1. Support Students Emotional Well-Being
2. Understand theorists/concepts
3. Address Four Commonplaces
4. Growth Mindset
5. Multicultural
6. Research and Online Resources
7. Commitment
8. Encourage self-regulation and self-efficacy
9. Student Achievement and Success
10. Well-Structured and Engaging Curriculum
11. Safe Environment
12. Equality and Inclusive
13. Determination
14. Diverse Learning/Instructional Approaches
15. Caring
16. Week 1 - Early August: Planning for the Upcoming School Year
16.1. ADDITIONAL REFLECTION (outside the textbook)
16.1.1. ARTICLE: Learners in the driving seat (Chris Watkins’)
16.1.1.1. 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).
16.1.2. VIDEO: https://www.youtube.com/watch?v=sXpbONjV1Jc&feature=youtu.be
16.2. Primary Topics
16.2.1. Reflective practice
16.2.1.1. 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
16.2.1.1.1. GOAL: To become an effective teacher ("Effective teaching may be the hardest job there is." - William Glasser)
16.2.2. Four commonplaces of education
16.2.2.1. Teacher, Topic, Setting, Student
16.2.3. Educational psychology
16.2.3.1. DEFINITION: Uses knowledge and methods of psychology and related disciplines to study teaching and learning
16.2.3.1.1. GOAL: To improve the teaching and learning processes
16.2.3.1.2. 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
16.2.4. Planning
16.2.4.1. 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
16.2.4.1.1. HOW TO PLAN: Excellent instruction, Enhanced student learning, Exemplary environments
16.2.5. Research Findings (to instruction and learning)
16.2.5.1. RESEARCH PROCESS: Observation of phenomena, formation of questions, application of research methods, development of guiding principles, development of theories
16.2.5.1.1. 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
17. Week 2 - Late August: Considering Developmental Differences
17.1. ADDITIONAL REFLECTION (outside the textbook)
17.1.1. VIDEO: The power of yet | Carol S Dweck | TEDxNorrköping
17.1.2. VIDEO: What adults can learn from kids | Adora Svitak
17.2. Primary Topics
17.2.1. Development
17.2.1.1. CHARACTERISTICS: Physical/cognitive/social changes, Learning becomes more organized, Behaviours become more adaptive
17.2.1.2. 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
17.2.2. Impact of development on learning
17.2.2.1. PREFRONTAL CORTEX: Takes 20 years to become fully functional (Controls decision-making, goal setting, controlling attention, cognitive flexibility, information processing, and managing risk-taking)
17.2.3. Contributions of developmental theorists
17.2.3.1. 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:
17.2.4. Developmental appropriateness
17.2.4.1. 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...
17.2.5. Supporting students’ psychological well-being
17.3. Teachers Beliefs Survey
17.3.1. 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.
