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EDUCATIONAL PSYCHOLOGY knowledge and methods of psychology and related disciplines to study teaching and learning --> to improve teaching/learning processess by Mind Map: EDUCATIONAL PSYCHOLOGY knowledge and methods of psychology and related disciplines to study teaching and learning --> to improve teaching/learning processess

1. Week 3 -DEVELOPMENTAL THEORISTS:

1.1. Berliner (pg. 11) 1) learning and cognition 2) development 3) social and cultural influences 4) motivation 5) behaviour/classroom management 6) individual differentiation 7) assessment and evaluation 8) teaching and instruction 9) psychological foundations and curricula

1.1.1. pg 15 Research Proccess (5 Steps)

1.1.2. 4) Classroom Motivation -students' perspective - essence of school is learning, students are trying to understand and adapt to all elements in their environment -teachers' perspective - essence of student learning is motivation, students have the internal drive to understand so they can adapt -educational psychology perspective - understanding motivation is key to understanding why things happen in classrooms, knowing why is infinitely better than simply knowing what or how

1.2. Piaget - explained how cognitive development and learning takes place

1.2.1. 1) Piaget (1970) 2 Learning Instincts from Curiosity

1.2.1.1. 1) Innate Drive to Organize (Behaviour, Thoughts to Coherent Systems Scheme - shake a rattle with everything, repeatedly act or think about item or happening Scheme - simple mental representation of an item or happening (ie: animals have wings (tail), fly (action), look nice (thought/idea)

1.2.1.2. 2) Innate Drive to Adjust - Adaptation to one's surrounding environment

1.3. Vygotsky - emphasized how it is important to allow students to construct their own knowledge

1.3.1. I like the Constructivist Theory of Vygotsky - with the scaffolding technique

1.4. Chomsky - who described how and why language develops

1.5. Erikson - focused on how an individual's sense of self develops

1.6. Kohlburg - clarified how our sense of right and wrong (morality) develops

2. Week 1: FOCUS OF THE WEEK / Week 2: CONSIDERING DEVELOPMENTAL DIFFERENCES

2.1. 1934 Dewey Imaginative Insights (p. 7)

2.1.1. Schwab 1973 - 4 Commonplaces of Education

2.1.1.1. 1. Teaching (Someone)

2.1.1.1.1. reflective practice and planning (p.19)

2.1.1.1.2. ethical/moral responsibility to students

2.1.1.1.3. tests given knowledge (treat as hypotheses)

2.1.1.1.4. Reciprocal Determination (p.77)

2.1.1.1.5. Know the Students MORE than the Subject area

2.1.1.1.6. The Golden Circle (Why, How, What)

2.1.1.1.7. Structure - allow students to move whole group, to small group, pairs, individual learning

2.1.1.1.8. Teachers - should be sensitive and alert to classroom environments

2.1.1.1.9. Ted Talk Video - Stop Stealing Dreams -

2.1.1.1.10. Ask Parents what goals would you like to see accomplished with their child?

2.1.1.2. 2. Curriculum (Something) what is being taught in the schools

2.1.1.2.1. Educational Purposes (p.22)

2.1.1.2.2. Learning Experiences

2.1.1.2.3. Evaluation

2.1.1.3. 3. Students (Someone)

2.1.1.3.1. Development (week 2)

2.1.1.3.2. Physical, Cognitive, Social Changes

2.1.1.3.3. Learning becomes more organized

2.1.1.3.4. Behaviour becomes more adaptive

2.1.1.3.5. Resilient student (Week 4)

2.1.1.3.6. Reasons For Behaviour (p.77)

2.1.1.3.7. Article - Learners In The Drivers Seat

2.1.1.3.8. Entry Ticket - Methodology For Learning in school has changed drastically.

2.1.1.3.9. RTI - Response To Intervention

2.1.1.3.10. 3 Areas of Executive Function

2.1.1.4. 4. Classroom (Setting)

2.1.1.4.1. Environment determines the potential realized in a student

2.1.1.4.2. Dynamic Classroom Management (DCM) (p.76)

2.1.1.4.3. Executive Cognitive Functioning (p.46)

2.1.1.4.4. Innate Curiosity / Observe (mimic)

2.1.1.4.5. Through other classes I have learned to get to know your students, then start to put up anchor charts and wall texts to be fitting for your class

2.1.1.4.6. When Volunteering in a Grade 5 Classroom as a personal experience - I observed that the room kept changing - seating patterns, wall texts, reflecting students work, and also what the students were learning.

