1. Motivation
1.1. what motivates?
1.1.1. challenging and meaningful tasks
1.1.2. being able to effectively use learning strategies
1.1.3. having teacher support
1.1.4. being required to demonstrate knowledge
1.1.5. feeling that the teacher cares for them
2. Social and Cultural Influences
2.1. Instrumental Value of Education
2.1.1. degree to which students believe that doing well in school produces benefits
2.2. Socio-Economic Status
2.2.1. has the greatest impact on scholastic achievement
2.3. increasing Diversity in Schools
2.3.1. language spoken
2.3.2. aboriginal students
2.3.3. one-parent families
2.3.4. same-sex couples
2.3.5. newcomers to Canada
2.3.6. religions practiced
2.4. Children from Low SES Homes
2.4.1. development is as risk
2.4.2. economic hardships
2.4.3. scarcity of resources
2.4.4. more likely to experience authoritarian parenting style
2.5. Multicultural Education
2.5.1. Views
2.5.1.1. diversity valued
2.5.1.1.1. no culture considered dominant
2.5.1.2. dominant culture stressed
2.5.1.2.1. surviving in real world
2.5.1.3. diversity and dominant culture
2.5.1.3.1. valued striking a balance
2.5.2. Dimensions
2.5.2.1. content integration
2.5.2.2. equity pedagogy
2.5.2.3. empowering school culture and social culture
2.5.2.4. prejudice reducation
2.5.2.5. knowledge construction process
2.6. Student Dilemmas
2.6.1. Individualism
2.6.2. Collectivism
2.7. Critical Consciousness
2.7.1. political values and beliefs
2.7.2. an ideological clarity
2.7.3. a socio-cultural consciousness
2.8. Building a Culturally Responsive Practice
2.8.1. Teachers must know:
2.8.1.1. their own cultural assumptions
2.8.1.2. how to inquire about students backgrounds
2.8.1.3. how to develop teaching approaches and curriculum to meet needs of culturally divers learners
2.8.1.4. how to establish links across cultures
2.8.2. Stereotype Threat
2.8.2.1. fear that ones behaviour will confirm a negative stereotype about ones identity group
3. Learning and Cognition
3.1. Views of Learning
3.1.1. Cognitive
3.1.2. Behavioural
3.1.3. Social Cultural/Constructivist
3.1.3.1. learners actively seek meaning
3.1.3.2. social negotiating is important to learning
3.1.3.3. learning includes developing skills to solve problems, think critically, answer questions, accept multiple views
3.1.3.4. self-determination is needed to further learning
3.1.3.5. Constructivist-Based Classroom Applications
3.1.3.5.1. dialogue and instructional conversations
3.1.3.5.2. inquiry learning
3.1.3.5.3. problem-based learning
3.1.3.5.4. teacher and peer learning
3.1.3.5.5. cognitive apprenticeships
3.1.3.5.6. collaborative learning
4. Individual Differences
4.1. Special Education
4.1.1. Controversies
4.1.1.1. labelling
4.1.1.2. placement
4.1.2. Inclusive Education
4.1.2.1. UNESCO
4.1.3. Special Education Service Delivery
4.1.3.1. general classroom delivery
4.1.3.2. pull-out services and support
4.1.3.3. separate classroom services
4.1.3.4. alternative setting
4.1.3.5. homebound
4.1.4. accommodating the special learning needs of students with exceptionalities
4.1.5. specialized instruction based on the assessment of students' abilities
4.2. Trifecta Support
4.2.1. School
4.2.1.1. The Curriculum View
4.2.1.1.1. any child may experience difficulties in school
4.2.1.1.2. such difficulties can point to ways in which teaching can be improved
4.2.1.1.3. these improvements lead to better learning conditions for all students
4.2.1.2. School Process for Identification and Support
4.2.1.2.1. guiding principles
4.2.2. System
4.2.2.1. medical model
4.2.2.1.1. requires documentation in order to support
4.2.2.2. social model
4.2.2.2.1. might push for full inclusion
4.2.3. Community
4.3. Labeling Exceptional Students
4.3.1. people first language
4.3.2. disability = inability to do something
4.3.3. handicap = a disadvantage in certain situations
4.4. Intelligence
4.4.1. ability to learn from experience
4.4.2. ability to adapt to one's environment
4.4.3. how is it measured?
