1. I will most definitely use Backward Design when creating unit plans as I like how assessment is designed before lesson planning allowing that instruction drives students toward the essence of what they need to know
2. It is a good idea to have an understanding of your own multiple intelligence as it can help you as an individual learn. I am predominantly a linguistic learner as I enjoy being taught using spoken and written materials.
3. I have learned a lot about assessment and evaluation in my Family Studies (EDUC 5210) course.
3.1. Assessment as Learning: process of developing and supporting student metacognition
3.2. Assessment for Learning: ongoing process of gathering and interpreting evidence about student learning
3.3. Assessment of Learning: process of collecting and interpreting evidence for the purpose off summarizing learning at a given point in time.
4. I have learned so much in Aboriginal Education (EDUC 5423Q) with Erica Neeganagwedgin. We have to work towards a decolonizing pedagogy for teachers to allow a classroom to be an equally safe space for all students.
5. I am personally against standardized tests in Canada as I can remember the pressures teachers and staff put on me to do well. Overall, giving me performance anxiety.
6. There has been a lot of debate around the benefits of standardized testing. Some believe it is a way to compare educational outcomes across schools.
7. Week 5: Mid/Late September: Making Instructional Decisions
7.1. Universal Instructional Design
7.1.1. Concept of equitable accessibility and utility
7.1.2. Link: Universal Instructional Design
7.2. Theoretical Basis of Instruction
7.2.1. Cognitive Strategies
7.2.1.1. "Good Thinker"
