1. Used to make wide-scope educational decisions
2. Week 1 - Early August: Planning for the Upcoming School Year
2.1. Reflective Practice
2.1.1. Defining charactersitic of a truly professional teacher. It shows dedication and allows for maximum effectiveness.
2.1.2. Reflective Practitioners
2.1.2.1. • are open-minded and amenable to change
2.1.2.2. • feel they have an ethical responsibility to best facilitate their students’ learning
2.1.2.3. • choose to analyze and reflect on their practice
2.1.2.4. • assess the effects of their teaching in order to improve their practice
2.1.2.5. • embrace self-enquiry
2.2. Educational Psychology: understanding of the psychological principles that govern the interactive human behaviours involved in the teaching and learning process.
2.2.1. Purposes
2.2.1.1. Expand the fundamental theoretical research framework of the discipline
2.2.1.2. Improve educational practice for teachers by providing them with sound and relevant research results upon which to base their instruction
2.2.2. Commonplaces of Education (the 4 ingredients for learning)
2.2.2.1. The Teacher
2.2.2.1.1. Someone who teaches
2.2.2.2. The Curriculum
2.2.2.2.1. The topic being taught
2.2.2.3. The Student
2.2.2.3.1. Someone being taught
2.2.2.4. The Classroom
2.2.2.4.1. The setting
2.2.3. 9 Foundational Topics
2.2.3.1. Learning and Cognitive
2.2.3.1.1. How do students think and learn best?
2.2.3.1.2. Potential barriers to efficient learning?
2.2.3.2. Development
2.2.3.2.1. What ages/grades can students be taught particular curricular concepts?
2.2.3.2.2. How do changes in a student's cognitive, social, emotional, moral, and physical development influence the teaching and learning process?
2.2.3.3. Social an Cultural Influences
2.2.3.3.1. How do classrooms affect teaching and student learning?
2.2.3.4. Motivation
2.2.3.4.1. Why do students engage in certain activities?
2.2.3.4.2. How can teachers use student interest to facilitate learning?
2.2.3.5. Behaviour and Classroom Managment
2.2.3.5.1. How can teachers construct a classroom environment that is academically effective, comfortable, and properly managed?
2.2.3.6. Individual Differences
2.2.3.6.1. Why do some students need more instruction then others?
2.2.3.7. Assessment and Evaluation
2.2.3.7.1. How can teachers determine what the students took away from the lesson?
2.2.3.7.2. How is assessment linked to instruction?
2.2.3.8. Teaching and Instruction
2.2.3.8.1. What types of teaching methods are best?
2.2.3.8.2. What are the factors that determine the use of particular instruction methods?
2.2.3.9. Psychological Foundations of Curricula
2.2.3.9.1. How does curriculum design affect teaching and learning?
2.2.3.9.2. What are the preferred methods for teaching particular skills?
2.2.4. Research Methods: Credible research is systematic, objective, and testable.
2.2.4.1. Research Process
2.2.4.1.1. 1. Observation of Phenomena
2.2.4.1.2. 2. Formation of Questions
2.2.4.1.3. 3. Applications of research methods
2.2.4.1.4. 4. Development of Guiding Principles
2.2.4.1.5. 5. Development of Theories
2.2.4.2. Quantitative Research
2.2.4.2.1. Descriptive Research
2.2.4.2.2. Experimental Research
2.2.4.3. Qualitative Research
2.2.4.3.1. Idiographic research
2.2.4.3.2. Ethnographic research
2.3. Teacher Planning
2.3.1. Important Considerations
2.3.1.1. What will be taught
2.3.1.2. The order of what is being taught
2.3.1.3. What teaching methods and materials are required
2.3.1.4. What type of environment am I teaching in
2.3.1.5. How will students be assessed
2.3.2. Curricular Planning
2.3.2.1. Following a top-down approach
2.3.2.1.1. Educational Purpose
2.3.2.1.2. Learning Experiences
2.3.2.1.3. Evaluation
2.3.3. Instructional Planning
2.3.3.1. Constructivism
2.3.3.1.1. actively and meaningfully constructing one's own knowledge and understanding
2.3.3.2. Instructional Approaches