3. Weeks 1-3 -TYPES OF LEARNING:

3.1. Reggio Emilia Inspired

3.1.1. Play Based Learning. What I want to know. Develop Action Plan. Reflect.

3.1.1.1. Classrooms From Early Childhood Education Course

3.2. Montessori:

3.2.1. If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the betting of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?

3.3. Handout - Carol Dweck - Growth Mindset intelligence can be developed - Gives a greater sense of free will

3.3.1. Embrace Challenges

3.3.2. Persist In the Face of Setbacks

3.3.3. See Effort as the path to Mastery

3.3.4. Learn From Criticism

3.3.5. Find Lessons and Inspiration in the Success of Others

3.4. Cognitive Learning - focus on mental process (information received, organized, stored, retrieved) like a computer -- EDUCATOR is observer

3.4.1. Video - Lives in the Balance - Brunner 1960s, David Austin Bell

3.5. Constructivism (Vygotsky) - equates learning with creating meaning from experience - like a tree is part of the forest -- EDUCATOR is mediator

3.5.1. Getting Students Engaged Video

3.5.1.1. Ted Talk Video - John Green - Create a community of learning where all learning is equal and all ideas are cherished. Learner with a safe environment from which to explore and create their own learning connections

3.6. Behaviourism (Skinner) - behaviour can be controlled or modified based on antecedents and blank slate, consequences of behaviour (reinforcements, punishments) -- EDUCATOR is transmitter

3.6.1. Video - Classroom Management

3.7. Social Construction - human development is led by learning, an inversion of cognitive development - learning should push development in what is referred to as Zone of Proximal Devleopment

3.8. Consider what this looks like in your classroom and across different grades

3.9. Bloom's Taxonomy

3.9.1. Memorization (knowledge) vs Understanding (Comprehension)

3.9.2. https://www.google.ca/search?q=bloom%27s+taxonomy&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjux7bo0LXXAhXqx4MKHckIBvkQ_AUICigB&biw=1242&bih=602#imgrc=DfPnuZhSpHfXbM:

3.9.3. Always keep in mind of where your students are developing with Bloom's - higher order thinking - big idea with Social Sciences Class

3.10. Rita Pearson - youbute

3.10.1. HOW to Learn is most improtant

3.11. Adora Svitak Video

3.11.1. Kids are not hampered by big ideas / limitations

3.12. "Every Student can learn. Just not on the same day. or the same way. George Evans

3.12.1. Tell Me, and I forget. Teach Me, and I remember. Involve Me and I Learn

3.12.1.1. What a child can do today with assistance, she will be able to by herself tomorrow. Lev Vygotsky

3.12.1.1.1. Learning is not the product of teaching. Learning is the product of the activity of learners.

4. TEACHING, LEARNING, & DEVELOPMENT 5015Q - Prepared For: Professor Paul Cook Professor: Caely Isabel Dunlop Professor: Lilia Arely Rodriguez Alcocer Prepared By: Jason Prior

5. PERSONAL LEARNING/THOUGHTS/EXPERIENCES

6. ADDITIONAL LEARNING - VIDEOS, ENTRY/EXIT TICKETS, GROUP WORK, PARTNER DISCUSSION, ARTICLES

7. CROSS CURRICULAR CONNECTIONS

8. INSTRUCTIONAL STRATEGIES

8.1. I look forward to implementing as many of these instructional strategies when they can best fit during Practicum and I will continue to build on them over my Teaching Career.

