Learning, Teaching and Development

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Learning, Teaching and Development by Mind Map: Learning, Teaching and Development

1. Planning for the upcoming school year

1.1. Instructional Approach

1.1.1. Teacher Centered Approach

1.1.1.1. Teacher determines the direction of the learning

1.1.1.2. Students are in a receptive mode

1.1.2. Student Centered Approach

1.1.2.1. -Constructivist Learning Theory

1.1.2.2. -Students construct their own understanding

1.1.2.3. -Develops learner autonomy and independence

1.1.2.4. Student centered learning | Savannah Mowery | TEDxPascoCountySchoolsED

1.2. Educational Psychology

1.2.1. Goal

1.2.1.1. To improve teaching and learning processes

2. Considering developmental differences

2.1. Growth Mindset vs. Fixed Mindset

2.1.1. Growth Mindset

2.1.1.1. Talents can be developed through hard work

2.1.1.2. Passing grade or "Not Yet"-School in Chicago

2.1.1.3. Uses failures as an opportunity for growth

2.2. When a student is having difficulty...

2.2.1. Ask yourself

2.2.1.1. Have they acquired the prerequisite skills?

2.2.1.2. Do they typically learn slower than others?

2.2.1.3. Have they had enough practice?

2.2.1.4. Was the material presented in a meaningful way?

2.3. Instructional Approaches

2.3.1. Universal Design for Learning

2.3.1.1. Multiple means of representation

2.3.1.2. Multiple means of expression

2.3.1.3. Multiple means of engagement

2.3.2. Differentiated Instruction

2.3.2.1. Ongoing formative assessment

2.3.2.2. Recognition of diverse learners

2.3.2.3. Group Work

2.3.2.4. Problem Solving

2.3.2.5. Choice

2.3.3. Response to intervention

2.3.3.1. Multi-tier approach to the early identification and support of students with learning and behavior needs

2.3.3.2. High-quality, scientifically based classroom instruction

2.3.3.3. Ongoing student assessment

2.3.3.4. Tiered instruction

2.3.3.5. Parent involvement

3. Views of Learning

3.1. Cognitive Approach

3.1.1. Deeper learning

3.1.1.1. Applying knowledge beyond the classroom

3.1.1.2. Process information in a meaningful way

3.1.2. Learn guiding principles

3.1.2.1. Do not memorize details

3.1.3. How?

3.1.3.1. Received

3.1.3.2. Organized

3.1.3.3. Stored

3.1.3.4. Retrieved

3.1.4. Emphasizes the role of mental processes

3.1.4.1. Knowledge guides knew learning and knowledge is the outcome of learning

3.1.5. Looks beyond behaviour to explain brain based learning

3.2. Behavioural Approach

3.2.1. Focuses on objectively observable behaviors

3.2.1.1. Acquisition of new behavior based on environmental conditions

3.2.2. Stimulus Response

3.2.2.1. New or changing behaviours are acquired through associations between stimuli and response

3.2.3. Pavlov

3.2.3.1. Classical Conditioning

3.2.4. Skinner

3.2.4.1. Operant Conditioning

3.3. Constructivist Approach

3.3.1. Construct knowledge and meaning from experience

3.3.1.1. Learning builds on previous knowledge

3.3.2. Piaget

3.3.2.1. "the being of structures consists in their coming to be, that is, their being 'under construction.'

3.3.3. Learning Goals

3.3.3.1. Reasoning

3.3.3.2. Critical Thinking

3.3.3.3. Understand the use of knowledge

3.3.3.4. Self-Regulation

3.3.3.5. Mindful Reflection

4. Establishing a positive learning environment

4.1. Self-Regulated Learning

4.1.1. Tasks

4.1.1.1. Should be complex

4.1.2. Control

4.1.2.1. Students take responsibility

4.1.2.2. Make decisions

4.1.2.3. Set goals

4.1.3. Self Evaluation

4.1.3.1. Students monitor their progress and adjust their efforts accordingly

4.1.4. Collaboration

4.1.4.1. Students and teachers share in problem solving

4.2. Classroom Management

4.2.1. The Bump system

4.3. The Gradual Release of Responsibility Model

4.3.1. Goal

4.3.1.1. Transitional process from which the teacher assumes the responsibility of the task to the student assuming the responsibility

