seem unengaged in science 9?

23.1.1. 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)

23.1.2. 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

23.1.3. 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

23.1.4. 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

23.2. Why are some students engaged?

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

23.2.2. Conventional morality good girl/good boy attitude

23.2.3. Maslow's hierachy Self-actualization Doing what they need to do to acheive success Further along in development (girls in this class generally)

24. Math

24.1. shapes

24.2. scaffolding very necessary here

24.2.1. add/subtract

24.2.2. multiply

24.2.3. divide

24.2.4. fractions

24.2.5. abstract (x, y)

25. ELA

25.1. speech

25.2. reading simple words

25.3. Writing

25.4. lends itself well to group work

25.4.1. novel disscussion

25.4.2. elements of drama

25.4.3. presentation

25.4.4. 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

25.5. Social Studies

25.6. Drama

25.7. Caters well to hands-on learners

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