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Teaching, Learning, and Development (EDUC5015) (Week 8- Early February:…

- - - - Central topics in Psychological Education: learning and cognition, development, social and cultural influences, motivation, behaviour/classroom management, individual differences, assessment and evaluation, teaching and instruction, and psychological foundations of curricula
        
        Goal is to improve the teaching and learning process
  - - - Running records
      - Presentations
      - Projects
    - - Teacher centered: teacher determines context, provides direction, and sets academic and social tone
      - Student centered: teacher acknowledges that students actively construct their understanding so teacher adopts constructivist approaches to teaching #
        
        I think encouraging students to take control of their learning is one of the most important things that we can do as educators, because then students have the tools and skills to be successful throughout their life rather than just while they are in the classroom
        
        "If you give a man a fish and he'll eat for a day, teach a man to fish and you'll feed him fora lifetime"
  - - - Self-reflective and open to changing
        
        Practice = teaching
        
        Commonplaces of Education: someone (teacher) teaching something (curriculum/topic) in some place (classroom/setting), to someone else (student)
        
        Second Naive Perspective: teacher x student, less regard given to topics and setting
        
        Students should be the number one component in their education
        
        First Naive Perspective: teacher x topic, less attention given to students and setting
  - - - Homework during the day, lectures at night
        
        I love the flipped classroom approach to teaching so that students come to class knowing what they learnt the night before and then they can get the support they need from their teacher while doing work, activities etc, and then
      - Open book/notes all the time
      - Access to all courses at any time
      - Precise focused education
      - Teaching = coach
      - Lifelong learning
      - Work happening earlier in your life
      - Death of the famous college
    - - Go do something interesting
      - Go figure it out
      - Connect dots, not collect dots
  - - - Education phenomenon does not fit within current explanations
    - - Research questions are generaated
    - - research methods reveal relationships between phenomena
    - - similar research outcomes regarding the same topic become guiding principles
    - - Collections of principles about related phenomena merge into theories
      - The whole process starts again when an educational situation is not explained by a theory
- - - - Motivation is most important; because motivated students will continuously acquiring the new skills and knowledge they will need throughout their lives
  - - - Students vary on every dimension of learning; memory, language, knowledge, reading, vocabulary, curiosity, perception, cognitive, and interest
      - We need to start teaching to each individual student rather than to what we think is the average
  - - - Supporting students self regulated learning
        
        Control- students make decisions, have choices, and take responsibility for planning, setting goals, judging progress
        
        Self-evaluation- students monitor their own process and outcomes and learn to adjust their efforts in order to attain goals
        
        Collaboration- students and teachers engage in shared problem solving
        
        Taks- should be complex, but too hard that students can't solve them #
  - - - Self-esteem and competence are intact
- - - - Top-down approach
  - - - Just because a student knows something (memorization) doesn't mean that they understand it #
        
        I think that this is super important for students to actually learn and not just memorize for the sake of regurgitating the information on tests. I will assure that my assignments, activities, and assessments are indicative of understanding concepts and applying them to real life instead of just memorization and forgetting the information as soon as the assessment is over
  - - - They need to understand their work's purpose in their own world
        
        It is very important for students to understand the point of what they are learning and why they are learning it for them to excel. because of they don't see a point they won't try as hard
    - - Emphasizes concepts behind knowledge
      - Metacognition and self-assessment
      - Given students the opportunity to demonstrate improvement and gained knowledge
    - - Safe learning environments; inclusion, respect
      - Students set their own goals and rate themselves
      - Enable students to learn on their own
        
        I think that inquiry is really important skill to instil in students to encourage them to take control of their learning. It shows them that they are capable of both thinking and that they need to use critical thinking and problem solving to determine answers #
- - - - Not an autistic boy, he's a boy with autism
  - - - But our education system puts so much emphasis on being right or finding the right answer, which causes students to become scared of taking chances
        