2.3.3.2.1. Teacher-Centered Approach
2.3.3.2.2. Student-Centered Approach
2.3.4. Ten Best Practices
2.3.4.1. 1. Teach for understanding, appreciation, and life application
2.3.4.2. 2. Address multiple goals simultaneously
2.3.4.3. 3. Employ inquiry models
2.3.4.4. 4. Engage students in discourse management
2.3.4.5. 5. Design authentic activities
2.3.4.6. 6. Include debriefing
2.3.4.7. 7. Work with artifacts
2.3.4.8. 8. Foster metacognition and self-regulated learning
2.3.4.9. 9. Be aware of trajectories, misconceptions, and representations
2.3.4.10. 10. Recognize the social aspects of learning
2.4. Learners in the driving seat
2.4.1. The goal is to have students become more "learner-driven" when it comes to their learning
2.4.1.1. Addressing problems within the classroom
2.4.1.2. Inquiry is important
2.4.1.3. 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
2.4.1.4. Recognize that the entire lesson does not have to be planned for - freedom is a good thing
2.4.1.5. Know that teachers may have reservations since they have been teaching students a certain way for a long time
3. Week 6 - Late September: Knowing that the Students Know
3.1. How People Learn Framework
3.1.1. Knowledge-Centered
3.1.2. Learner-Centered
3.1.3. Community Centered
3.1.4. Assessment Centered
3.2. Universal Instructional Design
3.2.1. Instructional system designed and delivered with the needs of the least independently able students in mind
3.2.2. Results in instruction that is accessible and effective for all students
3.3. Linking Assessment and Instruction
3.3.1. Specific Learning Object
3.3.2. Assessment Question
3.3.3. Topical Unit and Lesson Plans
3.3.4. Instructional Method
3.4. Basics of Curriculum Planning
3.4.1. Expectations
3.4.2. Assessment and Evaluation
3.4.3. Teaching Strategies
3.4.4. Topics, Themes, Resources
3.5. Enduring Understandings
3.5.1. facets of understanding help identify the enduring understandings that students will think deeply about
3.5.1.1. Can explain
3.5.1.2. Can Interpret
3.5.1.3. Can apply
3.5.1.4. Have critical perspective
3.5.1.5. Can empathize
3.5.1.6. Have self-knowledge
3.5.2. Not just material worth covering
3.5.3. Enduring value beyond the classroom
3.5.4. Resides at the heart of the discipline
3.5.5. Required un-coverage of abstract or often misunderstood ideas
3.5.6. Offer potential for engaging students
3.5.7. Not broader(more) deeper ( less)
3.5.8. Allow for strong culture of instructional practice
3.6. Assessment of Student Learning
3.6.1. Purpose of Assessment
3.6.1.1. Measure and indicate student achievement
3.6.1.1.1. Diagnostic Assessment
3.6.1.1.2. Formative Assessment
3.6.1.1.3. Summative Assessment
3.6.2. Assessment Design Process
3.6.2.1. Designing Questions
3.6.2.1.1. must be derived from the same learning objectives used in unit
3.6.2.1.2. conceptually identical to examples used to teach the concept
3.6.2.2. Designing Tests and Exams
3.6.2.2.1. Content Validity
3.6.2.2.2. Content Reliability
3.6.2.2.3. Table of Specifications
3.6.3. Types of Assessment Questions
3.6.3.1. Selected-Response Questions
3.6.3.1.1. True/False questions
3.6.3.1.2. Matching questions
3.6.3.1.3. Multiple-choice questions
3.6.3.2. Constructed-Response Questions
3.6.3.2.1. Short-answer questions
3.6.3.2.2. Restricted-essay questions
3.6.3.2.3. Essay questions
3.6.4. Criterion-Based Assessment
3.6.4.1. assessing work based on marking a rubic
3.6.5. Norm-Based Assessment
3.6.5.1. assessing work by comparing it to the work of others
3.6.6. Assessment Done Well
3.6.6.1. Multiple opportunities to improve
3.6.6.2. Provision of useful and timely feedback
3.6.6.3. No marks until the final attempt
3.6.6.4. Clear targets in student friendly language
3.6.6.5. Students able to self and peer assess
3.6.6.6. Affirmation of capability
3.6.6.7. Students know where they stand and what to do to improve
3.7. 3 Stage Model
3.7.1. 1. Identify desired results
