Teaching, Learning and Development

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

1. Week 5: Assessing Student Progress

1.1. Types of Assessment

1.1.1. Diagnostic Pre-Established Knowledge

1.1.2. Formative Refine and Modify all aspects of teaching Allows for teachers to check understanding

1.1.3. Summative How well students have learned the material

1.2. Assessment Design Process

1.2.1. Designing Questions

1.2.2. Types of Assessment Questions selected-response questions constructed-response Assessment Questions according to Bloom's Taxonomy

1.2.3. Designing Tests and Exams

1.2.4. Selected-Response Questions True/False questions Easiest question for students to guess Matching questions Multiple-choice questions

1.2.5. Constructed -Response Questions Short-answer questions Restricted-essay and essay questions rubric

1.2.6. Authentic Tools Authentic Assessment Portfolio

1.2.7. How People Learn Framework by Theresa Nelson

2. Week 6: Individual Differences- Intellectual Abilities and Challenges

2.1. Intelligence

2.1.1. Carroll's Hierarchical Model of Intelligence Fluid intelligence Visual-Spatial reasoning Crystallized Intelligence

2.1.2. Intelligence as Structures Gardner's (1983) Multiple Intelligence Theory

2.1.3. Intelligence as Processes Sternberg's (1985) Triarchic Theory Of Intelligence Analytical/Componential Intelligence Creative/Experimental Intelligence Practical/Contextual Intelligence

2.2. Special Education

2.2.1. Specialized Instruction High-incidence exceptionalities Giftedness Low-incidence exceptionalities Students with Autism

2.2.2. Inclusion

2.2.3. Individualized Education Program (IEP) Psycho-educational assessment The Six Phases of the Assessment and IEP Process

2.2.4. Cognitive Abilities of Students with Exceptionalities Differentiated Learning Ken Robinson's

2.2.5. Students with ADHD What Works? Research Into Practice

3. Week 7: Sociocultural Considerations

3.1. Socio-cultural Perspectives

3.1.1. Differences wth Identified Groups

3.1.2. Critical Consciousness of Teachers Critical Consciousness

3.1.3. Stereotype Threat and Socio-economic Status stereotype threat prejudice SES Parenting Style

3.1.4. Multicultural Education Different Views Bank's Model HOW DO WE KNOW WE ARE MAKING A DIFFERENCE? The Danger of a Single Story

3.1.5. Aboriginal Education Prospective Factors Fostering Literacy Success for First Nations, Métis and Inuit Students

4. Week 8: Standardized Achievement Tests

4.1. Testing Issues

4.1.1. Standardized Testing

4.1.2. Achievement versus Aptitude Tests Attitude Test Criterion-referenced Test Norm-references Test

4.1.3. Misconceptions The Purpose, Outcomes and Future of Standardized Testing

4.2. Constructing Better Standardized Tests

4.2.1. Five Essential Elements

4.3. Connections between Classroom Curricula and Standardized Tests

4.4. Preparing Students for Test-Writing

4.5. Interpreting Test Results

4.6. Canadian Standards for Standardized  Achievement Testing

4.6.1. EQAO

4.6.2. Literacy Test

5. Week 1: Planning for the Upcoming School Year

5.1. Reflective Practice: teacher who chooses to analyze and reflect on his/her practice to asses the effects of his/her teaching in order to become a more effective educator

5.2. Curriculum Planning

5.2.1. Top-down approach Year-long Unit Daily

5.2.2. Educational Purpose

5.2.3. Learning Experiences

5.2.4. Evaluation

5.3. Instructional Planning

5.3.1. Constructivism

5.4. Sschwab's (1973) Commonplaces of Education

5.4.1. teacher

5.4.2. curriculum

5.4.3. student

5.4.4. classroom

6. Week 2: Considering Developmental Differences

6.1. Developmental Influences

6.1.1. Physical Abilities Predetermined Path It takes about 20 years for the prefrontal cortex to become fully functional

6.1.2. Cognitive Abilities Executive Cognitive Functioning Innate Curiosity What Adults Can Learn from Kids Innate Drive to Organize schemas Innate Drive to Adjust adaptation assimilation accommodation Piaget's Four Stages of Cognitive Development Sensorimotor Pre operational Concrete Operations Formal Operations Domain Specific Learning Zone of proximal development Scaffolding Language Development Language-Acquisition Device (LAD) Growth Mindset Carol Dweck

6.1.3. Social Abilities Personal and Social Development Making Choices Self Self-Concept and Self-Esteem Ecological Theory Bronfenbrenner's

6.2. Principles of Development

6.2.1. Orderly and Logical Progression

6.2.2. Gradually Progressive Process

6.2.3. Quantitative and Qualitative Changes

6.2.4. Develop at different rates

6.2.5. Genetics and Environment

7. Week 3: Establishing a Positive Learning Environment

7.1. Classroom Management

7.1.1. Process-outcome research

7.1.2. Dynamic Classroom Management Positive Behaviour Support Classroom Discourse Research

7.1.3. Teacher Behaviours that Diminish Student Behaviour Problems Positive Feedback to Students Sustained Feedback to Students Respond supportively to students Ask questions that students are able to answer correctly Present learning tasks for which students have a high probability of success Use time efficiently Keep the need for disciplinary low through positive classroom management Getting Curious (Not Furious) With Students Keep off-task time to a minimum Ten Tips For Classroom Management

7.1.4. ADHD

7.1.5. Resiliency Good self-esteem  Sense of competence  Optimistic  Personal control  Feel connected  Motivated to learn  Self-disciplined

8. Week 4: Making Instructional Differences

8.1. Learning Objectives and Lesson Plans

8.1.1. Backward Design Overall Learning Objectives Specific Learning Objectives

8.1.2. Bloom's Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

8.1.3. Stiggin's Achievement Targets Knowledge Reasoning Skills Products Attitudes and Dispositions

8.2. Diagnostic Assessment

8.3. My Instructional Practices

8.3.1. Universal Instructional Design (UID)

8.3.2. Cognitive Strategies

8.3.3. Select-Organize-Integrate

8.3.4. Motivational Underpinnings Tasks Classroom Relationships Intrinsic Motivation Extrinsic Motivation

8.3.5. Direct Instruction (DI) well-developed and carefully planned lessons with clear learning objectives that are purposefully presented to students

8.3.6. Student Problem Solving Verbal Protocol Analysis Problem, Project and Inquiry Based Learning Inquiry Based Learning Constructivism