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TEACHING, LEARNING AND DEVELOPMENT
by Victoria Zambito 11/10/2017
TEACHING, LEARNING AND DEVELOPMENT
by Victoria Zambito
1. Behaviours become more adaptive
2. Week 2: Considering Developmental Differences
2.1. Assessment Cycle
2.1.1. Plan
2.1.2. Implement
2.1.3. Assessment
2.1.4. Report/revise
2.2. Instructional Approaches
2.2.1. -Universal Design for Learning
2.2.2. - Differentiated Instruction
2.2.3. - Response to Intervention
2.3. Development
2.3.1. Physical, cognitive, and social changes. Learning becomes more organized
2.3.2. Principles of Development
2.3.2.1. Orderly progression/gradual process
2.3.2.2. Periods of rapid and slow growth
2.3.2.3. Quantitative and qualitative changes
2.3.2.4. Individuals develop at different rates
2.3.2.5. Genetics set developmental potential
2.3.2.6. Environment determines potential realized
2.4. Growth Mindset Picture (can't upload picture)
2.4.1. -"you must lend an ear today, because we are the leaders of tomorrow" -kids need opportunities to lead and succeed
2.4.2. What adults can learn from kids
2.4.2.1. The power of YET
2.4.2.1.1. The power of believing that you can improve
2.4.2.1.2. -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
2.4.3. -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
2.4.3.1. -"you must lend an ear today, because we are the leaders of tomorrow"
3. Week 1: Early August: Planning for the Upcoming School Year
3.1. Educational Psychology: Includes knowledge and methods: 9 Central topics
3.1.1. Learning and Cognition
3.1.2. Social and Cultural Influences
3.1.3. Motivation
3.1.4. Behaviour/Classroom management
3.1.5. Individual Differences
3.1.6. Assessment and Evaluation
3.1.7. Teaching and Instruction
3.1.8. Psychological Foundations of Curricula
3.2. Planning in the Classroom: To be Effective
3.2.1. 4 Commonplaces of Education
3.2.1.1. 1. Teacher
3.2.1.2. 2. Topic
3.2.1.3. 3. Setting
3.2.1.4. 4. Student
3.2.2. Multiple Approaches of Instruction
3.2.2.1. Teacher centred: Teacher provides direction, content, sets tone
3.2.2.2. Student centred Approach
3.3. Practice=Teaching
4. Developmental Appropriateness
5. Week 4: Establishing a Positive Learning Environment
5.1. Our Belief System
5.1.1. 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.
5.2. Teacher Effects Student Achievement
5.2.1. 1. Designs classroom curriculum to facilitate student learning.
5.2.2. 2. Makes wise choices about the most effective instructional strategies to employ
5.2.3. 3. Makes effective use of classroom management techniques
5.3. Controlling Instructional Variables:/Classroom Management
5.3.1. Difficulty level
5.3.2. Space
5.3.3. Time
5.3.4. Language
5.3.5. Interpersonal relations (SEL)
5.3.6. Keys to Bump System
5.3.6.1. Proximity
5.3.6.2. Touch
5.3.6.3. Student’s Name
5.3.6.4. Gesture
5.3.6.5. The Look
5.3.6.6. The Pause
5.3.6.7. Ignore
5.3.6.8. Signal to Begin / Signal for Attention
5.3.6.9. Deal with the problem not the student
5.4. Resilient Children
5.4.1. Good self-esteem
5.4.2. Sense of competence
5.4.3. Optimistic
5.4.4. Personal control
5.4.5. Feel connected
5.4.6. Motivated to learn
5.4.7. Self-disciplined
5.4.8. Tasks
5.4.8.1. Difficulty level
5.4.8.2. Space
5.4.8.3. Time
5.4.8.4. Language
5.4.8.5. Interpersonal relations (SEL)
5.5. EFFECTIVE TEACHING MAY BE THE HARDEST JOB THERE IS. William Glasser
5.5.1. Good teachers have a system
5.5.2. From the moment a student enters a classroom, the teacher is communicating, both overtly and covertly
5.5.3. The importance of the classroom environment and structure
6. Week 3: Cognitive, Behavioural, Social and Constructivist
6.1. Development: Physical, cognitive, and social changes
6.2. Learning becomes more organized
6.3. Behaviors become more adaptive
6.4. Theory/Different Ways Students Learn
6.4.1. Cognitive Thoery
6.4.1.1. Schemas:(building blocks of knowledge).
6.4.1.2. Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and accommodation).
