EDUCATIONAL PSYCHOLOGY knowledge and methods of psychology and related disciplines to study teach...
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. INSTRUCTIONAL STRATEGIES
7.1. 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.
7.2. Talking Stick
7.3. Using Researched Strategies: 1) Cooperative Learning 2) Graphic Organizers 3) Homework and Quesitons
7.4. Classroom Management Techniques learned in Prof. Zeisner's Class - Supportive Learning Environments
7.5. Gradual Release of Responsibility - Learned in Literary Arts
7.6. Parking Lot / Sticky Notes, Graphic Organizers, Gallery Walk, Numbered Heads, Think Pair Share, Round Table, Positive Minus Interesting, Group Roles leading to Literature Circles
7.7. Used Plus, Minus, Interesting - when remembering your favourite classrooms
7.8. 5 Why's
7.9. Learning Goals, Success Criteria - have laminated outside classroom to tell students what we will do today
7.10. In Groups: Leader, Timer, Recorder, Speaker
7.11. Print Rich Environment - Word Wall, Reading Strategies, Visualisations, Learning Centres, Colourful
7.12. FOR BIG PROJECTS - HAVE EVERYONE INVOLVED - INCLUSIVE ENVIRONMENT
7.13. Tribes Training - Welcoming Environment For All
7.14. Personal Story Wall
7.15. How Do You Acknowledge Diversity - Without Singling People Out:
7.15.1. Talk About An Issue Without Using Names
7.15.2. Baby Steps
7.15.3. Celebrate - Diversity is good
7.15.4. Let People Speak Of Their Own Experience
7.15.5. Avoid Tokensim - "Single Story"
7.15.6. Make The Whole Class Show Experiences NOT A Single Person Sharing
7.15.7. Ie: Map of The World - with everyone's pins
8. TEXTBOOK / LECTURE NOTES
9. CROSS CURRICULAR CONNECTIONS
10. Week 4 - ESTABLISH POSITIVE LEARNING ENVIRONMENT
10.1. Resilient Children
10.2. Students Self Regulated Learning
10.2.1. Tasks
10.2.2. Control
10.2.3. Self-Evaluation
10.2.4. Collaboration
10.3. Self-Efficacy
10.3.1. Is something that I want to help all students work towards - positive
10.4. Focus on Student Wellbeing
10.5. Student Achievement
10.5.1. Design Curriculum to Facilitate Student Learning
10.5.2. Effective Instructional Strategies
10.5.3. Classroom Management Techniques
10.5.3.1. Bump System LIST (ie The Look)
10.5.3.1.1. Set Expectations NOT Rules
10.6. Maslow'ss Hierarchy of Needs
10.6.1. 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:
10.7. Favourite Classroom - organization, students work showcased, anchor charts to help students, lots of colour
10.8. By Understanding Your Students - as a teacher you can implement best teaching practices
10.9. Most worried about when behaviour escalates - knowing when to be more firm
10.10. How to Succeed Video
10.10.1. 1) Academic Content - What you want students to master
10.10.2. 2) Skills - I am teaching at the same time - how will I assess
10.10.3. 3) Develop Intrinsic Motivation - play, passion, purpose
10.10.4. Knowledge has become a commodity - free like air
10.11. Passion and Purpose Video - Skills for Citizenship and Continuous Learning
10.11.1. Core Competencies - 7 Items List in Notes
10.11.2. Create A Culture of Learning - 5 Items List In Notes
10.11.3. 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
10.12. Ted Talk Video - Myth of Average
10.12.1. Design Learning Environment: account for memory, language, knowledge, reading, vocab, curiosity, perceptual, cognitive, interest
10.12.2. Need to Nurture Individual Potential
10.12.3. Design to the Edges - reach more students - expand talent pool
11. Week 5 - MAKING INSTRUCTIONAL DECISIONS
11.1. Entry Ticket
11.1.1. Letting Kids Hack Their Lessons - Focused on Constructivism, Differentiated Instruction, Universal Design For Learning
11.1.1.1. Still should be teacher led, not kids using the curriculum to make their own questions
11.1.1.2. More of a Focus on UDL Today - we really only had an overhead projector
11.2. What Motivates Students List
11.3. Constructivist Views of Learning
11.3.1. How To Apply List
11.3.2. How To Design A Classroom
11.4. Bloom's Taxonomy - 6 Levels
11.4.1. Keep Chart In Classroom
11.5. Meaningful Learning Wheel
11.6. www.casel.org Core Competencies
11.7. Universal Instructional Design
