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Teaching, Learning & Development - 5015Q (Week 1 - Early August:…

- - - - Someone (teacher)
      - teaches something (curriculum)
      - to someone else (student)
      - in a certain setting (classroom).
      - :star: Research in educational psychology has shown that it is through the intersection of these four elements that true meaningful and beneficial teaching and learning can take place.
- - - - The responsibility of teachers in this model is to play the role of provocateur. They need to be open and responsive to their student's learning needs, and knowing when and how to move them forward in their inquiry.
      - The responsibility of students is to engage in evidence-based reasoning and problem-solving, as well as "problem finding". It gives them a sense of agency. #
  - - - A person with a growth mindset will try to engage more deeply and learn from their errors.
      - A person with a fixed mindset will run when a challenge is presented to them.
    - - See effort as the path to mastery
      - Learn from criticism
      - Persist in the face of setbacks
      - Find lessons and inspiration in the success of others
      - Embrace challenges
      - :star: It gives students a greater sense of free will.
  - - - 3) Teachers must strive to improve how students know, not just how much they know.
      - 1) Teachers must teach each topic in its respective learning progression.
      - 4) Teachers must consider that within their classrooms it is normal and expected that some children will learn faster or slower than others.
      - 5) Teachers must recognize their ability to either positively or negatively affect how much of each child's academic and social potential is realized.
      - 2) Teachers must allow time and practice in order for academic concepts to be fully understood.
- - - - :star: Cognitive skills learned in early formal schooling are essential to a student's future academic success.
      - Important influences on children's pathways into school:
        
        1) Before children begin formal schooling, meaningful individual differences in language, literacy and foundational skills emerge.
        
        2) The early variability in language, literacy, and foundational skills for learning is the result of many factors, such as the child, family, or preschool. #
        
        3) The highly variable early schooling experiences of children can, in some cases, exacerbate the differences established prior to school.
        
        4) The cumulative impact of these factors means that children begin formal education with vastly different preparation for academic learning. Their pathways for early academic success have already begun the diverge.
    - - Emphasis on retention and recall through the use of quality teaching practices.
      - Teachers can enhance this natural learning ability in children by stimulating their minds with curious forms of new information.
    - - :pencil2: The brain’s constant drive for cognitive balance forces it to design thinking and problem-solving strategies to achieve the required equilibrium.
      - :star: Piaget: Moving from disequilibrium to equilibrium leads to more and better organized thinking. This organized thinking produces more intelligent behaviours.
      - :pencil2: Adaptation: A person's innate drive to adjust to their surrounding environment.
        
        When the brain encounters new information, its patterning and organizing abilities instinctively and immediately classify the new information into something that is either similar or dissimilar to an existing scheme.
        
        Similar: The brain quickly assimilates the new information with existing information and and returns to equilibrium.
        
        Dissimilar: Disequilibrium occurs; the new information does not fit into any existing schema. The brain will adapt by modifying old schema and creating a new schema for the object that caused it.
  - - - In a classroom, a behaviour will occur given the right environment.
        
        A certain behaviour, wether good or bad, is more or less likely to reoccur based on the reinforcements and consequences that follow, such as rewards and punishments.
      - :star: It is often used for shaping classroom behaviour and helping students learn basic facts and skills.
    - - :star: Nothing undermines academic learning as much as poorly managed classrooms and problematic behaviours that result from students feeling disconnected.
      - Students are more motivated to engage in all types of school activities if teachers construct school environments that satisfy three fundamental student needs:
        
        1) To belong and feel connected and to sense that teachers believe in them and will treat them with respect. Satisfying this need reduces the likelihood of disruptive, angry student behaviours.
        
        3) To feel competent, successful, and accomplished. Satisfying this need appeases our basic motivation to enhance our self-esteem.
        
