1. Understand theorists/concepts
2. Address Four Commonplaces
3. Multicultural
4. Research and Online Resources
5. Commitment
6. Equality and Inclusive
7. Determination
8. Diverse Learning/Instructional Approaches
9. Caring
10. Week 6 - Late September: Knowing that the Students Know
10.1. ADDITIONAL REFLECTION (outside the textbook)
10.1.1. VIDEO: What is Understanding by Design? Author Jay McTighe explains.
10.1.2. ARTICLE: Capacity Building Series (Integrated Learning in the Classroom)
10.1.2.1. Common Approaches to Curriculum Integration: "an emphasis on backward planning from student needs/interests , a combination of subjects , a focus on relationships among concepts , an emphasis on projects/tasks , flexible scheduling/flexible student groupings , use of authentic sources that go beyond textbooks" (1)
10.2. Primary Topics
10.2.1. Learning Approaches
10.2.1.1. Learner-Centered
10.2.1.1.1. Children construct new knowledge by building upon their prior knowledge and experiences
10.2.1.2. Knowledge-Centered
10.2.1.2.1. Teacher's help students "build a bridge" between prior knowledge to the new topics they are learning
10.2.1.3. Assessment-Centered
10.2.1.3.1. Emphasize concepts behind knowledge instead of relying heavily on memorization of facts
10.2.2. Critical Thinking
10.2.2.1. CONSCIOUSNESS
10.2.2.1.1. CHARACTERISTICS: Political values and beliefs, ideological clarity, socio-cultural consciousness
11. Week 7 - Early December: Individual Differences-Intellectual Abilities and Challenges
11.1. ADDITIONAL REFLECTION (outside the textbook)
11.1.1. VIDEO: Do schools kill creativity?
11.1.2. ARTICLE: Including Students with Exceptionalities (Dr. Sheila Bennett)
11.1.2.1. EXCEPTIONAL CATEGORIES: Behaviour, Communication (autism, deaf or hard of hearing, language impairment, speech impairment, learning disability), Intellectual (giftedness, mild intellectual disability, developmental disability), Physical disability (blindness, low vision), Multiple combination of above
11.2. Primary Topics
11.2.1. Instructional Approaches
11.2.1.1. EFFECTIVE: close the achievement gap (the disparity in achievement between groups of students. (Factors include: gender, ethno-cultural background, socio-economic status, special education needs, language proficiency, or number of credits accumulated)
11.2.1.2. TYPES: Universal Design for Learning (UDL), differentiated instruction, and tiered approach to prevention and intervention.
11.2.1.2.1. CORE CONCEPTS OF UDL: Universality and equity, Flexibility and inclusiveness, An appropriately designed space, Simplicity, Safety
11.2.1.2.2. CORE CONCEPTS OF DIFFERENTIATED INSTRUCTION: safe and non-threatening learning environment, appropriately challenge learners, learners must make meaning of new ideas and skills through prior knowledge/experience
11.2.1.2.3. CORE CONCEPTS OF TIERED: facilitate early identification of both students who may be at risk and students who may be in need of greater challenges, ensure appropriate and timely intervention to address these students’ needs and significantly reduce the likelihood that they will develop more intractable problems in the future.
11.2.2. Common Classroom Strategies
11.2.2.1. Cooperative learning, project-based instruction, problem-based instruction, explicit instruction
11.2.2.1.1. ALL support UDL and DI
12. Week 8 - Early February: Socio-Cultural Considerations
12.1. Primary Topics
12.1.1. ADDITIONAL REFLECTION (outside the textbook)
12.1.1.1. VIDEO: How Culture Drives Behaviours | Julien S. Bourrelle | TEDxTrondheim
12.1.1.2. VIDEO: Culturally Responsive Teaching and Learning.flv
12.1.1.3. VIDEO: The danger of a single story | Chimamanda Ngozi Adichie
12.1.2. Diversity
12.1.2.1. Every child learns differently
12.1.2.1.1. FACTORS: Different abilities, ethnic groups, size, age, background, gender
12.1.2.2. Universal Design for Learning
12.1.2.2.1. NETWORKS: 1) Recognition learning: Representation (WHAT we teach/learn), 2) Strategic learning: Action and expression (HOW we learn/express what we know), 3) Affective learning: Engagement (Generating and sustaining motivation, the WHY of learning)
12.1.2.3. HOW TO ENCOURAGE: Languages spoken, Aboriginal students, One-parent families, Same-sex couples, Newcomers to Canada, Religions practised
12.1.3. Equality and Inclusive Education
12.1.3.1. "Teacher’s attitudes and expectations, as well as their knowledge of how to incorporate the cultures, experiences, and needs of their students into their teaching, significantly influence what students learn..." Banks et al. (2005)
12.1.4. Influences of individualism and collectivism
12.1.4.1. Individualism: Act within a unique identity and exclusive purpose Collectivism: Act within a shared identity and common purpose
12.1.5. Disparate educational opportunities
12.1.6. Stereotype threat
12.1.6.1. CHARACTERISTICS: Fear that one’s behaviour will confirm a negative stereotype about one’s identity group, those with strong ties to their identity group are most vulnerable, can be brought on by seemingly innocuous comments
12.1.7. Relationship between SES and education
12.1.7.1. STATUS: greatest impact on scholastic achievement
12.1.7.1.1. LOW SES: Development is at risk, Economic hardships, Scarcity of resources, More likely to experience authoritarian parenting style