7.2.1.1.1. Effectively use cognitive strategies
7.2.1.1.2. Thinking must be strategic and systematic
7.2.1.2. Promotes the understanding and retention of knowledge
7.2.1.3. Working memory
7.2.1.3.1. Short-term memory
7.2.1.3.2. Long-term memory
7.2.1.4. Metacognition
7.2.2. Select-Organize-Integrate
7.2.2.1. Model of meaningful learning
7.2.2.2. Meaningful learning occurs when students engage in three cognitive processes
7.2.2.2.1. 1. Selecting relevant information
7.2.2.2.2. 2. Organizing the selected information
7.2.2.2.3. 3. Integrating the organized information with prior knowledge
7.3. Motivational Underpinnings
7.3.1. Tasks
7.3.1.1. Dynamic and open
7.3.1.2. Appeal to a broader range
7.3.2. Instructional Practices
7.3.2.1. Teach problem-solving strategies
7.3.2.2. Challenge students
7.3.2.3. Personal relatedness
7.3.2.4. Intellectual respect
7.3.3. Classroom Relationships
7.3.3.1. Encourage student engagement
7.3.3.2. Encourage student discussions
7.3.3.3. Elicit student perspective
7.3.3.4. Withhold judgement
7.4. Direct Instruction
7.4.1. Systematic Instructional Method
7.4.2. Small amount of information and providing lots of practice
7.4.3. Mate basic facts and skills
7.5. Student Problem-Solving
7.5.1. Verbal Protocol Analysis
7.5.1.1. Students attempt a task of problem and teachers infer their strategy ability from the demonstrated outcome
7.5.1.2. Students described their thinking and or talk out loud as they complete a task
7.5.2. Problem-, Project-, and Inquiry-Based Learning
7.5.2.1. Student Centred Constructivist and Instructional Approach
7.5.2.1.1. 1. Help students design comprehensive curricular tasks
7.5.2.1.2. 2. Complete tasks with peers collaboratively
7.5.2.1.3. 3. Create specific educational products
7.5.2.1.4. 4. Reflect on their learning experiences
8. Week 6: Late September: Knowing that the Students Know
8.1. Instructional-Dagnistic Assessment
8.1.1. Determine that you teach is not as straightforward as it seems
8.1.2. Establish students current level of knowledge and skills
8.2. Learning Styles
8.2.1. Visual
8.2.2. Auditory
8.2.3. Tactile
8.3. Linking Assessment and Instruction
8.3.1. What do I want my students to learn?
8.3.2. How will I determine or not they have learned?
8.3.3. What will I teach?
8.3.4. How will I teach it?
8.4. Basics of Curriculum Planning
8.4.1. Expectations
8.4.2. Assessment and Evaluation
8.4.3. Teaching Strategies
8.4.4. Topics, Themes, Resources
8.5. Learning Objectives and Lesson Plans
8.5.1. Backward Design
8.5.1.1. Develop curricular units and lessons that are derived form the identical instruction goals/learning objectives that are used in creating assessment tools
8.5.1.2. First knowing where they want to take their students
8.5.1.3. Wiggins and McTighe
8.5.1.3.1. What is expected to be learned
8.5.1.3.2. What is taught
8.5.1.3.3. How it is taught
8.5.1.3.4. Questions used to assess student learning
8.6. Bloom's Taxonomy
8.6.1. https://www.youtube.com/watch?v=OOy3m02uEaE&t=13s
9. Week 7: Early December: Individual Differences-Intellectual Abilities and Challenges
9.1. Intelligence
9.1.1. Carroll's Hierarchal Model of Intelligence
9.1.1.1. Most Important
9.1.1.1.1. Fluid Intelligence
9.1.1.1.2. Crystallized Intelligence
9.1.1.1.3. Visual-Spatial Reasoning
9.2. The Theory of Multiple Intelligences
9.2.1. 1. Linguistic
9.2.2. 2. Logical-Mathematical
9.2.3. 3. Spatial
9.2.4. 4. Musical
9.2.5. 5. Bodily-Kinesthetic
9.2.6. 6. Interpersonal
9.2.7. 7. Intrapersonal
9.2.8. 8. Naturalistic
9.3. Intelligence as Processes
9.3.1. Sternberg's Triarchic Theory of Intelligence
9.3.1.1. Analytical/Componential Intelligence
9.3.1.2. Creative/Experiential Intelligence
9.3.1.3. Practical/Contextual Intelligence
9.4. Intelligence Test
9.4.1. Cognitive Indexes of the WISC-IV
9.4.1.1. Verbal Comprehension
9.4.1.2. Perceptual Reasoning
9.4.1.3. Working Memory
9.4.1.4. Processing Speed
9.5. Special Education
9.5.1. What is Special Education?
9.5.1.1. Accommodating the special learning needs of students with exceptionalities
9.5.1.2. Specialized instruction based on the assessment of students' abilities
9.5.2. Individualized Education Programs (IEP)
9.5.2.1. The Six Phases of Assessment and the IEP Process
9.5.2.1.1. Phase 1: Identification
9.5.2.1.2. Phase 2: Diagnostic Instruction
9.5.2.1.3. Phase 3: Referral
9.5.2.1.4. Phase 4: Assessment/IEP
9.5.2.1.5. Phase 5: Educational Intervention
9.5.2.1.6. Phase 6: Evaluation of Student Progress
9.6. Students with Specific Learning Disorders
9.6.1. Common Learning and Behavioural Characteristics
9.6.1.1. Disorders of Attention
9.6.1.2. Poor Motor Abilities
9.6.1.3. Psychological Processing Deficits
9.6.1.4. Lack of Phonological Awareness
9.6.1.5. Poor Cognitive Strategies for Learning
9.6.1.6. Oral Language Difficulties
9.6.1.7. Reading Difficulties
9.6.1.8. Writing Difficulties
9.6.1.9. Mathematics
9.6.1.10. Social Skills
10. Week 8: Early February: Socio-Cultural Considerations
10.1. Socio-Cultural Perspectives
10.1.1. Critical Consciousness
10.1.1.1. Political values and beliefs
10.1.1.2. An ideological clarity
10.1.1.3. A social-cultural consciousness
10.1.2. Culturally Responsive Practice
10.1.2.1. Broad cultural knowledge
10.1.2.2. Instructional base that grows and changes
10.1.3. Making Connections
10.1.3.1. Achieving
10.1.3.2. Believing
10.1.3.3. Caring
10.2. Stereotype Threat
10.2.1. Fear that one's behaviour will confirm a negate stereotype about one's identity
10.2.2. Those with strong ties to heir identity group are most vulnerable
10.2.3. Can be brought on by seemingly innocuous comments
10.3. Socio-Economic Status
10.3.1. Greatest impact on scholastic achievement
10.3.2. Children from Low SES Homes
10.3.2.1. Development is at risk
10.3.2.2. Economic hardships
10.3.2.3. Scarcity of resources
10.4. Different Views of Multicultural Education
10.4.1. Diversity Valued
10.4.1.1. No culture considered dominant
10.4.2. Dominant culture stressed
10.4.2.1. Surviving in real world
10.4.3. Diversity and dominant culture
10.4.3.1. Valued striking a balance
10.4.4. Bank's Dimensions of Multicultural Education
10.5. Aboriginal Education
10.5.1. Risk Factors
10.5.1.1. School failures
10.5.1.2. Poor access to technology
10.5.1.3. Negative teacher attitudes toward Aboriginal students
10.5.1.4. Poor home- school communication
10.5.1.5. Lack of qualified teachers
10.5.1.6. Lack of resources
10.5.2. Protective Factors
10.5.2.1. 1. Early intervention
10.5.2.2. 2. Resiliency
10.5.2.3. 3. Positive self-image
10.5.2.4. 4. Engagement by families
10.5.2.5. 5. Community involvement
10.5.2.6. 6. Relevant programming
10.5.2.7. 7. Connections to Aboriginal role models and supports
11. Week 9: End of School Year
11.1. Standardized Testing in Canada
11.1.1. Federal
11.1.1.1. Achievement levels of 13 year olds (math, reading, and science)
11.1.2. Provincial/Territorial
11.1.2.1. Different uses including math and literacy testing at certain levels
11.1.2.2. Grade 12 exit exams
11.2. Test Types
11.2.1. Criterion-Referenced
11.2.1.1. Student's score determined by comparing performance to established criteria
11.2.2. Norm-Referenced
11.2.2.1. Student's score determined by comparing performance to that of other students
12. When writing my belief statement and teaching philosophy for my Social Foundations class (EDUC 5007), I talked about being a huge believer in ensuring that my classroom is a safe space for my students. As I want to support and encourage my students to succeed
