1. Developmental Appropriateness
2. Week 5: Making Instructional Decisions
2.1. Developing an overall approach to instruction
2.1.1. Motivating Students to Learn
2.1.1.1. Challenging and meaningful tasks
2.1.1.2. Being able to effectively use learning
2.1.1.3. strategies
2.1.1.4. Having teacher support
2.1.1.5. Being required to demonstrate knowledge
2.1.1.6. Feeling that the teacher cares for them
2.2. Meaningful instruction
2.3. Specialized instructional strategies
2.3.1. Universal Instructional Design
2.3.1.1. designed and delivered with the needs of the least independently able students in mind .
2.3.1.2. 3 Primary Principles
2.3.1.2.1. 1. Provide Multiple Means of Representation PerceptionLanguage, expressions, and symbolsComprehension
2.3.1.2.2. 2. Provide Multiple Means of Action and Expression Physical actionExpression and communication Executive function
2.3.1.2.3. 3. Provide Multiple Means of Engagement Recruiting interestSustaining effort and persistence Self-regulation
2.3.1.3. https://www.youtube.com/watch?time_continue=1&v=NLENqU4hPJU
2.3.2. How students Learn
2.3.2.1. Knowledge-Centredness
2.3.2.2. Learner-Centeredness
2.3.2.3. Community-Centredness
2.3.2.4. Assessment-Centredness
2.4. Examination of Practices to Effectively Engage all Students
2.4.1. Support and Challenge
2.5. Examination of Effective Classroom Environments
2.5.1. Developmentally Appropriate schools
2.5.1.1. Child as Explorer Have active learners More playful learning (guided play) Whole child approach -- brains and heart Integrated curricula
2.5.2. Direct instruction schools
2.5.2.1. Child as empty vessel metaphor More passive learners Learning is more compartmentalized,
2.5.3. Teaching to make critical learners
2.6. Bloom’s Taxonomy • Six levels
2.6.1. • Hierarchical classification of cognitive learning objectives
2.6.1.1. 1. Knowledge
2.6.1.2. 2. Comprehension
2.6.1.3. 3. Application
2.6.1.4. 4. Analysis
2.6.1.5. 5. Synthesis
2.6.1.6. 6. Evaluation
3. teaching=practice
4. Cognitive Verbs for Learning Objectives
4.1. 1. Remembering
4.2. 2. Understanding
4.3. 3. Applying
4.4. 4. Analyzing
4.5. 5. Creating
4.6. 6. Evaluating
5. Week 6: Knowing that the Students Know and Making Education Meaningful by helping Students become lifelong learners and critical thinkers.
5.1. Design Framework
5.1.1. 1. Focus on teaching and assessing for understanding and learning transfer
5.1.2. 2. Design curriculum backward from those ends
5.2. Integrated Learning in the Classroom
5.2.1. an emphasis on backward planning from student needs/interests
5.2.2. a combination of subjects
5.2.3. a focus on relationships among concepts
5.2.4. an emphasis on projects/tasks
5.2.5. flexible scheduling/flexible student groupings
5.2.6. use of authentic sources that go beyond textbooks
5.2.7. Guidelines
5.2.7.1. Think Big
5.2.7.2. Think real-world
5.2.7.3. Think broad
5.2.8. 7 Principles
5.2.8.1. 1. Learning is enhanced when teacher thing purposefully about curriculum planning
5.2.8.2. 2. Focus curriculum and teaching on the development and deepening of student understanding
5.2.8.3. 3. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. (Capacity to explain, interpret, apply, shift perspective, empathize, and self assess)
5.2.8.4. 4. Curriculum is most effective when planned backward from long-term desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan).