        We educate children out of creativity, but we should be encouraging them to continue their creative ways
      - If we don't encourage taking chances, then we won't ever come up with anything original
    - - Creativity comes from the interaction of new and different things
  - - - Inclusion: regular classroom teacher takes ownership of all students in his/her class
      - But lack of training, support, resources, and many more make full inclusion difficult
  - - - And eventually those who don't need it, won't use it
  - - - Identification: teacher becomes aware that student is having difficulty with learning and/or behaviour
      - Diagnostics Instruction: teachers adjusts instruction or management methods to determine if this will alleviate the student’s difficulties
      - Referral: when adjustments do not resolve the student’s problem, teacher refers student to the school-based team (presents all relevant information about the student)
      - Assessment: data regarding current level of functioning is gathered via psycho-educational testing
        
        Results are used by team to develop IEP
      - Educational Intervention: based on IEP teacher takes action to provide student with appropriate educational interventions
        
        Can range from minor changes in teaching and curricula to completely different teaching methods
      - Evaluation of Student Progress: teacher uses a variety of evaluation tools to determine student’s progress
        
        Compare performance and behaviour with objectives outlined in IEP
        
        Results are used to determine whether further assessment or changes to IEP are necessary
        
        Must be reviewed every 12 months to be an accurate representation of the student’s current state of functioning
- - - - Different uses including math and literacy testing at certain grade levels and Grade 12 exit exams
    - - Acheivement levels of 14 year olds (math, reading, and science
    - - Benefits
        
        Opportunity. to compare educational outcomes across country, province, or schools
        
        Results allow us to assess strengths and weaknesses and evaluate curricula
        
        A means to assess accountability
        
        Assess effectiveness of instruction
      - Disadvantages
        
        Tendency t teach to the test; narrowing the curriculum
        
        Do not allow for linguistic or other cultural differences among students
        
        Leads to students disengagement
        
        Do not adequately test 21st century skills such as creativity , technological ability, problem solving skills, or critical thinking
        
        DO NOT ENHANCE STUDENT LEARNING
        
        We should be spending our time on material that enhances students learning
    - - Constais same questions for all test takers
      - Administered in same fashion
      - Scored in systematic and uniformed manner
      - Different from teacher made tests and aptitude tests
    - - Students' scores are determined by comparing performance to establish criteria
      - Norm-References
        
        Students' scores are determined by comparing performance to that of other students
        
        I don't think that we should be comparing students to each other; they all have different experiences and backgrounds that brought them to where they are and it's not fair to compare them when they aren't the same
        
        We learned about this in math class
    - - Be based on the same curriculum framework
      - Address the same cognitive demands
      - Incorporate similar tasks
      - Use common standards for judging quality of work
      - Use same benchwork to represent learning over time
      - Be minimally intrusive
      - Improve curricular design
      - Enhance teaching and learning
    - - Coney positive attitudes about testin
      - Teach test-taking skills
      - Stimulate use of time limits during testing
      - Familiarize student with types of questions used
      - Involve students in marking of questions of each type
    - - Does the score or data make sense? Is it an accurate reflection of the child ?
      - How does this score match with other achievement indicators he or she has displayed in my classroom ?
      - Does the score reveal considerable growth in learning , a plateau of learning, or a regression in performance?
      - Is it possible that the student had a bad day?
      - Does the score reflect the learning that took place over the whole year/course, or does it merely reflect some of the topics covered?
- - - - The brain is like a muscle that can be trained, which increases the desire to learn
    - - We improve by challenging ourselves, because we know we will come out stronger because of it
    - - Obstacles or setbacks don't discourage you from continuing to challenge yourself and try. Self-image is not tied to your success OR how you will look to others
      - Failure is an opportunity to learn
        
        I want my future students to know that everyone makes mistakes and that mistakes are ok because they help us learn
    - - Effort is necessary for growth and mastery of useful skills
        