17.4. Mindset
17.4.1. 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:
18. Week 3 - Views of Learning – Cognitive, Behavioural, Social and Constructivist
18.1. Types of Learning Theories
18.1.1. Cognitive
18.1.1.1. Cognitive learning theorists
18.1.1.2. Use a Learning Theory: Cognitivism
18.1.1.3. DEFINITION: Learning occurs through internal processing of information (the Peak Performance Center)
18.1.1.4. THEORIST/CONCEPT
18.1.1.4.1. Piaget: Cognitive Stages of Development (sensorimotor, preoperational, concrete operational and formal operational)
18.1.1.5. PROCESSES
18.1.1.5.1. 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Creating 6. Evaluating
18.1.2. Behavioural
18.1.2.1. Use a Learning Theory: Behaviorism
18.1.2.2. DEFINITION: New behaviours or changes in behaviours are acquired through associations between stimuli and response (the Peak Performance Center)
18.1.2.3. THEORISTS/CONCEPTS
18.1.2.3.1. Pavlov: Classical conditioning (dogs)
18.1.2.3.2. Skinner: Operant conditioning (rats)
18.1.3. Socio-Cultural / Constructivist
18.1.3.1. Use a Learning Theory: Constructivism
18.1.3.2. Constructivist Learning
18.1.3.3. DEFINITION: We construct our own knowledge of the world based on individual experiences (the Peak Performance Center)
18.1.3.4. THEORIST/CONCEPT
18.1.3.4.1. Vygotsky: zone of proximal development
19. Week 4 - First Week of School: Establishing a Positive Learning Environment
19.1. ADDITIONAL REFLECTION (outside the classroom)
19.1.1. VIDEO: Tony Wagner - Most Likely to Succeed
19.1.2. VIDEO: The Myth of Average: Todd Rose at TEDxSonomaCounty - YouTube
19.2. Primary Topics
19.2.1. Self-Regulation
19.2.1.1. TASKS: complex
19.2.1.2. CONTROL: Students make decisions, have choices, and take responsibility for planning, setting goals, judging progress
19.2.2. Self-Efficacy
19.2.2.1. BUILD RESILIENCE: Good self-esteem, Sense of competence, Optimistic, Personal control, Feel connected, Motivated to learn, Self-disciplined
19.2.2.2. SELF-EVALUATION: Students monitor their own process and outcomes and learn to adjust their efforts in order to attain goal
19.2.2.3. COLLABORATION: Students and teachers engage in shared problem-solving.
19.2.2.4. "You can lead a horse to water, but you can’t make it drink"
19.2.3. Communities of Learners
19.2.3.1. CHARACTERISTICS: Job-embedded, Collaborative, Collegial, Ongoing, Student-centered
19.2.3.2. REQUIRE: active learning, reflective dialogue, pedagogical content knowledge, socially constructivist learning process, student achievement
19.2.4. Exemplary Learning Environments
19.2.4.1. "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)
19.2.4.2. SELF-REFLECT: What makes a positive environment? (general atmosphere, teaching style, class rules, types of discipline, frequency of disruptive behaviour)?
19.2.4.3. WHAT DOES IT ACHIEVE? academic success, good planning and classroom management, optimum learning opportunities (especially important for students with exceptionalities)
19.2.5. Well-Being in the Classroom
19.2.5.1. DO YOU PROVIDE: opportunities for social interaction, positive classroom culture, challenges, opportunities for experiential learning, flexibility and control
19.2.6. Social Emotional Learning
19.2.6.1. HOW TO: deal with problematic behaviours, teach students with behavioural disorders, implement classroom management program
19.2.6.2. CONSIDER: Maslow's hierarchy of needs (ex: safety and security, love and belonging)
19.2.7. Effective Teaching
19.2.7.1. Cannot take place in a poorly structured classroom
19.2.7.2. Primary factory of improving education quality is teacher effectiveness, such that all students will achieve adequate progress regardless of their academic achievement
19.2.7.3. 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)
19.2.7.4. Use researched strategies (Cooperative learning, Graphic organizers, Homework and questions)
20. Week 5 - Mid-September: Making Instructional Decisions
20.1. Primary Topics
20.1.1. Student Motivation
