EDUC 5015Q: Teaching, Learning, and Developing Mind Map

Get Started. It's Free
or sign up with your email address
Rocket clouds
EDUC 5015Q: Teaching, Learning, and Developing Mind Map by Mind Map: EDUC 5015Q: Teaching, Learning, and Developing Mind Map

1. Week 1: Early August: Planning for the Upcoming School Year

1.1. Four common places of education

1.1.1. Teacher

1.1.2. Topic

1.1.3. Setting

1.1.4. Student

1.2. Practice = Teaching

1.2.1. The more practice teachers get, the better teacher become at their job. Practice makes improvement.

1.3. Five steps in the research process

1.3.1. Observation of phenomena

1.3.2. Formation of questions

1.3.3. Application of research methods

1.3.4. Development of guiding questions

1.3.5. Development of theories

1.4. Effective Planning Results

1.4.1. Excellent instruction

1.4.1.1. Using group work, partner work, gallery walks, are some ways to have fun with instruction. This makes children enjoy learning and never able to expect what the lesson will consist of each day.

1.4.2. Enhanced student learning

1.4.3. Exemplary environments

1.5. Instructional planning approaches

1.5.1. Teacher-centered

1.5.2. Student-centered

1.6. STOP STEALING DREAMS: Seth Godin at [email protected]

1.7. http://www.chriswatkins.net/wp-content/uploads/2015/07/Watkins-09-4-lnr-driven-SLT.pdf

1.7.1. I thought this was an interesting, yet great way to relate the experience of teaching and learning. While driving one may take a different route to get to the same destination. This is a lot like how children learn. Each child learns differently and uses different resources to understand the same concept being taught. While driving there are also things that come up, however you must go with the flow and adapt to what you are given, similar to teaching.

1.8. Foundational Topics of Educational Psychology

1.8.1. Learning / cognition

1.8.2. Development

1.8.3. Social / cultural influences

1.8.4. Motivation

1.8.5. Behaviour / classroom management

1.8.6. Individual differenes

1.8.7. Assessment / Evaluation

1.8.8. Teaching / Instruction

1.8.9. Psychological foundations of curricula

1.9. Ten Best Practices

1.9.1. Teach for understanding, appreciation, and life application

1.9.2. Address multiple goals

1.9.3. Employ inquiry models

1.9.4. Engage students in discourse management

1.9.5. Design authentic activities

1.9.6. Include debriefing

1.9.7. Work with artifacts

1.9.8. Foster metacognition and self-regulated learning

1.9.9. Be aware of trajectories, misconceptions, and representations

1.9.10. Recognize the social aspects of learning

1.9.11. I will be using these 10 practices in my practicum. I hope to learn what works best for myself and the class I am in.

1.10. Twelve Generic Guidelines

1.10.1. Create a supportive classroom enviornment

1.10.2. Provide opportunities to learn

1.10.3. Ensure curricular alignment

1.10.4. Establish learning orientations

1.10.5. Provide coherent content

1.10.6. Facilitate thoughtful discourse

1.10.7. Include practice and application activities

1.10.8. Scaffold students' task engagement

1.10.9. Teach effective strategies

1.10.10. Include cooperative learning

1.10.11. Utilize goal-oriented assessment

1.10.12. Establish achievement expectations

1.10.13. These guidelines are available for teachers when entering a classroom. Each year a classroom is different, and the children are different. It is important to keep these guidelines in mind during the first week/month.

1.11. Reading the 10 best practices and the 12 generic guidelines was very intriguing and I was able to relate these to my part time job as a skating instruction as well as a camp counselor. Debriefing was a big factor in our camp day, at the end of each day we allowed the children to tell us what they liked best/least and what they would like for the future.

2. Week 2: Late August: Considering Developmental Differences

2.1. “Every now and then a man's mind is stretched by a new idea or sensation, and never shrinks back to its former dimensions.” - Oliver Wendell Holmes Sr.

2.1.1. As a teachers mind keeps growing, their information will never leave.

2.2. "If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future". -Maria Montessori

2.3. Growth Mindset

2.3.1. A desire to learn and a tendency to

2.3.1.1. Embrace challenges

2.3.1.2. Persist when faced with setbacks

2.3.1.3. Effort = mastery

2.3.1.4. Use criticism to improve

2.3.1.5. Use others to help you grow

2.4. Development

2.4.1. Physical changes

2.4.2. Cognitive changes

2.4.3. Social changes

2.4.4. Learning leads to organiation

2.4.5. Behaviour can become adaptive

2.4.6. A child's development happens within the walls of a school, it is important for the teacher to foster this development.

