1. Used to make wide-scope educational decisions
2. Improves teachers' foundational knowledge and avoids misconceptions
3. Establishes the fundamental scope and direction of teaching
4. Learning Objective is the foundation
5. Week 2 - Late August: Considering Developmental Differences
5.1. Development
5.1.1. Physical
5.1.1.1. Genetically predetermined path
5.1.2. Cognitive
5.1.2.1. Executive Cognitive Functioning
5.1.2.1.1. individuals organize, co-ordinate, and reflect on their thinking to achieve more efficient processing outcomes
5.1.2.2. Innate Curiosity
5.1.2.2.1. humans are born with powerful curiosity about the world around them
5.1.2.3. Learning How to Learn
5.1.2.3.1. children have innate psychological mechanisms that allow them to learn how to learn
5.1.3. Social
5.2. Principles of Development
5.2.1. Development follows an orderly and logical progression
5.2.1.1. Walk before you run
5.2.1.2. Talk before you read
5.2.1.3. master sentences before essays
5.2.2. Development is a gradually progressive process, not always at a constant rate
5.2.2.1. marked by periods of relatively rapid or slow growth
5.2.3. Development involves quantitative and qualitative changes
5.2.4. Individuals develop at different rates
5.2.4.1. not all children achieve the same developmental milestones at the same time, despite being the same age.
5.2.5. Development results from the influences of genetics (nature) and the environment (nurture)
5.2.5.1. Genetics setting the limits of developmental potential
5.2.5.2. Environment determining how much of that potential is realized
5.3. Theoretical Approaches
5.3.1. Piaget
5.3.1.1. The Psychological Structures of Learning
5.3.1.1.1. Innate drive to organize
5.3.1.1.2. Innate drive to adjust
5.3.1.2. From Disequilibrium to Equilibrium
5.3.1.2.1. Assimilation: If information is new and does not fit a mental schema, the brain is in a disequilibrium and it will assimilate the new information into an existing schema. Brain is now in equilibrium again.
5.3.1.2.2. Accommodation: If the new information does not fit into an existing schema the brain is in disequilibrium and it will accommodate the new information by modifying or creating a new schema. Brain is now in equilibrium again
5.3.1.3. Four stages of cognitive development
5.3.1.3.1. Sensorimotor
5.3.1.3.2. Preoperational
5.3.1.3.3. Concrete Operations
5.3.1.3.4. Formal Operations
5.3.1.4. Horizontal decalage
5.3.1.4.1. children's abilities in different domains develop at different times
5.3.2. Vygotsky
5.3.2.1. Children learn more and with greater efficiency when they receive some assistance from more competent individuals to complete tasks that are just beyond their independent abilities
5.3.2.2. Zone of proximal development
5.3.2.2.1. range of tasks that a child cannot perform independently but can perform with the help of others
5.3.2.3. social interactions and shared social activities actually create an individual’s cognitive structures and cause individuals to think in certain ways.
5.3.2.3.1. the social environment of the child does more than merely influence cognitive development
5.3.2.4. Scaffolding
5.3.2.4.1. providing just enough support to prompt learning
5.3.2.5. Children's inner language drives their reasoning abilities and builds cognitive structures
5.3.3. Chromsky
5.3.3.1. Language-Acquisition Device
5.3.3.1.1. an innate capacity to learn, understand, and acquire language
5.3.3.2. 3 important components of language development
5.3.3.2.1. Function
5.3.3.2.2. Structure
5.3.3.2.3. Infinite generativity
5.3.4. Erikson
5.3.4.1. Eight stages of psychosocial development
5.3.4.1.1. 1. Trust vs. Mistrust
5.3.4.1.2. 2. Autonomy vs. Shame and Doubt
5.3.4.1.3. 3. Initiative vs. Guilt
5.3.4.1.4. 4. Industry vs. Inferiority
5.3.4.1.5. 5. Identity vs. Role Confusion
5.3.4.1.6. 6. Intimacy vs. Isolation
5.3.4.1.7. 7. Generativity vs. Stagnation
5.3.4.1.8. 8. Integrity vs. Despair
5.3.5. Kohlberg
5.3.5.1. Six Stage Theory of Moral Reasoning
5.3.5.1.1. Level 1: Preconventional
5.3.5.1.2. Level 2: Conventional
5.3.5.1.3. Level 3: Postconventional
5.3.6. Bronfenbrenner
5.3.6.1. Ecological Theory
5.3.6.1.1. framework of environmental systems within which an individual interacts
5.3.6.1.2. influences that environmental contexts have on social development of individuals
5.4. Growth Mindset -Intelligence can be developed
5.4.1. Embrace chalenges
5.4.1.1. you will come out stronger on the other side
5.4.2. Persist in the face of setbacks
5.4.2.1. failure is an opportunity to learn
5.4.3. See effort ads the path to mastery
5.4.3.1. effort is necessary to grow and master useful skills
5.4.4. Learn from criticism
5.4.4.1. criticism and negative feedback are sources of information. Not to be taken personally
5.4.5. Find lessons and inspiration in the success of others
5.4.5.1. success of others is seen as a source of inspiration and information
5.4.6. Greater sense of free will
6. Week 1 - Early August: Planning for the Upcoming School Year
6.1. Reflective Practice
6.1.1. Defining charactersitic of a truly professional teacher. It shows dedication and allows for maximum effectiveness.