12.1.8. Multicultural education
12.1.8.1. PRACTICE
12.1.8.1.1. Culturally Responsive: Broad cultural knowledge and instructional base that grows and changes.
12.1.8.2. DIFFERENT VIEWS
12.1.8.2.1. Diversity valued: No culture considered dominant Dominant culture stressed: Surviving in real world Diversity and dominant culture: Valued striking a balance
12.1.8.3. DIMENSIONS
12.1.8.3.1. Content integration, Equity pedagogy, Empowering school culture and social structure, Prejudice reduction, Knowledge construction process
12.1.9. Aboriginal Education
12.1.9.1. RISK FACTORS
12.1.9.1.1. Early school failures, Moving from school to school, Lack of parent support, Lack of teachers with knowledge of Aboriginal studies, Living in remote communities, Lack of resources, Special needs
12.1.9.2. PROTECTIVE FACTORS
12.1.9.2.1. Early intervention, Resiliency, Positive self-image, Family engagement, Community involvement, Relevant programming, Aboriginal role models
13. Week 9 - End of School Year
13.1. ADDITIONAL REFLECTION (outside the textbook)
13.1.1. VIDEO: How EQAO Tests are Created, Administered and Scored
13.1.2. ARTICLE: Standardized Testing: Fair or Not? (Dr. John Poulsen and Kurtis Hewson)
13.1.2.1. "These once-a-year tests are not likely to be of much value...They are assessments OF learning that are too infrequent, broad in focus, and slow in returning results to inform the ongoing array of daily decisions" (p. 347).
13.1.3. ARTICLE: The Facts on Education What is the Value of Standardized Testing?
13.1.3.1. AGAINST: "There is a tendency to “teach to the test”, which results in narrowing of the curriculum"
13.1.3.2. FOR: "The opportunity for comparison of educational outcomes across schools, provinces, or countries."
13.1.4. ARTICLE: EQAO and 21st century skills
13.1.4.1. 21ST-CENTURY LEARNING OUTCOMES
13.1.4.1.1. Communication
13.1.4.1.2. Numeracy
13.1.4.1.3. Critical Thinking and Problem Solving
13.1.4.1.4. Personal Management: Attitudes and Behaviours
13.2. Primary Topics
13.2.1. Standardized Tests
13.2.1.1. DESCRIPTION
13.2.1.1.1. Contain same questions for all test-takers, administered to all test-takers in same fashion, scored in systematic and uniform manner, different from teacher-made tests and aptitude tests
13.2.1.2. IN CANADA
13.2.1.2.1. Federal: Achievement levels of 13 year olds (math, reading, and science) Provincial/Territorial: Different uses including math and literacy testing at certain grade levels and Grade 12 exit exams
13.2.1.3. STAKEHOLDERS' VIEWS
13.2.1.4. WELL-DESIGNED CHARACTERISTICS
13.2.1.4.1. Enhance teaching and learning, Improve curricular design, Be minimally intrusive
13.2.1.5. PREPARATION
13.2.1.5.1. Convey positive attitudes about testing, Teach test-taking skills, Simulate use of time limits during testing, Familiarize students with types of questions used, Involve students in marking questions of each type
13.2.1.6. REFERENCED
13.2.1.6.1. 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
13.2.1.7. CRITICISMS
13.2.1.7.1. Biased tests, Stressful for students and teachers, Results in teaching to the test, Takes up too much time, Does not enhance student learning, Content of tests does not reflect instruction
13.2.2. Standardized Achievement
13.2.2.1. RESULTS SHOULD: 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
13.2.2.1.1. INTERPRETING RESULTS: Does the student’s score make sense? How does the score compare to the student’s other achievement indicators? Does the score reveal growth in learning? Did the student just have a bad day?