8.2. Talking Stick

8.3. Using Researched Strategies: 1) Cooperative Learning 2) Graphic Organizers 3) Homework and Quesitons

8.4. Classroom Management Techniques learned in Prof. Zeisner's Class - Supportive Learning Environments

8.5. Gradual Release of Responsibility - Learned in Literary Arts

8.6. Parking Lot / Sticky Notes, Graphic Organizers, Gallery Walk, Numbered Heads, Think Pair Share, Round Table, Positive Minus Interesting, Group Roles leading to Literature Circles

8.7. Used Plus, Minus, Interesting - when remembering your favourite classrooms

8.8. 5 Why's

8.9. Learning Goals, Success Criteria - have laminated outside classroom to tell students what we will do today

8.10. In Groups: Leader, Timer, Recorder, Speaker

8.11. Print Rich Environment - Word Wall, Reading Strategies, Visualisations, Learning Centres, Colourful

8.12. FOR BIG PROJECTS - HAVE EVERYONE INVOLVED - INCLUSIVE ENVIRONMENT

8.13. Tribes Training - Welcoming Environment For All

8.14. Personal Story Wall

8.15. How Do You Acknowledge Diversity - Without Singling People Out:

8.15.1. Talk About An Issue Without Using Names

8.15.2. Baby Steps

8.15.3. Celebrate - Diversity is good

8.15.4. Let People Speak Of Their Own Experience

8.15.5. Avoid Tokensim - "Single Story"

8.15.6. Make The Whole Class Show Experiences NOT A Single Person Sharing

8.15.7. Ie: Map of The World - with everyone's pins

9. Week 4 - ESTABLISH POSITIVE LEARNING ENVIRONMENT

9.1. Resilient Children

9.2. Students Self Regulated Learning

9.2.1. Tasks

9.2.2. Control

9.2.3. Self-Evaluation

9.2.4. Collaboration

9.3. Self-Efficacy

9.3.1. Is something that I want to help all students work towards - positive

9.4. Focus on Student Wellbeing

9.5. Student Achievement

9.5.1. Design Curriculum to Facilitate Student Learning

9.5.2. Effective Instructional Strategies

9.5.3. Classroom Management Techniques

9.5.3.1. Bump System LIST (ie The Look)

9.5.3.1.1. Set Expectations NOT Rules

9.6. Maslow'ss Hierarchy of Needs

9.6.1. https://www.google.ca/search?biw=1242&bih=602&tbm=isch&sa=1&ei=fXUGWpSKBqHjjwSR_6-4CA&q=maslow%27s+hierarchy+of+needs&oq=maslow&gs_l=psy-ab.1.2.0l10.88157.90829.0.93247.22.13.0.0.0.0.128.759.8j1.10.0....0...1.1.64.psy-ab..15.6.519.0..0i67k1.195.KPoI35gu4Pk#imgrc=-6KBckX4bHpSUM:

9.7. Favourite Classroom - organization, students work showcased, anchor charts to help students, lots of colour

9.8. By Understanding Your Students - as a teacher you can implement best teaching practices

9.9. Most worried about when behaviour escalates - knowing when to be more firm

9.10. How to Succeed Video

9.10.1. 1) Academic Content - What you want students to master

9.10.2. 2) Skills - I am teaching at the same time - how will I assess

9.10.3. 3) Develop Intrinsic Motivation - play, passion, purpose

9.10.4. Knowledge has become a commodity - free like air

9.11. Passion and Purpose Video - Skills for Citizenship and Continuous Learning

9.11.1. Core Competencies - 7 Items List in Notes

9.11.2. Create A Culture of Learning - 5 Items List In Notes

9.11.3. Teachers have to model how to be innovators, take risks, willing to learn from mistakes, work more collaboratively with colleagues, encourage play and passion and purpose

9.12. Ted Talk Video - Myth of Average

9.12.1. Design Learning Environment: account for memory, language, knowledge, reading, vocab, curiosity, perceptual, cognitive, interest

9.12.2. Need to Nurture Individual Potential

9.12.3. Design to the Edges - reach more students - expand talent pool

10. Week 5 - MAKING INSTRUCTIONAL DECISIONS

10.1. Entry Ticket

10.1.1. Letting Kids Hack Their Lessons - Focused on Constructivism, Differentiated Instruction, Universal Design For Learning

10.1.1.1. Still should be teacher led, not kids using the curriculum to make their own questions

10.1.1.2. More of a Focus on UDL Today - we really only had an overhead projector

10.2. What Motivates Students List

10.3. Constructivist Views of Learning

10.3.1. How To Apply List

10.3.2. How To Design A Classroom

10.4. Bloom's Taxonomy - 6 Levels

10.4.1. Keep Chart In Classroom

10.5. Meaningful Learning Wheel

10.6. www.casel.org Core Competencies

10.7. Universal Instructional Design

10.7.1. 1. Access to the Curriculum For All

10.7.2. Rather than designing a unit and making changes for exceptional students, UDI encourages teachers to plan from the beginning and provide materials that meets the needs of all