5.2.8.5. 5. Teachers are coaches of understanding not just transferring knowledge, skill or activity
5.2.8.6. 6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, provides engaging and professional discussions
5.2.8.7. 7. Reflects a continual improvement approach to student achievement and teacher craft
5.3. Learner Centred
5.3.1. Students construct new knowledge by building on prior knowledge
5.4. Knowledge Centred
5.4.1. Teachers helps to build that bridge from prior knowledge to new knowledge
5.4.1.1. Foster understanding and skill building.
5.4.1.2. Encourage experimentation and discovery.
5.4.1.3. Students ask questions, and share their ideas.
5.4.1.4. Students organize knowledge and apply concepts to new situations.
5.4.2. TEDxPhilly - Chris Lehmann - Education is broken
5.5. Making Education Meaningful by helping Students become lifelong learners and critical thinkers.
5.6. Assessment Centred
5.6.1. Emphasize concepts behind knowledge instead of relying heavily on memorization of facts. Guide students in becoming "lifelong learners."
5.6.1.1. Reinforce student organization of knowledge.
5.6.1.2. Build metacognition and self assessment skills.
5.6.1.3. Gauge what knowledge has been gained.
5.6.1.4. Give opportunity for demonstrating improvement.
5.6.2. Amazing Grace Middle School STEM Bridge Project Team Sister 2 Sister, November 2012
5.7. Community Centred
5.7.1. Respectful learning environments where individual ideas are welcomed.
5.7.2. It is okay to not know a correct answer.
5.7.3. Focus on mastering content.
5.7.4. Enable students to learn on their own.
5.7.5. Improve upon on students’ abilities to solve complex problems.
5.7.6. How to Teach Math as a Social Activity
6. Week 7: Individual Differences-Intellectual Abilities and Challenges
6.1. Models for working with Exceptional Pupils
6.1.1. Schools, systems, and communities, assistive technology, other professionals in education, special education plans and the Special Education Advisory Committee
6.1.1.1. One is not sufficient to understand the whole child - 360 degree approach
6.1.2. Big ideas- Focus on the trifecta of support (triangle) - school, systems, and communities - student in the middle.
6.1.3. tensions between the social model of disability
6.1.4. A laminated system whereby we draw information from multiple facets, including the medical model, social model, cultural model
6.2. Our belief systems
6.3. Individual Differences
6.3.1. Individual Differences
6.3.1.1. Labelling
6.3.1.1.1. What are the advantages of and problems with labels?
6.3.1.1.2. What is the difference between a disability and a handicap?
6.3.1.1.3. What is peoples-first language?
6.3.1.1.4. Do your friends, family members, professors… did you associate
6.3.1.2. Labeling Exceptional Students
6.3.1.2.1. Disability = inability to do something
6.3.1.2.2. Handicap = a disadvantage in certain situations
6.3.2. How can we include children with exceptionalities?
6.3.2.1. Including Students with Exceptionalities By Dr. Sheila Bennett
6.3.2.1.1. • Focus on Inclusion rather than integration and mainstreaming, normalization • Principals and admin play a huge role - extra training beneficial • pre-school - better to be integrated for students with exceptionalities • students in inclusive settings are shown to perform better on academic measures as well as on measures of social competences • Examine your own beliefs, work with the school team including the student, use a variety of instructional methods including differentiated instruction and universal design, extend inclusion to the whole school