13. Quite interesting to learn that my prefrontal cortex became fully developed only 2 years ago.
14. I will spend an enormous amount of time planning and preparing for the upcoming year. I will do so through curriculum planning and classroom management planning
15. Week 1: Early August: Planning for the Upcoming School Year
15.1. Educational Psychology
15.1.1. Schwab's 4 Commonplace Education
15.1.1.1. Someone (the teacher)
15.1.1.2. Teaches something (the curriculum)
15.1.1.3. To someone else (the student)
15.1.1.4. in some setting (the classroom)
15.1.2. 9 Educational Topics
15.1.2.1. Learning and Cognition
15.1.2.2. Development
15.1.2.3. Social and Cultural Influences
15.1.2.4. Motivation
15.1.2.5. Behavioural and Class Management
15.1.2.6. Individual Differences
15.1.2.7. Assessment and Evaluation
15.1.2.8. Teaching and Instruction
15.1.2.9. Social Foundations of Curricula
15.1.3. Research Process
15.1.3.1. Step 1: Observation of Phenomena
15.1.3.2. Step 2: Formation of Questions
15.1.3.3. Step 3: Application of Research Methods
15.1.3.4. Step 4: Development of Guiding Principles
15.1.3.5. Step 5: Development of Theories
15.2. Teacher Planning
15.2.1. Instructional Approaches
15.2.1.1. Teacher-Centred Approach
15.2.1.2. Student-Centred Approach
15.2.2. Curricular Planning
15.2.2.1. Top-Down Approach
15.2.2.1.1. Determine the curricula for the year
15.2.2.1.2. Determine the curricula for each term
15.2.2.1.3. Break the curricula down into units
15.2.2.1.4. Determine what will be taught on a daily basis
16. Week 2: Late August: Considering Child and Adolescent Development
16.1. 5 Principles of Development
16.1.1. 1. Follows about which there is little argument
16.1.2. 2. Gradually progressive process, but it does not necessarily occur at a constant rate
16.1.3. 3. Involves quantitative and qualitative changes
16.1.4. 4. Individuals develop at different rates
16.1.5. 5. Results from influences of genetics (nature) and the environment (nurture)
16.2. Growth Mindset
16.2.1. https://www.youtube.com/watch?v=2zrtHt3bBmQ
16.2.2. Criticism and negative feedback are sources of information
16.2.3. Growth mindset individuals will improve and this will create a positive feedback loop that encourages them to keep learning and improving