10.8. Ted Talk Video - Step Into Uncertainity

10.8.1. Evolution teaches play - a way of being - Play Based Inquiry Learning is a key component to the Kindergarten Curriculum

10.8.2. 1. Celebrate Uncertainty, 2. Be Adapatable to Change 3. Open To Possibility 4. Cooperative, 5. Intrinsically Motivated

10.9. Want to go to a school - child as an explorer - have active learners, playful learning (guided play), whole child approach (brain and heart), integrated curricula

10.9.1. Advantages: >Emotional Regulation, <Child Stress, <Child Behaviours, >Motivation, >Academic Score

10.10. Inquiry Based vs. Problem Based Learning Charts

10.10.1. Want Low Floor - High Ceiling Questions, Open Ended Questions - Like Math

10.11. Critical Thinking Checklist

10.11.1. Is Promoted In All Subjects - as a way of learning. It is relevant in real world application

10.12. SOI Information - Processing Model (p. 129-130)

10.12.1. Select, Organize, Integrate

10.13. How People Learn Framework

10.13.1. Knowledge-Centeredness, Learner-Centeredness, Community Centeredness, Assessment Centeredness

10.14. Problem Solving and Cognitive Processes

10.14.1. Remembering, Understanding, Applying, Analyzing, Creating, Evaluating

10.14.1.1. Reminds me of the Scientific Process

11. Week 6 - KNOWING HOW YOUR STUDENTS LEARN

11.1. Assessment

11.1.1. Own Childhood Assessment

11.1.1.1. Positive - good feedback

11.1.1.2. Negative - no feedback, no help to learn

11.1.2. Done Well List

11.1.2.1. Done Poorly List

11.1.3. Find out what students know, used to help students improve their learning, used to let students and their parents know how much they have learned within a prescribed period of time

11.1.4. 3 Types of Assessment

11.1.4.1. 1. Performance Task (heart of learning, real world challenge, knowledge and skill, understanding)

11.1.4.1.1. 2. Criteria Referenced Assessment (test)

11.1.5. Want Fair and Equitable - what are we measuring?

11.2. KICKA

11.3. LETTUCE THEORY

11.3.1. Approach, Philosophy with students, dig deeper

11.3.1.1. Same as: If a flower does not bloom, you don't change the flower, you change the environment

11.3.1.1.1. Child is not the problem, child has a problem

11.4. Backward Design

11.4.1. Think Big - Start Small

11.4.1.1. End Goals For Learning - how to assess, what you will teach, not just text

11.4.1.1.1. differentiate for all students - in Nov, not at beginning

11.4.2. Like Many of BEd Courses

11.4.3. 3 Stages

11.4.3.1. 1. Identify Desired Results (learning outcomes)

11.4.3.1.1. 2. Determine Acceptable Evidence (means to assess if learners have learned)

11.5. Understanding By Design (UBD) (p. 19/20 from Assessment Learning Book

11.5.1. Teach For Understanding

11.6. Enduring Understandings

11.6.1. What do I want my students to understand in order to lead a successful life? What big ideas do I want my students to understand beyond this unit of study?

11.6.1.1. Big Ideas Is A Social Studies concept - used to drive the unit as a take-away

11.6.2. If we teach in this way, it makes EQAO and DRA assessments more difficult to complete

11.7. Universal Design For Learning (UDL)

11.7.1. works across a wide spectrum of learners so everyone is a successful learner

11.7.1.1. able to reach multiple intelligences

11.7.2. multiple and flexible methods of: 1) presentation, 2) expression, 3) engagement

11.7.3. Benefits: List

11.7.4. COOL RUBIK'S CUBE - BRAILLE

11.7.4.1. Universal Design for Learning: Penn State World Campus’s Approach to Course Design | Penn State World Campus Blog