6.3.3. Do schools kill creativity?
6.4. Intelligence
6.4.1. No agreed definition
6.4.1.1. 1. Ability to learn from experience
6.4.1.2. 2. Ability to adapt to ones environment
6.4.1.3. 3. Ability to know about and control ones' own thinking
6.4.2. Gardner's Theory of Multiple Intelligences (MI)
6.4.2.1. verbal/linguistic
6.4.2.2. logical/mathematical
6.4.2.3. visual/spatial
6.4.2.4. musical/rhythmic
6.4.2.5. bodily/kinaesthetic
6.4.2.6. interpersonal
6.4.2.7. intrapersonal
6.4.2.8. naturalist
6.4.3. How can we measure this?
6.4.3.1. Standardized Aptitude and Achievement Tests
6.4.3.1.1. What about exceptionalities?
6.4.3.1.2. We can dream....
6.4.3.1.3. School Processes for identification and support
6.4.4. Physical vs Cognitive Access
6.4.4.1. Physical - sensory and motor access - ability to see text and images, hear sound and speech and manipulate materials and expressive tools. Individuals with physical or sensory disabilities may encounter barriers when using traditional materials such as books
6.4.4.2. Cognitive - understand assignments, plan and execute approaches to tasks, use materials effectively, comprehend content presented in carious media, organize work, understand and use feedback, and express ideas effectively
7. Week 8: Socio-Cultural Considerations
7.1. Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners
7.1.1. Sharing Personal Stories
7.1.1.1. Very important in the classroom
7.1.1.1.1. PART of Aboriginal Pedagogy
7.1.1.2. The equity lens
7.1.1.3. The airplane game: Who would you sit beside?
7.1.1.4. Shows we should leave our bias
7.1.1.5. In London they have the child youth network
7.1.1.6. Eliminating poverty
7.1.1.7. Allow people the time to tell their stories
7.1.2. https://www.youtube.com/watch?time_continue=1&v=_uOncGZWxDc
7.1.3. Learning how to involve children's culture but not single them out
7.1.3.1. https://www.youtube.com/watch?time_continue=1&v=D9Ihs241zeg
7.1.3.2. How can we integrate specific life experiences/ diff backgrounds of students into daily instruction
7.1.3.2.1. Cultural can be empresses: pot lucks with different cultural foods
7.1.3.2.2. Coat of arms on the walls
7.1.3.2.3. Flags on the walls
7.1.3.2.4. Class discussions
7.1.3.2.5. Projects on cultures we don't know
7.1.3.2.6. Venn diagrams
7.1.3.2.7. Charades
7.1.3.2.8. Involving parents
7.1.3.2.9. Bringing mentors in
7.1.3.3. Access the impact on student leaning achievement
7.1.3.3.1. audio evaluation
7.1.3.3.2. exit tickets
7.1.3.3.3. reflections
7.1.3.3.4. charades
7.1.3.4. When we do not acknowledge the complexity of culture and difference, what happens?
7.1.3.4.1. Isolation
7.1.3.4.2. Underrepresentation
7.1.3.4.3. Misinformation/misunderstanding
7.1.3.4.4. Lack of education
7.1.3.4.5. Bullying
7.1.3.4.6. Don’t feel safe
7.1.4. What can you do as an educator?
7.1.4.1. Tribes Training
7.1.4.1.1. Inclusion
7.1.4.1.2. Share your personal story
7.1.4.2. Building a Culturally Responsive Practice
7.2. Increasing diversity in schools
7.2.1. Diverse learners
7.2.1.1. teachers attitudes and expectations
7.2.1.2. universal design for learning
7.2.1.3. Recognition learning
7.2.1.4. Strategies learning
7.2.1.5. Affective learning
7.2.2. Knowledge
7.2.2.1. grows and changes
7.2.2.2. cultural responsive teaching
7.2.3. Educators should know
7.2.3.1. there own cultural assumptions
7.2.3.2. How to inquire about students backgrounds
7.2.3.3. how to develop teaching approaches and curriculum to meet needs of culturally diverse learners
7.2.3.4. how to establish links across cultures
7.2.4. Aboriginal Education
7.2.4.1. Multicultural Education
7.2.4.2. Aboriginal Pedagogy
7.3. Introduce Aboriginal Pedagogy in your classroom
7.3.1. Acknowledge the land you reside on
7.3.2. Have a mentor come in and talk about their experiences
7.3.3. Understand why the language is declining
7.3.4. Use a talking circle
8. Week 9: End of the School Year and Standardized Assessments
8.1. Standardized Tests
8.1.1. How EQAO Tests are Created, Administered and Scored
8.1.2. In Canada
8.1.2.1. • Federal
8.1.2.1.1. • Achievement levels of 13 year olds (math, reading, and science)
8.1.2.2. • Provincial/Territorial
8.1.2.2.1. • Different uses including math and literacy testing at certain grade levels and Grade 12 exit exams