4.4.3.1. aptitude tests
4.4.3.1.1. WISC-IV
4.4.3.2. achievement tests
4.4.3.2.1. WJ-III
4.4.3.2.2. WIAT
4.5. Exceptionalities
4.5.1. High-Incidence
4.5.1.1. mild disabilities
4.5.1.2. typically include learning disabilities, behavioural disabilities, giftedness, and intellectual disabilities
4.5.2. Low-Incidence
4.5.2.1. moderate to severe disabilities
4.5.2.2. typically include autism, hearing and visual impairments, serious health impairments, and multiple disabilities
4.6. Access to Curriculum
4.6.1. Physical
4.6.1.1. sensory and motor access
4.6.2. Cognitive
4.6.2.1. understand assignments, plan and execute approaches to tasks
4.7. The Individual Student View
4.7.1. a group of children can be identified who are special
4.7.2. these children need special teaching in response to their problems
4.7.3. it is best to teach children with similar problems together
4.7.4. other children are normal and benefit from existing teaching
5. Teaching and Instruction
5.1. Reflective Practice
5.1.1. Open Minded
5.1.2. Self-Enquiry
5.1.3. Facilitate Student Learning
5.2. Effective Teachers
5.2.1. Practice = Teaching
5.2.2. Effective Teaching =
5.2.2.1. excellent instruction
5.2.2.2. enhanced student learning
5.2.2.3. exemplary environments
5.2.3. Have a system
5.2.4. are skilled in using research strategies
5.2.5. make effective use of classroom management strategies
5.2.5.1. teachers affect students learning
5.3. Instructional Approaches
5.3.1. Teacher Centred
5.3.1.1. teacher determines content
5.3.1.2. provides direction
5.3.2. Student Centred
5.3.2.1. teacher adopts constructivist perspective
5.3.2.2. students construct their own understandings
5.3.3. Universal Design for Instruction
5.3.4. Differentiated Instruction
5.3.5. Response to Intervention
5.4. 4 Commonplaces of Education
5.4.1. Teacher
5.4.2. Topic
5.4.3. Setting
5.4.4. Student
6. Learning and Cognition
6.1. Bloom's Taxonomy
6.1.1. hierarchical classification of cognitive learning objectives. 6 levels.
6.1.1.1. knowledge
6.1.1.2. comprehension
6.1.1.3. application
6.1.1.4. analysis
6.1.1.5. synthesis
6.1.1.6. evaluation
6.2. Universal Instructional Design
6.2.1. instructional system designed and developed with the needs of the least independently able students in mind
6.2.2. results in instruction that is accessible and effective for all students
6.3. Inquiry Based Learning
6.3.1. general to specific question = student learning
6.3.2. students explain, hypothesize, direct their own tasks, reflect and refine questions
6.4. Problem Based Learning
6.4.1. students determine whether a problem exists, creating an exact statement of the problem, identifying information, data, and learning goals
6.5. Critical Thinking
6.6. Direct Instruction
6.6.1. clear learning objectives
6.6.2. well-planned lessons
6.6.3. explicit teaching
6.6.4. lots of practice
7. Development
7.1. Principles of Development
7.1.1. Orderly progression
7.1.2. periods of rapid growth
7.1.3. quantitative and qualitative changes
7.1.4. individuals develop at different rates
7.2. Higher Order Executive Functioning
7.2.1. Prefrontal Cortex
7.2.1.1. takes 20 years to fully develop
7.2.1.2. controls decision making, goal setting, controlling attention, cognitive flexibility, information processing and managing risk-taking
7.3. Impact of Development on Learniing
7.3.1. genetics set developmental potential
7.3.2. environment determines potential realized
7.4. Contribution of Developmental Theories
7.4.1. Growth Mindset
7.4.1.1. idea that intelligence can be developed
7.4.1.2. leading to a desire to:
7.4.1.2.1. embrace challenges
7.4.1.2.2. persist in the face of setbacks
7.4.1.2.3. see efforts as the path to mastery
7.4.1.2.4. learn from criticism
7.4.1.2.5. find lessons and inspiration in the success of others
8. Behaviour/Classroom Management
8.1. Establishing a Positive Learning Environment
8.1.1. self-regulation