3.7.2. 2. Determine acceptable evidence
3.7.3. 3. Plan learning experiences and instruction
4. Week 7 - Early December: Individual Differences-Intellectual Abilities and Challenges
4.1. Intelligence
4.1.1. Groups of intellectual behaviours
4.1.1.1. Cognitive Styles
4.1.1.2. Learning Styles
4.1.1.3. Temperament
4.1.2. 8 Categories
4.1.2.1. Fluid intelligence
4.1.2.1.1. Considered most important
4.1.2.2. Crystallized intelligence
4.1.2.2.1. Considered most important
4.1.2.3. General memory and learning
4.1.2.4. Broad visual Perception
4.1.2.4.1. Considered most important
4.1.2.5. Broad auditory perception
4.1.2.6. Broad retrieval capacity
4.1.2.7. Broad cognitive speediness
4.1.2.8. Processing speed
4.1.3. Important Theorists
4.1.3.1. Gardner
4.1.3.1.1. Intelligence as Structures
4.1.3.1.2. Theory of Multiple Intelligences
4.1.3.2. Sternberg
4.1.3.2.1. Intelligence as Processes
4.1.3.2.2. Triarchic Theory of Intelligence
4.2. Special Education
4.2.1. Exceptionalities
4.2.1.1. High-Incidence Exceptionalities
4.2.1.1.1. typically include learning disabilities, behavioural disorders, giftedness, and intellectual disabilities.
4.2.1.2. Low-Incidence Exceptionalities
4.2.1.2.1. typically include autism, hearing and visual impairments, serious health impairment, and multiple disabilities.
4.2.2. Inclusion
4.2.2.1. all students with exceptionalities should be educated within regular classrooms to the greatest extent possible.
4.2.2.1.1. All Canadian provinces and territories use the educational philosophy of inclusion
4.2.3. Individualized Education Plan (IEPs)
4.2.3.1. 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
4.2.3.2. Who uses IEPs?
4.2.3.2.1. Students with ADHD
4.2.3.2.2. Students with Autism Spectrum Disorder
4.2.3.2.3. Students who are Gifted and Talented
4.2.3.2.4. Students with Mild Intellectual Disability
4.2.3.2.5. Students with Specific Learning Disorders
4.3. Learning For All
4.3.1. Three Effective Approaches
4.3.1.1. Differentiated Instruction
4.3.1.2. The Tiered Approach
4.3.1.3. Universal Design for Learning
5. Week 8 - Early February: Socio-Cultural Considerations
5.1. Socio-Cultural Perspectives
5.1.1. Critical consciousness is crucial
5.1.2. Teachers need to have a culturally responsive practice
5.1.3. Aboriginal Education
5.1.3.1. Risk factors
5.1.3.1.1. Early school failures
5.1.3.1.2. Moving from school to school
5.1.3.1.3. Lack of parent support
5.1.3.1.4. Lack of teachers with knowledge of Aboriginal studies
5.1.3.1.5. Living in remote communities
5.1.3.1.6. Lack of resources
5.1.3.1.7. Special needs
5.1.3.2. Protective Factors
5.1.3.2.1. Early intervention
5.1.3.2.2. Resiliency
5.1.3.2.3. Positive self-image
5.1.3.2.4. Family engagement
5.1.3.2.5. Aboriginal role models
5.1.3.2.6. Community involvement
5.1.3.2.7. Relevant programming
5.2. Stereotype Threat
5.2.1. the fear that your behaviour will confirm an existing negative stereotype about your identity group.
5.2.1.1. Can lead to prejudice
5.2.1.2. Can lead to discrimination
5.2.1.3. Harmful to individuals who have strong ties to their ethnic, religious or cultural group
5.2.1.4. Result in an impairment of performance
5.2.1.4.1. emotional burden that can reduce working memory and undermines actual ability
5.3. Socio-Economic Status (SES) -indicates an individual’s social class based on education, occupation, and income.
5.3.1. large impact on how well children do in school
5.3.2. 5 levels
5.3.2.1. lowest
5.3.2.2. lower-middle
5.3.2.3. middle
5.3.2.4. upper-middle
5.3.2.5. highest
5.3.3. Children's SES is determined by their parents' occupation and income level
5.3.4. teachers must be aware of the differences and do what they can to moderate them
5.3.5. Children's development is at risk
5.3.6. scarcity of resources
5.4. Different Parenting Styles
5.4.1. Authoritarian
5.4.1.1. 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.