6.1.2. Reflective Practitioners
6.1.2.1. • are open-minded and amenable to change
6.1.2.2. • feel they have an ethical responsibility to best facilitate their students’ learning
6.1.2.3. • choose to analyze and reflect on their practice
6.1.2.4. • assess the effects of their teaching in order to improve their practice
6.1.2.5. • embrace self-enquiry
6.2. Educational Psychology: understanding of the psychological principles that govern the interactive human behaviours involved in the teaching and learning process.
6.2.1. Purposes
6.2.1.1. Expand the fundamental theoretical research framework of the discipline
6.2.1.2. Improve educational practice for teachers by providing them with sound and relevant research results upon which to base their instruction
6.2.2. Commonplaces of Education (the 4 ingredients for learning)
6.2.2.1. The Teacher
6.2.2.1.1. Someone who teaches
6.2.2.2. The Curriculum
6.2.2.2.1. The topic being taught
6.2.2.3. The Student
6.2.2.3.1. Someone being taught
6.2.2.4. The Classroom
6.2.2.4.1. The setting
6.2.3. 9 Foundational Topics
6.2.3.1. Learning and Cognitive
6.2.3.1.1. How do students think and learn best?
6.2.3.1.2. Potential barriers to efficient learning?
6.2.3.2. Development
6.2.3.2.1. What ages/grades can students be taught particular curricular concepts?
6.2.3.2.2. How do changes in a student's cognitive, social, emotional, moral, and physical development influence the teaching and learning process?
6.2.3.3. Social an Cultural Influences
6.2.3.3.1. How do classrooms affect teaching and student learning?
6.2.3.4. Motivation
6.2.3.4.1. Why do students engage in certain activities?
6.2.3.4.2. How can teachers use student interest to facilitate learning?
6.2.3.5. Behaviour and Classroom Managment
6.2.3.5.1. How can teachers construct a classroom environment that is academically effective, comfortable, and properly managed?