        2) To feel autonomous and possess a sense of self-determination and to feel they are expected and permitted to have ownership, responsibility, and accountability for their actions. Satisfying this need increases positive behaviours #
    - - :star: Students emulate their teacher’s behaviours. They will adjust their own behaviours to suit the environments that teachers create.
      - Disruptive and problematic student behaviours can be diminished when teachers engage in the following actions:
        
        Respond supportively to students in general, and even more so to low-ability students and students with behavioural problems
        
        Ask questions that students are able to answer correctly
        
        Provide positive feedback to students
        
        Use time efficiently
        
        Maintain a low ratio of punitive to positive interventions
        
        Keep off-task to a minimum
  - - - :movie_camera: Constructivist Learning: If a teacher thinks of their students as houses, as something that can be changed and added to but that comes with its own history, it acknowledges that they are their own entities with unique identities. https://www.youtube.com/watch?v=PK2NILj3BrU
      - :star: New knowledge is constructed from a student's previous knowledge.
      - Student's retain information more effectively if they can relate it to something that they're familiar with. Past experiences affect what learners will learn in any given situation.
    - - Learning is more meaningful for students when they are able to interact with the problem or concept.
      - It can help engage and motivate students by making them a more active player in their learning.
      - Students should be provided with opportunities to think for themselves and articulate their thoughts.
    - - :pencil2:SRL is a student's ability to stay focused and alert. This involves self-control. The more a student is focused, the better they integrate information coming in from their different senses, assimilate, and sequence it.
      - SLR emphasizes the autonomy and responsibility of students to take charge of their own learning.
    - - Instruction by the teacher is imperative to facilitate a constructive environment.
      - Teachers must be concerned with the readiness of their students; class activities must be structured to be easily understandable and designed to facilitate questioning.
- - - - Optimistic
      - Personal control
      - Sense of competence
      - Feel connected
      - Motivated to learn
      - Self-disciplined
      - Good self-esteem
  - - - 3) Reinforce responsibility.
      - 4) Provide opportunities to make choices and decisions, and solve problems.
      - 2) Develop realistic expectations and goals for behaviour and learning.
      - 5) Establish self-discipline.
      - 1) Provide an orientation period at the beginning of the term.
      - 6) Assist students to deal more effectively with mistakes and failures.
  - - - Design classroom curriculum to facilitate student learning.
      - Make wise choices about the most effective instructional strategies to employ.
      - Marke effective use of classroom management techniques.
    - - They can control the difficulty level, space, time, language, interpersonal relations, etc.
      - :star: A teacher can control every instructional variable in a classroom.
      - Horse story
        
        You can lead a horse to water, but you can't make it drink.
        
        But there is nothing preventing you from salting that horse's oats.
- - - - 1) Knowledge-centredness: What should be taught, why is it important, and how should this knowledge be organized?
      - 2) Leaner-centerdness: Who learns, how, and why?
      - 3) Community-centerdness: What kinds of classroom, school, and school-community environments enhance learning?
      - 4) Assessment-centerdness: What kinds of evidence can students, teachers, parents, and others use to see if effective learning is really occurring?
  - - - complete tasks with peers collaboratively (problem base)
      - create specific educational products (project base)
      - help teachers design comprehensive curricular tasks (inquiry base)
      - reflect on their learning experiences
  - - - 1) Knowledge
      - 2) Comprehension
      - 3) Application
      - 4) Analysis
      - 5) Synthesis
      - 6) Evaluation
  - - - Provide multiple means of action and expression (physical action, expression and communication, and executive function)
      - Provide multiple means of engagement (recruiting interest, sustaining effort and persistence, and self-regulation)
      - Provide multiple means of representation
        (perception language, expressions, and symbols comprehension)
- - - - The functions of teaching are teaching and assessing.
      - :star: The interplay between teaching and assessing occurs when they are planned and designed together.
      - Assessment must be planned and purposeful.
    - - 1) What do I want my students to learn?
        (Specific learning objectives)
      - 2) How will I determine whether or not they have learned? (Assessment question)
      - 3) What will I teach? (Topical unit and lesson plans)
      - 4) How will I teach? (Instructional method)
  - - - Can interpret
      - Can apply
      - Can explain
      - Have critical perspective
      - Can empathize
      - Have self-knowledge
    - - 2) Determine acceptable evidence (means to assess if learners have learned)
      - 1) Identify desired results (learning outcomes)
      - 3) Plan learning experiences and instructions (definition of knowledge, skills, procedures, material and learning activities)
- - - - :pencil2: An IEP is a document that outlines:
        
        the services that a student with exceptionalities will receive;
        
        the methods and strategies that will be used to deliver these services to ensure that goals are met;
        
        student's individualized education goals;
        
        the placement in which all of these will be provided.
      - Students with exceptionalities undergo psycho-educational assessment to determine what is included in their IEPs.
        