6.4.1.3. Stages of Cognitive Development:
6.4.1.3.1. sensorimotor,
6.4.1.3.2. preoperational,
6.4.1.3.3. concrete operational,
6.4.1.3.4. formal operational.
6.4.2. Behaviourist Theory: Your brain is like a computer:
6.4.2.1. Understanding learning
6.4.2.2. Contiguity and classical conditioning
6.4.2.3. Operant conditioning
6.4.2.4. Applied behavior analysis
6.4.2.5. Putting it all together
6.4.2.6. Thinking about behavior
6.4.2.7. Problems and issues
6.4.2.8. Diversity
6.4.3. Social-Cultural / Constructivist approach
6.4.3.1. Learners are active in constructing their own personal knowledge –they actively seek meaning
6.4.3.2. Social negotiating is important to knowledge construction /learning
6.4.3.3. Learning includes developing skills to solve problems, think critically, answer questions, accept multiple views
6.4.3.4. Self-determination is needed to further knowledge development
6.4.3.5. Applications in the classroom
6.4.3.5.1. Dialogue & Instructional
6.4.3.5.2. Conversations
6.4.3.5.3. Inquiry Learning
6.4.3.5.4. Problem-based Learning
6.4.3.5.5. Teacher and Peer Learning
6.4.3.5.6. Cognitive Apprenticeships
6.4.3.5.7. Collaborative Learning
6.4.4. Most Likely to Succeed
6.4.4.1. https://www.youtube.com/watch?time_continue=2&v=AYwCkCecwNY
7. Approaches for all types of learners
8. Week 5: Making Instructional Decisions
8.1. Developing an overall approach to instruction
8.1.1. Motivating Students to Learn
8.1.1.1. Challenging and meaningful tasks
8.1.1.2. Being able to effectively use learning
8.1.1.3. strategies
8.1.1.4. Having teacher support
8.1.1.5. Being required to demonstrate knowledge
8.1.1.6. Feeling that the teacher cares for them
8.2. Meaningful instruction
8.3. Specialized instructional strategies
8.3.1. Universal Instructional Design
8.3.1.1. designed and delivered with the needs of the least independently able students in mind .
8.3.1.2. 3 Primary Principles
8.3.1.2.1. 1. Provide Multiple Means of Representation PerceptionLanguage, expressions, and symbolsComprehension
8.3.1.2.2. 2. Provide Multiple Means of Action and Expression Physical actionExpression and communication Executive function
8.3.1.2.3. 3. Provide Multiple Means of Engagement Recruiting interestSustaining effort and persistence Self-regulation
8.3.1.3. https://www.youtube.com/watch?time_continue=1&v=NLENqU4hPJU
8.3.2. How students Learn
8.3.2.1. Knowledge-Centredness
8.3.2.2. Learner-Centeredness
8.3.2.3. Community-Centredness
8.3.2.4. Assessment-Centredness
8.4. Examination of Practices to Effectively Engage all Students
8.4.1. Support and Challenge
8.5. Examination of Effective Classroom Environments
8.5.1. Developmentally Appropriate schools
8.5.1.1. Child as Explorer Have active learners More playful learning (guided play) Whole child approach -- brains and heart Integrated curricula
8.5.2. Direct instruction schools
8.5.2.1. Child as empty vessel metaphor More passive learners Learning is more compartmentalized,
8.5.3. Teaching to make critical learners
8.6. Bloom’s Taxonomy • Six levels
8.6.1. • Hierarchical classification of cognitive learning objectives
8.6.1.1. 1. Knowledge
8.6.1.2. 2. Comprehension
8.6.1.3. 3. Application
8.6.1.4. 4. Analysis
8.6.1.5. 5. Synthesis
8.6.1.6. 6. Evaluation
9. teaching=practice
10. Cognitive Verbs for Learning Objectives
10.1. 1. Remembering
10.2. 2. Understanding
10.3. 3. Applying
10.4. 4. Analyzing
10.5. 5. Creating
10.6. 6. Evaluating
11. Week 6: Knowing that the Students Know and Making Education Meaningful by helping Students become lifelong learners and critical thinkers.
11.1. Design Framework
11.1.1. 1. Focus on teaching and assessing for understanding and learning transfer
11.1.2. 2. Design curriculum backward from those ends
11.2. Integrated Learning in the Classroom
11.2.1. an emphasis on backward planning from student needs/interests
11.2.2. a combination of subjects
11.2.3. a focus on relationships among concepts
11.2.4. an emphasis on projects/tasks
11.2.5. flexible scheduling/flexible student groupings
11.2.6. use of authentic sources that go beyond textbooks
11.2.7. Guidelines
11.2.7.1. Think Big
11.2.7.2. Think real-world
11.2.7.3. Think broad
11.2.8. 7 Principles
11.2.8.1. 1. Learning is enhanced when teacher thing purposefully about curriculum planning
11.2.8.2. 2. Focus curriculum and teaching on the development and deepening of student understanding
11.2.8.3. 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)
11.2.8.4. 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).