4.4. Tony Wagner - Most Likely to Succeed

4.4.1. Knowledge has become a commodity

4.4.2. What matters most?

4.4.2.1. Skills

4.4.2.2. Motivation

4.4.2.2.1. Most Important

4.4.2.3. Academics

5. Making instructional decisions

5.1. Universal Design of Learning

5.1.1. PROVIDE multiple means of representation

5.1.2. PROVIDE multiples means of action and expression

5.1.3. PROVIDE Multiple means of engagement

5.2. Inquiry Based Learning

5.2.1. What is it?

5.2.1.1. Active Learning

5.2.1.2. Learning is centered on students questions, ideas and observations

5.2.2. Teacher's role

5.2.2.1. Leader, source of driving questions

5.2.3. Student's role

5.2.3.1. Interpret, explain and direct their own task

5.2.4. Outcome

5.2.4.1. Conceptual understanding of principals

5.3. Problem Based Learning

5.3.1. What is it?

5.3.1.1. The problem drives the learning

5.3.2. Teacher's role

5.3.2.1. Facilitator

5.3.3. Student's role

5.3.3.1. Determining whether a problem exists

5.3.4. Outcome

5.3.4.1. Effective problem solving skills

5.4. SOI Information Processing Model

5.5. Bloom's taxonomy

5.5.1. Hierarchical classification of cognitive learning objectives

5.5.1.1. 6 Levels

6. Knowing that the students know

6.1. How they learn?

6.1.1. Leaner Centered

6.1.1.1. Build on prior knowledge

6.1.2. Knowledge Centered

6.1.2.1. Bridges knew topic to prior knowledge in a timely manner

6.1.3. Assessment Centered

6.1.3.1. Emphasizes concepts behind knowledge

6.1.4. Community Centered

6.1.4.1. Individual ideas are welcome

6.1.4.2. Focus on mastering content

6.2. Assessments

6.2.1. Diagnostic

6.2.1.1. Goal

6.2.1.1.1. To help you identify a skill set and knowledge prior to teaching taking place

6.2.1.2. Types

6.2.1.2.1. Pre-Tests

6.2.1.2.2. Interviews

6.2.1.2.3. Self-Assessments

6.2.2. Formative

6.2.2.1. Goal

6.2.2.1.1. Provide information and feedback during the instructional process, while learning takes place

6.2.2.1.2. Can measure student as well as teacher progress

6.2.2.2. Types

6.2.2.2.1. Reflection Journal

6.2.2.2.2. Question/Answer Sessions

6.2.2.2.3. Homework exercises

6.2.3. Summative

6.2.3.1. Goal

6.2.3.1.1. Provides information and feedback once the learning in completed to sum up the learning and teaching process

6.2.3.2. Types

6.2.3.2.1. Final Exams

6.2.3.2.2. Term Papers

6.2.3.2.3. Projects

6.2.3.2.4. Performances

7. Individual Differences-Intellectual abilities and challenges

7.1. Exceptionalities

7.1.1. Types

7.1.1.1. Behaviour

7.1.1.2. Communication

7.1.1.3. Intellectual

7.1.1.4. Physical Disability

7.1.1.5. Multiple

7.1.2. Ontario's Bill 82

7.1.2.1. Requires Boards of Education to provide Special Ed. services to ALL students who are in need

7.1.3. Inclusion

7.1.3.1. Does not negatively impact other students

7.1.3.2. Students can benefit from instruction in inclusive settings

7.1.3.3. Teachers should plan collaboratively

7.1.3.4. Teachers should use a variety of instructional methods

7.2. Do schools kill creativity?

7.2.1. We are educating people out of their creative capacities

7.2.2. "We get educated out of creativity"

7.2.3. Intelligence is...

7.2.3.1. Diverse

7.2.3.2. Dynamic

7.2.3.3. Distinct

8. Socio-Cultural Considerations

8.1. Making Connections

8.1.1. Achieving

8.1.2. Believing

8.1.3. Caring

8.2. Individualism vs. Collectivism

8.2.1. Individualism (Canada)

8.2.1.1. Independence

8.2.1.2. Pursue individual goals

8.2.1.3. Self sufficiency

8.2.1.4. Improves practices (progress)

8.2.1.5. Individual acts on their own, making their own choices-Can interact with the group but as an individual

8.2.2. Collectivism (China)

8.2.2.1. Interdependence

8.2.2.2. Fulfill roles within group

8.2.2.3. Rely on group

8.2.2.4. Maintain traditional practices

8.2.2.5. The group is the primary entity

8.3. Diverse Learners

8.3.1. Different...

8.3.1.1. Abilities

8.3.1.2. Ethnic Groups

8.3.1.3. Ages

8.3.1.4. Background

8.3.1.5. Gender

8.4. Has the greatest impact on students educational achievement

9. End of school year

9.1. Standardized Tests

9.1.1. What are they?

9.1.1.1. Contain the same questions for all test takers

9.1.1.2. Administered to everyone in the same fashion

9.1.1.3. Are scored in a systematic and uniform fashion

9.1.1.4. Differ from teacher made and aptitude test

9.1.2. Types

9.1.2.1. Criterion Referenced

9.1.2.1.1. Compare performance to established criteria

9.1.2.2. Norm Referenced

9.1.2.2.1. Compare performance to other students

9.1.3. Criticisms

9.1.3.1. Creates a limited scope of learning and success

9.1.3.2. Creates stress for students and teachers

9.1.3.3. Does not enhance student learning

9.1.3.4. Does not evaluate student growth

9.1.3.5. Bias

9.1.3.6. Does not assess 21st century skills

9.1.4. Prepare Our Kids for Life, Not Standardized Tests | Ted Dintersmith | TEDxFargo

9.1.5. EQAO

9.1.5.1. Provincial wide assessments in Ontario

9.1.5.1.1. Grade 3 and 6: Results do not affect students progress

9.1.5.1.2. Grade 9 Math: Can count for up to 10% of the students final mark

9.1.5.1.3. Grade 10 Literacy Test: Student must receive a passing grade to graduate with an Ontario Secondary School Diploma