5.4.2. Permissive
5.4.2.1. 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.
5.4.3. Authoritative
5.4.3.1. 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.
5.5. Increasing Diversity in Schools
5.5.1. Languages spoken
5.5.2. Aboriginal Students
5.5.3. One-Parent families
5.5.4. Religions
5.6. Student dilemmas
5.6.1. Individualism
5.6.1.1. Act within a unique identity and exclusive purpose
5.6.2. Collectivism
5.6.2.1. Act within a shared identity and common purpose
5.7. Differences within Identified Groups
5.7.1. Critical Consciousness
5.7.1.1. Political values and beliefs
5.7.1.2. An ideological clarity
5.7.1.3. A socio-cultural consciousness
5.7.2. Building a Culturally Responsive Practice
5.7.2.1. has a broad cultural knowledge and instructional base that grows and changes
5.7.2.2. What teachers need to know
5.7.2.2.1. Their own cultural assumptions
5.7.2.2.2. How to inquire about students’ backgrounds
5.7.2.2.3. How to develop teaching approaches and curriculum to meet needs of culturally diverse learners
5.7.2.2.4. How to establish links across cultures
5.8. Multicultural Education
5.8.1. Developing cultural understandings and mutual respect
5.8.2. Different Views
5.8.2.1. Diversity valued
5.8.2.1.1. No culture considered dominant
5.8.2.2. Dominant culture stressed
5.8.2.2.1. Surviving in real world
5.8.2.3. Diversity and dominant culture
5.8.2.3.1. Valued striking a balance
5.8.3. Dimensions
5.8.3.1. Content integration
5.8.3.2. Equity pedagogy
5.8.3.3. Empowering school culture and social structure
5.8.3.4. Prejudice reduction
5.8.3.5. Knowledge construction process
6. Week 9 - End of School Year: Standardized Achievement Tests
6.1. Purpose
6.1.1. To assess effectiveness of instruction
6.2. Testing in Canada
6.2.1. Federal
6.2.1.1. Achievement Levels of 13 yr olds (math, reading, and science)
6.2.2. Provincial/Territorial
6.2.2.1. Different uses including math and literacy testing at certain grade level
6.2.2.2. Grade 12 exit exams
6.3. Standardized Tests
6.3.1. Contain the same questions for all test-takers
6.3.2. Administered in the same fashion
6.3.3. Scored in systematic and uniform manner
6.3.4. Different from teacher-made tests and aptitude tests
6.3.5. Types
6.3.5.1. Criterion-Referenced
6.3.5.1.1. Student's score determined by comparing performance to establish criteria
6.3.5.2. Norm-Referenced
6.3.5.2.1. Student's score determined by comparing performance to other students
6.3.6. Aptitude Test
6.3.6.1. tests a student's specific cognitive, social, and behavioural skills
6.3.7. Achievement Test
6.3.8. Criticism
6.3.8.1. Biased tests
6.3.8.2. Stressful for students and teachers
6.3.8.3. Results in teaching to the test
6.3.8.4. Takes up too much time
6.3.8.5. Does not enhance student learning
6.3.8.6. Content of test does not reflect instruction
6.3.9. Improving Standardized Tests
6.3.9.1. Should improve the way the curriculum is designed
6.3.9.2. Should not be a stressful task and minimally intrusive
6.3.9.3. Tests should improve students' learning
6.3.9.4. Be based on the same curriculum framework that students have been accustom to
6.3.9.5. Use common standards for judging quality of work
6.3.9.6. All tests are imperfect
6.3.10. Preparing Students
6.3.10.1. Convey a positive attitude
6.3.10.2. Teach test-taking skills
6.3.10.3. Simulate use of time limits during testing
6.3.10.4. Familiarize students with the type of questions used