6.2.3.6. Individual Differences
6.2.3.6.1. Why do some students need more instruction then others?
6.2.3.7. Assessment and Evaluation
6.2.3.7.1. How can teachers determine what the students took away from the lesson?
6.2.3.7.2. How is assessment linked to instruction?
6.2.3.8. Teaching and Instruction
6.2.3.8.1. What types of teaching methods are best?
6.2.3.8.2. What are the factors that determine the use of particular instruction methods?
6.2.3.9. Psychological Foundations of Curricula
6.2.3.9.1. How does curriculum design affect teaching and learning?
6.2.3.9.2. What are the preferred methods for teaching particular skills?
6.2.4. Research Methods: Credible research is systematic, objective, and testable.
6.2.4.1. Research Process
6.2.4.1.1. 1. Observation of Phenomena
6.2.4.1.2. 2. Formation of Questions
6.2.4.1.3. 3. Applications of research methods
6.2.4.1.4. 4. Development of Guiding Principles
6.2.4.1.5. 5. Development of Theories
6.2.4.2. Quantitative Research
6.2.4.2.1. Descriptive Research
6.2.4.2.2. Experimental Research
6.2.4.3. Qualitative Research
6.2.4.3.1. Idiographic research
6.2.4.3.2. Ethnographic research
6.3. Teacher Planning
6.3.1. Important Considerations
6.3.1.1. What will be taught
6.3.1.2. The order of what is being taught
6.3.1.3. What teaching methods and materials are required
6.3.1.4. What type of environment am I teaching in
6.3.1.5. How will students be assessed
6.3.2. Curricular Planning
6.3.2.1. Following a top-down approach
6.3.2.1.1. Educational Purpose
6.3.2.1.2. Learning Experiences
6.3.2.1.3. Evaluation
6.3.3. Instructional Planning
6.3.3.1. Constructivism
6.3.3.1.1. actively and meaningfully constructing one's own knowledge and understanding
6.3.3.2. Instructional Approaches
6.3.3.2.1. Teacher-Centered Approach
6.3.3.2.2. Student-Centered Approach
6.3.4. Ten Best Practices
6.3.4.1. 1. Teach for understanding, appreciation, and life application
6.3.4.2. 2. Address multiple goals simultaneously
6.3.4.3. 3. Employ inquiry models
6.3.4.4. 4. Engage students in discourse management
6.3.4.5. 5. Design authentic activities
6.3.4.6. 6. Include debriefing
6.3.4.7. 7. Work with artifacts
6.3.4.8. 8. Foster metacognition and self-regulated learning
6.3.4.9. 9. Be aware of trajectories, misconceptions, and representations
6.3.4.10. 10. Recognize the social aspects of learning
6.4. Learners in the driving seat
6.4.1. The goal is to have students become more "learner-driven" when it comes to their learning
6.4.1.1. Addressing problems within the classroom
6.4.1.2. Inquiry is important
6.4.1.3. Encourage teacher to help students become more independent towards their own learning - teachers will then feel more comfortable giving students more freedom about their own learning
6.4.1.4. Recognize that the entire lesson does not have to be planned for - freedom is a good thing
6.4.1.5. Know that teachers may have reservations since they have been teaching students a certain way for a long time
7. Week 3 - Views of Learning – Cognitive, Behavioural, Social and Constructivist
7.1. Cognitive
7.1.1. Theory that explains thinking and differing mental processes and internal/external influences that lead to learning
7.1.1.1. Received, organized, stored and retrieved by the mind
7.1.2. Deeper Learning and developing critical thinking skills
7.1.2.1. Creating Meaning
7.1.2.1.1. Making links beyond the classroom
7.1.2.1.2. Discovery learning
7.1.2.1.3. Sequencing
7.1.2.2. Relate prior knowledge to new concepts
7.1.3. Applications
7.1.3.1. Chunking
7.1.3.2. Graphic organizers
7.1.3.3. Acronymns
7.1.3.4. Hooks
7.1.3.5. Reviewing
7.1.3.6. Real world
7.1.4. Patterns
7.1.5. Innate drive to adjust
7.1.5.1. Equilibrium vs. disequilibrium
7.1.6. Scaffolding and Schemas
7.1.6.1. knowledge building on itself
7.2. Behavioural
7.2.1. Classroom management - positive and negative reinforcement can help control behaviour
7.2.2. based on observable behaviour
7.2.3. students imitate the teacher's behaviour and adjust their behaviour accordingly
7.2.4. Support
7.2.4.1. Student centered
7.2.4.2. rewards
7.2.4.3. skill development
7.2.4.4. encouragement
7.2.4.5. responsive
7.2.4.6. immediate
7.3. Social and Constructive
7.3.1. equates learning with creative meaning from experience
7.3.1.1. Student Centered Learning
7.3.1.1.1. Teacher as a guide
7.3.1.1.2. socratic method
7.3.1.1.3. independent study
7.3.1.2. Hands on experiences
7.3.1.2.1. avoid oversimplification
7.3.1.2.2. real world problems and settings
7.3.1.3. Scaffolding
7.3.1.3.1. zone of proximal development
7.3.1.3.2. collaborative and cooperative efforts
7.3.1.3.3. negotiation instead of competition
7.3.1.4. Social constructivism
7.3.1.4.1. importance of school interaction
7.3.1.4.2. ecological theory
8. Week 4 - First Week of School: Establishing a Positive Learning Environment
8.1. Classroom Management
8.1.1. students learn better and more efficiently in environments that are orderly and psychologically secure
8.1.2. Strategies
8.1.2.1. Proximity
8.1.2.2. Touch
8.1.2.3. Student's Name
8.1.2.4. Gesture
8.1.2.5. The Look
8.1.2.6. The Pause
8.1.2.7. Ignore
8.1.2.8. Signal to Begin/ Signal for Attention
8.1.2.9. Deal with the problem not the student
8.1.3. DCM (Dynamic Classroom Management
8.1.3.1. results in more positive student behaviours, enhanced student psychological security, and better teaching and learning