11.7.1. 1. Access to the Curriculum For All
11.7.2. 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
11.8. Ted Talk Video - Step Into Uncertainity
11.8.1. Evolution teaches play - a way of being - Play Based Inquiry Learning is a key component to the Kindergarten Curriculum
11.8.2. 1. Celebrate Uncertainty, 2. Be Adapatable to Change 3. Open To Possibility 4. Cooperative, 5. Intrinsically Motivated
11.9. 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
11.9.1. Advantages: >Emotional Regulation, <Child Stress, <Child Behaviours, >Motivation, >Academic Score
11.10. Inquiry Based vs. Problem Based Learning Charts
11.10.1. Want Low Floor - High Ceiling Questions, Open Ended Questions - Like Math
11.11. Critical Thinking Checklist
11.11.1. Is Promoted In All Subjects - as a way of learning. It is relevant in real world application
11.12. SOI Information - Processing Model (p. 129-130)
11.12.1. Select, Organize, Integrate
11.13. How People Learn Framework
11.13.1. Knowledge-Centeredness, Learner-Centeredness, Community Centeredness, Assessment Centeredness
11.14. Problem Solving and Cognitive Processes
11.14.1. Remembering, Understanding, Applying, Analyzing, Creating, Evaluating
11.14.1.1. Reminds me of the Scientific Process
12. Week 6 - KNOWING HOW YOUR STUDENTS LEARN
12.1. Assessment
12.1.1. Own Childhood Assessment
12.1.1.1. Positive - good feedback
12.1.1.2. Negative - no feedback, no help to learn
12.1.2. Done Well List
12.1.2.1. Done Poorly List
12.1.3. 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
12.1.4. 3 Types of Assessment
12.1.4.1. 1. Performance Task (heart of learning, real world challenge, knowledge and skill, understanding)
12.1.4.1.1. 2. Criteria Referenced Assessment (test)
12.1.5. Want Fair and Equitable - what are we measuring?
12.2. KICKA
12.3. LETTUCE THEORY
12.3.1. Approach, Philosophy with students, dig deeper
12.3.1.1. Same as: If a flower does not bloom, you don't change the flower, you change the environment
12.3.1.1.1. Child is not the problem, child has a problem
12.4. Backward Design
12.4.1. Think Big - Start Small
12.4.1.1. End Goals For Learning - how to assess, what you will teach, not just text
12.4.1.1.1. differentiate for all students - in Nov, not at beginning
12.4.2. Like Many of BEd Courses
12.4.3. 3 Stages
12.4.3.1. 1. Identify Desired Results (learning outcomes)
12.4.3.1.1. 2. Determine Acceptable Evidence (means to assess if learners have learned)
12.5. Understanding By Design (UBD) (p. 19/20 from Assessment Learning Book
12.5.1. Teach For Understanding
12.6. Enduring Understandings
12.6.1. 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?
12.6.1.1. Big Ideas Is A Social Studies concept - used to drive the unit as a take-away
12.6.2. If we teach in this way, it makes EQAO and DRA assessments more difficult to complete
12.7. Universal Design For Learning (UDL)
12.7.1. works across a wide spectrum of learners so everyone is a successful learner
12.7.1.1. able to reach multiple intelligences
12.7.2. multiple and flexible methods of: 1) presentation, 2) expression, 3) engagement
12.7.3. Benefits: List
12.7.4. COOL RUBIK'S CUBE - BRAILLE
12.7.4.1. Universal Design for Learning: Penn State World Campus’s Approach to Course Design | Penn State World Campus Blog
13. BIG IDEAS TO REMEMBER
14. Week 7 - INDIVIDUAL DIFFERENCES - Intellectual Abilities and Challenges
14.1. Ted Talk Video - Do Schools Kill Creativity
14.1.1. Unpredictability of Education for the future
14.1.1.1. Extraordinary Capacities for children with Innovation - Also Stressed in Other Classes
14.1.1.1.1. Creativity Is as Important as Literacy
14.1.1.1.2. Want Children to Take Chances - Risks - Be Original - I put on my Introduction Visual Narrative with 5012Q
14.1.2. Intelligence
14.1.2.1. 1) Diverse - think in sound, visually, kinestectically, abstract terms we think in movement
14.1.2.2. 2) Dynamic - interactive, brain not compartment, creativity (process of having original ideas that have value), interaction of different ways to seeing things
14.1.2.3. 3) Distinct - Discovered their talent
14.2. 2005 Ministry of Education
14.2.1. Education For All - K-6
14.2.2. Universal Design & DI
