Educational Psychology: Learning & Development in Teaching

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Educational Psychology: Learning & Development in Teaching by Mind Map: Educational Psychology: Learning & Development in Teaching

1. Week 1: Planning for the Upcoming School Year

1.1. Educational Psychology

1.1.1. behaviourism

1.1.2. validity

1.1.3. reliability

1.1.4. theory

1.2. Schwab's 4 Commonplaces of Education

1.2.1. teacher

1.2.2. curriculum

1.2.3. student

1.2.4. setting

1.3. Reflective Practice

1.3.1. Review your own practice to create better teaching practices for your students

1.3.2. Changes for every individual

1.4. Curricular Planning

1.4.1. Educational Purpose

1.4.2. Learning Experiences

1.4.3. Evaluation

1.5. Instructional Planning

1.5.1. Demonstrations, observations, models, discussion, practice

1.5.1.1. Constructivism

1.5.1.1.1. active learning

1.5.1.1.2. metacognition

1.5.1.1.3. self-regulated learning

2. Week 2: Considering Developmental Issues

2.1. Development

2.1.1. 5 Guiding Principles

2.1.1.1. 1. Teach topics in its respective learning prograssion

2.1.1.2. 2. Allow time for academic concepts to be understoods

2.1.1.3. 3. Strive to improve how students know, not all that they know

2.1.1.4. 4. Some children learn faster than others

2.1.1.5. 5. Students ability to positively or negatively affect a childs academic/social potential

2.1.2. Developmental Types

2.1.2.1. Physical/Biological

2.1.2.1.1. genetically predetermined path

2.1.2.1.2. results in social/cognitive changes

2.1.2.1.3. adjusts the amount of guidance learning requires

2.1.2.2. Executive Cognitive Function

2.1.2.2.1. adolescents increasing individual ability to organize, co-ordinate, and reflect on thinking

