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Teaching, Learning & Development (Week 7 - Early December: Individual…

- - - - Develop caring, supportive relationships with and among students
        
        Instruction that optimizes students' access to learning
        
        Group management
        
        Promote social skills and self-regulation
        
        Appropriate interventions to assist with behaviour problems
    - - Students have the skills to behave appropriately, they are just not encouraged to use them properly
      - Classroom Discourse Research
      - Students have the ability to manage the classroom but also regulate their own behaviour within it
        
        Self-Regulated Learning
- - - - Sensorimotor
        
        Preoperational
        
        Concrete Operations
        
        Formal Operations
  - - - Schemas: a particular way in which children repeatedly act or think about particular items or happenings #
    - - Adaptation: an innate drive to adjust to one's surrounding environment
      - Student Perspective vs. Teacher Perspective
- - - - Contains the same questions for everyone
        
        Are scored in a systematic and uniform matter
        
        Different from teacher-made and aptitude tests
        
        Administered in the same way
      - Cultural Biases
        
        Test Anxiety
        
        Students forget what they learn after the test is over
- - - - 4 Types of Knowledge:
        
        Factual
        
        Conceptual
        
        Procedural
        
        Metacognitive
- - - - Helps students understand how beliefs influence knowledge, reduce prejudice, benefit all students and creates a social structure that supports the development of all students
      - Culturally Responsive Teaching and Learning Video #
- - - - Linguistic
        
        Logical-Mathematical
        
        Spatial
        
        Musical
        
        Bodily-Kinesthetic
        
        Interpersonal
        
        Intrapersonal
        
        Naturalistic #
    - - Analytical/Componential Intelligence
      - Creative/Experiential Intelligence
      - Practical/Contextual Intelligence
  - - - 1: Identification
        
        Diagnostic Instruction
        
        Referral
        
        Assessment/IEP
        
        Educational Intervention
        
        Assessment/IEP
- - - - Brain acts like a computer
      - Brain has a constant drive for cognitive balance forces it to design thinking and problem solving strategies to achieve the required equilibrium.
  - - - Students are more motivated to engage in all types of school activities and to be resilient in the face of adversity if teachers construct school environments that satisfy the following:
        
        teachers treat them with respect
        
        have ownership and accountablity for their actions
        
        to feel accomplished #
  - - - Cognitive Learning Theory: students have to reach a certain stage of development before they can be taught certain key cognitive tasks
    - - Discovery Learning: Students are placed in problem-solving situations where they are required to use their previous knowledge
    - - Zone of Proximal Development: The range of tasks that a child cannot perform independently, but can help with the help of others
      - Scaffolding: Focuses on active instructional support while considering, relating to, and interacting with students' responses to instruction.
    - - Langauge Acquisition Device
        
        Function
        
        Structure
        
        Infinite Generatively