6.3.10.5. Involve students in marking questions of each type
6.3.11. The Big Debate
6.3.11.1. Pros
6.3.11.1.1. Both the weakness of the test and the strength of the test can be examined
6.3.11.1.2. 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
6.3.11.1.3. Can help find out if certain school are or are not meeting the standards set through the curriculum
6.3.11.2. Cons
6.3.11.2.1. Environmental Factors
6.3.11.2.2. Personal Factors
6.3.11.2.3. Standardized tests use a minimum number of questions
6.3.11.2.4. Standardized tests have to make a one-size-fits-all test that will not fit all
7. I plan to implement all 4 commonplaces to create an engaging environment
8. System approach to intelligence
9. Processing approach to intelligence
10. Represents 80% of all students with special needs
11. Learning mode preferences
12. Natural way of reacting to environment
13. Ability to learn and adapt
14. Improves teachers' foundational knowledge and avoids misconceptions
15. Establishes the fundamental scope and direction of teaching
16. Learning Objective is the foundation
17. Week 2 - Late August: Considering Developmental Differences
17.1. Development
17.1.1. Physical
17.1.1.1. Genetically predetermined path
17.1.2. Cognitive
17.1.2.1. Executive Cognitive Functioning
17.1.2.1.1. individuals organize, co-ordinate, and reflect on their thinking to achieve more efficient processing outcomes
17.1.2.2. Innate Curiosity
17.1.2.2.1. humans are born with powerful curiosity about the world around them
17.1.2.3. Learning How to Learn
17.1.2.3.1. children have innate psychological mechanisms that allow them to learn how to learn
17.1.3. Social
17.2. Principles of Development
17.2.1. Development follows an orderly and logical progression
17.2.1.1. Walk before you run
17.2.1.2. Talk before you read
17.2.1.3. master sentences before essays
17.2.2. Development is a gradually progressive process, not always at a constant rate
17.2.2.1. marked by periods of relatively rapid or slow growth
17.2.3. Development involves quantitative and qualitative changes
17.2.4. Individuals develop at different rates
17.2.4.1. not all children achieve the same developmental milestones at the same time, despite being the same age.
17.2.5. Development results from the influences of genetics (nature) and the environment (nurture)
17.2.5.1. Genetics setting the limits of developmental potential
17.2.5.2. Environment determining how much of that potential is realized
17.3. Theoretical Approaches
17.3.1. Piaget
17.3.1.1. The Psychological Structures of Learning
17.3.1.1.1. Innate drive to organize
17.3.1.1.2. Innate drive to adjust
17.3.1.2. From Disequilibrium to Equilibrium
17.3.1.2.1. 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.
17.3.1.2.2. 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
17.3.1.3. Four stages of cognitive development
17.3.1.3.1. Sensorimotor
17.3.1.3.2. Preoperational
17.3.1.3.3. Concrete Operations
17.3.1.3.4. Formal Operations
17.3.1.4. Horizontal decalage
17.3.1.4.1. children's abilities in different domains develop at different times
17.3.2. Vygotsky
17.3.2.1. 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
17.3.2.2. Zone of proximal development
17.3.2.2.1. range of tasks that a child cannot perform independently but can perform with the help of others
17.3.2.3. social interactions and shared social activities actually create an individual’s cognitive structures and cause individuals to think in certain ways.