20.1.1.1. NEED: Challenging and meaningful tasks , Effective learning strategies, Teacher support , To demonstrate knowledge , To know the teacher cares for them
20.1.2. Constructivism
20.1.2.1. 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
20.1.2.2. APPLICATION: Dialogue & Instructional Conversations, Inquiry Learning, Problem-based Learning, Teacher and Peer Learning, Cognitive Apprenticeships, Collaborative Learning
20.1.2.3. 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)
20.1.3. Bloom’s Taxonomy
20.1.3.1. Hierarchical classification of cognitive learning objectives : 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
20.1.4. Universal Instructional Design
20.1.4.1. Accessible and effective instructions and learning for all students
20.1.5. School Types
20.1.5.1. Developmentally appropriate schools
20.1.5.1.1. Metaphor: Child as Explorer, active learners, playful learning (guided play), Whole child approach (brains and heart), Integrated curricula
20.1.5.2. Direct instruction schools
20.1.5.2.1. Metaphor: Child as empty vessel, passive learners, compartmentalized learning
20.1.6. Instructional Learning Approaches
20.1.6.1. Inquiry-Based
20.1.6.1.1. KEY ELEMENTS: Exploration, Invention, Application
20.1.6.1.2. TEACHER ROLE: Leader
20.1.6.1.3. STUDENT ROLE: designing and directing own tasks, sharing authority for answers
20.1.6.1.4. SPECIFIC OUTCOMES: Understand principles, nature of inquiry and application of knowledge
20.1.6.2. Problem-Based
20.1.6.2.1. KEY ELEMENTS: Identification Problems, Activating/elaborate prior knowledge
20.1.6.2.2. TEACHER ROLE: Facilitator/Coach
20.1.6.2.3. STUDENT ROLE: determining problem, Identifying information, data and learning goals
20.1.6.2.4. SPECIFIC OUTCOMES: Effective problem-solving skills, self-directed, lifelong learning skills, effective collaborations
20.1.6.3. HOW WE LEARN: Knowledge-Centeredness, Learner-Centeredness, Community-Centredness , Assessment-Centredness
20.1.7. Critical Thought Process
20.1.7.1. 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
20.1.8. Universal Design for Learning
20.1.8.1. Three Primary Principles
20.1.8.1.1. 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)
20.2. ADDITIONAL REFLECTION (outside the textbook)
20.2.1. VIDEO: Zoe Branigan-Pipe - Letting Students Hack Their Lesson Plan
21. Week 6 - Late September: Knowing that the Students Know
21.1. ADDITIONAL REFLECTION (outside the textbook)
21.1.1. VIDEO: What is Understanding by Design? Author Jay McTighe explains.
21.1.2. ARTICLE: Capacity Building Series (Integrated Learning in the Classroom)
21.1.2.1. 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)
21.2. Primary Topics
21.2.1. Learning Approaches
21.2.1.1. Learner-Centered
21.2.1.1.1. Children construct new knowledge by building upon their prior knowledge and experiences
21.2.1.2. Knowledge-Centered
21.2.1.2.1. Teacher's help students "build a bridge" between prior knowledge to the new topics they are learning
21.2.1.3. Assessment-Centered
21.2.1.3.1. Emphasize concepts behind knowledge instead of relying heavily on memorization of facts
21.2.2. Critical Thinking
21.2.2.1. CONSCIOUSNESS
21.2.2.1.1. CHARACTERISTICS: Political values and beliefs, ideological clarity, socio-cultural consciousness
22. Week 7 - Early December: Individual Differences-Intellectual Abilities and Challenges
22.1. ADDITIONAL REFLECTION (outside the textbook)
22.1.1. VIDEO: Do schools kill creativity?
22.1.2. ARTICLE: Including Students with Exceptionalities (Dr. Sheila Bennett)
22.1.2.1. 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
22.2. Primary Topics
22.2.1. Instructional Approaches
22.2.1.1. 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)
22.2.1.2. TYPES: Universal Design for Learning (UDL), differentiated instruction, and tiered approach to prevention and intervention.
22.2.1.2.1. CORE CONCEPTS OF UDL: Universality and equity, Flexibility and inclusiveness, An appropriately designed space, Simplicity, Safety
22.2.1.2.2. 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
22.2.1.2.3. 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.
