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5015Q: Teaching, Learning & Development (Week 1 Planning for the…

- - - - Students constantly construct their own knowledge
      - Children are encouraged to formulate their own understandings
      - Learning becomes more meaningful when students assume an active role in their learning
    - - When kids are sent to the "factory" known as school, they see it as work and want to do less of it
        
        Schools are often portrayed as assembly lines that simply feed information to children
      - School should be a fun, engaging, and motivating place where students want to be #
        
        Concepts to consider:
        Open book all the time; anything that is worth memorizing can be researched online
        Teacher = Coach
        Encourage life-long learning #
      - Often, teachers simply ask students to "collect the dots" by regurgitating information #
        
        You cannot except children to "connect the dots" by having them read from a textbook
      - Teachers must put children in situations where they can fail, because this will build resiliency and help to foster learning #
- - - - Students learn to respond to challenges in positive ways, and recognize that their abilities can improve. They also engage deeply in tasks, thereby increasing brain activity and forming new neural connections to generate meaningful understandings #
      - This includes altering and/or changing students' mindsets to build confidence and persistence
    - - Praise the students' efforts, problem-solving strategies, and their focus on the task at hand, and encourage self-reflection to build resiliency #
  - - - Genetics set developmental potential
    - - Humans have an innate drive to organize and adjust information to make sense of the environment
    - - Children are given tasks slightly beyond their skill set, so that the only way they can complete the task is with assistance from a More Knowledgable Other
      - Social interactions create cognitive structures and support learning #
        
        The environment determines if genetic potentials/predispositions are realized
      - Scaffolding = active instructional support
  - - - Teachers have a responsibility to learn about their students and get to know them individually to build relationships and create an engaging and meaningful classroom environment #
    - - Children's creativity, imaginations and utopia-like thinking push boundaries
      - Learning should be reciprocal
      - However all too often, adults underestimate children's abilities, and consequently lower their expectations of children
        This can no longer happen!
        Adults should maintain higher expectations of children to encourage learning and foster their developmental growth
- - - - A single story that is told repeatedly shows a people as one thing
        
        Unfortunately, the single story often becomes the only story
      - A single story diminishes an individual's experiences and undermines their dignity
      - A single story perpetuates stereotypes (Ex. Western literature often portrays Africa as a negative place that is defined by sickness, disease, poverty and suffering)
    - - Teachers must encourage students to see the world through multiple cultural lenses
      - By changing our cultural lens, we can change the way our brain perceives behaviours and celebrate individuality
  - - - Each child has different strengths, weaknesses and abilities
      - Teachers must be able to meet the various needs of culturally diverse learners
      - Diversity must be valued, and no specific culture should be seen as dominant or superior
    - - Teachers must know how to inquire about students' backgrounds in order to establish links across cultures
        
        Academic achievement increases when teachers use knowledge about their students' social and cultural backgrounds
      - It is crucial to establish respect and equity, and reduce prejudice
      - Emphasize cooperation and collaborative learning
    - - Social-identity factors can emanate from race, gender, SES, and culture, and thus influence how students learn, how much they learn and how well they learn
  - - - The higher an individual's SES, the greater likelihood of higher academic achievement
      - Children from low SES backgrounds are at increased risk of developmental delays, economic hardship, and experiencing authoritarian parenting
        
        Children from low SES backgrounds are also at risk of poorer physical, social, emotional development and intellectual capacities
- - - - Teachers determine assessments ahead of specific content
      - Consider assessment questions first
      - Teachers are better able to determine unit content when they plan assessments first
  - - - Goal: Teach and assess for understanding and transfer of knowledge #
      - The intent is for students to understand the larger, more transferable ideas
      - Teachers do not just test facts and basic skills #
    - - This helps teachers to focus on the big ideas and the overall learning goals, so that each individual lesson plan reflects curriculum expectations #
- - - - There is no competitive advantage to knowing more than your peers, because anything worth knowing can be researched online
        
        Regurgitating or memorizing facts as an indicator of knowledge has become obsolete because of the Internet
        
        Problem-solving and critical thinking are much more important
      - We no longer live in a "knowledge economy"
    - - If students are motivated to learn and succeed, they will continue to acquire new skills and knowledge that will be used throughout their lives #
  - - - Respond supportively according to the students' needs
  - - - No student fits the average profile
    - - Because the majority of learning environments and classrooms are designed according to the average, they cannot nurture every individual success
      - It is important to reach every single students' abilities and talents to increase their school performance and expand their talent
    - - Self-regulated learning builds resiliency
      - Tasks should be complex
      - Students should be encouraged to make decisions and monitor their own progress
- - - - The brain is constantly combining, arranging and rearranging what it knows #
    - - Educators are encouraged to take on the role of an observer while students construct their own knowledge
      - Teachers have a responsibility to encourage autonomy and children's own acquisition of knowledge #
    - - The brain has a desire to achieve a state of mental equilibrium via accommodating and adapting new information
      - The process of going from a state of disequilibrium to equilibrium is the mark of learning and intelligence
  - - - Operant Conditioning: Humans learn appropriate behaviour as a result of consequences and/or antecedents
- - - - Standardized Tests ensure that school systems are executing their educative responsibilities
    - - Interestingly, the original purpose of administering standardized tests was to assess the effectiveness of teacher instruction, not the students' academic progress
  - - - Standardized tests are time-consuming and do not enhance learning in a meaningful way #
      - Teachers spend more time teaching to the test instead of focussing on curriculum expectations
    - - Test questions are not derived from the same curricular objectives as the courses that instructors are teaching
- - - - Children are educated out of their creativity, because the education system has long ruled that making mistakes is the worst thing a child can do #
        
        Children learn to be scared of being wrong or making mistakes
    - - Intelligence is diverse, dynamic and distinct, and creative capacities must be valued for their richness and for inspiring innovation and change # #
  - - - Linguistic, Logical, Spatial, Musical, Kinaesthetic, Interpersonal, Intrapersonal, Naturalistic
      - Gardner's theory is embraced by teachers in education, because they know that every student thinks and learns differently
        
        Thus, different ways of teaching are needed
        
        Instructional methods should include a variety of teaching strategies and a variety of presentation modes # # #
        
        Goal: encourage teaching for depth of understanding, and not breadth of coverage (Quality vs. Quantity)
  - - - Course material should be made accessible to all students by including multiple representations of course content
      - Inclusive schools are characterized by teachers who treat each student as a unique individual and assist students with diverse learning needs
        
        Students with exceptionalities in inclusive settings perform better on academic measures and measures of social competence
      - Values diversity, multiculturalism, social justice and belonging
      - Education for All promotes the inclusion of students with exceptionalities to have access to teaching practices in regular classrooms
- - - - Learning includes: developing skills, critical thinking, solving problems and acknowledging multiple viewpoints and opinions
    - - Social negotiation #
      - Self-determination #
      - Students learn via dialogue and collaboration