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Teaching, Learning, Development Mind/"Brain" Map (Week #7:…

- - - - Classroom/Setting
      - Student
      - Teacher
      - Curriculum/Topic
    - - Social and Cultural Influence
      - Development
      - Learning and Cognition
      - Individual Differences
      - Assessment and Evaluation
      - Teaching and Instruction
      - Psychological Foundations of Curricula
      - Motivation
    - - Qualitative
      - Quantitative #
    - - Application and Research Methods
      - Development of Guiding Principles
      - Formation of Questions
      - Development of Principles
      - Observation of Phenomena #
- - - - To feel autonomous and possess a sense of self-determination. To feel they are expected and  permitted to have ownership, responsibility, and accountability for their actions.
      - To feel competent, successful, and accomplished
      - To feel a sense of belonging and connectedness and to sense that teachers respect and believe in them
  - - - Students get to construct their own meaning and knowledge with teacher’s guidance
      - Students engage in problem-based learning (emphasizing problem-solving processes) and project-based learning (emphasizing a product or artifact as an outcome)
      - Specific learning outcomes that fall under the umbrella of overarching themes, allowing my students to see where and how new and specific information is related to larger frames of knowledge
    - - Challenging Tasks
      - Tasks improperly matched to skill level
    - - Exosystem: Includes influences from distant social settings within which the individual does not have an active role
      - Macrosystem: Involves cultural influences including respective values and beliefs
      - Mesosystem: Links influences between microsystems
      - Chronosystem: Involves influences from environmental patterns and transitions that arise from socio-historical circumstances
      - Microsystem: Influence through individual family members, peers, school, etc.
- - - - Transformative Generative Grammar
      - Deep Structure and Surface Structure of Languages
    - - Scaffolding
      - Zone of Proximal Development
    - - Developmental Stages
        
        Preoperational
        
        Concrete Operational
        
        Sensorimotor
        
        Formal Operational
      - Equilibrium
    - - Stages of Moral Development
        
        Conventional Morality
        
        Post-conventional Morality
        
        Pre-conventional Morality
  - - - Teacher determines content, provides direction, and sets academic and social tone
      - Teacher adopts constructivist perspective and acknowledges that students actively construct their own understandings
- - - - Guided Instruction: "We do it"
        
        Collaborative: "You do it together"
        
        Independent: "You do it alone"
- - - - TEDxPhilly – Chris Lehman “Education is Broken”
        
        “The purpose of school is to learn how to learn,” not to create mindless workforce.
        
        Kids need to know WHY they are being taught what they are being taught
    - - "Understanding by Design" – Jay McTight (video)
        
        Proposes that we teach and assess for understanding and transfer
        
        Emphasis on CONCEPTS behind knowledge, not fact-memorization #
    - - "Diagnostic Teaching Approach" used to build off of students' own prior knowledge and experience
    - - "Safe Space" Learning Environments
        
        Respect
        
        Inclusion
  - - - Reasoning→ Procedural knowledge: procedures or problem-solving methods
      - Products → Abilities required to put procedural knowledge to use in a fluent fashion and in the appropriate context
      - Knowledge→ Declarative knowledge: facts, terms, concepts, and generalizations
      - Attitudes and Dispositions→ Student creations that reflect current skill and ability levels Interests in certain topics; the desire to learn more about a topic
      - Skills→ Process of answering questions through analytical problem-solving