2.5. Principles of Development

2.5.1. Orderly progression/gradual process

2.5.2. Periods of rapid and slow growth

2.5.3. Quantitative and qualitative changes

2.5.4. Individuals develop at different rates

2.5.5. Genetics set development potential

2.6. The Psychological Structures of Learning

2.6.1. Innate drive to organize

2.6.2. Innate drive to adjust

3. Week 4: First Week of School: Establishing a Positive Learning Environment

3.1. "School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge". By: Carnegie Council Task Force (1989)

3.1.1. The teacher is responsible for meeting as many student needs as he/she can.

3.2. Classroom Environment

3.2.1. Is the space positive?

3.2.2. Does the atmosphere appear for learning and teaching?

3.2.3. Rules?

3.2.3.1. Or expectation?

3.2.4. Having a bright colourful classroom stimulates learning.

3.3. Effective Teaching and Learning

3.3.1. Cannot take place in a poorly managed/structured classroom.

3.4. Teacher effectiveness

3.4.1. Effective teachers

3.4.1.1. Student achievement

3.4.1.1.1. This will lead to a child doing well in school.

3.4.1.1.2. https://www.youtube.com/watch?v=SFnMTHhKdkw&t=1s

3.4.2. Ineffective teachers

3.4.2.1. Inadequate progress

3.4.2.1.1. This will lead to a child not doing well in school.

3.5. The teacher = Student achievement

3.5.1. Creates classroom curriculum to ensure student learning

3.5.2. Wise choices

3.5.2.1. Effective instructional strategies

3.5.3. Effective use of classroom management

3.5.4. Communities of Learners

3.5.4.1. Collaborative

3.5.4.2. Student centered

3.5.4.3. Engage

3.5.4.4. Improve student achievement

3.5.4.5. This can also prepare students for a part-time job.

3.5.5. If a teacher is doing everything they are supposed to be doing and more, then all the children in the class should succeed.

3.6. Instructional Strategy Choices

3.6.1. Co-op Learning

3.6.2. Homework

3.6.3. Questions

3.6.4. Graphic organizers

3.6.5. Providing the children will many different strategies allows for each child to feel like they are good at something. This can also show the teacher the type of learner the child is.

3.6.6. Group work

3.6.7. Learn as a class

3.6.8. Reading a book

3.6.9. Watching a video

3.7. Student Learning Environments

3.7.1. Academic success

3.7.2. Safe

3.7.3. Affirmative

3.7.4. Inclusive

3.7.5. These 4 things ensure for a great classroom experience. Children cannot learn in an unsafe environment where they do not feel inclusive in their ability to learn.