8.1.3. What are they?
8.1.3.1. Contain the same questions for all test-takers • Are administered to all test-takers in same fashion • Are scored in systematic and uniform manner • Are different from teacher-made tests and aptitude tests
8.1.3.2. What Types
8.1.3.2.1. Test Types • Criterion-Referenced • Student’s score determined by comparing performance to established criteria • Norm-Referenced • Student’s score determined by comparing performance to that of other students
8.1.3.3. Why have them if all students learn in different ways?
8.1.3.3.1. Original purpose: •To assess effectiveness of instruction
8.1.4. Cristicisms
8.1.4.1. Biased tests
8.1.4.2. Stressful for students and teachers
8.1.4.2.1. Emotional Side
8.1.4.3. Results in teaching to the test
8.1.4.4. Takes up too much time
8.1.4.5. Does not enhance student learning
8.1.4.6. Content of tests does not reflect instruction
8.1.4.7. Environmental Side
8.1.4.7.1. Even though standardized testing attempts to minimize confounding variables by requiring students to write in similar situations, it may be that some students are writing in situations that are significantly different from other students, for example, it might be too bright or too dark or even too cold or too hot.
8.1.5. What can we do/change about these tests?
8.1.5.1. • Be based on the same curriculum framework • Address the same cognitive demands • Incorporate similar tasks • Use common standards for judging quality of work • Use same benchmarks to represent learning over time
8.1.5.2. All tests are imperfect instruments ~ • Even the highest quality tests are problematic if used for improper applications
8.1.6. How to prepare students?
8.1.6.1. Convey positive attitudes about testing
8.1.6.2. Teach test-taking skills
8.1.6.3. Simulate use of time limits during testing
8.1.6.4. Familiarize students with types of questions
8.1.6.4.1. Get motivation
8.1.6.5. used
8.1.6.6. Involve students in marking questions of
8.1.6.7. each type
9. Behaviours become more adaptive
10. Week 2: Considering Developmental Differences
10.1. Assessment Cycle
10.1.1. Plan
10.1.2. Implement
10.1.3. Assessment
10.1.4. Report/revise
10.2. Instructional Approaches
10.2.1. -Universal Design for Learning
10.2.2. - Differentiated Instruction
10.2.3. - Response to Intervention
10.3. Development
10.3.1. Physical, cognitive, and social changes. Learning becomes more organized
10.3.2. Principles of Development
10.3.2.1. Orderly progression/gradual process
10.3.2.2. Periods of rapid and slow growth
10.3.2.3. Quantitative and qualitative changes
10.3.2.4. Individuals develop at different rates
10.3.2.5. Genetics set developmental potential
10.3.2.6. Environment determines potential realized
10.4. Growth Mindset Picture (can't upload picture)
10.4.1. -"you must lend an ear today, because we are the leaders of tomorrow" -kids need opportunities to lead and succeed
10.4.2. What adults can learn from kids
10.4.2.1. The power of YET
10.4.2.1.1. The power of believing that you can improve
10.4.2.1.2. -Growth mindset is great, engaged deeply with a challenge -Fixed mindset, would probably cheat next time after a failure or look for someone who did worse to make them feel better. -Rewarded for effort, strategy and process and because of this more effort over longer period of time instead of right and wrong. -Pushing out of comfort zone, helps brain build stronger connections and over time it builds smarter children
10.4.3. -kids full of inspiration, dream about it before it is reality -kids think of good ideas not how hard it will be -adults should start learning from kids -shouldn’t just be a teacher at the front, learning goes both ways, lack of trust so we place restrictions -adults underestimate kids abilities, low expectations, supportive parents and teachers -Kids need opportunities to lead and succeed
10.4.3.1. -"you must lend an ear today, because we are the leaders of tomorrow"
11. Week 1: Early August: Planning for the Upcoming School Year
11.1. Educational Psychology: Includes knowledge and methods: 9 Central topics
11.1.1. Learning and Cognition
11.1.2. Social and Cultural Influences
11.1.3. Motivation
11.1.4. Behaviour/Classroom management
11.1.5. Individual Differences
11.1.6. Assessment and Evaluation
11.1.7. Teaching and Instruction
11.1.8. Psychological Foundations of Curricula
11.2. Planning in the Classroom: To be Effective
11.2.1. 4 Commonplaces of Education
11.2.1.1. 1. Teacher
11.2.1.2. 2. Topic
11.2.1.3. 3. Setting
11.2.1.4. 4. Student
11.2.2. Multiple Approaches of Instruction
11.2.2.1. Teacher centred: Teacher provides direction, content, sets tone
11.2.2.2. Student centred Approach
11.3. Practice=Teaching
12. Week 4: Establishing a Positive Learning Environment
12.1. Our Belief System
12.1.1. 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.
