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EDUC 5015Q: Teaching, Learning, and Development (Week 1 (Best…
EDUC 5015Q: Teaching, Learning, and Development
Week 1
Reflective Practice: the process of self-analysis and reflection to become a more effective educator by being open-minded, adaptable, and self-inquisitive #
I believe is arguably the most important skill a teacher can have, and that it should be part of any teacher's daily routine- reflecting on how individual lessons or activities went, in addition to entire units and semesters. Doing so can only strengthen one's practice and will ultimately benefit future students!
Schwab's 4 Commonplaces in Education: any instance of education has 4 critical components- the teacher, a topic, the setting, and a student
Educational Psychology
9 central topics:
- Learning/cognition
- Development
- Social/cultural influences
- Motivation
- Behavior/classroom management
- Individual difference
- Assessment/evaluation
- Teaching/instruction
- Psychological foundations of curricula
Effective Instructional Planning = excellent instruction, enhanced student learning, exemplary learning environments #
Instructional Planning: teacher vs student-centred approaches #
Curricular Planning: determining what curricula will be covered over the course of the year (educational purpose) and breaking it down into semesters, weeks, and daily activities (learning experiences), in addition to designing evaluations
Best Practices/Guidelines in Teaching #
*Teach for understanding, appreciation, and life application
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Week 2
Growth Mindset (Carol Dweck): intelligence can be developed, leading to one's desire to...
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view the success of others as inspiring, using it as a learning experience
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Development (in the context of learning: encompasses physical/cognitive/social changes, the increased organization of learning, and gaining adaptability in behaviour
5 Principles of Development
- Orderly progression/gradual process
- Period of rapid vs slow growth
- Quantitative and qualitative changes
- Individuals develop at different rates
- Genetics set developmental potential, environment determines realized potential
Early Learning vs Higher Order Executive Functioning
- early learning: mastery of literacy and numeracy skills = best indicator of future academic success
- higher order executive functioning: not achievable until 20s (or not at all) due to the length of time needed for the prefrontal cortex to become fully functional
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Week 6
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How People Learn (HPL) Framework: a break-down of how individual learning is centered around 4 main facets, allowing educators to plan a course of learning effectively
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Understanding By Design: a framework for curriculum planning, assessment design, and teaching for understanding
curriculum planning- expectations (framing questions, learning goals) are provided by the teacher and met by the students
assessment design
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I believe it's important to incorporate each of these types of learning into each lesson as often as possible! Without assessment, it is impossible to know how your students are doing, and impossible to engage in reflective practice to determine how you can change your practice to encourage further student success.
teaching for understanding- focus on type (e.g. questions used) and style (e.g. criterion vs norm-based) of assessment
Assessment for Learning
assessment serves different purposes at different times (e.g. diagnostic, formative, summative)
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Week 7
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Cognitive Styles, Learning Styles, and Temperament
cognitive style: one’s way of perceiving, thinking and problem-solving, has connections to personality
learning style: one’s preferred method of learning and type of learning environment, has impacts on how much/what is accomplished
temperament: one’s way of behaving and responding to new occurrences, including things such as activity level, attention span, and adaptability
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Including Students with Exceptionalities #
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there is NO negative impact on other students’ academics when those with exceptionalities are included in the classroom
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Week 8
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What are some of the socio-cultural considerations that need to be accounted for within a classroom?
differences within identified groups- while social identity factors can be related to race/culture/gender/socio-economic status (SES) and have impacts on learning, it is important to remember that this is not always the case and there is significant variability in groups
SES- the factor with the greatest impact on academic achievement, however it is necessary to remember variability within groups
stereotype threat- the fear that acting in a certain way will confirm an existing stereotype of your group; important for teachers to avoid the enforcement of this in their classrooms
cultural identity- it is important to be aware of the cultural diversity in your classroom, but not necessarily to completely understand all students’ cultural identity
Aboriginal education- factors that encourage success in Aboriginal students: early intervention, resiliency, positive self-image, family engagement, community involvement, relevant programming, Aboriginal role models
As my goal is to work in a largely Aboriginal community, this TED Talk was thought-provoking regarding how we can be successful in approaching Aboriginal education.This is area that I hope to learn more about throughout this program, as well as one that I plan on doing some of my own research into.
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