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