17.3.2.3.1. the social environment of the child does more than merely influence cognitive development
17.3.2.4. Scaffolding
17.3.2.4.1. providing just enough support to prompt learning
17.3.2.5. Children's inner language drives their reasoning abilities and builds cognitive structures
17.3.3. Chromsky
17.3.3.1. Language-Acquisition Device
17.3.3.1.1. an innate capacity to learn, understand, and acquire language
17.3.3.2. 3 important components of language development
17.3.3.2.1. Function
17.3.3.2.2. Structure
17.3.3.2.3. Infinite generativity
17.3.4. Erikson
17.3.4.1. Eight stages of psychosocial development
17.3.4.1.1. 1. Trust vs. Mistrust
17.3.4.1.2. 2. Autonomy vs. Shame and Doubt
17.3.4.1.3. 3. Initiative vs. Guilt
17.3.4.1.4. 4. Industry vs. Inferiority
17.3.4.1.5. 5. Identity vs. Role Confusion
17.3.4.1.6. 6. Intimacy vs. Isolation
17.3.4.1.7. 7. Generativity vs. Stagnation
17.3.4.1.8. 8. Integrity vs. Despair
17.3.5. Kohlberg
17.3.5.1. Six Stage Theory of Moral Reasoning
17.3.5.1.1. Level 1: Preconventional
17.3.5.1.2. Level 2: Conventional
17.3.5.1.3. Level 3: Postconventional
17.3.6. Bronfenbrenner
17.3.6.1. Ecological Theory
17.3.6.1.1. framework of environmental systems within which an individual interacts
17.3.6.1.2. influences that environmental contexts have on social development of individuals
17.4. Growth Mindset -Intelligence can be developed
17.4.1. Embrace chalenges
17.4.1.1. you will come out stronger on the other side
17.4.2. Persist in the face of setbacks
17.4.2.1. failure is an opportunity to learn
17.4.3. See effort ads the path to mastery
17.4.3.1. effort is necessary to grow and master useful skills
17.4.4. Learn from criticism
17.4.4.1. criticism and negative feedback are sources of information. Not to be taken personally
17.4.5. Find lessons and inspiration in the success of others
17.4.5.1. success of others is seen as a source of inspiration and information
17.4.6. Greater sense of free will
18. Week 3 - Views of Learning – Cognitive, Behavioural, Social and Constructivist
18.1. Cognitive
18.1.1. Theory that explains thinking and differing mental processes and internal/external influences that lead to learning
18.1.1.1. Received, organized, stored and retrieved by the mind
18.1.2. Deeper Learning and developing critical thinking skills
18.1.2.1. Creating Meaning
18.1.2.1.1. Making links beyond the classroom
18.1.2.1.2. Discovery learning
18.1.2.1.3. Sequencing
18.1.2.2. Relate prior knowledge to new concepts
18.1.3. Applications
18.1.3.1. Chunking
18.1.3.2. Graphic organizers
18.1.3.3. Acronymns
18.1.3.4. Hooks
18.1.3.5. Reviewing
18.1.3.6. Real world
18.1.4. Patterns
18.1.5. Innate drive to adjust
18.1.5.1. Equilibrium vs. disequilibrium
18.1.6. Scaffolding and Schemas
18.1.6.1. knowledge building on itself
18.2. Behavioural
18.2.1. Classroom management - positive and negative reinforcement can help control behaviour
18.2.2. based on observable behaviour
18.2.3. students imitate the teacher's behaviour and adjust their behaviour accordingly
18.2.4. Support
18.2.4.1. Student centered
18.2.4.2. rewards
18.2.4.3. skill development
18.2.4.4. encouragement
18.2.4.5. responsive
18.2.4.6. immediate
18.3. Social and Constructive
18.3.1. equates learning with creative meaning from experience
18.3.1.1. Student Centered Learning
18.3.1.1.1. Teacher as a guide
18.3.1.1.2. socratic method
18.3.1.1.3. independent study
18.3.1.2. Hands on experiences
18.3.1.2.1. avoid oversimplification
18.3.1.2.2. real world problems and settings
18.3.1.3. Scaffolding
18.3.1.3.1. zone of proximal development
18.3.1.3.2. collaborative and cooperative efforts
18.3.1.3.3. negotiation instead of competition
18.3.1.4. Social constructivism
18.3.1.4.1. importance of school interaction
18.3.1.4.2. ecological theory
19. Week 4 - First Week of School: Establishing a Positive Learning Environment
19.1. Classroom Management
19.1.1. students learn better and more efficiently in environments that are orderly and psychologically secure
19.1.2. Strategies
19.1.2.1. Proximity
19.1.2.2. Touch
19.1.2.3. Student's Name
19.1.2.4. Gesture
19.1.2.5. The Look
19.1.2.6. The Pause
19.1.2.7. Ignore
19.1.2.8. Signal to Begin/ Signal for Attention
19.1.2.9. Deal with the problem not the student
19.1.3. DCM (Dynamic Classroom Management
19.1.3.1. results in more positive student behaviours, enhanced student psychological security, and better teaching and learning