8.1.3.2. Develop caring, supportive relationships with students
8.1.3.3. Organize and implement instruction in ways that optimize students’ access to learning.
8.1.3.4. Use group management methods that encourage students’ engagement in academic tasks.
8.1.3.5. Promote the development of students’ social skills and self-regulation.
8.1.3.6. Use appropriate interventions to assist students with behaviour problems
8.1.4. Teacher behaviour that diminish student behaviour problems
8.1.4.1. provide positive feedback to students
8.1.4.2. offer sustained feedback to students
8.1.4.3. respond supportively to students in general
8.1.4.4. respond even more supportively to low-ability students
8.1.4.5. ask questions that students are able to answer correctly
8.1.4.6. respond supportively to students with behaviour problems
8.1.4.7. present learning tasks for which students have a high probability of success
8.1.4.8. use time efficiently
8.1.4.9. intervene in misbehaviour at a low rate
8.1.4.10. maintain a low ratio of punitive to positive interventions
8.1.4.11. use criticism at a low rate
8.1.4.12. keep the need for disciplinary interventions low through positive classroom interventions
8.2. Self
8.2.1. Self-Efficacy
8.2.2. Self-Regulation
8.2.2.1. tasks should be complex
8.2.2.1.1. Tasks
8.2.2.2. students make decisions, have choices, take responsibility for planning
8.2.2.2.1. Control
8.2.2.3. students monitor their own process and outcomes and learn to adjust their efforts in order to attain goals
8.2.2.3.1. Self-evaluation
8.2.2.4. students and teachers engage in shared problem-solving
8.2.2.4.1. Collaboration
8.2.3. Resilient Children
8.2.3.1. Good self esteem
8.2.3.2. sense of competence
8.2.3.3. optimistic
8.2.3.4. Personal control
8.2.3.5. Feel connected
8.2.3.6. Motivated to learn
8.2.3.7. Self disciplined
8.3. Well Being in the classroom
8.3.1. Personal Development
8.3.2. Flexibility and Control
8.3.2.1. Teachers should be able to allow students to take control of their learning (release of responsibility)
8.3.2.2. If a planned lesson is not able to be executed, being able to continue teaching is an example of being flexible
8.3.3. Social Interaction
8.3.3.1. Students need to form healthy relationships with one another
8.3.4. Optimal Challenge
8.3.4.1. Students will feel accomplished by completing their work at a higher difficulty level
8.3.5. Positive Classroom Culture
8.3.6. Valued Contribution
8.3.6.1. Give recognition to effort and participation from students
8.3.7. Instructor Support
8.3.8. Access to Resources
8.3.8.1. Having the resources that will aid students to perform their best in the classroom eg. noise cancelling headphones
8.3.9. Real Life Learning
8.3.9.1. Applying real life applications to school work will be more engaging for students because thy can see a purpose for the lesson
9. Week 5 - Mid-September: Making Instructional Decisions
9.1. Diagnostic Assessment
9.1.1. Determination of a student's current level of knowledge prior to instruction
9.1.2. Starting point for all instruction
9.2. Lesson Plans
9.2.1. Build lesson plans using Backwards Design
9.2.1.1. 1. What do I want my students to learn?
9.2.1.1.1. Specific Learning Objective
9.2.1.2. 2. How will I determine whether or not they have learned?
9.2.1.2.1. Assessment Question
9.2.1.3. 3. What will I teach?
9.2.1.3.1. Topical Unit and Lesson Plans
9.2.1.4. 4. How will I teach?