12. BIG IDEAS TO REMEMBER

13. Week 7 - INDIVIDUAL DIFFERENCES - Intellectual Abilities and Challenges

13.1. Ted Talk Video - Do Schools Kill Creativity

13.1.1. Unpredictability of Education for the future

13.1.1.1. Extraordinary Capacities for children with Innovation - Also Stressed in Other Classes

13.1.1.1.1. Creativity Is as Important as Literacy

13.1.1.1.2. Want Children to Take Chances - Risks - Be Original - I put on my Introduction Visual Narrative with 5012Q

13.1.2. Intelligence

13.1.2.1. 1) Diverse - think in sound, visually, kinestectically, abstract terms we think in movement

13.1.2.2. 2) Dynamic - interactive, brain not compartment, creativity (process of having original ideas that have value), interaction of different ways to seeing things

13.1.2.3. 3) Distinct - Discovered their talent

13.2. 2005 Ministry of Education

13.2.1. Education For All - K-6

13.2.2. Universal Design & DI

13.2.3. Foundation for Creating of Learning Environments that all ALL students to have access to effective teaching practices in the regular classroom

13.3. 2006 - Special Education Transformation

13.3.1. Reiterated Education For ALL

13.3.2. Acknowledged - full inclusion for some still a contentious issue, noted where segregated settings are deemed necessary, these placements must focus on Intervention and have a Specific Duration

13.4. Full Alive Video - 1995 World Ceremonies Special Olympics

13.4.1. Photographer - "dawned a new lense", "label disappeared", "saw within"

13.4.1.1. "We Need to Challenge and Change Our Lenses" - Professor Cook

13.5. The use of research-based strategies, practices, models

13.5.1. The best use of resources

13.5.1.1. A real effort to meet a child's needs

13.5.1.1.1. Accommodations and modifications that facilitate appropriate learning

13.6. Special Education

13.6.1. Accommodating the special learning needs of students with exceptionalities

13.6.2. Specialized Instruction based on the assessment of student's abilities

13.6.3. Labelling

13.6.3.1. Get rid of words, labels, classification

13.6.3.1.1. ONE DAY WE WILL GET RIDE OF THE WORLD INCLUSION AND INCLUSIVE SCHOOL - IT WILL JUST BE "SCHOOL"

13.6.4. Placement

13.6.4.1. Physical, and Cognitive Access To The Curriculum Needed to Succeed - Slides

13.6.5. No "I" Statements - using calming words like "Let's Meet After Class"

13.6.5.1. Keep the Bar High - Always Have A Challenge

13.6.6. Tiered Systems

13.6.7. Special Education Service Delivery - Triangle Approach - top down

13.7. INCLUSION

13.7.1. Acceptance of Differences

13.7.1.1. Instruction focuses on appropriate teacher interventions

13.7.1.1.1. Material being taught is made accessible to all students

13.7.2. Inclusive Schools

13.7.2.1. Teachers Treat each student as a uniquely important individaul and who are knowledgeable about researched based practices that assist students with diverse learning needs to learn

13.7.2.2. Program philosophy which emphasizes the value of diversity, multiculturalism, social justice, and belonging for everyone

13.7.2.2.1. THIS IS WRITTEN IN MY TEACHING PHILOSOPHY

13.8. Models For Exceptionality

13.8.1. 1. Special Education Plans & SEA Committee

13.8.1.1. 2. Trifecta - Schools, Systems, Communities

13.8.1.1.1. 3. Laminated System (Gable 2014) - medical model, social model, cultural model

13.9. INTELLIGENCE - Internal Cognitive Ability

13.9.1. Achievement Tests - measure what the student has learned or the skills they have mastered

13.9.1.1. WJ-III

13.9.1.2. Wyatt Test (achievement profile) TA's Presentation - Caely, Lilia

13.9.1.2.1. Standardized Tests

13.9.2. Aptitude Tests - predict ability to learn a skill or accomplish something with further education

13.9.2.1. WISC-IV

13.9.3. Students are also learning more than just knowledge. They are developing - physical, social / emotional, and cognitive development.