12.2. Teacher Effects Student Achievement
12.2.1. 1. Designs classroom curriculum to facilitate student learning.
12.2.2. 2. Makes wise choices about the most effective instructional strategies to employ
12.2.3. 3. Makes effective use of classroom management techniques
12.3. Controlling Instructional Variables:/Classroom Management
12.3.1. Difficulty level
12.3.2. Space
12.3.3. Time
12.3.4. Language
12.3.5. Interpersonal relations (SEL)
12.3.6. Keys to Bump System
12.3.6.1. Proximity
12.3.6.2. Touch
12.3.6.3. Student’s Name
12.3.6.4. Gesture
12.3.6.5. The Look
12.3.6.6. The Pause
12.3.6.7. Ignore
12.3.6.8. Signal to Begin / Signal for Attention
12.3.6.9. Deal with the problem not the student
12.4. Resilient Children
12.4.1. Good self-esteem
12.4.2. Sense of competence
12.4.3. Optimistic
12.4.4. Personal control
12.4.5. Feel connected
12.4.6. Motivated to learn
12.4.7. Self-disciplined
12.4.8. Tasks
12.4.8.1. Difficulty level
12.4.8.2. Space
12.4.8.3. Time
12.4.8.4. Language
12.4.8.5. Interpersonal relations (SEL)
12.5. EFFECTIVE TEACHING MAY BE THE HARDEST JOB THERE IS. William Glasser
12.5.1. Good teachers have a system
12.5.2. From the moment a student enters a classroom, the teacher is communicating, both overtly and covertly
12.5.3. The importance of the classroom environment and structure
13. Week 3: Cognitive, Behavioural, Social and Constructivist
13.1. Development: Physical, cognitive, and social changes
13.2. Learning becomes more organized
13.3. Behaviors become more adaptive
13.4. Theory/Different Ways Students Learn
13.4.1. Cognitive Thoery
13.4.1.1. Schemas:(building blocks of knowledge).
13.4.1.2. Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and accommodation).
13.4.1.3. Stages of Cognitive Development:
13.4.1.3.1. sensorimotor,
13.4.1.3.2. preoperational,
13.4.1.3.3. concrete operational,
13.4.1.3.4. formal operational.
13.4.2. Behaviourist Theory: Your brain is like a computer:
13.4.2.1. Understanding learning
13.4.2.2. Contiguity and classical conditioning
13.4.2.3. Operant conditioning
13.4.2.4. Applied behavior analysis
13.4.2.5. Putting it all together
13.4.2.6. Thinking about behavior
13.4.2.7. Problems and issues
13.4.2.8. Diversity
13.4.3. Social-Cultural / Constructivist approach
13.4.3.1. Learners are active in constructing their own personal knowledge –they actively seek meaning
13.4.3.2. Social negotiating is important to knowledge construction /learning
13.4.3.3. Learning includes developing skills to solve problems, think critically, answer questions, accept multiple views
13.4.3.4. Self-determination is needed to further knowledge development
13.4.3.5. Applications in the classroom
13.4.3.5.1. Dialogue & Instructional
13.4.3.5.2. Conversations
13.4.3.5.3. Inquiry Learning
13.4.3.5.4. Problem-based Learning
13.4.3.5.5. Teacher and Peer Learning
13.4.3.5.6. Cognitive Apprenticeships
13.4.3.5.7. Collaborative Learning
13.4.4. Most Likely to Succeed
13.4.4.1. https://www.youtube.com/watch?time_continue=2&v=AYwCkCecwNY