9.2.1.4.1. Instructional Method
9.2.2. Core Elements of Backwards Design
9.2.2.1. Instructional activities that connect to and build understanding
9.2.2.2. Assessment that deliberately measures student progress toward curricular goals
9.2.2.3. The articulation of why certain assessments are appropriate and for what purpose
9.2.2.4. The development of a variety of ongoing formal and informal assessment tools
9.3. The Common Thread of Learning Objectives
9.3.1. Philosophical objectives found in mission statements
9.3.2. Global objectives found in curriculum guides
9.3.3. Broad learning objectives used in unit plans
9.3.4. Specific learning objectives
9.3.5. Assessment questions
9.3.6. Topical unit and lesson plans
9.3.7. Instructional methods
9.4. Different Taxonomies
9.4.1. Bloom's Taxonomy
9.4.1.1. Hierarchical classification of cognitive learning behaviour
9.4.1.2. Clearly separates different types and goals of thinking
9.4.1.3. Cognitive Objective
9.4.1.3.1. 1. Knowledge
9.4.1.3.2. 2. Comprehension
9.4.1.3.3. 3. Application
9.4.1.3.4. 4. Analysis
9.4.1.3.5. 5. Synthesis
9.4.1.3.6. 6. Evaluation
9.4.2. Stiggin's Taxonomy of Achievement Targets
9.4.2.1. A set of specifications for what students should learn or do
9.4.2.2. Targets
9.4.2.2.1. 1. Knowledge
9.4.2.2.2. 2. Reasoning
9.4.2.2.3. 3. Skills
9.4.2.2.4. 4. Products
9.4.2.2.5. 5. Attitudes and Dispositions
9.5. Universal Instructional Design (UID)
9.5.1. advocates for physical spaces and objects that consider the needs of all users and especially those of individuals with disabilities.
9.5.1.1. Instructional system designed and delivered with the needs of the least independently able students in mind
9.5.1.2. Results in instruction that is accessible and effective for all students
9.5.2. 1. Create a welcoming classroom environment that emphasizes academic and behavioural success.
9.5.3. 2. Determine the essential academic components to be taught/learned and the preferred behavioural outcomes.
9.5.4. 3. Provide students with both clear expectations for learning and feedback about their learning progress and social conduct.
9.5.5. 4. Implement a variety of topically suitable instructional methods.
9.5.6. 5. Provide a variety of ways for students to demonstrate what they have learned (assessment).
9.5.7. 6. Make appropriate use of technology to enhance learning.
9.5.8. 7. Encourage and initiate teacher–student and student–student discourses about learning topics/tasks and behavioural expectations.
9.6. Motivation
9.6.1. What motivates students?
9.6.1.1. Challenging and meaningful tasks
9.6.1.2. Being able to effectively use learning strategies
9.6.1.3. Having teacher support
9.6.1.4. Being required to demonstrate knowledge
9.6.1.5. Feeling that the teacher cares for them
9.7. How People Learn (HPL)
9.7.1. Knowledge-Centeredness
9.7.1.1. What should be taught, why is it important, and how should this knowledge be organized?
9.7.1.2. Teachers consult their respective national, provincial, and district standards in deciding what to teach and why.
9.7.2. Learner- Centeredness
9.7.2.1. Who learns, how, and why?
9.7.2.2. Teachers need to make moment-by-moment teaching decisions based on their ongoing assessments of their learners’ current levels of understanding.
9.7.3. Community-Centeredness
9.7.3.1. What kinds of classroom, school, and school-community environments enhance learning?
9.7.3.2. Teachers need to create climates of shared learning and respect for learning, sense of community among teachers and other adults in the school, and build on the intellectual resources of the community.
9.7.4. Assessment-Centeredness
9.7.4.1. What kinds of evidence can students, teachers, parents, and others use to see if effective learning is really occurring?