14.2.3. Foundation for Creating of Learning Environments that all ALL students to have access to effective teaching practices in the regular classroom
14.3. 2006 - Special Education Transformation
14.3.1. Reiterated Education For ALL
14.3.2. 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
14.4. Full Alive Video - 1995 World Ceremonies Special Olympics
14.4.1. Photographer - "dawned a new lense", "label disappeared", "saw within"
14.4.1.1. "We Need to Challenge and Change Our Lenses" - Professor Cook
14.5. The use of research-based strategies, practices, models
14.5.1. The best use of resources
14.5.1.1. A real effort to meet a child's needs
14.5.1.1.1. Accommodations and modifications that facilitate appropriate learning
14.6. Special Education
14.6.1. Accommodating the special learning needs of students with exceptionalities
14.6.2. Specialized Instruction based on the assessment of student's abilities
14.6.3. Labelling
14.6.3.1. Get rid of words, labels, classification
14.6.3.1.1. ONE DAY WE WILL GET RIDE OF THE WORLD INCLUSION AND INCLUSIVE SCHOOL - IT WILL JUST BE "SCHOOL"
14.6.4. Placement
14.6.4.1. Physical, and Cognitive Access To The Curriculum Needed to Succeed - Slides
14.6.5. No "I" Statements - using calming words like "Let's Meet After Class"
14.6.5.1. Keep the Bar High - Always Have A Challenge
14.6.6. Tiered Systems
14.6.7. Special Education Service Delivery - Triangle Approach - top down
14.7. INCLUSION
14.7.1. Acceptance of Differences
14.7.1.1. Instruction focuses on appropriate teacher interventions
14.7.1.1.1. Material being taught is made accessible to all students
14.7.2. Inclusive Schools
14.7.2.1. 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
14.7.2.2. Program philosophy which emphasizes the value of diversity, multiculturalism, social justice, and belonging for everyone
14.7.2.2.1. THIS IS WRITTEN IN MY TEACHING PHILOSOPHY
14.8. Models For Exceptionality
14.8.1. 1. Special Education Plans & SEA Committee
14.8.1.1. 2. Trifecta - Schools, Systems, Communities
14.8.1.1.1. 3. Laminated System (Gable 2014) - medical model, social model, cultural model
14.9. INTELLIGENCE - Internal Cognitive Ability
14.9.1. Achievement Tests - measure what the student has learned or the skills they have mastered
14.9.1.1. WJ-III
14.9.1.2. Wyatt Test (achievement profile) TA's Presentation - Caely, Lilia
14.9.1.2.1. Standardized Tests
14.9.2. Aptitude Tests - predict ability to learn a skill or accomplish something with further education
14.9.2.1. WISC-IV
14.9.3. Students are also learning more than just knowledge. They are developing - physical, social / emotional, and cognitive development.
14.9.3.1. As A Teacher You Want to Teach More Than Just The Subject.
14.9.3.1.1. TEACH STUDENTS NOT JUST A SUBJECT - From 5012Q Class
14.10. 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)
14.10.1. Universal Design For Learning (UDL)
14.10.2. Differentiated Instruction (DI)
14.10.3. Response To Intervention
14.10.4. BUILD AN INCLUSIVE PRACTICE - Those who teach students with exceptional needs develop deeper diagnostic skills and a wider repertoire of teaching strategies
15. Week 8 - SOCIO-CULTURAL CONSIDERATIONS
15.1. They always say time changes things, but you actually have to change them yourself. - Andy Warhol 1928
15.1.1. I WANT TO BE THAT POSITIVE CHANGE FOR BOTH THE INDIVIDUAL AND THE SCHOOL SYSTEM
15.2. INCLUSION
15.2.1. All Children Are Different
15.2.1.1. All Children Can Learn
15.2.1.1.1. Different Abilities, Ethinic Groups, Size, Age, Background, Gender
15.3. Everyone Has A Story
15.3.1. 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
15.3.1.1. In Class Professor Cook Tied This Video Into the Lessons of Inclusion and Everyone Has A Story
15.4. Universal Design For Learning (UDL)
15.4.1. SHOULD BE:
15.4.1.1. 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:
15.4.2. SHOULD NOT BE: A Cartoon Showing All Animals Going To Take the Same Standarized Test
15.4.2.1. 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:
15.5. Knowledge is constructed because of Socio-Cultural Influences
15.5.1. MY REFLECTION PAPER FOR EARLY CHILDHOOD EDUCATION - SUPPORTED THIS
