Teaching, Learning & Development

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Teaching, Learning & Development by Mind Map: Teaching, Learning & Development

1. Diverse Learners: Purposeful encouragement of diversity and making the academic achievement of all students a primary educational goal

1.1. Strategies for Working with Diverse Learners

1.1.1. Demonstration of High Expectations

1.1.2. Implementation of Culturally Relevant Instruction

1.1.3. Establishment of Caring Relationships

1.1.4. Parent and Community Involment

2. "Effective student-regulated advocate strongly for teachers to provide students with, and engage students in, explicit cognitive strategies for a)making choices, b)reflecting on meaningfulness of these choices, c)seeing their choices through to completion, and d)reflecting on the outcomes of their actions" (79).

3. Dynamic Classroom Management

3.1. Motivational Underpinnings: "All behaviours are an effort to get something or an effort to avoid something, and all behaviours are maintained changed, or shaped by consequences" (76).

3.2. Positive Behaviour Support

3.3. Classroom Discourse Research

3.4. Nurturing Student Needs

4. 1. Planning for the Upcoming School Year

4.1. Reflective Practise: The importance of analyzing and reflecting upon one's teaching practice in order to become a more effective educator.

4.2. Educational Psychology

4.2.1. Schwab's Four Commonplaces: Teacher + Curriculum + Student + Classroom

4.2.2. "Psychological theories without tangible educational applications are merely exercises in academic exploration" (8).

4.3. Curriculum Design & Planning

5. Research Methods

5.1. Step 1: Observation of Phenomena

5.2. Step 2: Formation of Questions

5.3. Step 3: Application of Research Methods

5.4. Step 4: Development of Guiding Principles

5.5. Step 5: Development of Theories

6. 2. Considering Developmental Differences

6.1. Piaget's 4 stages of cognitive development

6.2. Erikson's Eight Stages of Psychosocial Development

6.3. Kohlberg's Six Stage Theory

6.4. Bronfenbrenner's Ecological Theory Featuring Five Environmental Systems

6.5. Student's Perspective: the essence of school is learning.

6.6. Teacher's Perspective: the essence of student learning is motivation.

6.7. Education Psychology Perspective: understanding motivation is key to understanding why things happen in classrooms.

7. 3. Establishing a Positive Learning Environment

8. Self-Regulated Behaviour Management

8.1. ADHD: Usually aware of their behaviours and the problems associated, but cannot control their behaviour without specific interventions

8.1.1. 'On-Task Self Monitoring Techniques

9. Growth Mindset: Leads to a desire to learn and a tendency to:

9.1. Embrace challenges

9.2. Persist in the face of setbacks

9.3. See effort as the path to mastery

9.4. Learn from criticism

9.5. Find lessons and inspiration in the success of others

9.5.1. This all results in a greater sense of free will & higher levels of achievement

10. 4. Making Instructional Decisions

10.1. Universal Instructional Design

10.2. Inquiry Based Learning

10.2.1. A Teachers Role in an Inquiry Classroom: Facilitator of Learning

10.3. 10 Day Timetable

10.4. Teacher Checklist

10.5. HPL Framework

11. Strategies for CoOperative Learning

11.1. Scripted CoOperation

11.2. Two/Four -- Questions More

11.3. Panel of Experts

11.4. One-Minute Book Discussions

11.5. Numbered Heads Together

12. Blooms Taxonomy of Cognitive Skills

12.1. 1. Knowledge

12.2. 2. Comprehenion

12.3. 3. Application

12.4. 4. Analysis

12.5. 5. Synthesis

12.6. 6. Evaluation

13. 5. Assessing Student Progress

13.1. Purpose of Assessment: To measure and indicate student achievement

13.1.1. Diagnostic Assessment

13.1.2. Formative Assessment

13.1.3. Summative Assessment

14. Backward Design

15. Content Validity

16. Erickan's Views of Evaluative Feedback

16.1. 1. Student's Self-Esteem

16.2. 2. Student Self-Assessment

16.3. 3. Interaction in Learning Environments

16.4. 4. Teacher/Student Dialogue

17. 6. Individual Differences -Intellectual Abilities & Chalennges

17.1. Universal Design of Learning: Approach to learning, teaching, curriculum development, and assessment that uses new technologies to respond to variety of individual differences

17.1.1. 1. Representation

17.1.2. 2. Action & Expression

17.1.3. 3. Engagment

17.2. Differentiated Instruction: Variety of teaching and learning strategies that are necessary to meet the range of needs evident in any classroom.

17.2.1. 1. Content

17.2.2. 2. Process

17.2.3. 3. Products

17.2.4. 4. Learning Environment

17.3. Special Education

17.3.1. Building an Inclusive Practice for all students, including those with exceptionalities

17.3.2. Individual Education Program

18. Intelligence: "Groups of intellectual behaviours, both goal-directed and adaptive, that can have a significant impact on how and how well students learn" (193).

18.1. Fluid Intelligence

18.2. Crystallized Intelligence

18.3. Visual-Spatial Reasoning

19. Componential Sub-Theory

19.1. Analytical Abilities: In order to judge, analyze, evaluate, compare and contrast

20. Contextual Sub-Theory

20.1. Analytic Abilities: Put into practice, apply, use and impliment

21. Experiential Sub-Theory

21.1. Creative Abilities: To create, discover, invent, imagine and explore

22. 7. Socio-Cultural Considerations

22.1. Socio-Cultural Perspective

22.1.1. Positioning Cultural Identity within the Individual

22.1.2. Critical Consciousness Disposition

22.1.3. *Building a Culturally Responsive Practise: Built upon broad cultural knowledge and instructional base that grows as students, contexts and subject matter shift

22.2. Stereotype Threat: Fear that behaviour will confirm an existing negative stereotype about identity group

22.3. Socio-Economic Status: Social class based on education, occupation and income

22.4. Multicultural Education: Focus for teachers is understanding each individual student identity and how this is formed in relation to associations with various groups

22.4.1. Bank's Model

22.4.2. Aboriginal Education

23. 8. Standardized Achievement Tests

23.1. Standardized Test: Contains same questions for all test-takers and is administered and scored within a systematic and uniform manner

23.1.1. Aptitude Test: Specific ability test to assess a students' specific cognitive, social and behavioural skills

23.1.2. Achievement Test: Provides a broad overview of academic performances for large groups of students

23.1.3. How Should Better Standardized Test be Constructed?

23.1.3.1. Curriculum

23.1.3.2. Instruction

23.1.3.3. Assessment

23.1.4. In Preparing Students for Test Writing, Teachers Should Remember:

23.1.4.1. 1. A teacher's primary obligation is to teach well

23.1.4.2. 2. Educate students about test formats in order to familiarize and decrease potential stress

23.1.4.3. 3. Demonstrate positive test attitude

23.1.4.4. 4. Teach students "test wise" strategies in an attempt to reduce anxiety

23.1.5. Interpreting Test Results: In order to help teachers develop a better overall standing of their student's academic progress and highlight curricular content areas and earning processes that are well consolidated or need attention