Development
by Andrew Gait
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. 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
11.3.1.1. Obedience and punishment orientation
11.3.1.1.1. how can i avoid punishment
11.3.1.2. self-interest orientation
11.3.1.2.1. what's in it for me
11.3.1.2.2. paying for a benefit
11.3.2. conventional morality
11.3.2.1. Interpersonal accord and conformity
11.3.2.1.1. social norms
11.3.2.1.2. the good boy/girl attitude
11.3.2.2. authority and social-order maintaining orientation
11.3.2.2.1. law and order morality
11.3.3. post-conventional morality
11.3.3.1. Social contract orientation
11.3.3.2. Universal ethical principles
11.3.3.2.1. 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
16.3.1.1. mind like a 3 yr old
16.3.2. we are our brains
16.3.2.1. full size as a teenager, but still developing prefrontal cortex
16.3.2.2. atypical brain development, typically in adolescence
16.3.2.2.1. schizophrenia ~18 no obvious malfunction..
16.3.2.2.2. Bipolar
16.3.2.2.3. teenage brain is clumsy
16.3.2.3. risky play
16.3.2.3.1. varies depending on age...gets riskier as we get older
16.3.2.3.2. rules/punishment/boundaries
16.3.2.3.3. prefrontal cortex
16.3.2.3.4. gender differences
16.3.2.3.5. resiliency
16.3.2.3.6. 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
23.1.1.1. Shaky identity
23.1.1.1.1. Ericksons Fidelity stage
23.1.1.1.2. They are looking for leadership and not finding it?
23.1.1.1.3. New parts of their brain are just coming online
23.1.1.1.4. Disequilibrium
23.1.1.1.5. Kholberg's pre-conventional stage (self-interest)
23.1.1.1.6. Self-esteem issues
23.1.1.2. Some have definitely gone through it, quite a long time ago
23.1.1.2.1. Conventional Morality (kholberg)
23.1.2. Students are tired
23.1.2.1. May not be sleeping well
23.1.2.2. May have busy extra-curricular schedule
23.1.2.3. some take the bus
23.1.2.4. some students don't learn as well in the morning
23.1.2.4.1. Time of day has a large effect on performance
23.1.2.4.2. Wahlstrom
23.1.2.4.3. Gail in class
23.1.2.5. students are going to bed later as a response to puberty
23.1.3. Some students are bored by the assignments/material
23.1.3.1. They are only really doing summative assessment
23.1.3.1.1. Worksheets
23.1.3.1.2. Textbook questions
23.1.3.1.3. Tests
23.1.3.2. 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
23.1.3.3. Some students are checking their phones or socializing instead of doing the class work
23.1.3.4. It's not catering to their learning style
23.1.3.4.1. mostly reading and writing, limited in visual and kinesthetic modes of learning
23.1.4. How can I help these students?
23.1.4.1. Be mindful of time of day and use more engaging methods when class is earlier on in the day to motivate
23.1.4.2. Zygotsky's Zone of Proximal Development
23.1.4.2.1. Some students are much weaker than their peers
23.1.4.3. Multimodal learning
23.1.4.3.1. make lessons which engage multiple learning styles when I get to the teaching
23.1.4.4. Scaffolding novel ways of teaching
23.1.4.4.1. Employ social learning and encourage collaboration
23.1.4.4.2. Inquiry-based learning
23.1.4.4.3. Cross-Curricular connections
23.1.4.4.4. Connections to the real world
23.1.4.4.5. Classroom Management
23.1.4.5. Humour
23.1.4.5.1. Age appropriate to their somewhat recent transition to adolescence (grade 9) and development in the real of the abstract
23.1.4.5.2. Careful in a classroom setting as I'm a professional and things I say will go home to parents
23.1.4.5.3. benign/violation balance
23.1.4.6. Equilibrium
23.1.4.6.1. I will be teaching differently than my teacher and so students will be somewhat in disequilibrium
23.1.4.7. Relax/Have Fun
23.1.4.7.1. I found that I got too stressed initially and couldn't think clearly
23.1.4.7.2. My sponsor teacher has told me that students respond well when the teacher is passionate about the material
23.1.4.8. Co-ordinate with my co-teaching group
23.2. Why are some students engaged?
23.2.1. pre=conventional morality
23.2.1.1. good grades make me feel good
23.2.1.1.1. home life - rewards of parents'praise
23.2.2. Conventional morality
23.2.2.1. good girl/good boy attitude
23.2.3. Maslow's hierachy
23.2.3.1. Self-actualization
23.2.3.1.1. Doing what they need to do to acheive success
23.2.3.1.2. 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
25.4.4.1. 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
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