Teaching, Learning and Development Mind Map
By: Erika Laanvere
Week 1
Early August: Planning for the Upcoming School Year
Week 2
Late August: Considering Developmental Differences
Week 3 Views of Learning-Cognitive Behavioural, Social and Constructivist
Week 4 First Week of School: Establishing a Positive Learning Environment
Week 5
Mid-September: Making Instructional Decisions
Week 6 Late September: Knowing What the Students Know
Week 7
Early December: Individual Differences - Intellectual Abilities and Challenges
Week 8 Early February: Socio-Cultural Considerations
Week 9 End of School Year
:
Article: Learners in the Driving Seat by Chris Watkins
-who is responsible for students' learning?
- when learners drive their learning leads to:
-greater engagement and intrinsic motivation
-students setting higher challenge
-students evaluate their work
-better problem solving
-learning as a journey
Four Common Places of Education:
Instructional Approaches -
Instructional Approaches
Teacher:
What is the purpose of school?
- The normal school learning to teach normal
-School is like a factory "Will this be on the test?" - Why do we not teach "Go do something interesting"?
Topic
Setting
Student
Teacher Centred Approach : chooses content, gives directions , sets academic and social tone
Student-Centred Approach : teacher uses constructivist perspective, recognizes that students develop their own understandings #
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Planning
Effective planning results in:
-excellent instruction
-enhanced student learning
- positive environments
Universal Design For Learning
Differentiated Instruction
Response to Intervention
Development
Physical, cognitive, and social changes
Learning becomes more organized
Behaviours become more adaptive
Principles of Development
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
Effective Teaching and Learning:
Effective classroom management
Promote self-regulation
Promote resiliency
Student
Optimistic
Personal Control
Feel Connected
Motivation
Self-Discipline
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
" Children do well if they can. If they can't, we adults need to figure out why, so we can help." - Dr. Ross Green #
Universal Design For Learning #
- Provide Multiple Means of Representation
- Provide Multiple Means of Action and Expression
- Provide Multiple Means of Engagement
Three Principles
Constructivist View of Learning
Learners actively construct own knowledge and seek meaning #
Social Negotiating when constructing knowledge
Learning includes developing skills to problem solve, think critically, answer questions, accept multiple views
Self- Determination for development of knowledge
Constructivist Classroom
dialogue
Inquiry
Problem-based learning
Collaboration with teacher and other students
complex & challenging environment
Real- World Situations
Multiple Representations of Content
Self-Regulation
Student- centred instruction
Student Ownership of Learning
Instruction designed and delivered in a fashion that works for all students, including those the least independently able #
Equitable accessibility and effective for all students
Hypothesize
Explain
Forecast
Direct
Reflect
Question
Engage
Investigate
Explain
Repeated Report of Findings
Repeated Prediction
Selecting Relevant Information
Organizing Information
Integrate Information with Prior Knowledge
Direct Instruction
Clear learning objectives
Well-planned lessons
Explicit teaching
Practice!
They always say time changes things, but you actually have to change them yourself" -Andy Warhol
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Inclusion
Universal Design For Learning
Increasing Diversity In Schools
Culturally Responsive Practice
Growth Mindset: Now vs. Yet
As a teacher, it is my goal to encourage a growth mindset in my students. Instead of focussing on what a student, I want myself and my students to focus on how be will achieve. I want to transform students' mindset of " I can't do it" to I can't do it yet". It is important to praise students strategically, by focussing on their process, improvement engagement, effort, perseverance etc. However, as a teacher it can be challenging at times to maintain a growth mindset when you know certain information about your students. It is important to believe in your students, because everyone can grow.
# #
Encouraging resiliency in students can create a foundation towards a growth mindset because students have the strength to hold a growth mindset
It is important to understand that the teacher is the leader in the classroom; however, the classroom will be the most successful in a community where every person is recognized, appreciated and involved. For example, by involving students in the formation of classroom expectations, students are more accountable as they feel involved in the development of the expectations. Also, when students have some control, choice and shared responsibility, they are more likely to feel engaged in their classroom community. This video also made me recognize the importance to encourage students think outside the box. Allowing students to guide their own learning will result in more meaningful learning. #
Blank Slate vs. Knowing Info
This concept when starting the school year really intrigued me. It connects to the core idea of the importance of developing supportive and professional relationships with students. Although I believe in giving students the opportunity for a fresh start, I value doing what I can to create a positive relationship and help them succeed. In particular, I really appreciate the idea of asking students " What I Wish My Teacher Knew About Me". This is a great way to get gain some information on what your students, like, do not like, any circumstances at home etc. By creating relationships with students, students will feel more connected to their learning and more willing to learn because they know their teacher cares. Another great method is to send home a survey to parents asking " What would you like to see from your child this year?" This is a great way to get the parents involved in their child's education right from the start, and for the teacher to make connections with the parents, ultimately setting a foundation for success. * #
Cognitive Approach
Role of Educator
Stimulating curiosity and encouraging engagement
Using teaching strategies that benefit multiple intelligences
Role of Student
Active
Take responsibility
use own prior knowledge and context
Guiding Principles
learning that focuses on how information is received, organized, stored and retrieved in students' minds
Piaget's Stages
Formal Operation
Concrete Operations
Preoperational
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
Sensorimotor
no rote learning
Adapting students' surroundings to benefit their 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.
