ufarooq5_Teaching, Learning, Development

Get Started. It's Free
or sign up with your email address
Rocket clouds
ufarooq5_Teaching, Learning, Development by Mind Map: ufarooq5_Teaching, Learning, Development

1. Week 4: Making Instructional Decisions

1.1. Zoe Branigan-Pipe video

1.1.1. Having a safe classroom like Zoe Branigan-Pipe, where students have significant level of autonomy creates confidence in students that they will need later in their education. That’s why I loved how student based her class is. Students teaching lessons gives students ownership on their work, allowing students to choose questions is a great way to know what they want to learn, and what they’re having difficulty with. Allowing students to interact with people around the world create world mindedness. Edmond A. Méras wrote about the importance of world mindedness in a 1932 article  "World Mindedness". He emphasized the point that in order for U.S. to have a prosperous future their education system has to incorporate international learning and understanding. That’s just as true today as it was in 1932, and by allowing our students access to smart technology and access to different perspectives form around the world means that we create confident and ethical students.

1.2. Instead of the teacher standing at the front of the room as the “sage on the stage,” in Madame Viviane’s UDL-based classroom student learning and engagement is a bit different. Although books and blackboards have a purpose, by their very nature they are examples of what the Center for Applied Special Technology (CAST; see http://www.cast.org/) refers to as “inflexible educational materials” (Rose & Meyer, 2002).

2. Week 3: Establishing Positive Learning Environment

2.1. “Mr. Harper was my grade 12 Economics teacher. What I remember most about his class is not the content he taught us, but the fact that he went out of his way to make us feel comfortable. Many of the students myself included were immigrants and there is an adjusting period for a lot of us. That was really important to me and touch me more than anything else. His classes were fun because he was an open minded, funny, an all-around nice guy, and he desperately wanted you to be part of his class.  Mr. Harper knew what was good for his students and wanted all of us to succeed.  One of the most important aspect of his classroom management was student interaction. He would always start the class by telling to say hi to the person next to and to the person behind us. And because of this simple ice breaker my best friend is the guy who set behind me. In fact many of my classmates his class are my friends to this day, we regularly hang out and it’s all because an inclusive environment Mr. Harper created for us.”

2.2. "Greeting students will have the most immediate impact on your day or each class period.  A sincere greeting establishes a positive climate for the classroom.  You experience greeting people in daily life.  You are greeted when you visit someone’s home or business, board an airplane, enter a place of worship, or just see a friend.  A greeting is the first step in making a connection."

2.3. Tribes Agreement

3. Week 1: Planning for the Upcoming School Year

3.1. TED Talk: Stealing Dreams

3.1.1. Schools are designed like Factory, their main goal is to churn out products . However, we're seeing a shift in how we will educate our future students. B.Ed program at Western is a great example of this. We're constantly learning about how we can cater to all our students, through differentiated learning and so on. I know how my experience at school was, and it really turned me away from education. My goal is to be a teacher who inspires his students to dream big, treat them like human beings and not product, and help them realize they're capable of greatness if they're willing to work hard for it.

4. Week 2: Considering Developmental Differences

4.1. “All students have the skills to behave appropriately” (p 79). As a teacher I need instill this in my mind and trust my students to make right choices and hopefully instill in them that their actions may not be appropriate for certain situation.

4.2. Growth Mindset

4.2.1. Encourage students to, try and not be afraid of failure.

4.3. Supporting students’ psychological well-being

4.3.1. Emotional well-being is a predictor of effective social behaviour, a key component of well-being and academic competence. When students acquire skills for social and emotional learning and the ability to maintain positive relationships, their well-being is improved (Awartani, Whitman & Gordon, 2008).

5. Week 5: Assessing Student Progress

5.1. Within a well-constructed assessment system, grade weighting is determined by considering the teaching and curricular emphases. I utilize various types of selected- and constructed- response assessment tools based on their respective appropriate applications. These forms of assessment constitute about 40-45% of my students' overall grades. The other 55-60% of their grades comes from authentic assessments, because this is an accurate reflection of the percentage of time, effort, and emphasis that my students and I dedicate to meaningful learning. (pg 173-174, Edmunds)

5.2. “Research has consistently shown that students in integrated programs demonstrate academic performance equal to, or better than, students in discipline-based programs. In addition, students are more engaged in school, and less prone to attendance and behaviour problems.” (Drake & Reid, 2010)

5.2.1. There are a number of different approaches to curriculum integration (one expert has identified ten most frequently used planning models in the field [Fogarty & Stoehr, 1995]), but all share the following: • an emphasis on backward planning from student needs/interests • a combination of subjects • a focus on relationships among concepts • an emphasis on projects/tasks • flexible scheduling/flexible student groupings • use of authentic sources that go beyond textbooks

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

6.1. Ken Robinson TED talk 2006

6.1.1. "Every education system on Earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and at the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting?"