22.2.2. Common Classroom Strategies
22.2.2.1. Cooperative learning, project-based instruction, problem-based instruction, explicit instruction
22.2.2.1.1. ALL support UDL and DI
23. Week 8 - Early February: Socio-Cultural Considerations
23.1. Primary Topics
23.1.1. ADDITIONAL REFLECTION (outside the textbook)
23.1.1.1. VIDEO: How Culture Drives Behaviours | Julien S. Bourrelle | TEDxTrondheim
23.1.1.2. VIDEO: Culturally Responsive Teaching and Learning.flv
23.1.1.3. VIDEO: The danger of a single story | Chimamanda Ngozi Adichie
23.1.2. Diversity
23.1.2.1. Every child learns differently
23.1.2.1.1. FACTORS: Different abilities, ethnic groups, size, age, background, gender
23.1.2.2. Universal Design for Learning
23.1.2.2.1. 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)
23.1.2.3. HOW TO ENCOURAGE: Languages spoken, Aboriginal students, One-parent families, Same-sex couples, Newcomers to Canada, Religions practised
23.1.3. Equality and Inclusive Education
23.1.3.1. "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)
23.1.4. Influences of individualism and collectivism
23.1.4.1. Individualism: Act within a unique identity and exclusive purpose Collectivism: Act within a shared identity and common purpose
23.1.5. Disparate educational opportunities
23.1.6. Stereotype threat
23.1.6.1. 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
23.1.7. Relationship between SES and education
23.1.7.1. STATUS: greatest impact on scholastic achievement
23.1.7.1.1. LOW SES: Development is at risk, Economic hardships, Scarcity of resources, More likely to experience authoritarian parenting style
23.1.8. Multicultural education
23.1.8.1. PRACTICE
23.1.8.1.1. Culturally Responsive: Broad cultural knowledge and instructional base that grows and changes.
23.1.8.2. DIFFERENT VIEWS
23.1.8.2.1. Diversity valued: No culture considered dominant Dominant culture stressed: Surviving in real world Diversity and dominant culture: Valued striking a balance
23.1.8.3. DIMENSIONS
23.1.8.3.1. Content integration, Equity pedagogy, Empowering school culture and social structure, Prejudice reduction, Knowledge construction process
23.1.9. Aboriginal Education
23.1.9.1. RISK FACTORS
23.1.9.1.1. 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
23.1.9.2. PROTECTIVE FACTORS
23.1.9.2.1. Early intervention, Resiliency, Positive self-image, Family engagement, Community involvement, Relevant programming, Aboriginal role models
24. Week 9 - End of School Year
24.1. ADDITIONAL REFLECTION (outside the textbook)
24.1.1. VIDEO: How EQAO Tests are Created, Administered and Scored
24.1.2. ARTICLE: Standardized Testing: Fair or Not? (Dr. John Poulsen and Kurtis Hewson)
24.1.2.1. "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).
24.1.3. ARTICLE: The Facts on Education What is the Value of Standardized Testing?
24.1.3.1. AGAINST: "There is a tendency to “teach to the test”, which results in narrowing of the curriculum"
24.1.3.2. FOR: "The opportunity for comparison of educational outcomes across schools, provinces, or countries."
24.1.4. ARTICLE: EQAO and 21st century skills
24.1.4.1. 21ST-CENTURY LEARNING OUTCOMES
24.1.4.1.1. Communication
24.1.4.1.2. Numeracy
24.1.4.1.3. Critical Thinking and Problem Solving
24.1.4.1.4. Personal Management: Attitudes and Behaviours
24.2. Primary Topics
24.2.1. Standardized Tests
24.2.1.1. DESCRIPTION
24.2.1.1.1. 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
24.2.1.2. IN CANADA
24.2.1.2.1. 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
24.2.1.3. STAKEHOLDERS' VIEWS
24.2.1.4. WELL-DESIGNED CHARACTERISTICS
24.2.1.4.1. Enhance teaching and learning, Improve curricular design, Be minimally intrusive
24.2.1.5. PREPARATION
24.2.1.5.1. 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
24.2.1.6. REFERENCED
24.2.1.6.1. 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
24.2.1.7. CRITICISMS
24.2.1.7.1. 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
24.2.2. Standardized Achievement
24.2.2.1. 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
24.2.2.1.1. 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?