2.1.2.2.2. acquired by rehearsal at a young age

2.1.2.3. Cognitive

2.1.2.3.1. Innate Curiosity

2.1.2.3.2. Innate Drive

2.1.2.3.3. Piaget's 4 Stages

2.1.2.3.4. Vygotsky

2.1.2.3.5. Yerkes Dodson Law

2.1.2.3.6. Chomsky on Language

2.1.2.3.7. Growth Mindset

2.1.2.4. Domain Specific Learning

2.1.2.5. Personal/Socail Development

2.1.2.5.1. self efficacy

2.1.2.5.2. self-worth

2.1.2.5.3. self esteem

2.1.2.5.4. self concept

2.1.2.5.5. theory of mind

2.1.2.5.6. Ecological Theory by Bronfenbrenner

3. Week 3: Establishing a Positive Learning Development

3.1. The Resilient Student

3.1.1. social/emotional intervention from teacher

3.1.2. sense of self

3.1.3. sense of competence

3.1.4. self esteem

3.1.5. optimistic

3.1.6. positive

3.1.7. motivated to learn

3.2. Dynamic Classroom Management

3.2.1. incoproate current research

3.2.2. positive beahviour support

3.2.3. classroom discourse research

3.3. 3 Fundamental Student Needs

3.3.1. 1.To belong/feel connected with their teachers

3.3.2. 2. Possess a sense of self determination = positive behaviour

3.3.3. 3. To feel competent, successful, accomplished

3.4. Diminish Behavioural Problems

3.4.1. Positive feedback + sustained feedback

3.4.2. low cristicism/punitive rate

3.4.3. keep off task time low

3.4.4. respond supportively to those with low abilities/behaviours

3.5. Successful Students

3.5.1. Believe in own motivation

3.5.2. mistakes are part of learning

3.5.3. teachers are supportive

3.5.4. understand their strengths/learning styles

3.5.5. treat classmates with respect

3.6. ADHD

3.7. Classroom Management

3.7.1. implement systems

3.7.2. allow students to think how they should act, not react without thinking

4. Week 4: Making Instructional Decisions

4.1. Diagnostic Assessment

4.1.1. determining what to teach

4.2. Learning Objectives/Lesson Plans

4.2.1. Backward Design

4.2.1.1. What do you want students to learn = specific

4.2.1.2. Determine whether they learned = assessment

4.2.1.3. What will I teach = Topical Unit

4.2.1.4. How will I teach it = Instructional Methods

4.2.2. Bloom's Taxonomy

4.2.2.1. Knowledge

4.2.2.2. Comprehension

4.2.2.3. Application

4.2.2.4. Analysis

4.2.2.5. Synthesis

4.2.2.6. Evaluation

4.2.2.7. Cognitive Learning Objectives

4.2.3. Stiggin's Taxonomy of Achievement Targets

4.2.3.1. Knowledge

4.2.3.2. Reasoning

4.2.3.3. Skills

4.2.3.4. Products

4.2.3.5. Attitudes/Dispositions

4.2.4. Instructional Practice

4.2.4.1. Cognitive Strategy

4.2.4.1.1. purposeful/controllable thinking process

4.2.4.2. Metacognition

4.2.4.2.1. executive thinking process

4.2.4.3. Universal Instructional Design

4.2.4.4. Motivation

4.2.4.4.1. intrinsic

4.2.4.4.2. extrinisic

4.2.4.5. Direct Instruction

4.2.4.5.1. explicit teaching

4.2.4.6. Student Problem Solving

4.2.4.6.1. facilitate knowledge acquisition

4.2.4.6.2. skills, attitudes, thinking

4.2.4.6.3. constructivism

4.2.4.7. Inquiry Based Learning

4.2.4.7.1. actively learning

5. Week 5: Assessing Student Progress

5.1. Curricular Requirement

5.1.1. Assessment Decisions

5.1.1.1. Instructional Content

5.1.1.1.1. Instructional Methodology

5.2. Types of Assessment

5.2.1. Diagnostic

5.2.1.1. As Learning

5.2.1.2. starting point for learning

5.2.2. Formative

5.2.2.1. For Learning

5.2.2.2. Not for marks

5.2.2.3. Assess the understanding of curriculum

5.2.2.3.1. seatwork

5.2.2.3.2. homework

5.2.2.3.3. assignments

5.2.2.3.4. quizzes

5.2.3. Summative

5.2.3.1. Of Learning

5.3. Assessment Design

5.3.1. Content Validity

5.3.1.1. assessing on what students are taught

5.3.2. Table of Specifications

5.3.2.1. Bloom's Taxonomy

5.3.2.2. Topical Domains

5.3.3. Questions

5.3.3.1. Selected-response

5.3.3.1.1. true/false

5.3.3.1.2. matching

5.3.3.1.3. multiple choice

5.3.3.2. Constrcuted Response

5.3.3.2.1. short answer

5.3.3.2.2. short/long essays

5.3.4. Authentic Assessment

5.3.4.1. reflection of time, effort, emphasis on meaningful learning

5.3.4.2. Portfolios

5.3.4.2.1. collecting students achievements, work, abilities, demonstrations

5.3.4.3. Criterion Based

5.3.4.3.1. evaluation based on certain criteria

6. Week 6: Individual Differences: Intellectual Abilities/Challenges

6.1. Intelligence

6.1.1. Fluid

6.1.2. Crystallized

6.1.3. Visual-Spatial (broad)

6.1.4. As Structures

6.1.4.1. Gardner`s Theory of Mulitple Intelligence

6.1.4.1.1. Linguistic

6.1.4.1.2. Logical-Mathematical

6.1.4.1.3. Spatial

6.1.4.1.4. Musical

6.1.4.1.5. Kinesthetic

6.1.4.1.6. Interpersonal

6.1.4.1.7. Intrapersonal

6.1.4.1.8. Naturalistic

6.1.5. As Processes

6.1.5.1. Creative/Experential

6.1.5.2. Practical/Contextual

6.1.5.3. Analytical/Componential

6.1.5.3.1. Sternberg Triarchic Theory

6.2. Special Education

6.2.1. High-Incidence Exceptionalities

6.2.1.1. ADHD

6.2.1.2. Mild levels

6.2.1.2.1. giftedness

6.2.1.2.2. learning/behavioural disorders

6.2.1.2.3. intellectual

6.2.2. Low-Incidence Exceptionalities

6.2.2.1. High Levels

6.2.2.1.1. autism

6.2.2.1.2. hearing/visual impairements

6.2.2.1.3. mulitple disabilities

6.2.3. Teaching with Inclusion

6.2.3.1. develop supportive classroom community

6.2.3.2. understand principles of development, learning, language, management

6.2.3.3. raise pertinent questions/professional communication about illneses

6.2.3.4. observe/monitor to create accurate feedback on their learning and development

6.2.4. Individualized Education Plans (IEP)

6.2.4.1. learning plan created based on assessment

6.2.4.2. Psycho Educational Assessment

6.2.4.2.1. describes learning/needs

6.2.5. Differentiated Instruction

6.2.5.1. varying instructional strategies

6.2.5.2. covering diverse student learning needs

7. Week 7: Sociocultural Considerations

7.1. Diverse Learners

7.1.1. social backgrounds/socioeconomic status

7.1.1.1. community

7.1.1.2. family

7.1.1.3. parenting

7.1.1.3.1. authoritative

7.1.1.3.2. authoritarian

7.1.1.3.3. permissive

7.1.2. cultural backgrounds

7.1.2.1. family

7.1.2.2. values

7.1.2.3. norms

7.1.3. language backgrounds

7.1.3.1. heritage

7.2. Critical Consciousness

7.2.1. teacher understanding

7.2.1.1. political views

7.2.1.1.1. political endeavors

7.2.1.2. different values

7.2.1.3. different beliefs

7.2.1.4. results in effect teaching styles

7.2.2. Socio-cultural Consciousness

7.2.2.1. race

7.2.2.2. class

7.2.2.3. gender

7.2.2.4. language

7.2.3. Multicultural

7.2.3.1. equity pedagogy

7.2.3.2. class integration

7.2.3.3. break down barriers

7.2.3.4. empower school culture

7.2.4. Aboriginal

7.2.4.1. Protective Factors

7.2.4.1.1. resilient student

7.2.4.1.2. positive self image

7.2.4.1.3. access to role models

7.2.4.1.4. guest speakers

8. Week 8: Standardized Achievement Tests

8.1. Varying Perspectives

8.1.1. Are they good

8.1.2. Are they bad

8.1.3. Do they accomplish what they are for

8.2. Standardized Tests

8.2.1. Performance based

8.2.2. Ask the same questions for every student

8.2.3. administered the same way

8.2.4. Provinicial Standards

8.2.5. What is the purpose

8.2.5.1. student performance on certain curricular elements

8.2.5.2. monitor trends over time and locations

8.2.5.3. evaluate educational programs

8.2.5.3.1. schools/teachers become responsible

8.2.5.4. Negatives

8.2.5.4.1. creates stress for teachers and students

8.2.5.4.2. restricts teachers ability to teach

8.2.5.4.3. take up a lot of in class time

8.2.6. Achievement Tests

8.2.6.1. test math, science, writing, reading, inquiry, problem-solving

8.2.7. Aptitude Tests

8.2.7.1. psycho educational analysis

8.3. Five Requirements

8.3.1. must assess the main curricular goals

8.3.2. curricular goals must be teachable

8.3.3. assessed knowledge and skills must be clearly described and show effective learning

8.3.4. specific enough to guide instruction

8.3.5. assessment cannot intrude on class time very much