1. I will use all 4 elements to create an engaging environment where students will want to learn.
2. There is a debate over how much standardized testing actually tells us. Some still believe it is the best way to hold teachers accountable to whether or not students in their classes are actually learning.
3. Having an understanding of your multiple intelligences can help you learn. I am predominantly a linguistic learner. I still write acronyms, poems, and songs to help myself study and learn. School House Rock is my favourite!
4. Week 5: Assessing Student Progress (Late September)
4.1. One approach is to explicitly tell students what will be marked and what will not. Provide tips and instructions on how to be a successful learner based on your assessment approach
4.2. Assessment does not always have to be a test or homework. Sometimes activities such as mapping, storytelling, and experimenting can be more authentic forms of assessment.
4.2.1. Portfolios are a more authentic assessment tool.
4.3. 3 different kinds of assessment
4.3.1. -diagnostic assessment -assessment for learning -this assessment is used before an instructional unit
4.3.2. -formative assessment -assessment as learning -this assessment is used during an instructional unit
4.3.3. -summative assessment -assessment of learning -this assessment is used after an instructional unit
4.4. Assessment content and style must be valid. This means that assessment choices must reflect lessons and be similar to work students have done before.
4.4.1. Teachers must provide a table of specifications which tells:
4.4.1.1. -the topics covered by the test
4.4.1.2. -the number of questions used to assess each topic
4.4.1.3. -the level of thinking required for each category of questions
4.4.2. Types of Assessment Questions
4.4.2.1. Selected-Response Questions
4.4.2.1.1. -true/false questions
4.4.2.1.2. -matching questions
4.4.2.1.3. -multiple-choice questions
4.4.2.2. Constructed-Response Questions
4.4.2.2.1. -short-answer questions
4.4.2.2.2. -restricted-essay questions
4.4.2.2.3. -essay questions
4.4.3. Criterion-Based Assessment
4.4.3.1. -assessing work based on a marking rubric
4.4.4. Norm-Based Assessment
4.4.4.1. -assessing work by comparing it to the work of others
5. I like the idea of assessment based less on homework and more on authentic portfolio work done in class. I feel that activities which mimic real world problems and situations are much more authentic than busy work just done for grades.
6. Week 6: Individual Differences-Intellectual Abilities and Challenges (Early December)
6.1. Intelligence
6.1.1. -groups of intellectual behaviours
6.1.1.1. -cognitive styles
6.1.1.2. -learning styles
6.1.1.3. -temperament
6.1.2. -8 different categories
6.1.3. Important Theorists
6.1.3.1. Gardner
6.1.3.1.1. -theory of multiple intelligences
6.1.3.1.2. -intelligence as structures
6.1.3.2. Sternberg
6.1.3.2.1. -triarchic theory of intelligence
6.1.3.2.2. -intelligence as processes
6.2. Special Education
6.2.1. Exceptionalities
6.2.1.1. High-Incidence Exceptionalities
6.2.1.2. Low-Incidence Exceptionalities
6.2.2. -Canada follows an inclusion model
6.2.2.1. Differentiated instruction is a huge asset.
6.2.3. Individualized education plans (IEPs) help students with exceptionalities be included in normal classrooms.
6.2.3.1. -lots of different students needs IEPs:
6.2.3.1.1. -Attention Deficit Hyperactivity Disorder (ADHD)
6.2.3.1.2. -Autism Spectrum Disorder (ASD)
6.2.3.1.3. -gifted or talented
6.2.3.1.4. -Mild Intellectual Disability
6.2.3.1.5. -specific learning disorders
7. I think inclusion is the right way to go. It is important that all students receive the support they need. So long as appropriate supports are in place inclusion can be a great learning experience for everyone, teachers included.
8. Week 7: Socio-Cultural Considerations (Early February)
8.1. Socio-Cultural Perspectives
8.1.1. -critical consciousness is crucial
8.1.2. -teachers need to have a culturally responsive practice
8.1.3. Aboriginal Education
8.2. Stereotype Threat
8.2.1. -can lead to prejudice
8.2.2. -can lead to discrimination
8.2.3. -especially harmful to people who have strong ties to their ethnic, religious or cultural group
8.3. Socio-Economic Status
8.3.1. -has one of the largest impacts on how well children do at school -of course there are some exceptions
8.4. Different Parenting Styles
8.4.1. -authoritarian
8.4.2. -permissive
8.4.3. -authoritative
9. This chapter's story about Annette and Caleb really spoke to me. I love that she explored a different assessment tool that really resonated with his culture. It is great when children can see some of themselves and their cultures and backgrounds through the curriculum.
10. I am one of the exceptions. I come from a very poor family with very few resources and yet I always did very well at school. Sometimes a child's resilience is astounding.
11. Week 8: Standardized Achievement Tests (End of School Year)
11.1. Four different standardized tests in Ontario
11.1.1. -grade 3 in reading, writing and mathematics
11.1.2. -grade 6 in reading, writing and mathematics
11.1.3. -grade 9 in mathematics
11.1.4. -grade 10 in literacy
11.2. 2 Different Ways of Scoring
11.2.1. Criterion-Referenced Tests
11.2.1.1. -scored against established standards/criteria
11.2.2. Norm-Referenced Tests
11.2.2.1. -scored against other students who took the same test -the norm
12. In my home my husband and I say festina lente which means make haste slowly. It doesn't matter how fast you make progress, so long as you keep on trying and some progress is made.