11.2.8.5. 5. Teachers are coaches of understanding not just transferring knowledge, skill or activity
11.2.8.6. 6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, provides engaging and professional discussions
11.2.8.7. 7. Reflects a continual improvement approach to student achievement and teacher craft
11.3. Learner Centred
11.3.1. Students construct new knowledge by building on prior knowledge
11.4. Knowledge Centred
11.4.1. Teachers helps to build that bridge from prior knowledge to new knowledge
11.4.1.1. Foster understanding and skill building.
11.4.1.2. Encourage experimentation and discovery.
11.4.1.3. Students ask questions, and share their ideas.
11.4.1.4. Students organize knowledge and apply concepts to new situations.
11.4.2. TEDxPhilly - Chris Lehmann - Education is broken
11.5. Making Education Meaningful by helping Students become lifelong learners and critical thinkers.
11.6. Assessment Centred
11.6.1. Emphasize concepts behind knowledge instead of relying heavily on memorization of facts. Guide students in becoming "lifelong learners."
11.6.1.1. Reinforce student organization of knowledge.
11.6.1.2. Build metacognition and self assessment skills.
11.6.1.3. Gauge what knowledge has been gained.
11.6.1.4. Give opportunity for demonstrating improvement.
11.6.2. Amazing Grace Middle School STEM Bridge Project Team Sister 2 Sister, November 2012
11.7. Community Centred
11.7.1. Respectful learning environments where individual ideas are welcomed.
11.7.2. It is okay to not know a correct answer.
11.7.3. Focus on mastering content.
11.7.4. Enable students to learn on their own.
11.7.5. Improve upon on students’ abilities to solve complex problems.
11.7.6. How to Teach Math as a Social Activity
12. Week 7: Individual Differences-Intellectual Abilities and Challenges
12.1. Models for working with Exceptional Pupils
12.1.1. Schools, systems, and communities, assistive technology, other professionals in education, special education plans and the Special Education Advisory Committee
12.1.1.1. One is not sufficient to understand the whole child - 360 degree approach
12.1.2. Big ideas- Focus on the trifecta of support (triangle) - school, systems, and communities - student in the middle.
12.1.3. tensions between the social model of disability
12.1.4. A laminated system whereby we draw information from multiple facets, including the medical model, social model, cultural model
