Teaching, Learning and Development (5015Q)

Get Started. It's Free
or sign up with your email address
Teaching, Learning and Development (5015Q) by Mind Map: Teaching, Learning and Development (5015Q)

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. 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.

5. Week 3: Establishing a Positive Learning Environment (First Week of School)

5.1. Classroom Management

5.1.1. Dynamic Classroom Management -behaviours do not become issues in your classroom if it is consistently well managed from the first day of school onwards -positive behaviour support -explicit rules and routines posted somewhere that they can be viewed at all times -students can self regulate -students can help create classroom norms, expectations, and consequences

5.1.2. 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.

5.1.3. Use differentiated instruction. What is useful for one is useful for all.

6. 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.

7. Week 1: Planning for the upcoming school year (Early August)

7.1. Educational Psychology

7.1.1. Commonplaces of Education (the 4 ingredients for learning) the teacher the student the curriculum the classroom

7.1.2. 9 Foundational Topics Learning and Cognition Development Social and Cultural Influences Motivation Behaviour and Classroom Management Individual Differences Assessment and Evaluation Teaching and Instruction Psychological Foundations of Curricula

7.1.3. Research Methods Quantitative Research Qualitative Research

7.2. Teacher Planning

7.2.1. Curricular Planning

7.2.2. Instructional Planning

8. Week 2: Considering Developmental Differences (Late August)

8.1. Developmental Changes

8.1.1. Physical

8.1.2. Cognitive

8.1.3. Social

8.2. 5 Principles of Development

8.2.1. -follows an orderly and logical progression

8.2.2. -gradually progressive process -does not always occur at constant rate

8.2.3. -quantitative and qualitative changes

8.2.4. -individuals develop at different rates

8.2.5. -influenced by genetics (nature) and environment (nurture) If development was a box nature would determine how large the box is and nurture would determine how much is gets filled.

8.3. Different theoretical Approaches

8.3.1. Piaget -everyone goes through same developmental stages around the same time -age=stage -we learn by moving from disequilibrium to equilibrium within our schemas

8.3.2. Vygotsky -everyone has a zone of proximal development -we learn through aid of the more experienced other -scaffolding is crucial -people have an innate ability to understand and learn language

8.3.3. Chomsky -language-acquisition device -biological basis for language that hardwires us to learn language at certain times and in certain ways

8.3.4. Kohlberg -6 stages of moral reasoning across 3 distinct levels -each stage is more sophisticated and complicated than the stage that came before it -most people progress through the stages in the same order

8.4. Growth Mindset

8.4.1. -intelligence can be developed

8.4.2. -embrace challenge -it will teach you something

8.4.3. -don't be afraid of mistakes -learn from them

8.4.4. -the effort you put in is equal to the results you yield -a large effort=a large result

8.4.5. -don't take constructive criticism personally -it is there to help you grow and develop

8.4.6. -if I can learn to do it you can learn to do it

9. 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!

10. Week 4: Making Instructional Decisions (Mid-September)

10.1. Diagnostic Assessment

10.1.1. To know what to teach teachers must first find out what their students know.

10.2. Lessons Plans

10.2.1. Build your lesson plans using backwards design 1. What do I want my students to learn? 2. How will I determine whether or not they have learned? 3. What will I teach? 4. How will I teach?

10.2.2. 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.

10.3. The Common Thread of Learning Objectives

10.3.1. -philosophical objectives found in mission statement

10.3.2. -global objectives found in curriculum guide

10.3.3. -broad learning objectives used in unit plans

10.3.4. -specific learning objectives

10.3.5. -assessment questions

10.3.6. -topical unit and lesson plans

10.3.7. -instructional methods

10.4. Different Taxonomies

10.4.1. Bloom's Taxonomy -knowledge -comprehension -application -analysis -synthesis evaluation

10.4.2. Stiggin's Taxonomy of Achievement Targets -knowledge -reasoning skills -products -attitudes and dispositions

10.5. Universal Instructional Design

10.5.1. very similar to differentiated instruction

10.5.2. direct instruction/explicit teaching so everyone understands

11. I believe it is extremely important for teachers to conduct their own diagnostic assessments. Student records can be a great source for initial information but sometimes they can be outdated, not truly reflecting a student's progress and abilities.

12. Week 5: Assessing Student Progress (Late September)

12.1. 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

12.2. 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.

12.2.1. Portfolios are a more authentic assessment tool.

12.3. 3 different kinds of assessment

12.3.1. -diagnostic assessment -assessment for learning -this assessment is used before an instructional unit

12.3.2. -formative assessment -assessment as learning -this assessment is used during an instructional unit

12.3.3. -summative assessment -assessment of learning -this assessment is used after an instructional unit

12.4. Assessment content and style must be valid. This means that assessment choices must reflect lessons and be similar to work students have done before.

12.4.1. Teachers must provide a table of specifications which tells: -the topics covered by the test -the number of questions used to assess each topic -the level of thinking required for each category of questions

12.4.2. Types of Assessment Questions Selected-Response Questions -true/false questions -matching questions -multiple-choice questions Constructed-Response Questions -short-answer questions -restricted-essay questions -essay questions

12.4.3. Criterion-Based Assessment -assessing work based on a marking rubric

12.4.4. Norm-Based Assessment -assessing work by comparing it to the work of others

13. 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.

14. Week 6: Individual Differences-Intellectual Abilities and Challenges (Early December)

14.1. Intelligence

14.1.1. -groups of intellectual behaviours -cognitive styles -learning styles -temperament

14.1.2. -8 different categories

14.1.3. Important Theorists Gardner -theory of multiple intelligences -intelligence as structures Sternberg -triarchic theory of intelligence -intelligence as processes

14.2. Special Education

14.2.1. Exceptionalities High-Incidence Exceptionalities Low-Incidence Exceptionalities

14.2.2. -Canada follows an inclusion model Differentiated instruction is a huge asset.

14.2.3. Individualized education plans (IEPs) help students with exceptionalities be included in normal classrooms. -lots of different students needs IEPs: -Attention Deficit Hyperactivity Disorder (ADHD) -Autism Spectrum Disorder (ASD) -gifted or talented -Mild Intellectual Disability -specific learning disorders

15. 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.

16. Week 7: Socio-Cultural Considerations (Early February)

16.1. Socio-Cultural Perspectives

16.1.1. -critical consciousness is crucial

16.1.2. -teachers need to have a culturally responsive practice

16.1.3. Aboriginal Education

16.2. Stereotype Threat

16.2.1. -can lead to prejudice

16.2.2. -can lead to discrimination

16.2.3. -especially harmful to people who have strong ties to their ethnic, religious or cultural group

16.3. Socio-Economic Status

16.3.1. -has one of the largest impacts on how well children do at school -of course there are some exceptions

16.4. Different Parenting Styles

16.4.1. -authoritarian

16.4.2. -permissive

16.4.3. -authoritative

17. 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.

18. 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.

19. Week 8: Standardized Achievement Tests (End of School Year)

19.1. Four different standardized tests in Ontario

19.1.1. -grade 3 in reading, writing and mathematics

19.1.2. -grade 6 in reading, writing and mathematics

19.1.3. -grade 9 in mathematics

19.1.4. -grade 10 in literacy

19.2. 2 Different Ways of Scoring

19.2.1. Criterion-Referenced Tests -scored against established standards/criteria

19.2.2. Norm-Referenced Tests -scored against other students who took the same test     -the norm