        There are 6 cyclical phases to this assessment:
        
        3) Referral
        
        1) Identification
        
        4) Assessment / IEP
        
        5) Education intervention
        
        6) Evaluation of student progress
        
        2) Diagnostic instruction
    - - Exceptionalities are separated into two categories:
        
        Low-incidence exceptionalities
        
        This label would be used to categorize those with moderate and severe disabilities, such as autism, hearing and visual impairments, and serious health impairments.
        
        High-incidence exceptionalities
        
        This label would be used to categorize those with mild disabilities, such as learning and intellectual disabilities, behavioural disorders, and giftedness.
        
        :star:The term specific learning disorders (SLD) is now used instead of learning disabilities.
      - Students with different kinds exceptionalities have different learning and instructional needs.
    - - :pencil2: Differentiated instruction is a teaching philosophy, wherein teachers adapt and tailor instruction and curriculum to suit their students diverse needs.
      - This philosophy is important when addressing the diverse academic potentials of students with exceptionalities.
- - - - :star: More than any other social of cultural attribute, socio-economic status (SES) has the greatest impact on a students scholastic achievement.
      - The difference in academic performance is due to economic hardships and and scarcity of resources, especially in the summer months.
    - - :movie_camera: The danger of a single story: When we reflect upon the single story, when we realize there is never a single story about any place, we can recognize the similarities between all people instead of the differences. https://www.youtube.com/watch?v=D9Ihs241zeg
      - It is important to not practice tokenism, where one student becomes the spokesperson for their whole culture.
    - - 1) Purposefully encourage diversity.
      - 2) Make the academic achievement of these populations, and all other populations, a primary educational goal.
  - - - Having ongoing conversations about diversity in your classroom, instead of having one-off multicultural events, builds a culturally responsive classroom..
      - :pencil2: A culturally responsive practice involves broad cultural knowledge and an instructional base that grows and changes.
    - - Cultural assumptions about themselves and others.
      - Methods of inquiring about students' backgrounds.
      - Developing teaching approaches to meet the needs of culturally diverse learners.
      - Methods of establishing links across different cultures.
- - - - :star: The original purpose of standardized testing was to assess the overall effectiveness of instruction as an indicator of teacher effectiveness, not student academic progress.
      - Concerns presented by teachers:
        
        The tests are biased, in that they only examine certain types of knowledge or skills.
        
        They produce different results for different groups based on race, ethnicity, class, or gender. #
        
        It is extremely stressful for students and teachers.
        
        Some teachers feel like they must "teach the test", which narrows how much of the curriculum their teach and takes away from effective teaching hours.
        
        They don't assess modern essential skills that are essential, such as creativity, problem solving, critical thinking, and technological abilities.
      - Many teachers feel that standardized tests do little to improve the teaching and learning process, because:
        
        These tests are not derived from the same curricular objectives as the subjects/courses that teachers teach.
        
        The results from wide-scale assessment are reported to educators far too late to be of any instructional benefit.
    - - The results of standardized assessments can serve two main purposes for teachers:
        
        2) They can highlight curricular content areas and learning processes that are either well consolidated or need further attention.
        
        1) They can help teachers develop a better overall picture of a student’s academic progress.
  - - - 2) Administered to all individuals in the same fashion, under the same conditions, and within a specified time;
      - 3) Always scored in a systematic and uniform manner.
      - 1) Contains the same answers for all test takers;
  - - - 1) read test instructions carefully
      - 2) complete the easy questions first
      - 3) make sure they allot enough time for each section of the test
      - 4) check that the correct answers are filled in on the answer sheet