19.1.3.2. Develop caring, supportive relationships with students
19.1.3.3. Organize and implement instruction in ways that optimize students’ access to learning.
19.1.3.4. Use group management methods that encourage students’ engagement in academic tasks.
19.1.3.5. Promote the development of students’ social skills and self-regulation.
19.1.3.6. Use appropriate interventions to assist students with behaviour problems
19.1.4. Teacher behaviour that diminish student behaviour problems
19.1.4.1. provide positive feedback to students
19.1.4.2. offer sustained feedback to students
19.1.4.3. respond supportively to students in general
19.1.4.4. respond even more supportively to low-ability students
19.1.4.5. ask questions that students are able to answer correctly
19.1.4.6. respond supportively to students with behaviour problems
19.1.4.7. present learning tasks for which students have a high probability of success
19.1.4.8. use time efficiently
19.1.4.9. intervene in misbehaviour at a low rate
19.1.4.10. maintain a low ratio of punitive to positive interventions
19.1.4.11. use criticism at a low rate
19.1.4.12. keep the need for disciplinary interventions low through positive classroom interventions
19.2. Self
19.2.1. Self-Efficacy
19.2.2. Self-Regulation
19.2.2.1. tasks should be complex
19.2.2.1.1. Tasks
19.2.2.2. students make decisions, have choices, take responsibility for planning
19.2.2.2.1. Control
19.2.2.3. students monitor their own process and outcomes and learn to adjust their efforts in order to attain goals
19.2.2.3.1. Self-evaluation
19.2.2.4. students and teachers engage in shared problem-solving
19.2.2.4.1. Collaboration
19.2.3. Resilient Children
19.2.3.1. Good self esteem
19.2.3.2. sense of competence
19.2.3.3. optimistic
19.2.3.4. Personal control
19.2.3.5. Feel connected
19.2.3.6. Motivated to learn
19.2.3.7. Self disciplined
19.3. Well Being in the classroom
19.3.1. Personal Development
19.3.2. Flexibility and Control
19.3.2.1. Teachers should be able to allow students to take control of their learning (release of responsibility)
19.3.2.2. If a planned lesson is not able to be executed, being able to continue teaching is an example of being flexible
19.3.3. Social Interaction
19.3.3.1. Students need to form healthy relationships with one another
19.3.4. Optimal Challenge
19.3.4.1. Students will feel accomplished by completing their work at a higher difficulty level
19.3.5. Positive Classroom Culture
19.3.6. Valued Contribution
19.3.6.1. Give recognition to effort and participation from students
19.3.7. Instructor Support
19.3.8. Access to Resources
19.3.8.1. Having the resources that will aid students to perform their best in the classroom eg. noise cancelling headphones
19.3.9. Real Life Learning
19.3.9.1. Applying real life applications to school work will be more engaging for students because thy can see a purpose for the lesson
20. Week 5 - Mid-September: Making Instructional Decisions
20.1. Diagnostic Assessment
20.1.1. Determination of a student's current level of knowledge prior to instruction
20.1.2. Starting point for all instruction
20.2. Lesson Plans
20.2.1. Build lesson plans using Backwards Design
20.2.1.1. 1. What do I want my students to learn?
20.2.1.1.1. Specific Learning Objective
20.2.1.2. 2. How will I determine whether or not they have learned?
20.2.1.2.1. Assessment Question
20.2.1.3. 3. What will I teach?
20.2.1.3.1. Topical Unit and Lesson Plans
20.2.1.4. 4. How will I teach?
20.2.1.4.1. Instructional Method
20.2.2. Core Elements of Backwards Design
20.2.2.1. Instructional activities that connect to and build understanding
20.2.2.2. Assessment that deliberately measures student progress toward curricular goals
20.2.2.3. The articulation of why certain assessments are appropriate and for what purpose
20.2.2.4. The development of a variety of ongoing formal and informal assessment tools
20.3. The Common Thread of Learning Objectives
20.3.1. Philosophical objectives found in mission statements
20.3.2. Global objectives found in curriculum guides
20.3.3. Broad learning objectives used in unit plans
20.3.4. Specific learning objectives
20.3.5. Assessment questions
20.3.6. Topical unit and lesson plans
20.3.7. Instructional methods
20.4. Different Taxonomies
20.4.1. Bloom's Taxonomy
20.4.1.1. Hierarchical classification of cognitive learning behaviour
20.4.1.2. Clearly separates different types and goals of thinking
20.4.1.3. Cognitive Objective
20.4.1.3.1. 1. Knowledge
20.4.1.3.2. 2. Comprehension
20.4.1.3.3. 3. Application
20.4.1.3.4. 4. Analysis
20.4.1.3.5. 5. Synthesis
20.4.1.3.6. 6. Evaluation
20.4.2. Stiggin's Taxonomy of Achievement Targets
20.4.2.1. A set of specifications for what students should learn or do
20.4.2.2. Targets
20.4.2.2.1. 1. Knowledge
20.4.2.2.2. 2. Reasoning
20.4.2.2.3. 3. Skills
20.4.2.2.4. 4. Products
20.4.2.2.5. 5. Attitudes and Dispositions
20.5. Universal Instructional Design (UID)
20.5.1. advocates for physical spaces and objects that consider the needs of all users and especially those of individuals with disabilities.