3.8. Self

3.8.1. Self efficacy

3.8.2. Self-regulation

3.9. The bump system

3.9.1. Location

3.9.1.1. Stand near the student

3.9.2. Touch

3.9.3. Names

3.9.3.1. Say the child's name

3.9.4. The look

3.9.4.1. Looking at the student that is being distruptive

3.9.5. Ignore

3.9.6. These are helpful tips when a child is not behaving in the classroom, and needs some redirection.

3.10. Release of responsibility

3.10.1. Teacher

3.10.1.1. Focus the lesson

3.10.1.2. Guided and clear instruction

3.10.2. Student responsibility

3.10.2.1. Work collaboratively

3.10.2.1.1. Working with other children is a great way to prepare students for high school and college/university.

3.10.2.2. Work Independently

3.11. “Children do well if they can” - Dr. Ross Green

3.11.1. I liked this quote because it speaks the truth. If you give a child every reason to do well, they will do well.

3.12. The Resilient Student

3.13. Dynamic Classroom Management (DCM)

3.13.1. Five global principles of effective classroom management

3.13.1.1. Develop caring, supportive relationships

3.13.1.2. Organize and implement instruction

3.13.1.3. Use group management methods

3.13.1.4. Promote the development of social skills

3.13.1.5. Appropriate interventions

4. Week 5: Mid-September: Making Instructional Decisions

4.1. Constructivist Views of Learning

4.1.1. Learners are active

4.1.2. Social negotiating

4.1.3. Developing skills

4.1.3.1. Solve problems

4.1.3.2. Answer questions

4.1.4. Self determination

4.2. Applications of Constructivist based classroom

4.2.1. Dialogue

4.2.2. Inquiry

4.2.3. Problem based

4.2.4. Teacher

4.2.5. Peer

4.2.6. Collaborative

4.3. Creating constructivist classrooms

4.3.1. Multiple representations

4.3.2. Complex

4.3.3. Challenging

4.3.4. Real

4.3.5. Student centered instruction

4.3.6. Providing challenge within the classroom allows for children to not become bored.

4.4. Blooms Taxonomy

4.4.1. Six Levels

4.4.1.1. Knowledge

4.4.1.2. Comprehension

4.4.1.3. Application

4.4.1.4. Analysis

4.4.1.5. Synthesis

4.4.1.6. Evaluation

4.5. Inquiry based learning

4.5.1. General

4.5.1.1. Specific questions

4.5.1.1.1. Student understanding

4.6. Problem based learning

4.6.1. Engage

4.6.1.1. Questions

4.6.2. Investigate

4.6.2.1. Relationships

4.6.3. Evaluate

4.6.3.1. Explanation

4.6.4. This would be great for subjects such as Science, Social Studies, and Math

4.7. How people learn frameworks

4.7.1. Centeredness

4.7.1.1. Knowledge

4.7.1.2. Learner

4.7.1.3. Community

4.7.1.4. Assessment

4.8. Six cognitive processes

4.8.1. Remembering

4.8.2. Understanding

4.8.3. Applying

4.8.4. Analyzing

4.8.5. Creating

4.8.6. Evaluating

4.9. Zoe Branigan-Pipe - Letting Students Hack Their Lesson Plan

4.10. Universal Design for Learning

4.10.1. Representation

4.10.1.1. Language

4.10.1.2. Expressions

4.10.1.3. Symbols

4.10.1.4. Children lear best with examples, providing this to them will help them understand what is expected of them.

4.10.2. Action and Expression

4.10.2.1. Physical

4.10.2.2. Communication

4.10.3. Engagement

4.10.3.1. Interest

4.10.3.2. Effort

4.10.3.3. Self-regulation

4.11. Preferred Instructional Mechanisms

4.11.1. Views of teaching

4.11.1.1. Teacher-centred

4.11.1.2. Student centred

4.11.2. Approach to classroom management

4.11.3. Student Assessment

4.11.3.1. Self assessment

4.11.4. Finding what works for each classroom begins with trial and error. What works for one class, might not work for another class.

5. Week 6: Late September: Knowing that the Students Know

5.1. https://www.youtube.com/watch?v=d8F1SnWaIfE&t=223s

5.1.1. The importance of teaching for children to understand.

5.1.2. We as educatiors should teach children what we want them to understand.

5.1.3. We should be planning our lessons from the end to the beginning because once we know what we want the children to learn and understand we can then develop ways in which we can make this happen.

5.2. Assessment

5.2.1. Negative?

5.2.2. Positive?

5.2.3. There are various ways to assess a child, an exit ticket is an example of assessing their learning.

5.3. Poor Assessment

5.3.1. Unclear of what could have been done better

5.3.2. No student involvement throughout the process

5.3.3. Humiliation

5.3.3.1. Singling out a chid

5.4. Positive Assessments

5.4.1. Opportunities to improve and become better on the next assignment

5.4.2. Clear instructions and assessment feedback allows children to understand easily

5.5. Assessment and Instruction

5.5.1. Specific learning objective

5.5.1.1. What do I want the children to learn?

5.5.2. Assessment question

5.5.2.1. How am I going to evaluate their learning?

5.5.3. Unit

5.5.4. Lesson plans

5.5.5. Instructional method

5.5.5.1. Group work? Partner work? Class work?

5.5.6. Being specific regarding the expectations of homework or an assignment is essential in children doing their best.

5.6. Three stages

5.6.1. Identify desired results

5.6.1.1. Endurance

5.6.1.2. Leverage

5.6.1.3. Prepare for the next level

5.6.2. Determine acceptable evidence

5.6.2.1. Performance task

5.6.2.2. Assessment

5.6.2.3. Self-assessment

5.6.3. Plan learning experiences and instruction

5.6.3.1. Sequence of teaching and learning

5.6.3.2. Plan

5.6.3.3. Consider

5.6.3.4. Balance

5.6.3.4.1. Oral

5.6.3.4.2. Written

5.6.3.4.3. Performance

5.7. Children learn and understand in various amount of ways and it is our job as educators to use the learning we gather from our students and foster the best teaching methods.