8.1.1.1. self-regulated learning
8.1.1.1.1. tasks should be complex
8.1.1.1.2. students have choices, make decisions, plan, set goals, and judge process
8.1.1.1.3. collaborate with teacher in shared problem solving
8.1.1.1.4. monitor their own process and outcomes
8.1.2. self-efficacy
8.1.2.1. build resilience
8.1.2.1.1. good self-esteem
8.1.2.1.2. optimistic
8.1.2.1.3. personal control
8.1.2.1.4. motivated to learn
8.1.2.1.5. self-disciplined
8.1.3. communities of learners
8.1.3.1. job-embedded
8.1.3.2. collaborative
8.1.3.3. collegial
8.1.3.4. ongoing
8.1.3.5. requires active learning
8.1.3.6. student-centered
8.1.3.7. emphasize reflective dialogue
8.1.3.8. improve students achievement
8.1.4. exemplary learning environments
8.1.4.1. wide variety in teacher effectiveness
8.1.4.2. effective teachers are effective with students of all achievement levels
8.1.4.2.1. strategies
8.1.4.3. academic success is dependant on learning environment
8.1.4.3.1. requires planning and good classroom management
8.1.5. well-being in the classroom
8.1.5.1. opportunities for student interaction
8.1.5.2. positive classroom culture
8.1.5.3. non-overwhelming challenges
8.1.5.4. flexibility and control
8.1.5.5. experiential learning
8.1.5.6. share information and support students to get connected
8.1.5.7. supports student well-being
8.1.5.8. supportive physical space
8.1.6. social emotional learning
8.2. Teacher affect student learning
8.2.1. design classroom curriculum to facilitate student learning
8.2.2. make wise choices about instructional strategies
8.2.3. make effective use of classroom management strategies
8.2.3.1. strategies:
8.2.3.1.1. bump system
8.2.3.1.2. proximity
8.2.3.1.3. touch
8.2.3.1.4. student's name
8.2.3.1.5. gesture
8.2.3.1.6. The Look
8.2.3.1.7. The Pause
8.2.3.1.8. ignore
8.2.3.1.9. signal for attention
8.2.3.1.10. deal with the problem not the student
9. Assessment and Evaluation
9.1. Assessment done well
9.1.1. multiple opportunities to improve
9.1.2. useful and timely feedback
9.1.3. no marks until final attempt
9.1.4. clear targets in student friendly language
9.1.5. students able to self and peer assess
9.1.6. affirmation of capability
9.1.7. students know where they stand and what to do to improve
9.2. must be planned and purposeful
9.2.1. backward design
9.2.1.1. what do I expect to be able to do and the end of the course? (curriculum)
9.2.1.2. how will I know they have learned these things? (assessment)
9.2.1.3. what lessons will be most effective in helping students demonstrate that they have learned these things? (instruction)
9.3. serves different purposes at different times
9.3.1. to find out what students already know
9.3.2. to help studnets improve their learning
9.3.3. to let students know how much they have learned
10. Psychological Foundations of Curricula
10.1. Standardized Achievement Tests
10.1.1. programs
10.1.1.1. original purpose
10.1.1.1.1. to assess effectiveness of instruction
10.1.2. standardized testing in Canada
10.1.2.1. Federal
10.1.2.1.1. achievement levels of 13 year olds
10.1.2.2. Provincial/Territorial
10.1.2.2.1. different uses at certain grade levels
10.1.3. Test types
10.1.3.1. Criterion Referenced
10.1.3.2. Norm Referenced
10.1.4. criticisms
10.1.4.1. biased tests
10.1.4.2. stressful for teachers and students
10.1.4.3. results in teaching to the test
10.1.4.4. takes up too much time
10.1.4.5. does not enhance student learning
10.1.4.6. content of tests does not reflect instruction
10.1.5. standardized tests should:
10.1.5.1. enhance teaching and learning
10.1.5.2. improve curricular design
10.1.5.3. be minimally intrusive
10.1.6. Standardized Tests
10.1.6.1. contain same questions for all test takers
10.1.6.2. are administered to all test-takers in same fashion
10.1.6.3. are scared in systematic and uniform manner
10.1.6.4. are different from teacher-made tests and aptitude tests