Build on prior knowledge
Teaching to what students' are developmentally ready for
mind is like a computer
goal: understanding, recollection, retention, problem solving, motivation and connecting
Strategies:
Chunking
Graphic Organizers
Acronyms
Hooks
Reviewing
Focus on real- world application
Scaffolding
Looks beyond behaviour to explain learning
Behavioural Approach
Knowledge is independent of behaviour
Children are born as blank slates and can be molded
Behaviour can be controlled through preventative, positive and negative reinforcements
Negative
Positive
acknowledge good behaviour
Encouragement
Reward system
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?
"When do you look bad? When you can't look good - Dr Green Ross"
loss of privileges
Preventative
laying out class expectations
blank slate
reflecting on behaviour
Social and Constructivist Approach
Student-Centred Learning
meaning, knowledge and understanding result from experience
Focus on each students's individual understanding of concepts
Prior knowledge is the base for developing new knowledge and ideas
Teachers are facilitators and students have active roles
Interactive learning
value cultural and social context
Student engagement
Stress effects performance
Self- reflection
Differentiated Instruction
motivation
Collaboration
Scaffolding
Every student has something to offer
Community
Safe learning environment
Meaningful tasks
Critical thinking
Take control of own learning
Zone of proximal development
Real-world experiences
Inquiry based learning
focus on process, not results
Challenging and attainable tasks
Sense of belonging
Teacher
Sense of competence
Increase in Self- Esteem
provide social, emotional support
Reinforce strength and self-worth
Develop caring, supportive relationships
promote development of social skills
Self- Efficacy
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
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
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.
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
Knowledge economy : school is not about transferring knowledge anymore, We have Google for that!
The content students learn matters, but the skills they develop matters more. However, the motivation they gain is what matters the most.
There is no such thing as an average student, just like there is no such thing as an average pilot.
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?
Involve students in development of classroom expectations
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.
Use a data binder to collect information on students in September
This video features a constructivist teacher and her classroom
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) #
This approach respects and values the diversity that exists in all classroom
collaboration
Technology
document camera
Smartboard
Blooms Taxonomy
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.
Meaningful earning
Ultimately, as a teacher, it important to ask, " What kind of instruction leads to more meaningful learning?" when choosing instructional methods for teaching.
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
Goal of teaching is understanding and transfer, we teach and assess for this
What is worth understanding?
How people learn
Learner Centred
Knowledge Centred
Assessment Centred
Community Centred
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,
Assessment
Key to effective assessment clear targets
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
Backward Design
setting goals of curriculum unit/ lesson before choosing method of assessment
Opportunities to improve
Purpose:
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
3 Stage Model
2. Determine acceptable evidence
3. Plan learning experiences and instruction
1. Identify desired results
What are the learning outcomes?
Assess if learners have learned
determine what sequence of teaching and learning experiences will allows students develop and show their understanding
Enduring Understandings
How will I know that they have learned these things?
What lessons will be most effective in helping students demonstrate that they have learned these things?
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
Endurance
will this expectation provide students with knowledge and skills that will be a value beyond a single test date?
Leverage
Prepare for the next level
will this provide knowledge/ skills that will be valuable in multiple disciplines?
Will this provide students with essential knowledge and skills necessary for success in next grade?
Performance Task
Criteria Reference Assessment
Unprompted Assessment and Self-Assessment
An authentic test of students' understanding. A real-world challenge in thoughtful and effective use of knowledge and skill
Gives teacher and student feedback on how well material in being understood
example: quizzes & tests
example: observation, dialogues
plan authentic and purposeful activities
ways to differentiate instruction
balance between written, performance and oral activities - considering different learning styles
" If we plant lettuce and it does not grow we don't blame the lettuce. We look for reasons why it is not doing well." - The Agricultural model
Linking Assessment and Instruction
What do I want them to learn?
How will I know if hey learned it?
What will I teach?
How will I teach it?
Working with Differences
Models for Working with Exceptional Students
- 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
Our Belief Systems
Schools are not responsible for meeting every need of their students; however, when the need directly affects learning, the school must meet the challenge
Labeling
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"
Physical vs. Cognitive Access to the Curriculum
Physical Sensory and Motor Access: Changing the environment Universal Design for Learning
Cognitive Access: understanding assignments, planand execute approaches to tasks, be flexible with how you look at the curriculum
- schools, systems, communities, assistive technologies, special education plans etc.
Inclusion
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
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
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
Things to consider:
languages spoken
Aboriginal students
One-parent families
Same-sex couples
Newcomers to Canada
Religions practised
Political values and beliefs
How to build relationships
All students can achieve
Believe in students
Care for students
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
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
Standardized Testing
Federal vs Provincial
Provincial/ Territorial
Federal
has different uses, testing certain grade levels and grade 12 exit tests
Achievement levels of specific age level
How they work
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
Types
Criterion--Referenced
Norm- Referenced
score determined by comparing to a decided criteria
score determined by comparing performance to other students
Purpose
Criticisms
biases
Stress inducing
Causes teaching to the test
Time consuming
Does not improve students' learning
not an accurate reflection of instruction
Original purpose
test effectiveness of instruction
Ideal goals
enhance teaching and learning
improve design of curriculum
minimally intrusive
How to prepare students
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
In school, students are taught that being wrong is a bad thing
creativity is as important as literacy
Intelligence:
Diverse
Dynamic
Distinct
students think differently
multiple perspectives
people work differently
ex. some students need to move to think, it does not mean they need medication, they just benefit from different environments
students go to school so they can get into university, to hopefully get a job
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.
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.
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.