5.8. Backward Design

5.8.1. What do I want my students to learn?

5.8.1.1. Learning goals?

5.8.2. How will I determine whether or not they have learned?

5.8.2.1. Exit tickets

5.8.3. What will I teach?

5.8.3.1. Curriculum

5.8.4. How will I teach it?

5.8.4.1. Instruction

5.8.5. Teaching with a backwards design allows for the teacher to be aware of what the children should get out of the lesson, before planning the lesson.

5.9. Blooms Taxonomy

5.9.1. Knowledge

5.9.2. Comprehension

5.9.3. Application

5.9.4. Analysis

5.9.5. Synthesis

5.9.6. Evaluation

6. Week 7: Early December: Individual Differences-Intellectual Abilities and Challenges

6.1. Special Education

6.1.1. Controversies

6.1.1.1. Labelling

6.1.1.2. Placement

6.2. Special Education

6.2.1. Accommodating students with exceptionalities

6.2.2. Specialized instruction

6.2.3. Working in a special education classroom 3 years ago was inspiring. I was able to expand my knowledge of teaching, and develop various skills.

6.3. Intelligence:

6.3.1. Individual Difference

6.3.2. Learning from experiences

6.3.3. Ability to adapt

6.3.4. Each child is intelligent in their own way.

6.4. Measured Intelligence

6.4.1. Aptitude Tests

6.4.2. Achievement Tests

6.5. Exceptionalities

6.5.1. High incidence

6.5.1.1. Mild disabilities

6.5.1.1.1. Learning disabilities

6.5.1.1.2. Behavioral disorders

6.6. Low incidence

6.6.1. Moderate

6.6.2. Severe

6.6.2.1. Autism

6.6.2.1.1. Working with autistic children was a great way to learn how to teach life skills.

6.6.2.2. Visual impairments

6.6.2.3. Health impairments

6.6.2.4. Learning impairments

6.7. Physical Access to Curriculum

6.7.1. Sensory

6.7.2. Motor

6.8. Cognitive Access to Curriculum

6.8.1. Understand assignments

6.8.1.1. What is being asked?

6.8.2. Plan

6.8.2.1. Timeline?

6.8.3. Execute

6.8.3.1. How will I divide the work?

6.8.4. Barriers

6.8.4.1. What holds me back?

6.8.5. When students are able to understand what they are learning, it is easier for them to complete tests and assignments.

6.9. General Intelligence

6.9.1. Fluid intelligence

6.9.2. Crystallized intelligence

6.9.3. General memory and learning

6.9.4. Broad visual perception

6.9.5. Broad auditory perception

6.9.6. Broad retrieval capacity

6.9.7. Broad cognitive speediness

6.9.8. Processing speed

6.9.9. General intelligence shows how broad intelligence, and the brain can be. What one child excels in, another might not.

6.9.10. In school I was never very good at math. I always struggled with it, and I even struggle with it to this day. This has not however influenced my career path choice. I have always wanted to become a teacher and I believe that anyone can accomplish anything if they set their mind to it. Teachers would spend extra time with me to help me understand math, but I never had a diagnosed learning disability in math. In high school I chose to do the applied math stream. Sometimes I become a little nervous seeing as I will have to teach math to children, but I know if I work hard I will be okay.

6.10. Carroll's Hierarchical Model of Intelligence

6.11. Students with Specific Learning Disorders

6.11.1. Oral Langauge

6.11.1.1. Listening

6.11.1.2. Speaking

6.11.1.3. Understanding

6.11.2. Reading

6.11.2.1. Decoding

6.11.2.2. Phonetic knowledge

6.11.2.3. Word recognition

6.11.2.4. Comprehension

6.11.3. Written Language

6.11.3.1. Spelling

6.11.3.2. Written expression

6.11.4. Mathematics

6.11.4.1. Computation

6.11.4.2. Problem solving

6.11.5. It is important to still teach all of these subjects to students with learning disorders, it is also essential to focus on the one that the child struggles with most.