14. EFFECTIVE ROOTS
15. TOWARDS EFFECTIVE
16. TEACHING AND LEARNING
17. IN THE CLASSROOM
18. HOW TO GROW A TREE :
19. CRITICAL THINKING
20. UNIVERSAL INSTRUCTIONAL DESIGN
21. STUDENT ACHIEVEMENT
22. INSTRUCTIONAL APPROACH
23. LEARNING APPROACH
24. Support Students Emotional Well-Being
25. Growth Mindset
26. Encourage self-regulation and self-efficacy
27. Student Achievement and Success
28. Well-Structured and Engaging Curriculum
29. Safe Environment
30. Week 1 - Early August: Planning for the Upcoming School Year
30.1. ADDITIONAL REFLECTION (outside the textbook)
30.1.1. ARTICLE: Learners in the driving seat (Chris Watkins’)
30.1.1.1. Students must take responsibility for their own learning as it encourages "greater engagement and intrinsic motivation, students setting higher challenge, students evaluating their work, better problem-solving" (29).
30.1.2. VIDEO: https://www.youtube.com/watch?v=sXpbONjV1Jc&feature=youtu.be
30.2. Primary Topics
30.2.1. Reflective practice
30.2.1.1. CHARACTERISTICS: Open-minded and amenable to change, embrace self-enquiry, ethical responsibility to best facilitate students’ learning, analyze and reflect on their practice, assess effects of their teaching in order to improve their practice
30.2.1.1.1. GOAL: To become an effective teacher ("Effective teaching may be the hardest job there is." - William Glasser)
30.2.2. Four commonplaces of education
30.2.2.1. Teacher, Topic, Setting, Student
30.2.3. Educational psychology
30.2.3.1. DEFINITION: Uses knowledge and methods of psychology and related disciplines to study teaching and learning
30.2.3.1.1. GOAL: To improve the teaching and learning processes
30.2.3.1.2. INCLUDES: Learning and Cognition, Development, Social and Cultural Influences, Motivation, Behaviour/Classroom Management, Individual Differences, Assessment and Evaluation, Teaching and Instruction, Psychological Foundations of Curricula
30.2.4. Planning
30.2.4.1. WHAT TO PLAN: What will be taught, When it will be taught, How and when learning will be assessed, What teaching methods and materials will be used, How to establish the type of learning environment needed
30.2.4.1.1. HOW TO PLAN: Excellent instruction, Enhanced student learning, Exemplary environments
30.2.5. Research Findings (to instruction and learning)
30.2.5.1. RESEARCH PROCESS: Observation of phenomena, formation of questions, application of research methods, development of guiding principles, development of theories
30.2.5.1.1. RESOURCES FOR RESEARCH: course textbook, resources from Faculty of Education, journals/books from library, What Works Clearinghouse (US Dept. of Ed.), Google Scholar, research/subscription journals, Conferences, Professional Development Sessions
31. Week 2 - Late August: Considering Developmental Differences
31.1. ADDITIONAL REFLECTION (outside the textbook)
31.1.1. VIDEO: The power of yet | Carol S Dweck | TEDxNorrköping
31.1.2. VIDEO: What adults can learn from kids | Adora Svitak
31.2. Primary Topics
31.2.1. Development
31.2.1.1. CHARACTERISTICS: Physical/cognitive/social changes, Learning becomes more organized, Behaviours become more adaptive
31.2.1.2. PRINCIPLES: Orderly progression/gradual process, Periods of rapid and slow growth, Quantitative and qualitative changes, Individuals develop at different rates, Genetics set developmental potential, Environment determines potential realized
31.2.2. Impact of development on learning
31.2.2.1. PREFRONTAL CORTEX: Takes 20 years to become fully functional (Controls decision-making, goal setting, controlling attention, cognitive flexibility, information processing, and managing risk-taking)
31.2.3. Contributions of developmental theorists
31.2.3.1. Piaget's Stages of Cognitive Development: https://www.google.ca/search?q=piaget%27s+development+stages&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-yIqqkK3XAhUn3IMKHQ0xDuIQ_AUICigB&biw=1239&bih=585#imgrc=6SNmUc8zw3OCMM:
31.2.4. Developmental appropriateness
31.2.4.1. SELF-REFLECT: Ideally, I would like to teach grade _____ because students at this developmental stage.... I am least interested in teaching grade _____ because students at this developmental stage...
