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Teaching, Learning and Development Mind Map By: Erika Laanvere (Week 2 …

- - - - Orderly progression/gradual process
      - Periods of rapid and slow growth
      - Quantitative & qualitative changes
      - Development at different rates
      - Genetics
      - Environment
      - Early mastery of literacy & numeracy skills = best predictor of future academic success
- - - - Stimulating curiosity and encouraging engagement
      - Using teaching strategies that benefit multiple intelligences
      - no rote learning
        
        It is really important to make learning meaningful. As a student, it has been really interesting to learn how teaching has changed only from a few years ago when I was in high school. In a way, we as teachers need to change our mindset because teaching is different from what we are used to. We need to lose the "do I know it?" mindset, and move towards a "what does it mean to me" mindset, because this will ultimately lead towards understanding and learning of concepts. Students need to make a connection to the content being learned in order to walk away with valuable learning.
      - Adapting students' surroundings to benefit their learning
      - Build on prior knowledge
      - Strategies:
        
        Chunking
        
        Graphic Organizers
        
        Acronyms
        
        Hooks
        
        Reviewing
        
        Focus on real- world application
        
        Scaffolding
    - - Active
      - Take responsibility
      - use own prior knowledge and context
      - goal: understanding, recollection, retention, problem solving, motivation and connecting
    - - learning that focuses on how information is received, organized, stored and retrieved in students' minds
        
        Piaget's Stages
        
        Formal Operation
        
        Concrete Operations
        
        Preoperational
        
        Sensorimotor
        
        Teaching to what students' are developmentally ready for
        
        The 5 Whys
        
        Having no problems is the biggest problem
        
        Ask "Why?" about every matter
        
        Explore problem until root causes are found
        
        Solve problems effectively
        
        Take preventative measures
        
        mind is like a computer
        
        Looks beyond behaviour to explain learning
  - - - Children are born as blank slates and can be molded
        
        Behaviour can be controlled through preventative, positive and negative reinforcements
        
        Negative
        
        loss of privileges
        
        Positive
        
        acknowledge good behaviour
        
        Encouragement
        
        Reward system
        
        Preventative
        
        laying out class expectations
        
        blank slate
        
        reflecting on behaviour
      - Building relationships #
        
        Believe in every student
        
        A good environment is the foundation to behaviour management
        
        Teacher provides environment best for learning
        
        Students do well if they can #
        
        focuses on students' needs
        
        promotes autonomy
        
        promotes self- learning
        
        Give students roles in the classroom community
      - Focus on antecedents and consequences of behaviour
        
        Why is this behaviour occurring?
  - - - meaning, knowledge and understanding result from experience
        
        Prior knowledge is the base for developing new knowledge and ideas
        
        value cultural and social context
        
        Real-world experiences
      - Focus on each students's individual understanding of concepts
        
        Teachers are facilitators and students have active roles
        
        Interactive learning
        
        Student engagement
        
        Differentiated Instruction
        
        motivation
        
        Collaboration
        
        Every student has something to offer
        
        Community
        
        Scaffolding
        
        Zone of proximal development
        
        Meaningful tasks
        
        Inquiry based learning
        
        Challenging and attainable tasks
        
        Safe learning environment
      - Fostering Self-Regulation # #
        
        Stress effects performance
        
        Self- reflection
        
        Critical thinking
        
        Take control of own learning
        
        focus on process, not results
- - - - The content students learn matters, but the skills they develop matters more. However, the motivation they gain is what matters the most.
  - - - Design: We should design our teaching to meet the edges, not the average
        
        Leanring Environment : The Learning Environment needs to be flexible
        
        Examples
        
        Textbooks: what if students can not read them?
        
        What if students are actually gifted, and just not being challenged enough?
        