7. Week 8: Early February: Socio-Cultural Considerations

7.1. Culturally Responsive Teaching and Learning.flv

7.2. "It is time for compulsory schooling to be transformed into compulsory learning. This simple shift ---- from a focus on teaching to a focus on learning – has profound implications for schools". - Larry Lezotte

7.3. Universal Design for Learning

7.3.1. Recognition Learning

7.3.1.1. Representation

7.3.1.1.1. What we teach

7.3.1.1.2. What we learn

7.3.1.1.3. Flexible

7.3.2. Strategic Learning

7.3.2.1. Action and Expression

7.3.2.1.1. How we learn

7.3.2.1.2. How we express what we know

7.3.2.1.3. Flexible

7.3.3. Affective Learning

7.3.3.1. Engagement

7.3.3.1.1. Generating motivation

7.3.3.1.2. Sustaining motivation

7.3.3.1.3. The WHY of learning

7.3.4. This is something that I will take with me to practicum in November. It is a great way to lesson plan around.

7.4. Diversity in Schools

7.4.1. Different languages spoken

7.4.2. Aboriginal students

7.4.3. Single parent families

7.4.4. Same-sex couples

7.4.5. Newcomers to Canada

7.4.6. Multiple religions practised

7.4.7. Coming from an Urban Schools specialty diversity within teaching is very important.

7.4.8. Urban Schools

7.5. 10 Effects of Teaching Style

7.5.1. Develop a genuine relationship with me – it is key to supporting me.

7.5.2. In your relationship with me, be empathetic, respectful, and recognize our shared humanity. Push and challenge yourself to ‘walk in my shoes’ to gain a deeper and richer understanding of my situation and life.

7.5.3. Be open-minded and do not judge me.

7.5.4. Recognize and acknowledge how hard it is to live in poverty.

7.5.5. Have realistic expectations of me and my family.

7.5.6. Remember just because I am poor does not mean I am a bad parent.

7.5.7. Remember just because I am poor does not mean I am incompetent.

7.5.8. Do not discriminate against me.

7.5.9. Be an advocate and demand more accessible resources and supports.

7.5.10. Work to reduce the ‘red tape’ and barriers to services and supports.

7.6. TRIBES

7.6.1. Tribes Learning Community - A New Way of Learning and Being Together

7.6.1.1. Worked with children at camp.

7.6.2. Attentive listening

7.6.3. Appreciation/no put downs

7.6.4. Mutual respect

7.6.5. The right to pass

7.6.6. Working with TRIBES throughout a Children's Aid Foundation was inspiring this summer.

7.7. Socio-economic Status

7.7.1. Parents' occupations

7.7.2. Parents' income levels

7.7.3. If a parent does not have a good job that makes good money, this usually results in a low socio-economic status. This then results in the children attending an urban school with low funding.

7.8. Effects of Parenting Style

7.8.1. Authoritarian

7.8.1.1. Strict standards for behaviour

7.8.1.2. No open discussion

7.8.2. Permissive

7.8.2.1. Very tolerant

7.8.2.2. Accepting of all behaviours

7.8.3. Authoritative

7.8.3.1. Balancing act

7.8.4. Parenting styles have a great effect on children. A child's first teacher in life is their parent.

7.9. Multicultural Education

7.9.1. Content integration

7.9.1.1. Allowing for a more diverse curriculum

7.9.2. An equity pedagogy

7.9.3. A powerful school culture and social structure

7.9.3.1. Having a powerful school culture allows for children to feel involved, and can interpret their school as a family.