9.7.4.2. Teachers focus on ways that different teaching and learning goals affect the assessment of academic progress.
9.8. Instructional Strategies
9.8.1. Cognitive Strategies
9.8.1.1. purposeful and controllable thinking process that actively promotes the understanding and retention of knowledge
9.8.1.2. Effective thinking
9.8.1.2.1. working memory
9.8.1.2.2. short-term store of relevant information
9.8.1.2.3. long-term memory
9.8.1.2.4. Metacognition
9.8.2. Select-Organize-Integrate (SOI)
9.8.2.1. information-processing model of meaningful learning
9.8.2.2. meaningful learning occurs when students engage in three cognitive processes
9.8.2.2.1. 1. selecting relevant information
9.8.2.2.2. 2. organizing the selected information
9.8.2.2.3. 3. integrating the organized information with prior knowledge
9.8.3. Direct Instruction
9.8.3.1. Clear learning objectives
9.8.3.2. Well-planned lessons
9.8.3.3. Explicit teaching
9.8.3.4. Lots of practice
9.8.4. Student Problem-Solving
9.8.4.1. Instruct students on how to develop thinking strategies and help them execute these strategies
9.8.4.2. Verbal Protocol Analysis
9.8.4.2.1. documenting conscious cognitive processing
9.8.4.2.2. Students explain their thinking
9.8.4.3. Problem-, Project-, and Inquiry-Based Learning
9.8.4.3.1. (a) help teachers design comprehensive curricular tasks (inquiry base)
9.8.4.3.2. (b) complete tasks with peers collaboratively (problem base)
9.8.4.3.3. (c) create specific educational products (project base)
9.8.4.3.4. (d) reflect on their learning experiences
10. Week 6 - Late September: Knowing that the Students Know
10.1. How People Learn Framework
10.1.1. Knowledge-Centered
10.1.2. Learner-Centered
10.1.3. Community Centered
10.1.4. Assessment Centered
10.2. Universal Instructional Design
10.2.1. Instructional system designed and delivered with the needs of the least independently able students in mind
10.2.2. Results in instruction that is accessible and effective for all students
10.3. Linking Assessment and Instruction
10.3.1. Specific Learning Object
10.3.2. Assessment Question
10.3.3. Topical Unit and Lesson Plans
10.3.4. Instructional Method
10.4. Basics of Curriculum Planning
10.4.1. Expectations
10.4.2. Assessment and Evaluation
10.4.3. Teaching Strategies
10.4.4. Topics, Themes, Resources
10.5. Enduring Understandings
10.5.1. facets of understanding help identify the enduring understandings that students will think deeply about
10.5.1.1. Can explain
10.5.1.2. Can Interpret
10.5.1.3. Can apply
10.5.1.4. Have critical perspective
10.5.1.5. Can empathize
10.5.1.6. Have self-knowledge
10.5.2. Not just material worth covering
10.5.3. Enduring value beyond the classroom
10.5.4. Resides at the heart of the discipline
10.5.5. Required un-coverage of abstract or often misunderstood ideas
10.5.6. Offer potential for engaging students
10.5.7. Not broader(more) deeper ( less)
10.5.8. Allow for strong culture of instructional practice
10.6. Assessment of Student Learning
10.6.1. Purpose of Assessment
10.6.1.1. Measure and indicate student achievement
10.6.1.1.1. Diagnostic Assessment
10.6.1.1.2. Formative Assessment
10.6.1.1.3. Summative Assessment
10.6.2. Assessment Design Process
10.6.2.1. Designing Questions
10.6.2.1.1. must be derived from the same learning objectives used in unit
10.6.2.1.2. conceptually identical to examples used to teach the concept
10.6.2.2. Designing Tests and Exams
10.6.2.2.1. Content Validity
10.6.2.2.2. Content Reliability
10.6.2.2.3. Table of Specifications
10.6.3. Types of Assessment Questions
10.6.3.1. Selected-Response Questions
10.6.3.1.1. True/False questions
10.6.3.1.2. Matching questions
10.6.3.1.3. Multiple-choice questions
10.6.3.2. Constructed-Response Questions
10.6.3.2.1. Short-answer questions
10.6.3.2.2. Restricted-essay questions
10.6.3.2.3. Essay questions
10.6.4. Criterion-Based Assessment
10.6.4.1. assessing work based on marking a rubic
10.6.5. Norm-Based Assessment
10.6.5.1. assessing work by comparing it to the work of others
10.6.6. Assessment Done Well
10.6.6.1. Multiple opportunities to improve
10.6.6.2. Provision of useful and timely feedback
10.6.6.3. No marks until the final attempt
10.6.6.4. Clear targets in student friendly language
10.6.6.5. Students able to self and peer assess
10.6.6.6. Affirmation of capability
10.6.6.7. Students know where they stand and what to do to improve
10.7. 3 Stage Model
10.7.1. 1. Identify desired results
10.7.2. 2. Determine acceptable evidence
10.7.3. 3. Plan learning experiences and instruction
11. Week 7 - Early December: Individual Differences-Intellectual Abilities and Challenges
11.1. Intelligence
11.1.1. Groups of intellectual behaviours
11.1.1.1. Cognitive Styles
11.1.1.2. Learning Styles
11.1.1.3. Temperament
11.1.2. 8 Categories
11.1.2.1. Fluid intelligence
11.1.2.1.1. Considered most important
11.1.2.2. Crystallized intelligence
11.1.2.2.1. Considered most important
11.1.2.3. General memory and learning
11.1.2.4. Broad visual Perception
11.1.2.4.1. Considered most important
11.1.2.5. Broad auditory perception
11.1.2.6. Broad retrieval capacity
11.1.2.7. Broad cognitive speediness
11.1.2.8. Processing speed
11.1.3. Important Theorists
11.1.3.1. Gardner
11.1.3.1.1. Intelligence as Structures
11.1.3.1.2. Theory of Multiple Intelligences
11.1.3.2. Sternberg
11.1.3.2.1. Intelligence as Processes
11.1.3.2.2. Triarchic Theory of Intelligence
11.2. Special Education
11.2.1. Exceptionalities
11.2.1.1. High-Incidence Exceptionalities
11.2.1.1.1. typically include learning disabilities, behavioural disorders, giftedness, and intellectual disabilities.