        Sameness does not equal fairness #
        
        In a classroom, every student is different. We need consider Equity over equality. For example, a student may benefit in solving a math problem using technology to read them the question, while others may not require this. This is fair, because by providing technology, all students are able to solve the problem because all students will be able to now read the question.
  - - - Dynamic Classroom Management : 5 principles
        
        Develop caring, supportive relationships with students #
        
        Organize and implement instruction in ways that optimize students' access to learning
        
        use group management methods that encourage students' engagement in academic tasks
        
        promote development of students' social skills and self-regulation
        
        use appropriate interventions to assist students' behaviour problems
        
        These 5 principles are necessary because they provide the support students need to develop skills for good behaviour. For students with behaviour problems, teachers should use supportive preventative and intervention methods. It is important to teacher involves students in the development of classroom expectations. The teacher should be explicit and consistent with reinforcing them. Teachers should continually remind students of the expectations so they are not forgotten. Finally, these 5 principles would be most effective if teacher give students choices which gives students more control over their own behaviour.
        
        Behaviour Strategies
        
        allow students to make choices
        
        Encourage students to reflect on their choices
        
        follow through with reflection
        
        reflect on the outcome of actions
        
        Involve students in development of classroom expectations
        
        Connection
        
        It is important that teachers create an environment where students develop a sense of belonging . When students feel connected to their teachers, they will respect them which will result in less disruptive and angry behaviour.
        
        Autonomy
        
        When teachers allow students to have autonomy in the classroom they will develop more self- determination. This will positively reflect in students' behaviour as they take ownership, develop responsibility, and feel accountable for their actions.
        
        Competency
        
        It is important that teachers remind their students that they are competent and have the potential to be successful and feel accomplished. This will positively impact students' behaviour as they develop self-esteem and motivation.
      - Design classroom curriculum to make student learning easier
        
        Interpersonal Relations
        
        Language
        
        Time
        
        Space
        
        Difficulty Level
      - Provide students with physical behaviour reminders
        
        The Pause
        
        Gesture
        
        Touch
        
        Proximity
      - Release of Responsibility
        
        Focus Lesson
        
        Independent
        
        Collaboration
        
        2.Guided Instruction
      - Instructional Strategies
        
        provide positive feedback
        
        respond to students in a supportive manner
        
        ask questions students can answer correctly
        
        give tasks with high probability of success
        
        Use a data binder to collect information on students in September
    - - Complex Tasks
      - Give students control ( allow to make choices, take responsibility, set goals , judge progress
      - Self- evaluate (monitor own process & outcomes, learn changes they need to make)
      - Collaborate with other students and teachers
    - - Student
        
        Optimistic
        
        Personal Control
        
        Feel Connected
        
        Motivation
        
        Self-Discipline
        
        Sense of belonging
        
        Sense of competence
        
        Increase in Self- Esteem
        
        Self- Efficacy
      - Teacher
        
        provide social, emotional support
        
        Reinforce strength and self-worth
        
        Develop caring, supportive relationships
        
        promote development of social skills
- - - - Examples of what is included in a constructivist classroom
        
        group tasks
        
        Technology to change the medium of representing material #
        
        Classroom Blog/website
        
        Kids broadcast
        
        posting homework online, including work that is not required
        
        1 on 1 area in classroom
        
        Students develop own assessment activities or tests, the teacher provided them with the curriculum
        
        Microphone/ speakers the the classroom (FM system) #
      - Perception underpins everything we think. It leads to questions which leads to uncertainty. Uncertainty is something to be celebrated because it gives us motivation to learn more
  - - - Equitable accessibility and effective for all students
      - This approach respects and values the diversity that exists in all classroom
  - - - collaboration
    - - dialogue
      - Inquiry
        
        Hypothesize
        
        Explain
        
        Forecast
        
        Direct
        
        Reflect
        
        Question
        
        Inquiry based learning is great because students are more activated in their learning. They are learning through their own questioning which is a motivating tool. Motivation leads to engagement which will make learning overall more meaningful.
      - Problem-based learning
        
        Engage
        
        Investigate
        
        Explain
        
        Repeated Report of Findings
        
        Repeated Prediction
      - Collaboration with teacher and other students
      - complex & challenging environment
      - Real- World Situations
      - Multiple Representations of Content
        