31.2.5. Supporting students’ psychological well-being
31.3. Teachers Beliefs Survey
31.3.1. 1. Knowledge of the subject matter is the most important part of being an effective teacher. 2. Good teachers always know more than their students. 3. For effective learning, I need to be in control of the direction of learning. 4. I am responsible for what students learn and how they learn. 5. If I don’t prompt and provide direction for student questions, they won’t get the right answer.
31.4. Mindset
31.4.1. Growth v.s. Fixed: https://www.google.ca/search?biw=1239&bih=585&tbm=isch&sa=1&ei=FwACWtygBYbMjwTq6LfwBA&q=growth+mindset&oq=growth+mindset&gs_l=psy-ab.3..0l10.122124.124642.0.124782.14.12.0.0.0.0.412.2142.2-7j0j1.8.0....0...1.1.64.psy-ab..6.8.2136...0i67k1.0.fCJl41a-50o#imgrc=GCCKLIAnP90s9M:
32. Week 3 - Views of Learning – Cognitive, Behavioural, Social and Constructivist
32.1. Types of Learning Theories
32.1.1. Cognitive
32.1.1.1. Cognitive learning theorists
32.1.1.2. Use a Learning Theory: Cognitivism
32.1.1.3. DEFINITION: Learning occurs through internal processing of information (the Peak Performance Center)
32.1.1.4. THEORIST/CONCEPT
32.1.1.4.1. Piaget: Cognitive Stages of Development (sensorimotor, preoperational, concrete operational and formal operational)
32.1.1.5. PROCESSES
32.1.1.5.1. 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Creating 6. Evaluating
32.1.2. Behavioural
32.1.2.1. Use a Learning Theory: Behaviorism
32.1.2.2. DEFINITION: New behaviours or changes in behaviours are acquired through associations between stimuli and response (the Peak Performance Center)
32.1.2.3. THEORISTS/CONCEPTS
32.1.2.3.1. Pavlov: Classical conditioning (dogs)
32.1.2.3.2. Skinner: Operant conditioning (rats)
32.1.3. Socio-Cultural / Constructivist
32.1.3.1. Use a Learning Theory: Constructivism
32.1.3.2. Constructivist Learning
32.1.3.3. DEFINITION: We construct our own knowledge of the world based on individual experiences (the Peak Performance Center)
32.1.3.4. THEORIST/CONCEPT
32.1.3.4.1. Vygotsky: zone of proximal development
33. Week 4 - First Week of School: Establishing a Positive Learning Environment
33.1. ADDITIONAL REFLECTION (outside the classroom)
33.1.1. VIDEO: Tony Wagner - Most Likely to Succeed
33.1.2. VIDEO: The Myth of Average: Todd Rose at TEDxSonomaCounty - YouTube
33.2. Primary Topics
33.2.1. Self-Regulation
33.2.1.1. TASKS: complex
33.2.1.2. CONTROL: Students make decisions, have choices, and take responsibility for planning, setting goals, judging progress
33.2.2. Self-Efficacy
33.2.2.1. BUILD RESILIENCE: Good self-esteem, Sense of competence, Optimistic, Personal control, Feel connected, Motivated to learn, Self-disciplined
33.2.2.2. SELF-EVALUATION: Students monitor their own process and outcomes and learn to adjust their efforts in order to attain goal
33.2.2.3. COLLABORATION: Students and teachers engage in shared problem-solving.
33.2.2.4. "You can lead a horse to water, but you can’t make it drink"
33.2.3. Communities of Learners
33.2.3.1. CHARACTERISTICS: Job-embedded, Collaborative, Collegial, Ongoing, Student-centered
33.2.3.2. REQUIRE: active learning, reflective dialogue, pedagogical content knowledge, socially constructivist learning process, student achievement
33.2.4. Exemplary Learning Environments
33.2.4.1. "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." - Carnegie Council Task Force (1989)
33.2.4.2. SELF-REFLECT: What makes a positive environment? (general atmosphere, teaching style, class rules, types of discipline, frequency of disruptive behaviour)?
