1. Week 1: Planning for the Upcoming School Year
1.1. Reflective Teaching and Learning
1.1.1. Commonplaces of Education
1.1.1.1. Student
1.1.1.2. Teacher
1.1.1.3. Curriculum
1.1.1.4. Classroom
1.2. Schwabs Four Commonplaces
1.2.1. Teacher
1.2.2. Student
1.2.3. Topic
1.2.4. Setting
1.3. Issues with standardized tests
2. Weed 2: Considereing Child and Adolescent Development
2.1. Principles
2.1.1. Nature vs. Nurture
2.1.2. Unique
2.1.3. Quantitative & Qualitative Change
2.1.4. Orderly/Logical Progress
2.2. Vygotsky
2.2.1. Social Interactions
2.2.2. "Zone of Proximal Development"
2.2.3. Scaffolding
2.2.4. Inner Language Drives Reasoning
2.3. Piaget
2.3.1. Drive to Organize
2.3.1.1. Scheme
2.3.1.2. Schema
2.3.2. Drive to Adjust
2.3.2.1. Adaptation
2.3.2.2. Assimilation
2.3.3. Equilibrium
2.3.4. Stages:
2.3.4.1. 1. Sensorimotor
2.3.4.2. 2. Preoperational
2.3.4.3. 3. Concrete Operational
2.3.4.4. 4. Formal Operational
2.4. Teaching Strategies
3. Week 3: Establishing Positive Learning Environment
3.1. Dynamic Classroom Management
3.1.1. Caring/Supportive Relationships
3.1.2. Effective Instruction
3.1.3. Student Engagement
3.1.4. Social Skills/Self-Regulation
3.1.5. Intervention
3.2. Work Together to...
3.2.1. Establish Rules
3.2.2. Define Consequences
3.2.3. Understand Expectations
3.2.4. Set Goals
3.3. Build Good Relationships - Rita Pierson
4. Week 4: Making Instructional Decisions
4.1. Backwards Design
4.1.1. Specific Learning Objective
4.1.2. Assessment Questions
4.1.3. Topical Unit/Lesson Plans
4.1.4. Instructional Method
4.2. Bloom's Taxonomy
4.2.1. Knowledge
4.2.2. Comprehension
4.2.3. Application
4.2.4. Analysis
4.2.5. Synthesis
4.2.6. Evaluation
4.3. Stiggin's Targets
4.3.1. Knowledge
4.3.2. Reasoning
4.3.3. Skills
4.3.4. Products
4.3.5. Attitudes
4.3.6. Dispositions
4.4. Instructional Practices
4.4.1. Universal Instructional Design
4.4.1.1. Emphasize Success
4.4.1.2. Clear Expectations
4.4.1.3. Variety
4.4.1.4. Technology
4.4.1.5. Student-Teacher/Student-Student
4.4.2. Direct Instruction
4.4.3. Intrinsic Motivation (GOAL)
4.4.4. Cognitive Strategies
4.4.4.1. Metacognition
4.4.4.2. Select-Organize-Integrate
5. Week 5: Assessing Student Progress
5.1. Assessment of Student Learning
5.1.1. Curriculum Requirements
5.1.2. Assessment Decisions
5.1.3. Instructional Content
5.1.4. Instructional methodology
5.2. Design
5.2.1. Constructed-Response
5.2.1.1. Short Answer
5.2.1.2. Essay
5.2.2. Selected-Response
5.2.2.1. Multiple-Choice
5.2.2.2. Matching
5.2.2.3. True/False
5.2.3. Content Validity
5.2.4. Table of Specifications
5.3. Types of Assessment
5.3.1. Diagnostic
5.3.1.1. determine starting point
5.3.2. Formative
5.3.2.1. constant assessment to monitor understanding
5.3.3. Summative
5.3.3.1. completed after instruction
5.4. Tools
5.4.1. Authentic Assessment
5.4.1.1. Open-Ended
5.4.1.2. Student-Selected
5.4.2. Portfolios
5.4.2.1. Criterion-Based
6. Week 6: Individual Differences - Intellectual Abilities and Challenges
6.1. Intelligence
6.1.1. Temperament
6.1.2. Learning Style
6.1.3. Cognitive Style
6.1.4. Carroll
6.1.5. Sternberg
6.1.6. Gardner
6.2. Differentiated Instruction
6.2.1. Consists of content, process, products, and environment
6.3. Special Education
6.3.1. High/Low Execptionalities
6.3.2. Gifted/Talented
6.3.3. IEP
6.3.4. ADHD
6.3.5. IDEA
6.3.6. ASD
6.3.7. Specific Learning Disorders
7. Week 7: Socio-Cultural Considerations
7.1. Stereotype Threat
7.1.1. Prejudices
7.1.2. Discrimination
7.1.3. Stereotypes
7.1.4. Biases
7.2. Multicultural Education
7.2.1. Different Views
7.2.2. Bank's model
7.2.2.1. Content Integration
7.2.2.2. Knowledge Construction Process
7.2.2.3. Empower School Culture & Social Structure
7.2.2.4. Prejudice Reduction
7.2.2.5. Equity Pedagogy
7.3. Aboriginal Education
7.3.1. Negative Attention
7.4. Instructional Strategies
7.4.1. Dangers of a Single Story
8. Week 8: Standardized Achievement Tests
8.1. Five Essential Elements
8.1.1. Minimally Intrusive
8.1.2. Specifc
8.1.3. Assessment Reflects Learning
8.1.4. Curricular Goals are Teachable
8.1.5. Assesses Curricular Goals
8.2. Types of Tests
8.2.1. Aptitude
8.2.1.1. cognitive
8.2.1.2. social
8.2.1.3. behvaioural
8.2.2. Criterion-Referenced
8.2.2.1. standard of criteria
8.2.3. Norm-referenced
8.2.3.1. Based of other students scores
8.3. Popham's Requirements
8.3.1. must asses important curricular goals
8.3.2. goals must be teachable
8.3.3. specific enough to directly guide instruction
8.3.4. minimally intrusive
8.4. Instructional Strategies
8.4.1. vs. Standardized Testing
8.4.1.1. teaches to a test
8.4.1.2. Student Disengagement