7.9.4. Prejudice reduction

7.9.5. The knowledge construction process

7.9.5.1. Both the teacher and the students allow for growth

8. Week 9: End of School Year: What is the Value of Standardized Testing

8.1. How EQAO Tests are Created, Administered and Scored

8.2. Standardized Achievement Tests

8.2.1. Federal

8.2.1.1. Math

8.2.1.2. Science

8.2.1.3. Reading

8.2.2. Provincial/Territorial

8.2.2.1. Math

8.2.2.2. Literacy

8.2.2.3. Grade 12 exit exams

8.2.3. Are these tests necessary?

8.3. What is a Standardized Test

8.3.1. Same questions

8.3.2. Same administration

8.3.3. Systematic

8.3.4. Enhance teaching

8.3.5. Enhance learning

8.3.6. This may take away from school time, and children may become anxious regarding the word 'test'

8.3.7. Does a low income school compared to a high income school really have equal test taking abilities?

8.3.7.1. No air conditoning

8.4. Test Types

8.4.1. Criterion-Referenced

8.4.2. Norm-Referenced

8.5. Preparing Students

8.5.1. Positive attitudes

8.5.2. Building skills for test taking

8.5.3. Practicing with time limits

8.5.4. Asking certain types of questions

8.5.5. Exapling how the questions will be marked

8.6. Achievement Test VS Aptitude Test

8.6.1. Achievement

8.6.1.1. Large-scale assessment

8.6.2. Aptitude

8.6.2.1. Used by psychologists, psychometrics, and educators

8.6.2.2. Used for psycho-educational assessments

8.7. Constructing Better Standardized Tests

8.7.1. Five Essential Elements

8.7.1.1. Must assess important curriculum goals

8.7.1.2. Curricular goals must be teachable

8.7.1.3. Assessed knowledge and skills must reflect effective learning

8.7.1.4. Guides instruction

8.7.1.5. Assessment must not be intrusive on classrooms

8.7.1.6. Is this really implemented?

8.8. Pros/Cons of Standardized Testing

9. Week 3: Views of Learning: Cognitive, Behavioural, Social and Constructivist

9.1. Cognitive

9.1.1. Personal

9.1.2. Environmental

9.1.3. Behavior

9.1.4. Higher order thinking

9.1.5. Social

9.1.6. Discovery

9.1.7. Piaget's 4 Stages of Cognitive Development

9.1.7.1. Sensorimotor

9.1.7.1.1. Ages: 0-2

9.1.7.2. Preoperational

9.1.7.2.1. Ages: 2-6/7

9.1.7.3. Concrete Operations

9.1.7.3.1. Ages: 6/7-11/12

9.1.7.4. Formal Operations

9.1.7.4.1. Ages: 11/12 - adulthood

9.1.7.5. Teachers should be aware of these 4 stages when planning their lessons. Teachers can always aim too high or too low for students depending on the classroom.

9.2. Social Cultural / Constructivist

9.2.1. Collaboration

9.2.2. Self-discovery

9.2.3. Knowledge

9.2.4. Student centered

9.2.5. Self-regulation

9.2.6. Individuality

9.2.7. Bronfenbrenner's Ecological Theory

9.2.7.1. Microsystem

9.2.7.1.1. Family, school, friends

9.2.7.2. Mesosystem

9.2.7.2.1. Links different microsystems

9.2.7.3. Exosystem

9.2.7.3.1. Distant social settings

9.2.7.3.2. No active role

9.2.7.4. Macrosystem

9.2.7.4.1. Cultural influences

9.2.7.4.2. Values and beliefs

9.2.7.5. Chronosystem

9.2.7.5.1. Environment

9.2.7.6. I used this system during my undergrad, and wrote many papers with it in mind. There was also the hope for a technology section to be added to the ecological theory.

9.3. Behaviourist

9.3.1. Social learning theory

9.3.2. Operant conditioning

9.3.3. Environmental influences

9.3.4. PBS

9.3.5. Traditional

9.3.6. Contemporary

9.3.7. Teacher behaviors that diminish student behavioral problems

9.3.7.1. Provide positive feedback to students

9.3.7.1.1. This helps their confidence

9.3.7.2. Respond supportively to all students

9.3.7.2.1. Be there for them

9.3.7.3. Use time efficiency

9.3.7.3.1. Do not waste the children's time

9.3.7.4. Use criticism at a low rate

9.3.7.4.1. Always find the positive

9.3.7.5. Keep off task time to a minimum

9.3.7.6. Waste little student time on transition

9.3.7.6.1. No time for chit chat

9.3.7.7. Ask student questions that they are able to answer correctly

9.3.7.8. These allow for teachers to get as much teaching time in the day as possible.

9.4. "Every student can learn, just not on the same day, or the same way". – George Evans

9.5. Dynamic Classroom Management (DCM)

9.6. Positive Behaviour Support (PBS)

9.6.1. Selection, integration, and implementation of best evidence-based academic and behavioral practices.

10. By: Bridget Pellegrini Course: Teaching, Learning, Developing. EDUC 5015Q Due: Wed Nov 8, 2017Professor: Paul Cook

10.1. Yellow Tab:

10.1.1. Titles

10.1.2. Main Ideas

10.1.3. Topics

10.1.4. Lecture

10.1.5. Textbook

10.2. Red Tab

10.2.1. Supporting information for titles, main ideas, topics, lectures, and the textbook

10.3. No Tab Colour

10.3.1. Extra information regarding titles, topics, and main ideas from the lecture, and textbook.

10.4. Grey Tab

10.4.1. Personal Opinion

10.4.2. Entry Tickets

10.4.3. Exit Tickets