        Technology
        
        document camera
        
        Smartboard
      - Self-Regulation
      - Student- centred instruction
      - Student Ownership of Learning
        
        Selecting Relevant Information
        
        Organizing Information
        
        Integrate Information with Prior Knowledge
  - - - These 6 stages represent a hierarchal classification of cognitive learning. This is a good tool to have in a classroom to encourage reflection of students' learning process. Teachers can monitor whether students are using this approach.
- - - - diagnostic approach focused on backgrounds, cultures, interests, prior knowledge and misconceptions
    - - building a bridge between prior knowledge and new knowledge
    - - concepts behind knowledge
    - - accepting, respectful environment, learning on your own,
  - - - useful and timely feedback
      - no marks until final attempt
      - clear targets in language students understand
      - students can self and peer assess
      - affirmation of capability
      - students understand where they are at and what to improve
      - Opportunities to improve
    - - setting goals of curriculum unit/ lesson before choosing method of assessment
        
        3 Stage Model
        
        2. Determine acceptable evidence
        
        Assess if learners have learned
        
        How will I know that they have learned these things?
        
        Performance Task
        
        An authentic test of students' understanding. A real-world challenge in thoughtful and effective use of knowledge and skill
        
        Criteria Reference Assessment
        
        Gives teacher and student feedback on how well material in being understood
        
        1 more item...
        
        Unprompted Assessment and Self-Assessment
        
        example: observation, dialogues
        
        3. Plan learning experiences and instruction
        
        determine what sequence of teaching and learning experiences will allows students develop and show their understanding
        
        What lessons will be most effective in helping students demonstrate that they have learned these things?
        
        plan authentic and purposeful activities
        
        ways to differentiate instruction
        
        balance between written, performance and oral activities - considering different learning styles
        
        1. Identify desired results
        
        What are the learning outcomes?
        
        Enduring Understandings
        
        What big ideas do I want students to understand beyond this unit/ outside of the classroom?
        
        What do I expect students to be able to do at the end of the course?
        
        potential for engaging students
        
        Strong culture of instructional practice
        
        Choosing expectations
        
        3 more items...
    - - find out what students already know
      - to help students improve their learning
      - let studetns and parents know how much they have learned within a certain amount of time
    - - What do I want them to learn?
        How will I know if hey learned it?
        What will I teach?
        How will I teach it?
- - - - Diverse
        
        students think differently
      - Dynamic
        
        multiple perspectives
      - Distinct
        
        people work differently
        
        ex. some students need to move to think, it does not mean they need medication, they just benefit from different environments
  - - - focus on trifecta of support : Schools, Systems and Communities - how do they netowrk? In what ways?
      - A laminated System - draw information fro multiple facets including medical model, social model, cultural model, etc.
      - 360 degrees approach- understanding the whole child
      - Medical model- requires documentation ex. parents took child to get a diagnosis to get assistive technologies
      - schools, systems, communities, assistive technologies, special education plans etc.
    - - Schools are not responsible for meeting every need of their students; however, when the need directly affects learning, the school must meet the challenge
    - - Disability vs. Handicap
        
        Disability: inability ot do something
        
        Handicap: disadvantage in certain situations
      - People First Language
        
        We say " students with learning disabilities" NOT " learning disabled students"
    - - Acceptance of differences
      - instruction that focuses on appropriate teacher interventions
      - Material being taught is accessible
      - Tiered Approach
        
        Tier 1: Core program
        
        Tier 2: Supplemental Interventions
        
        Tier 3: Intensive
      - As a teacher, it is important to consider that we are with the students every day, whereas psychologist and the administration might only spend a few hours of the year with the student. Thus, we play a very important role in the life of students with exceptionalities and we put the most effective strategies and efforts into place. Teachers do make a difference!
      - We need to change the system and environment to fit the student, we do not change the child to fit the system and environment
- - - - Universal Design For Learning
      - Increasing Diversity In Schools
        
        Culturally Responsive Practice
        
        Teachers must know:
        
        It is important for teachers to consider that students may come from an entirely different learning background , so teachers need to use approaches that can meet the needs of diverse students. Students may understand concepts, but may not know how to show their understanding using traditional approaches. Further, teachers are leaders in our schools, thus they must role model acceptance of diversity.
        