13.9.3.1. As A Teacher You Want to Teach More Than Just The Subject.

13.9.3.1.1. TEACH STUDENTS NOT JUST A SUBJECT - From 5012Q Class

13.10. Instructional Approaches(both responds to the various needs of a diverse group and precisely tailored to individual needs is needed for student achievement for all students)

13.10.1. Universal Design For Learning (UDL)

13.10.2. Differentiated Instruction (DI)

13.10.3. Response To Intervention

13.10.4. BUILD AN INCLUSIVE PRACTICE - Those who teach students with exceptional needs develop deeper diagnostic skills and a wider repertoire of teaching strategies

14. Week 8 - SOCIO-CULTURAL CONSIDERATIONS

14.1. They always say time changes things, but you actually have to change them yourself. - Andy Warhol 1928

14.1.1. I WANT TO BE THAT POSITIVE CHANGE FOR BOTH THE INDIVIDUAL AND THE SCHOOL SYSTEM

14.2. INCLUSION

14.2.1. All Children Are Different

14.2.1.1. All Children Can Learn

14.2.1.1.1. Different Abilities, Ethinic Groups, Size, Age, Background, Gender

14.3. Everyone Has A Story

14.3.1. I SENT PROFESSOR COOK THE VIDEO ABOUT A DAD WHO SHARES HIS STORY ABOUT HOW WONDERFUL DOWN SYSDROME REALLY IS https://www.facebook.com/ShareablyNow/videos/vb.1556259461269806/1650869954944820/?type=2&theater

14.3.1.1. In Class Professor Cook Tied This Video Into the Lessons of Inclusion and Everyone Has A Story

14.4. Universal Design For Learning (UDL)

14.4.1. SHOULD BE:

14.4.1.1. https://www.google.ca/search?q=universal+design+for+learning&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjE3PqGs7TXAhVB0YMKHfaYB78Q_AUICigB&biw=1242&bih=602#imgrc=nLNpR-58pGK-6M:

14.4.2. SHOULD NOT BE: A Cartoon Showing All Animals Going To Take the Same Standarized Test

14.4.2.1. https://www.google.ca/search?q=universal+design+for+learning&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjE3PqGs7TXAhVB0YMKHfaYB78Q_AUICigB&biw=1242&bih=602#imgrc=SskMz1WgKsw4aM:

14.5. Knowledge is constructed because of Socio-Cultural Influences

14.5.1. MY REFLECTION PAPER FOR EARLY CHILDHOOD EDUCATION - SUPPORTED THIS

14.5.1.1. van Oers, B. (2013). Is it play? Towards a reconceptualisation of role play from an activity theory perspective, European Early Childhood Education Research Journal, 21(2), 185–198, Retrieved from http://journals2.scholarsportal.info.proxy1.lib.uwo.ca/pdf/135 0293x/v21i0002/185_iiptarpfaatp.xml

14.6. Increasing Diversity In School

14.6.1. Student Dilemmas

14.6.1.1. Individualism

14.6.1.2. Collectivism

14.6.2. Stereotype Threat

14.6.3. Socio-Economic Status

14.6.3.1. Compared to all other social or cultural attributes, an individual's SES has the greatest impact on scholastic achievement

14.6.3.1.1. Effect of Teaching Style - 10 Tips

14.6.4. Cultural Backgrounds

14.6.5. Aboriginal Education

14.6.5.1. Protective Factors List

14.6.5.2. Native American Circles

14.6.6. Cultural Identity

14.6.7. Some Students Have Started School with 1,000-1,500 hours of learning

14.6.7.1. This is the situation with a great number of students. We learned this in Language Class

14.7. TEACHERS MUST BUILD A CULTURALLY RESPONSIVE PRACTICE - involves educators utilizing the rucih culture and experience of their students to structure their classrooms and their teaching style to better meet the needs of their students. ie part of Multi-Cultural Education