33.2.4.3. WHAT DOES IT ACHIEVE? academic success, good planning and classroom management, optimum learning opportunities (especially important for students with exceptionalities)
33.2.5. Well-Being in the Classroom
33.2.5.1. DO YOU PROVIDE: opportunities for social interaction, positive classroom culture, challenges, opportunities for experiential learning, flexibility and control
33.2.6. Social Emotional Learning
33.2.6.1. HOW TO: deal with problematic behaviours, teach students with behavioural disorders, implement classroom management program
33.2.6.2. CONSIDER: Maslow's hierarchy of needs (ex: safety and security, love and belonging)
33.2.7. Effective Teaching
33.2.7.1. Cannot take place in a poorly structured classroom
33.2.7.2. Primary factory of improving education quality is teacher effectiveness, such that all students will achieve adequate progress regardless of their academic achievement
33.2.7.3. Positively affect student achievement: 1. Design classroom curriculum to facilitate student learning. 2. Make wise choices about effective instructional strategies 3. Make use of classroom management techniques (ex: (Proximity, Touch, Student’s Name, Gesture, The Look, The Pause, Ignore, Signal to Begin/for Attention)
33.2.7.4. Use researched strategies (Cooperative learning, Graphic organizers, Homework and questions)
34. Week 5 - Mid-September: Making Instructional Decisions
34.1. Primary Topics
34.1.1. Student Motivation
34.1.1.1. NEED: Challenging and meaningful tasks , Effective learning strategies, Teacher support , To demonstrate knowledge , To know the teacher cares for them
34.1.2. Constructivism
34.1.2.1. VIEWS OF LEARNING: Learners are active in constructing their own personal knowledge (actively seek meaning), Social negotiating is important to knowledge construction/learning, Learning includes developing skills to solve problems, think critically, answer questions, accept multiple views, Self-determination is needed to further knowledge development
34.1.2.2. APPLICATION: Dialogue & Instructional Conversations, Inquiry Learning, Problem-based Learning, Teacher and Peer Learning, Cognitive Apprenticeships, Collaborative Learning
34.1.2.3. CREATE: Complex, challenging learning environments, Real world situations, Social negotiation (collaborative work), Multiple representations of content, Making students aware of the knowledge construction process (becoming self-regulated learners), Student-centered instruction (student ownership of learning)
34.1.3. Bloom’s Taxonomy
34.1.3.1. Hierarchical classification of cognitive learning objectives : 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
34.1.4. Universal Instructional Design
34.1.4.1. Accessible and effective instructions and learning for all students
34.1.5. School Types
34.1.5.1. Developmentally appropriate schools
34.1.5.1.1. Metaphor: Child as Explorer, active learners, playful learning (guided play), Whole child approach (brains and heart), Integrated curricula
34.1.5.2. Direct instruction schools
34.1.5.2.1. Metaphor: Child as empty vessel, passive learners, compartmentalized learning
34.1.6. Instructional Learning Approaches
34.1.6.1. Inquiry-Based
34.1.6.1.1. KEY ELEMENTS: Exploration, Invention, Application
34.1.6.1.2. TEACHER ROLE: Leader
34.1.6.1.3. STUDENT ROLE: designing and directing own tasks, sharing authority for answers
34.1.6.1.4. SPECIFIC OUTCOMES: Understand principles, nature of inquiry and application of knowledge
34.1.6.2. Problem-Based
34.1.6.2.1. KEY ELEMENTS: Identification Problems, Activating/elaborate prior knowledge
34.1.6.2.2. TEACHER ROLE: Facilitator/Coach
34.1.6.2.3. STUDENT ROLE: determining problem, Identifying information, data and learning goals
34.1.6.2.4. SPECIFIC OUTCOMES: Effective problem-solving skills, self-directed, lifelong learning skills, effective collaborations
34.1.6.3. HOW WE LEARN: Knowledge-Centeredness, Learner-Centeredness, Community-Centredness , Assessment-Centredness
34.1.7. Critical Thought Process
34.1.7.1. 1) Ask "what", “how” and “why”, 2) Examine “facts”(find evidence for support), 3) Argue reasonably (no emotions), 4) Recognize there's 1+ right answer, 5) Compare answers (determine the best), 6) Evaluate/question what others say, 7) Ask questions
34.1.8. Universal Design for Learning
34.1.8.1. Three Primary Principles
34.1.8.1.1. 1) Provide Multiple Means of Representation (Perception Language, expressions, and symbols: Comprehension), 2) Provide Multiple Means of Action and Expression (Physical action, Expression, and communication: Executive function), 3) Provide Multiple Means of Engagement (Recruiting interest, Sustaining effort and persistence: Self-regulation)
34.2. ADDITIONAL REFLECTION (outside the textbook)
34.2.1. VIDEO: Zoe Branigan-Pipe - Letting Students Hack Their Lesson Plan