        How to establish links across cultures
        
        How to develop teaching approaches and curriculum to meet needs of culturally diverse students
        
        how to learn about their students' backgrounds
        
        their own cultural assumptions
        
        How to build relationships
        
        All students can achieve
        
        Believe in students
        
        Care for students
        
        Things to consider:
        
        languages spoken
        
        Aboriginal students
        
        Risks:
        
        school failures at young age
        
        consistent movement between schools
        
        lack of parental support
        
        teachers uneducated of indigenous studies
        
        living remotely
        
        lack of resources
        
        Special needs
        
        Preventative strategies
        
        Early intervention
        
        Foster Resiliency
        
        encourage positive self-image
        
        Encourage family engagement
        
        Promote community engagement
        
        Exposure to indigenous role models
        
        One-parent families
        
        Same-sex couples
        
        Newcomers to Canada
        
        Religions practised
        
        Political values and beliefs
        
        Stereotype Threat
        
        Fear behaviour will confirm negative stereotype about identity group
        
        People with strong ties to their identity group are most vulnerable
        
        can happen by comments that do not seem harmful
        
        Socio-Economic Status
        
        SES status has the greatest impact on scholastic achievement
        
        effects development
        
        economic problems
        
        lack fo resources
        
        higher chance of being exposed to authoritarian parenting
        
        Overall, it is very important that teachers get to know students and consider their circumstances. Although you may not be able to take the circumstances away from this child, you can provide the child with the resources, environment and strategies where they can succeed, despite what they are going through.
      - All children are different and all children can learn
      - Equity Class Planning
        
        diversity based activities
        
        Cultural awareness
        
        Using a circle so students feel welcomed and safe
        
        As an educator, ask yourself questions
        
        TRIBES training
        
        Consider student as an individual
- - - - Provincial/ Territorial
        
        has different uses, testing certain grade levels and grade 12 exit tests
      - Federal
        
        Achievement levels of specific age level
    - - they all contain the same questions
      - Administrated to all test-takers the same way
      - scoring is systematic and uniform
      - They are not like teacher-made tests
    - - Criterion--Referenced
        
        score determined by comparing to a decided criteria
      - Norm- Referenced
        
        score determined by comparing performance to other students
    - - Original purpose
        
        test effectiveness of instruction
      - Ideal goals
        
        enhance teaching and learning
        
        improve design of curriculum
        
        minimally intrusive
    - - biases
      - Stress inducing
      - Causes teaching to the test
      - Time consuming
      - Does not improve students' learning
      - not an accurate reflection of instruction
      - student is having a bad day
      - Cultural experiences
      - Does not consider multiple intelligences
      - Standardized testing is a very controversial topic. I can not decide if I am for or against it because I do believe they are not 100% accurate, because it does not consider circumstances that might effect results. For example, if a student is having problems at home, a student may have moved to Ontario and never been exposed to standardized tests before, if a student has trouble comprehending what a math question is asking due to their reading level, but they are capable of answering the question, etc.What if a student is just not good at taking tests? For example, in math we do not only use tests for assessment, we use rich assessment tasks, conversations etc. .Why are we only giving students the opportunity to prove their knowledge and skills using one method? With this being said, how else could the province, for example, get accurate data on student learning? I do believe it is important for our learning to be monitored in order to improve instruction and the curriculum.
    - - A week before standardized testing begins, it is a great idea for teachers to prepare their students for the test. For example, I like the idea of teachers writing a letter to their students explaining that the people who will be looking at the tests do not know the students individually, They do not know you are good at art, music or that you walk your little sister home from school, or that you help your mom cook dinner etc. It is important that students do not feel anxious and stressed about taking the test, but they still take it seriously and try hard. As a teacher, it is important, but also a challenge to balance these two components.
      - display a positive attitude
      - Teach test-taking skills
      - exposure to time limits
      - Familiarize students with format and types of questions