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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 Jason Prior 11/05/2018
EDUCATIONAL PSYCHOLOGY knowledge and methods of psychology and related disciplines to study teaching and learning --> to improve teaching/learning processess
by Jason Prior
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.