14.7.1. Know their own cultural assumptions

14.7.2. Know how to inquire about students' backgrounds

14.7.3. Know how to develop teaching approaches and curriculum to meet needs of culturally diverse learners

14.7.4. Know how to establish links across cultures

14.7.5. Teachers Need More than Exemplary Content Knowledge and Impressive Pedagogical Skills

14.7.5.1. Need Socio-Cultural Influences

14.7.5.2. Critical Consciousness Disposition 1. Political Values, 2. Cultural Capital, 3. Socio-Cultural Consciousness

14.7.6. DIMENSIONS OF MULTICULTURAL EDUCATION:

14.7.6.1. Content Integration

14.7.6.2. Equity Pedagogy

14.7.6.3. Empowering school culture

14.7.6.4. Prejeudice Reduction

14.7.6.5. Knowledge Construction Process

14.7.7. Print Rich Environment - Word Wall, Reading Strategies, Visualisations, Learning Centres, Colourful

14.8. Ted Talk Video- How Culture Drives Diversity

14.8.1. 3 Ways to Deal With Culture

14.8.1.1. 1. Confront

14.8.1.2. 2. Complain

14.8.1.3. 3. Conform

14.8.1.3.1. Different Cultural Lenses

14.8.2. Quality of Results

14.8.3. It's not about what you see - it is what you perceive

14.9. Ted Talk Video - Danger of a Single Story

14.9.1. Have Many Stories

14.9.1.1. Change the Starting Point of the Story

14.9.1.1.1. A Story Can: Humanize, Empower, Repair Broken Dignity

14.10. Video - Dr. Geneva Gay

14.10.1. Uses cultural and experiences of different ethnic groups as a launch pad to teach more effectively

14.10.1.1. General ideas of effective teaching then contextualize it to issue of diversity

14.11. CELEBRATE STUDENTS AS INDIVIDUALS AND AS MEMBERS OF SPECIFIC CULTURES

14.11.1. Sharing Circle

14.11.2. Cultural Carnival

14.11.3. How Can You Help To Change

14.12. SELF REFLECTION: EVERYONE HAS A STORY. SOME STRUGGLE AND FACE MORE ADVERSITY THAN OTHERS. WE IMPACT STUDENTS BEYOND THE CLASSROOM. KEEP AN OPEN MIND. BE CULTURALLY RESPONSIBLE.

14.12.1. I WANT TO BE AN ADVOCATE FOR SOCIAL EQUITY, TO PREVENT BULLYING, TREAT ALL LEARNERS EQUALLY - TO ALSO HAVE SELF EFFICACY, BUILD CONFIDENCE, BE HAPPY WITH WHO THEY ARE.

14.12.1.1. From Personal Experience - Volunterring in the Grade 5 Classroom/School - I liked the social club - Girls 4 Girls, Guys 4 Girls

15. ADDITIONAL SHARING

16. Week 9 - WHAT IS THE VALUE OF STANDARDIZED TESTING

16.1. Federal

16.1.1. Provincial / Territorial

16.2. Contains the same questions

16.2.1. Administered to all test-takers in the same fashion

16.2.1.1. Are score in Systematic and Uniform Manner

16.2.1.1.1. Are different from teacher-made tests and aptitude tests

16.3. Original Purpose was to Assess the Effectiveness of Instruction

16.3.1. If Instruction Has Changed to all the ways mentioned in this mind-map - why do we still have tests which are not reflective of this??

16.3.1.1. Teachers have to Prepare Students and change instructional methods to teach test-taking skills

16.4. Many Criticisms

16.5. Standardized Tests Should...

16.5.1. Enhance Teaching and Learning

16.5.2. Improve Curricular Design

16.5.3. Be Minimally Intrusive

16.6. Pros and Cons - Discussed In Class

16.7. OFIP - Ontario Federation Intervention Partnership

16.7.1. Gives money to low performing schools

16.7.2. More money to support Grade 1's and 4's before they get into test Grades of 3 and 6.

16.7.3. Money for Professional Development

16.7.4. This will help the children who may not be able to receive the 1,000+ hours of learning that some other arrive to school with.

16.8. Space Shuttle Video

16.9. SCORES ARE NOT REFLECTIVE OF A STUDENT'S KNOWLEDGE

16.9.1. TESTS ARE A SNAPSHOT OF A SINGLE DAY

16.9.1.1. DOES NOT ACCOUNT FOR MULTIPLE INTELLIGENCES

16.10. A CONVERSATION IN ALL BEd COURSES

16.10.1. I see more negatives than positives. I think the province should reconsider how these tests should be performed.

16.11. I never had to take part in EQAO, but I do remember some standardized tests. Without getting any feeback, it does not show true accountability or help the learner.

17. TEXTBOOK / LECTURE NOTES