11.2.1.2. Low-Incidence Exceptionalities
11.2.1.2.1. typically include autism, hearing and visual impairments, serious health impairment, and multiple disabilities.
11.2.2. Inclusion
11.2.2.1. all students with exceptionalities should be educated within regular classrooms to the greatest extent possible.
11.2.2.1.1. All Canadian provinces and territories use the educational philosophy of inclusion
11.2.3. Individualized Education Plan (IEPs)
11.2.3.1. document outlining a student’s individualized educational goals, services that student will receive, methods and strategies used to deliver services and the placement in which all of these will be provided
11.2.3.2. Who uses IEPs?
11.2.3.2.1. Students with ADHD
11.2.3.2.2. Students with Autism Spectrum Disorder
11.2.3.2.3. Students who are Gifted and Talented
11.2.3.2.4. Students with Mild Intellectual Disability
11.2.3.2.5. Students with Specific Learning Disorders
11.3. Learning For All
11.3.1. Three Effective Approaches
11.3.1.1. Differentiated Instruction
11.3.1.2. The Tiered Approach
11.3.1.3. Universal Design for Learning
12. Week 8 - Early February: Socio-Cultural Considerations
12.1. Socio-Cultural Perspectives
12.1.1. Critical consciousness is crucial
12.1.2. Teachers need to have a culturally responsive practice
12.1.3. Aboriginal Education
12.1.3.1. Risk factors
12.1.3.1.1. Early school failures
12.1.3.1.2. Moving from school to school
12.1.3.1.3. Lack of parent support
12.1.3.1.4. Lack of teachers with knowledge of Aboriginal studies
12.1.3.1.5. Living in remote communities
12.1.3.1.6. Lack of resources
12.1.3.1.7. Special needs
12.1.3.2. Protective Factors
12.1.3.2.1. Early intervention
12.1.3.2.2. Resiliency
12.1.3.2.3. Positive self-image
12.1.3.2.4. Family engagement
12.1.3.2.5. Aboriginal role models
12.1.3.2.6. Community involvement
12.1.3.2.7. Relevant programming
12.2. Stereotype Threat
12.2.1. the fear that your behaviour will confirm an existing negative stereotype about your identity group.
12.2.1.1. Can lead to prejudice
12.2.1.2. Can lead to discrimination
12.2.1.3. Harmful to individuals who have strong ties to their ethnic, religious or cultural group
12.2.1.4. Result in an impairment of performance
12.2.1.4.1. emotional burden that can reduce working memory and undermines actual ability
12.3. Socio-Economic Status (SES) -indicates an individual’s social class based on education, occupation, and income.
12.3.1. large impact on how well children do in school
12.3.2. 5 levels
12.3.2.1. lowest
12.3.2.2. lower-middle
12.3.2.3. middle
12.3.2.4. upper-middle
12.3.2.5. highest
12.3.3. Children's SES is determined by their parents' occupation and income level
12.3.4. teachers must be aware of the differences and do what they can to moderate them
12.3.5. Children's development is at risk
12.3.6. scarcity of resources
12.4. Different Parenting Styles
12.4.1. Authoritarian
12.4.1.1. attempts to shape, control, and measure children’s behaviours against fairly rigid standards; conveys a strong emphasis on respect for authority, obedience, and traditional values; and mostly discourages open discussion of such topics and children’s objections.
12.4.2. Permissive
12.4.2.1. openly tolerant and accepting of nearly all children’s actions, rarely making behavioural demands or invoking restrictions, and does not purposefully distinguish between acceptable and unacceptable actions.
12.4.3. Authoritative
12.4.3.1. involves a constant series of balancing acts: between expectation demands and encouragement to achieve, between establishing rules and meting out discipline, between fostering student independence and providing parental influence, and between open communication and direct advice.
