1. week three: views of behavior: cognitive, behavioral, social, constructivist
1.1. behavioral
1.1.1. behavior occurs given right environment
1.1.2. behavior more or less likely to occur based on consequences
1.1.3. rewards and punishments
1.2. cognitive
1.2.1. emphasize role of mental processes
1.2.2. process information in a meaningful way
1.2.3. relate learning to wider context
1.2.4. "deeper learning"
1.2.5. detail not important, principles are
1.3. constructivist
1.3.1. equate learning to meaning
1.3.2. active role in learning process
1.3.3. Meaningful contexts help students construct knowledge based on own knowledge
1.3.4. Example: debating controversial topics, real world activities
2. week four: establishing a positive learning environment
2.1. Rita Pierson TED talk
2.2. Resilient Students
2.2.1. Students’ sense of belonging supports educational bases on motivaition and learning
2.2.2. Resilient students possess : good self esteem, optimism, personal growth, connection, motivation to learn and discipline
2.3. Classroom management
2.3.1. teachers need to undertake actions for classroom management
2.4. Dynamic Classroom enviornment
2.4.1. develop relationships with/among students
2.4.2. Organize instructions to optimize students’ access to learning
2.4.3. Group management methods that encourage students to participate in academic tasks
2.4.4. Promote development of students’ social skills and self regulations
2.4.5. Use of intervention to assist students with behavioral problems
3. week five: making instructional decisions
3.1. Bloom's taxonomy
3.1.1. knowledge
3.1.2. comprehension
3.1.3. application
3.1.4. analysis
3.1.5. synthesis
3.1.6. evaluation
3.2. inquiry based learning
3.2.1. exploration and intervention
3.2.2. teacher is leader and coach
3.2.3. students explain/design own tasks
3.3. problem based learning
3.3.1. identifying problems and activating prior knowledge
3.3.2. teacher is facilitator
3.3.3. student determines if problem exists and identifying information
3.4. universal instructional design
3.4.1. instruction takes in need of all children
3.4.2. makes it easy for all students to understand
3.5. letting students hack lesson plan video
3.5.1. student construct own learning
3.5.2. video chat from different countries
3.5.2.1. I did this while I was teaching kindergarten abroad in Istanbul, Turkey. We connected with a school in America and my students made a video where they talked about various aspects of turkish culture such as food, holidays, dances, etc. The American school did the same and we exchanged videos. It was an amazing way for the students to learn about different cultures.
3.5.3. students create assessment activities
3.5.4. "differentiated instruction" content provided in different learning styles
4. week seven: individual differences
4.1. include students with exceptionalities
4.1.1. behavior, communication, intellectual, physical disability and multiple
4.1.2. As educators you must: examine own beliefs, work with school team, use variety of instructional methods and extend inclusion to whole school
4.2. UDL: Principles and practice
4.2.1. accommodates marginalized students
4.2.2. includes students with disabilities and dont speak english but also gifted students
4.2.3. access to curriculum for ALL students
4.2.4. design flexible in allowing choices
4.3. Differentiated instuction
4.3.1. To recognize Students’ different levels of background knowledge, language ability and learning preference
4.3.2. adapt instructions to suit individual differences
4.3.2.1. I believe that as an educator, it is so important to realize that every child learns differently. Thus, different methods and strategies can be presented in the classroom to accommodate learning styles.
4.3.3. What can be differentiated? The process, content, products and affects/environments of learning
5. week nine: end of school year
5.1. Standardized testing
5.1.1. for
5.1.1.1. comparison across schools
5.1.1.2. assess system
5.1.1.3. assess accountability
5.1.1.4. evaluate curricula
5.1.2. against
5.1.2.1. narrowing curriculum
5.1.2.2. lost students
5.1.2.2.1. Personally, I am against standardized testing. Everyone learns differently and it is unfair to mark everyone in one basic way. It doesn't determine a students' intelligence.
5.1.2.3. student disengagement
5.1.2.4. no linguistic or other differences
5.1.2.5. doesn't enhance student learning
5.1.3. consider
5.1.3.1. situational/environmental factors
5.1.3.2. personal/emotional factors
5.1.3.3. grade spread requirement
6. skills learned in early school year critical for later achievement expectations
7. result in effective process
7.1. excellent instruction
7.2. enhanced student learning
7.3. exemplary enviornment
8. common place for education
8.1. teacher
8.2. classroom
8.3. student
8.4. curriculum
9. reflective practitioners
9.1. Open minded, flexible to change
9.2. Reflect on their practice
9.3. Assess teaching effects
9.4. self inquiry crucial
10. Stop stealing dreams video
10.1. Education system should be reformed
10.1.1. I personally found this video inspiring and beneficial. I liked how he clearly stated all these myths that are based about school and how to challenge and change them. For instance, the concept of having a "number one" university is superficial.
10.2. what is school for?
10.3. Myths surrounding school
11. week one: planning for an upcoming school year
12. week two: considering developmental differences
12.1. What is development?
12.1.1. physical, cognitive and social changes
12.1.2. learning becomes organized
12.1.3. behavior becomes adaptable
12.2. principles of development
12.2.1. development follows orderly fashion
12.2.2. gradual process but doesn't occur in constant rate
12.2.3. quantitative and qualitative changes
12.2.4. people develop at different rates
12.2.5. results from genetics and enviornment
12.3. physical/biological development
12.3.1. educators have no control over this
12.3.2. Understand that certain physical changes interact with cognitive and social changes
12.3.3. During early childhood years and puberty
12.4. cognitive
13. week eight: socio-cultural considerations
13.1. diverse learners
13.1.1. Teachers should use knowledge about the social, cultural backgrounds of students when planning instructions since academic achievement of students increase
13.1.1.1. I believe that as an educator, it is extremely important to take into account the diversity that is presented in the classroom. This will help me plan my lessons and instructions.
13.1.1.2. I came across this video the other day and it made me smile. It celebrate diversity across the world
13.2. diversity in school
13.2.1. language
13.2.2. aboriginal people
13.2.3. same sex couples
13.2.4. newcomers
13.2.5. visible minorities
13.2.6. one parent family
13.2.7. religion practiced
13.3. stereotype threat
13.3.1. Fear that ones behavior will confirm an existing negative stereotype of your identity group
13.3.2. leads to discrimination and prejudice
13.4. socio economic status
13.4.1. poverty biggest risk for childs education
13.5. effects of parenting style
13.5.1. authoritarian
13.5.2. permissive
13.5.3. authoritative
13.6. aboriginal education
13.6.1. includes risk factors and protective factors
14. week six: knowing that the students know
14.1. Understanding by Desgin
14.1.1. teach and assess for understanding and transfer
14.1.2. whats worth understanding
14.1.3. larger transferable processes and big ideas
14.1.4. assess for understanding
14.1.5. "backward design" planning backwards
14.2. How people learn: Knowledge centered
14.2.1. build bridge from prior knowledge to new concepts
14.2.2. foster understanding and building skills
14.2.3. students ask questions and share ideas
14.3. Assessment centered
14.3.1. concept behind knowledge emphasized
14.3.2. build self assessment skills
14.3.3. opportunity to show improvement
14.4. Community centered
14.4.1. respectful learning environment
14.4.2. mastering content