6.2. Robert J. Sternberg’s Triarchic Theory of intelligence (pg 196) emphasizes a series of interdepended intelligence process that people use to learn and solve problems. The theory is made up of three interrelated sub-theories: 1. Analytic/componential, creative/experiential, practical/contextual. Sternberg’s theory suggest that one’s facility with each, and/or in combination, results in more or less intelligent behavior.

6.3. Rsearchers have found that students who are taught in inclusive learning environments are more understanding and appreciative of their peers with exceptionalities (Krajewski & Hyde, 2000) and have at least one friend who has exceptionalities (Bunch & Valeo, 2004).

6.3.1. It is important that teachers not only practice inclusive teaching strategies in their regular classrooms (regardless if they teach students with exceptionalities in them), but also model inclusive behaviours and have on-going dialogues with all their students about the importance of being understanding and supportive, as well as embracing of the richness of students’ unique and diverse backgrounds. By doing this, a good foundation can be laid for an inclusive schooling environment that benefits all students, that fosters a sense of belonging and safety, that makes students more accepting of their peers’ differences, and that minimizes (to the extent possible) instances of bullying due to fearing and/or misunderstanding peers who are different from them (Bunch & Valeo, 2004)

7. Week 7: Socio-Cultural Considerations

7.1. “In addition to having or developing a critical consciousness to guide their practice, teachers need to know how to incorporate cultures, experiences and the needs of culturally and ethnically diverse students into their teaching.” (pg. 251)

7.2. These best practices may be categorized into four broad bands of strategies.

7.2.1. 1. Students are taught challenging, rigorous curriculum in ways that capitalize on the strengths of their learning style. 2. Students receive praise for their effort to foster motivation to and responsibility for their own learning. 3. Talk in the school reflects the belief that “all children can learn to high levels.” Children are believed to be “at-promise,” not at-risk. 4. Teachers demonstrate persistence in their efforts to help students meet standards by changing instructional approaches to meet the needs of each student. 5. Teachers provide equitable opportunities for students to respond and participate. 6. Provide ample wait time for thinking and responding. 7. Teachers provide specific and timely feedback to students about their work. 8. Students are asked high-level, open-ended questions that require them to interpret, analyze, synthesize, and evaluate

7.3. https://youtu.be/8Uc0dFs5nO8?t=8  Culturally Responsive Teaching

7.3.1. culturally responsive teaching happens whenever the gap between what students learn in the classroom and with what they experienced in the cultures and communities. The goal behind culturally responsive teaching the students will develop their own voice and become academically successful, critically conscious, forces of change in their communities.

7.3.1.1. Before they can be some type of change in the communities they first have to see themselves have an ability to make some type of important change

8. Week 8: Standardized Achievement Tests

8.1. Data Collection

8.1.1. “Public desire has grown for this kind of data.... People, especially parents, like having a simple and straightforward picture of how a child and school are doing. Having evidence helps—we've seen that this data has helped to improve scores in various schools." (JOHNSON)

8.2. Not the best predictor for student learning

8.2.1. When deciding which questions to use, test creators, in essence, try to find questions that only the top 50% of the students will get right. These types of questions are popular in standardized testing because they support the common theory of testing whereby the highest achieving students answer the questions correctly. So, standardized tests can be self-affirming. Students who are in the top 50% of the class answered the questions correctly because they are in the top 50% of the class.

8.3. Stressful for student specially if they're in lower grades and this is the very first test they have to do.

8.3.1. Just thinking about what lies ahead makes Ms. Hamilton's crew tense. "It's scary," says Maneesha Johal, 12. "I'm feeling nervous. It's what the government sees; they look at how we've done” (Edmunds & Edmund, 2010)