12.2. Our belief systems
12.3. Individual Differences
12.3.1. Individual Differences
12.3.1.1. Labelling
12.3.1.1.1. What are the advantages of and problems with labels?
12.3.1.1.2. What is the difference between a disability and a handicap?
12.3.1.1.3. What is peoples-first language?
12.3.1.1.4. Do your friends, family members, professors… did you associate
12.3.1.2. Labeling Exceptional Students
12.3.1.2.1. Disability = inability to do something
12.3.1.2.2. Handicap = a disadvantage in certain situations
12.3.2. How can we include children with exceptionalities?
12.3.2.1. Including Students with Exceptionalities By Dr. Sheila Bennett
12.3.2.1.1. • 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
12.3.3. Do schools kill creativity?
12.4. Intelligence
12.4.1. No agreed definition
12.4.1.1. 1. Ability to learn from experience
12.4.1.2. 2. Ability to adapt to ones environment
12.4.1.3. 3. Ability to know about and control ones' own thinking
12.4.2. Gardner's Theory of Multiple Intelligences (MI)
12.4.2.1. verbal/linguistic
12.4.2.2. logical/mathematical
12.4.2.3. visual/spatial
12.4.2.4. musical/rhythmic
12.4.2.5. bodily/kinaesthetic
12.4.2.6. interpersonal
12.4.2.7. intrapersonal
12.4.2.8. naturalist
12.4.3. How can we measure this?
12.4.3.1. Standardized Aptitude and Achievement Tests
12.4.3.1.1. What about exceptionalities?
12.4.3.1.2. We can dream....
12.4.3.1.3. School Processes for identification and support
12.4.4. Physical vs Cognitive Access
12.4.4.1. 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
12.4.4.2. 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
13. Week 8: Socio-Cultural Considerations
13.1. Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners
13.1.1. Sharing Personal Stories
13.1.1.1. Very important in the classroom
13.1.1.1.1. PART of Aboriginal Pedagogy
13.1.1.2. The equity lens
13.1.1.3. The airplane game: Who would you sit beside?
13.1.1.4. Shows we should leave our bias
13.1.1.5. In London they have the child youth network
13.1.1.6. Eliminating poverty
13.1.1.7. Allow people the time to tell their stories
13.1.2. https://www.youtube.com/watch?time_continue=1&v=_uOncGZWxDc
13.1.3. Learning how to involve children's culture but not single them out
13.1.3.1. https://www.youtube.com/watch?time_continue=1&v=D9Ihs241zeg
13.1.3.2. How can we integrate specific life experiences/ diff backgrounds of students into daily instruction
13.1.3.2.1. Cultural can be empresses: pot lucks with different cultural foods
13.1.3.2.2. Coat of arms on the walls
13.1.3.2.3. Flags on the walls
13.1.3.2.4. Class discussions
13.1.3.2.5. Projects on cultures we don't know
13.1.3.2.6. Venn diagrams
13.1.3.2.7. Charades
13.1.3.2.8. Involving parents
13.1.3.2.9. Bringing mentors in
13.1.3.3. Access the impact on student leaning achievement
13.1.3.3.1. audio evaluation
13.1.3.3.2. exit tickets
13.1.3.3.3. reflections
13.1.3.3.4. charades
13.1.3.4. When we do not acknowledge the complexity of culture and difference, what happens?
13.1.3.4.1. Isolation
13.1.3.4.2. Underrepresentation
13.1.3.4.3. Misinformation/misunderstanding
13.1.3.4.4. Lack of education
13.1.3.4.5. Bullying
13.1.3.4.6. Don’t feel safe
13.1.4. What can you do as an educator?
13.1.4.1. Tribes Training
13.1.4.1.1. Inclusion
13.1.4.1.2. Share your personal story
13.1.4.2. Building a Culturally Responsive Practice
13.2. Increasing diversity in schools
13.2.1. Diverse learners
13.2.1.1. teachers attitudes and expectations
13.2.1.2. universal design for learning
13.2.1.3. Recognition learning
13.2.1.4. Strategies learning
13.2.1.5. Affective learning
13.2.2. Knowledge
13.2.2.1. grows and changes
13.2.2.2. cultural responsive teaching
13.2.3. Educators should know
13.2.3.1. there own cultural assumptions
13.2.3.2. How to inquire about students backgrounds
13.2.3.3. how to develop teaching approaches and curriculum to meet needs of culturally diverse learners
13.2.3.4. how to establish links across cultures
13.2.4. Aboriginal Education
13.2.4.1. Multicultural Education
13.2.4.2. Aboriginal Pedagogy
13.3. Introduce Aboriginal Pedagogy in your classroom
13.3.1. Acknowledge the land you reside on
13.3.2. Have a mentor come in and talk about their experiences
13.3.3. Understand why the language is declining
13.3.4. Use a talking circle
14. Week 9: End of the School Year and Standardized Assessments
14.1. Standardized Tests
14.1.1. How EQAO Tests are Created, Administered and Scored
14.1.2. In Canada
14.1.2.1. • Federal
14.1.2.1.1. • Achievement levels of 13 year olds (math, reading, and science)
14.1.2.2. • Provincial/Territorial
14.1.2.2.1. • Different uses including math and literacy testing at certain grade levels and Grade 12 exit exams
14.1.3. What are they?
14.1.3.1. 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
14.1.3.2. What Types
14.1.3.2.1. 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
14.1.3.3. Why have them if all students learn in different ways?
14.1.3.3.1. Original purpose: •To assess effectiveness of instruction
14.1.4. Cristicisms
14.1.4.1. Biased tests
14.1.4.2. Stressful for students and teachers
14.1.4.2.1. Emotional Side
14.1.4.3. Results in teaching to the test
14.1.4.4. Takes up too much time
14.1.4.5. Does not enhance student learning
14.1.4.6. Content of tests does not reflect instruction
14.1.4.7. Environmental Side
14.1.4.7.1. 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.
14.1.5. What can we do/change about these tests?
14.1.5.1. • 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
14.1.5.2. All tests are imperfect instruments ~ • Even the highest quality tests are problematic if used for improper applications
14.1.6. How to prepare students?
14.1.6.1. Convey positive attitudes about testing
14.1.6.2. Teach test-taking skills
14.1.6.3. Simulate use of time limits during testing
14.1.6.4. Familiarize students with types of questions
14.1.6.4.1. Get motivation
14.1.6.5. used
14.1.6.6. Involve students in marking questions of
14.1.6.7. each type