16.3. Developmental Influences
16.3.1. Psychological/Biological Development
16.3.1.1. Not typically influenced by anything that educators do or have control over
16.3.1.2. Takes 20 years for the prefrontal cortex to become fully functional
16.3.1.3. Teachers should help adolescents establish and live with there own learning and behavioural conventions
16.3.2. Cognitive/Learning Development
16.3.2.1. Early Learning- Significant Factors
16.3.2.2. Executive Cognitive Functioning
16.3.2.3. Innate Curiosity
16.3.2.4. Learning How to Learn
16.4. The Psychological Structures of Learning (Piaget)
16.4.1. Innate Drive to Organize
16.4.1.1. Piaget: "schemas"
16.4.1.1.1. A schema is a simple mental representation of an item happening
16.4.2. Innate Drive to Adjust
16.4.2.1. Piaget: "adoption"
16.4.2.1.1. Adjust to ones surrounding environment
17. Week 3: Views of Learning: Cognitive, Behavioural, Social and Constructivist
17.1. Toyota's 5 Whys
17.1.1. Used to explore cause and effect
17.1.2. To determine the root cause of a defect or problem by repeating the question "Why?"
17.1.3. The "5" in the name derives from an anecdotal observation on the number of iterations needed to resolve the problem
17.2. Behaviourist Approach
17.2.1. Human behaviour is learned
17.2.2. Behaviourism
17.3. Cognitive Approach
17.3.1. Cognitive/Learning Development
17.3.1.1. How and why learning occurs or does not occur
17.3.1.2. How learning processes evolve and change over time
17.3.1.3. Cognitive skills and concepts learned in the early school years are critical for all other later achievement expectations
17.3.2. Early Learning- Significant Factors
17.3.2.1. Important influences on children pathway to school
17.3.3. Executive Cognitive Functioning
17.3.3.1. Organize, co-ordinate, and reflect on their thinking and achieve more efficient processing outcomes
17.3.3.2. Forces them t ouse an executive learning strategy, which attaches more meaning to what is being learned
17.3.3.2.1. Example: Use an acronym like BEDMAS
17.3.4. Innate Curiosity
17.3.4.1. Human beings are born with an innately powerful curiosity about the world around them
17.3.4.2. Adapt ones behaviour in order to exist and survive within it
17.3.4.3. Learn by observing others (mimic) and through direct guidance (teaching)
17.3.4.4. Curiosity: desire to know
17.3.5. Learning how to Learn
17.3.5.1. Innate psychological mechanisms that allow them t learn how to learn
17.3.5.2. Sine Qua Non: brain uses learning mechanisms depending on what is encountered in the environment
17.3.6. From Disequilibrium to Equilibrium
17.3.6.1. Scheme
17.3.6.2. Assimilate
17.3.6.3. Accommodate
17.3.6.4. Piaget felt that the brain's constant desire for equilibrium is the mark of intelligence
17.3.7. Piaget's Four Stages of Cognitive Development
17.3.7.1. Sensorimotor (0-2)
17.3.7.2. Preoperational (2-6/7)
17.3.7.3. Concrete Operations (6/7-11/12)
17.3.7.4. Formal Operations (11/12-adulthood)
17.4. Constructivist Approach
17.4.1. Vygotsky
17.4.1.1. Zone of Proximal Development
17.4.1.2. Social Interation
17.4.1.3. Scaffolding
17.4.2. Bronfenbrenner
17.4.2.1. Ecological Theory
17.4.2.1.1. Microsystem
17.4.2.1.2. Mesosystem
17.4.2.1.3. Exosystem
17.4.2.1.4. Mesosystem
17.4.2.1.5. Chronosystem
18. Week 4: First Week of School: Establishing a Positive Learning Environment
18.1. Effective Teaching and Learning
18.1.1. Cannot take place in a poorly managed/structured classroom
18.1.2. Provide feedback
18.1.3. Respond supportively
18.1.4. Ask questions
18.1.5. Use time effectively
18.2. Features of Communities of Learners
18.2.1. Job-embedded
18.2.2. Collaborative
18.2.3. Ongoing
18.2.4. Student-centred
18.2.5. Improve student achievement
18.3. Exemplary Learning Environments
18.3.1. Academic success is dependent on the learning environment
18.3.2. Require good planning and good classroom management
18.3.3. Goal: provide all students with optimum opportunities of learning
18.4. Self
18.4.1. Self-Efficacy
18.4.1.1. Personal beliefs about our competence or effectiveness in a given area
18.4.2. Self-Regulation
18.5. Resiliancy
18.5.1. Cannot ignore the emotional well-being of students
18.5.2. Sense of Belonging
18.5.2.1. Supports the educational bases of motivation. learning, and self-discipline
18.5.3. Resiliency in Students
18.5.3.1. Schools must provide social and emotional intervention
18.5.3.2. Self-esteem and sense of competence are intact
18.5.3.3. Feels connected and make contributions
18.6. Supporting Self-Regulated Learning
18.6.1. Tasks
18.6.1.1. Should be complex
18.6.2. Control
18.6.2.1. Students make decisions
18.6.2.2. Have choices
18.6.2.3. Take responsibility for planning, setting goals, judging progress
18.6.3. Self-Evaluation
18.6.3.1. Monitor their own processes and outcomes
18.6.3.2. Adjust their efforts in order to attain goals
18.6.4. Collaboration
18.6.4.1. Students and teachers engage in shared problem-solving
18.7. Well-Being in the Classroom
18.7.1. Being and feel connected
18.7.2. Feel autonomous and posses a sense of self-determination
18.7.3. Feel competent, successful, and accomplished