1. 5 Requirements
1.1. 1. The test must assess important curricular goals
1.2. 2. The curricular goals must be teachable
1.3. 3.The assessed knowledge and skills must be clearly described and accurately reflect effective learning
1.4. 4. The test must be specific enough to directly guide instruction
1.5. 5. The assessment process must be minimally intrusive on classrooms
2. Types of Test
2.1. Aptitude
2.1.1. Norm-Referenced Tests
2.2. Achievement
2.2.1. Criterion-Reference
2.3. Standardized
2.3.1. Pros
2.3.2. Cons
3. Aboriginal Education
3.1. Risk Factors
3.2. Protective Factors
4. Multicultural Education
4.1. 3 Views on Multicultural Education
4.1.1. 1. Diversity should be valued above all, and no culture should be seen as dominant
4.1.2. 2. Stresses the value of a dominant culture so students can be provided with opportunities to understand and function within it
4.1.3. 3. Synthesis Approach-Focus on the dominant culture and the diversity of others
5. Critical Consciousness Disposition
5.1. Build a Culturally Responsive Practice
6. Socio-Cultural Perspective
6.1. Positioning Cultural Identity Within the Individual
7. Special Education
7.1. Individualized Education Plan
8. Sternberg's Theory
9. Gardner's Multiple Intelligence
10. Intelligence
10.1. Two Fundamental Cognitive Functions
10.1.1. Ability to learn from experience
10.1.2. Ability to adapt to one's environment
10.2. Educational Perspective
10.3. Trio of Intelligence
10.3.1. Fluid
10.3.2. Crystallized
10.3.3. Visual-Spatial Reasoning
11. Feedback
12. Assessment Design
12.1. Backward Design
12.2. Reliable
12.3. Valid
13. Types of Assessment
13.1. Diagnostic
13.2. Formative
13.3. Summative
14. Functions of Assessment
14.1. Primary
14.2. Secondary
15. Benefits of Homework
16. Metacognition
16.1. 2 Slave Functions
16.1.1. Phonological loop
16.1.2. Visuo-Spatial Sketch Pad
17. Meaningful Instruction
17.1. Meaningful Learning
17.1.1. Selecting Relevant Information
17.1.2. Organizing the Selected Information
17.1.3. Integrating the Selected Information into Prior Knowledge
18. Diagnostic Assessment
19. Week 4: Making Instructional Decisions
20. Week 5: Assessing Students Progress
21. Week 6: Individual Differences- Intellectual Abilities and Challenges
22. Week 7: Socio-Cultural Considerations
23. Week 8: Standardized Achievement Tests
24. Interpret Test Results
24.1. 2 Main Purposes
24.1.1. 1. Help teachers develop a better overall picture of students academic progress
24.1.2. 2. Highlight curricular content areas and learning processes that are either well consolidated or need further attention
25. 5 Principles
25.1. 1. Development follows an orderly and logical progression
25.2. 2. Development does not occur at a constant rate
25.3. 3. Development involves quantitative and qualitative changes
25.4. 4. Individuals develop at different rates
25.5. 5. Development results from combinatorial influences of genetics and environment
26. Stiggins Achievement Targets
26.1. 2 Primary Differences from Bloom's:
27. Bloom's Taxonomy
28. Learning Objective
28.1. Backward Design
28.2. Direct Student Expectations
28.3. Overall Philosophy of Education
28.3.1. Broader Learning Objectives
28.3.2. Specific Learning Objectives
29. Every Kid Needs a Champion
30. Three Fundamental Students’ Needs
30.1. 1. To belong and feel connected
30.2. 2. To feel autonomous and possess a sense of self-determination
30.3. 3. To feel competent, successful and accomplished
31. Dynamic Classroom Environment
31.1. Five global principles
31.1.1. 1. Develop caring, supportive relationships
31.1.2. 2. Organize and implement instruction in ways that optimize students access to learning
31.1.3. 3.Use group management methods that encourage student’s engagement in academic tasks
31.1.4. 4. Promote the development of student’s social skills and self-regulation
31.1.5. 5. Use appropriate interventions to assist students with behaviours problems
31.2. Primary Steps of DCM
32. Growth Mindset
33. Developmental Theorists
33.1. Sigmund Freud
33.2. Maria Montessori
33.3. Arnold Gessell
33.4. Jean Piaget
33.5. Lev Vygotsky
33.6. Erik Erikson
33.7. B.F. Skinner
33.8. Albert Bandura
33.9. Bronfenbrenner
34. Principles of Development
34.1. Why Its Important to Know
34.1.1. Apply to all students in all grades
34.1.2. Developmental differences exist within some children
34.1.3. Foundational understanding of learning process