12.5. Increasing Diversity in Schools
12.5.1. Languages spoken
12.5.2. Aboriginal Students
12.5.3. One-Parent families
12.5.4. Religions
12.6. Student dilemmas
12.6.1. Individualism
12.6.1.1. Act within a unique identity and exclusive purpose
12.6.2. Collectivism
12.6.2.1. Act within a shared identity and common purpose
12.7. Differences within Identified Groups
12.7.1. Critical Consciousness
12.7.1.1. Political values and beliefs
12.7.1.2. An ideological clarity
12.7.1.3. A socio-cultural consciousness
12.7.2. Building a Culturally Responsive Practice
12.7.2.1. has a broad cultural knowledge and instructional base that grows and changes
12.7.2.2. What teachers need to know
12.7.2.2.1. Their own cultural assumptions
12.7.2.2.2. How to inquire about students’ backgrounds
12.7.2.2.3. How to develop teaching approaches and curriculum to meet needs of culturally diverse learners
12.7.2.2.4. How to establish links across cultures
12.8. Multicultural Education
12.8.1. Developing cultural understandings and mutual respect
12.8.2. Different Views
12.8.2.1. Diversity valued
12.8.2.1.1. No culture considered dominant
12.8.2.2. Dominant culture stressed
12.8.2.2.1. Surviving in real world
12.8.2.3. Diversity and dominant culture
12.8.2.3.1. Valued striking a balance
12.8.3. Dimensions
12.8.3.1. Content integration
12.8.3.2. Equity pedagogy
12.8.3.3. Empowering school culture and social structure
12.8.3.4. Prejudice reduction
12.8.3.5. Knowledge construction process
13. Week 9 - End of School Year: Standardized Achievement Tests
13.1. Purpose
13.1.1. To assess effectiveness of instruction
13.2. Testing in Canada
13.2.1. Federal
13.2.1.1. Achievement Levels of 13 yr olds (math, reading, and science)
13.2.2. Provincial/Territorial
13.2.2.1. Different uses including math and literacy testing at certain grade level
13.2.2.2. Grade 12 exit exams
13.3. Standardized Tests
13.3.1. Contain the same questions for all test-takers
13.3.2. Administered in the same fashion
13.3.3. Scored in systematic and uniform manner
13.3.4. Different from teacher-made tests and aptitude tests
13.3.5. Types
13.3.5.1. Criterion-Referenced
13.3.5.1.1. Student's score determined by comparing performance to establish criteria
13.3.5.2. Norm-Referenced
13.3.5.2.1. Student's score determined by comparing performance to other students
13.3.6. Aptitude Test
13.3.6.1. tests a student's specific cognitive, social, and behavioural skills
13.3.7. Achievement Test
13.3.8. Criticism
13.3.8.1. Biased tests
13.3.8.2. Stressful for students and teachers
13.3.8.3. Results in teaching to the test
13.3.8.4. Takes up too much time
13.3.8.5. Does not enhance student learning
13.3.8.6. Content of test does not reflect instruction
13.3.9. Improving Standardized Tests
13.3.9.1. Should improve the way the curriculum is designed
13.3.9.2. Should not be a stressful task and minimally intrusive
13.3.9.3. Tests should improve students' learning
13.3.9.4. Be based on the same curriculum framework that students have been accustom to
13.3.9.5. Use common standards for judging quality of work
13.3.9.6. All tests are imperfect
13.3.10. Preparing Students
13.3.10.1. Convey a positive attitude
13.3.10.2. Teach test-taking skills
13.3.10.3. Simulate use of time limits during testing
13.3.10.4. Familiarize students with the type of questions used
13.3.10.5. Involve students in marking questions of each type
13.3.11. The Big Debate
13.3.11.1. Pros
13.3.11.1.1. Both the weakness of the test and the strength of the test can be examined
13.3.11.1.2. Schools and school boards can be compared to see how students are doing in comparison to one another - can help determine what each school may need to improve on
13.3.11.1.3. Can help find out if certain school are or are not meeting the standards set through the curriculum
13.3.11.2. Cons
13.3.11.2.1. Environmental Factors
13.3.11.2.2. Personal Factors
13.3.11.2.3. Standardized tests use a minimum number of questions
13.3.11.2.4. Standardized tests have to make a one-size-fits-all test that will not fit all