20.5.1.1. Instructional system designed and delivered with the needs of the least independently able students in mind
20.5.1.2. Results in instruction that is accessible and effective for all students
20.5.2. 1. Create a welcoming classroom environment that emphasizes academic and behavioural success.
20.5.3. 2. Determine the essential academic components to be taught/learned and the preferred behavioural outcomes.
20.5.4. 3. Provide students with both clear expectations for learning and feedback about their learning progress and social conduct.
20.5.5. 4. Implement a variety of topically suitable instructional methods.
20.5.6. 5. Provide a variety of ways for students to demonstrate what they have learned (assessment).
20.5.7. 6. Make appropriate use of technology to enhance learning.
20.5.8. 7. Encourage and initiate teacher–student and student–student discourses about learning topics/tasks and behavioural expectations.
20.6. Motivation
20.6.1. What motivates students?
20.6.1.1. Challenging and meaningful tasks
20.6.1.2. Being able to effectively use learning strategies
20.6.1.3. Having teacher support
20.6.1.4. Being required to demonstrate knowledge
20.6.1.5. Feeling that the teacher cares for them
20.7. How People Learn (HPL)
20.7.1. Knowledge-Centeredness
20.7.1.1. What should be taught, why is it important, and how should this knowledge be organized?
20.7.1.2. Teachers consult their respective national, provincial, and district standards in deciding what to teach and why.
20.7.2. Learner- Centeredness
20.7.2.1. Who learns, how, and why?
20.7.2.2. Teachers need to make moment-by-moment teaching decisions based on their ongoing assessments of their learners’ current levels of understanding.
20.7.3. Community-Centeredness
20.7.3.1. What kinds of classroom, school, and school-community environments enhance learning?
20.7.3.2. 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.
20.7.4. Assessment-Centeredness
20.7.4.1. What kinds of evidence can students, teachers, parents, and others use to see if effective learning is really occurring?
20.7.4.2. Teachers focus on ways that different teaching and learning goals affect the assessment of academic progress.
20.8. Instructional Strategies
20.8.1. Cognitive Strategies
20.8.1.1. purposeful and controllable thinking process that actively promotes the understanding and retention of knowledge
20.8.1.2. Effective thinking
20.8.1.2.1. working memory
20.8.1.2.2. short-term store of relevant information
20.8.1.2.3. long-term memory
20.8.1.2.4. Metacognition
20.8.2. Select-Organize-Integrate (SOI)
20.8.2.1. information-processing model of meaningful learning
20.8.2.2. meaningful learning occurs when students engage in three cognitive processes
20.8.2.2.1. 1. selecting relevant information
20.8.2.2.2. 2. organizing the selected information
20.8.2.2.3. 3. integrating the organized information with prior knowledge
20.8.3. Direct Instruction
20.8.3.1. Clear learning objectives
20.8.3.2. Well-planned lessons
20.8.3.3. Explicit teaching
20.8.3.4. Lots of practice
20.8.4. Student Problem-Solving
20.8.4.1. Instruct students on how to develop thinking strategies and help them execute these strategies
20.8.4.2. Verbal Protocol Analysis
20.8.4.2.1. documenting conscious cognitive processing
20.8.4.2.2. Students explain their thinking
20.8.4.3. Problem-, Project-, and Inquiry-Based Learning
20.8.4.3.1. (a) help teachers design comprehensive curricular tasks (inquiry base)
20.8.4.3.2. (b) complete tasks with peers collaboratively (problem base)
20.8.4.3.3. (c) create specific educational products (project base)
20.8.4.3.4. (d) reflect on their learning experiences