15.5.1.1. 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
15.6. Increasing Diversity In School
15.6.1. Student Dilemmas
15.6.1.1. Individualism
15.6.1.2. Collectivism
15.6.2. Stereotype Threat
15.6.3. Socio-Economic Status
15.6.3.1. Compared to all other social or cultural attributes, an individual's SES has the greatest impact on scholastic achievement
15.6.3.1.1. Effect of Teaching Style - 10 Tips
15.6.4. Cultural Backgrounds
15.6.5. Aboriginal Education
15.6.5.1. Protective Factors List
15.6.5.2. Native American Circles
15.6.6. Cultural Identity
15.6.7. Some Students Have Started School with 1,000-1,500 hours of learning
15.6.7.1. This is the situation with a great number of students. We learned this in Language Class
15.7. 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
15.7.1. Know their own cultural assumptions
15.7.2. Know how to inquire about students' backgrounds
15.7.3. Know how to develop teaching approaches and curriculum to meet needs of culturally diverse learners
15.7.4. Know how to establish links across cultures
15.7.5. Teachers Need More than Exemplary Content Knowledge and Impressive Pedagogical Skills
15.7.5.1. Need Socio-Cultural Influences
15.7.5.2. Critical Consciousness Disposition 1. Political Values, 2. Cultural Capital, 3. Socio-Cultural Consciousness
15.7.6. DIMENSIONS OF MULTICULTURAL EDUCATION:
15.7.6.1. Content Integration
15.7.6.2. Equity Pedagogy
15.7.6.3. Empowering school culture
15.7.6.4. Prejeudice Reduction
15.7.6.5. Knowledge Construction Process
15.7.7. Print Rich Environment - Word Wall, Reading Strategies, Visualisations, Learning Centres, Colourful
15.8. Ted Talk Video- How Culture Drives Diversity
15.8.1. 3 Ways to Deal With Culture
15.8.1.1. 1. Confront
15.8.1.2. 2. Complain
15.8.1.3. 3. Conform
15.8.1.3.1. Different Cultural Lenses
15.8.2. Quality of Results
15.8.3. It's not about what you see - it is what you perceive
15.9. Ted Talk Video - Danger of a Single Story
15.9.1. Have Many Stories
15.9.1.1. Change the Starting Point of the Story
15.9.1.1.1. A Story Can: Humanize, Empower, Repair Broken Dignity
15.10. Video - Dr. Geneva Gay
15.10.1. Uses cultural and experiences of different ethnic groups as a launch pad to teach more effectively
15.10.1.1. General ideas of effective teaching then contextualize it to issue of diversity
15.11. CELEBRATE STUDENTS AS INDIVIDUALS AND AS MEMBERS OF SPECIFIC CULTURES
15.11.1. Sharing Circle
15.11.2. Cultural Carnival
15.11.3. How Can You Help To Change
15.12. 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.
15.12.1. 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.
15.12.1.1. From Personal Experience - Volunterring in the Grade 5 Classroom/School - I liked the social club - Girls 4 Girls, Guys 4 Girls
16. ADDITIONAL SHARING
17. Week 9 - WHAT IS THE VALUE OF STANDARDIZED TESTING
17.1. Federal
17.1.1. Provincial / Territorial
17.2. Contains the same questions
17.2.1. Administered to all test-takers in the same fashion
17.2.1.1. Are score in Systematic and Uniform Manner
17.2.1.1.1. Are different from teacher-made tests and aptitude tests
17.3. Original Purpose was to Assess the Effectiveness of Instruction
17.3.1. 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??
17.3.1.1. Teachers have to Prepare Students and change instructional methods to teach test-taking skills
17.4. Many Criticisms
17.5. Standardized Tests Should...
17.5.1. Enhance Teaching and Learning
17.5.2. Improve Curricular Design
17.5.3. Be Minimally Intrusive
17.6. Pros and Cons - Discussed In Class
17.7. OFIP - Ontario Federation Intervention Partnership
17.7.1. Gives money to low performing schools
17.7.2. More money to support Grade 1's and 4's before they get into test Grades of 3 and 6.
17.7.3. Money for Professional Development
17.7.4. 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.
17.8. Space Shuttle Video
17.9. SCORES ARE NOT REFLECTIVE OF A STUDENT'S KNOWLEDGE
17.9.1. TESTS ARE A SNAPSHOT OF A SINGLE DAY
17.9.1.1. DOES NOT ACCOUNT FOR MULTIPLE INTELLIGENCES
17.10. A CONVERSATION IN ALL BEd COURSES
17.10.1. I see more negatives than positives. I think the province should reconsider how these tests should be performed.