13. Week 3: Establishing a Positive Learning Environment (First Week of School)
13.1. Classroom Management
13.1.1. Dynamic Classroom Management
13.1.1.1. -behaviours do not become issues in your classroom if it is consistently well managed from the first day of school onwards
13.1.1.2. -positive behaviour support
13.1.1.3. -explicit rules and routines posted somewhere that they can be viewed at all times
13.1.1.4. -students can self regulate
13.1.1.5. -students can help create classroom norms, expectations, and consequences
13.1.2. Students should know their teacher is on their side. We want every student in our class to be able to learn and do their best work.
13.1.3. Use differentiated instruction. What is useful for one is useful for all.
14. I will spend adequate time over the summer preparing for the upcoming school year, both in terms of applying classroom management strategies and developing lesson plans.
15. Week 1: Planning for the upcoming school year (Early August)
15.1. Educational Psychology
15.1.1. Commonplaces of Education (the 4 ingredients for learning)
15.1.1.1. the teacher
15.1.1.2. the student
15.1.1.3. the curriculum
15.1.1.4. the classroom
15.1.2. 9 Foundational Topics
15.1.2.1. Learning and Cognition
15.1.2.2. Development
15.1.2.3. Social and Cultural Influences
15.1.2.4. Motivation
15.1.2.5. Behaviour and Classroom Management
15.1.2.6. Individual Differences
15.1.2.7. Assessment and Evaluation
15.1.2.8. Teaching and Instruction
15.1.2.9. Psychological Foundations of Curricula
15.1.3. Research Methods
15.1.3.1. Quantitative Research
15.1.3.2. Qualitative Research
15.2. Teacher Planning
15.2.1. Curricular Planning
15.2.2. Instructional Planning
16. Week 2: Considering Developmental Differences (Late August)
16.1. Developmental Changes
16.1.1. Physical
16.1.2. Cognitive
16.1.3. Social
16.2. 5 Principles of Development
16.2.1. -follows an orderly and logical progression
16.2.2. -gradually progressive process -does not always occur at constant rate
16.2.3. -quantitative and qualitative changes
16.2.4. -individuals develop at different rates
16.2.5. -influenced by genetics (nature) and environment (nurture)
16.2.5.1. If development was a box nature would determine how large the box is and nurture would determine how much is gets filled.
16.3. Different theoretical Approaches
16.3.1. Piaget
16.3.1.1. -everyone goes through same developmental stages around the same time -age=stage
16.3.1.2. -we learn by moving from disequilibrium to equilibrium within our schemas
16.3.2. Vygotsky
16.3.2.1. -everyone has a zone of proximal development
16.3.2.2. -we learn through aid of the more experienced other
16.3.2.3. -scaffolding is crucial
16.3.2.4. -people have an innate ability to understand and learn language
16.3.3. Chomsky
16.3.3.1. -language-acquisition device
16.3.3.1.1. -biological basis for language that hardwires us to learn language at certain times and in certain ways
16.3.4. Kohlberg
16.3.4.1. -6 stages of moral reasoning across 3 distinct levels
16.3.4.1.1. -each stage is more sophisticated and complicated than the stage that came before it
16.3.4.1.2. -most people progress through the stages in the same order
16.4. Growth Mindset
16.4.1. -intelligence can be developed
16.4.2. -embrace challenge -it will teach you something
16.4.3. -don't be afraid of mistakes -learn from them
16.4.4. -the effort you put in is equal to the results you yield -a large effort=a large result
16.4.5. -don't take constructive criticism personally -it is there to help you grow and develop
16.4.6. -if I can learn to do it you can learn to do it
17. I have learned so much in Classroom Management 5017Q with Catherine Zeisner that it is difficult to put a lot in this section without borrowing way too much from my final project for that course. I definitely understand how classroom management is crucial to maintaining a positive learning environment!
18. Week 4: Making Instructional Decisions (Mid-September)
18.1. Diagnostic Assessment
18.1.1. To know what to teach teachers must first find out what their students know.
18.2. Lessons Plans
18.2.1. Build your lesson plans using backwards design
18.2.1.1. 1. What do I want my students to learn?
18.2.1.2. 2. How will I determine whether or not they have learned?
18.2.1.3. 3. What will I teach?
18.2.1.4. 4. How will I teach?
18.2.2. Lesson plans keep a lesson focused on what will be taught and how. They also offer insight into student predictions and areas of difficulty and/or struggle.
18.3. The Common Thread of Learning Objectives
18.3.1. -philosophical objectives found in mission statement
18.3.2. -global objectives found in curriculum guide
18.3.3. -broad learning objectives used in unit plans
18.3.4. -specific learning objectives
18.3.5. -assessment questions
18.3.6. -topical unit and lesson plans
18.3.7. -instructional methods
18.4. Different Taxonomies
18.4.1. Bloom's Taxonomy
18.4.1.1. -knowledge
18.4.1.2. -comprehension
18.4.1.3. -application
18.4.1.4. -analysis
18.4.1.5. -synthesis
18.4.1.6. evaluation
18.4.2. Stiggin's Taxonomy of Achievement Targets
18.4.2.1. -knowledge
18.4.2.2. -reasoning skills
18.4.2.3. -products
18.4.2.4. -attitudes and dispositions
18.5. Universal Instructional Design
18.5.1. very similar to differentiated instruction
18.5.2. direct instruction/explicit teaching so everyone understands