        One of the most important things we can encourage in our students is to put effort into everything they do, even when faced with challenges, setbacks, etc. # #
    - - Negative feedback and criticism are sources for information
      - Instead of using criticism and negative feedback I plan to use constructive criticism in my future classrooms so that my students can learn and grow from their current knowledge in a positive and supportive way
      - People can change/improve and criticism helps us do that
        
        I will teach and show my students that negative feedback and criticism can help us and that they shouldn't always be taken personally, but that it is ok to be hurt because that means that they care ans want to improve
    - - I want to incorporate an open circle into my class where we can celebrate and acknowledge each others' successes and milestones
  - - - Research questions are generated
    - - Research methods reveal relationships between phenomena
    - - Similar research outcomes become guiding principles
    - - Collections of principles about related phenomena merge into theories
  - - - When challenged, some students understand that learning, abilities, and knowledge can be developed
        
        Growth mindset- intelligence can be developed
      - Others become frustrated that they don't know the answer
        
        Fixed mindset- their intelligence had been up for judgement and they failed
- - - - Sensorimotor (0-2)
        
        Object permanence by 19-24 months
        
        Beginnings of symbolic representation of items
      - Preoperational (2-6/7)
        
        Rapid language aquisition
        
        Symbolic/semiotic thought
        
        Animism: thinking that inanimate objects can do or say things
        
        Egocentrism: the inability to differentiate between someone else's perspective and their own
        
        Centration: focusing exclusively on one trait at the expense of others
        
        Lack of conservation/reversibility: illogically think that if objects change shape, they also change in amount
      - Concrete Operational (6/7-11/12)
        
        Two- or multi-dimensional classification skills
        
        Can logically solve problems related to real objects
        
        Awareness of other people's perspectives
        
        Conservation/reversibility: amount of object doesn't change with appearance/can mentally undo an activity
        
        Can arrange objects in serial order by dimension
      - Formal Operations (11/12-adulthood)
        
        Can think in logical, idealistic, and abstract ways
        
        Can develop hypothese about problems and devise systematic ways to solve them, inductively and deductively
        
        Hypothetical reasoning: can logically formulate and solve untrue problems
        
        Develop concerns for identity and social issues
  - - - To belong and feel connected and sense that teachers believe in them and will treat them with respect
      - To feel autonomous and that they are expected and permitted to have ownership, responsibility, and accountability for their actions and possess a sense of self-determination
      - To feel competent, successful, and accomplished
    - - Provide postiive feedback
      - Respond sportively to students
      - Ask questions that students can understand and are able to answer correctly
      - Present learning tasks for which students have a high probability of success
      - I am committed to do everything I can to help my students receive the best possible education and I will do everything I possibly can to ensure that they reach their full potential
  - - - Students must be aware of what effective thinking entails and comparatively analyze their own habits
      - Be strategic in their approaches to learning and problem-solving
    - - "What a child can do today with assistance, she will be able to do by herself tomorrow."
        Lev Vygotsky
      - In language arts we learnt about using running records to determine exactly where students are in terms of their reading abilities and what they can do without any help from teachers, parents, etc
    - - Tasks that are too challenging or too easy actually decrease learning (internal mental motivation is switched off)
        
        Every student needs work and activities that challenges them to become between, but aren't so hard that they withdraw from doing work and I plan to ensure that each of my students receives this
    - - Micro-system: includes influences from family, peers, school, etc. and the way an individual exert influence over individual and setting
      - Mesosystem: links influence between microsystems
      - 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
      - Chronosystem: involves influences from environmental patterns and transitions that arise from socio-historical circumstances
- - - - Create a welcoming classroom environment that emphasizes academic and behavioural success
        
        Welcome my students at the door each and every time they come in
        
        Have an inclusive and positive classroom envrionment
        
        Make sure my students know I will support and encourage them in academic as well as non acedemis aspects of their life
        
        NO BULLYING ALLOWED
      - Determine the essential academic components to be taught and learned as well as the preferred behavioural outcomes
      - Provide students with clear expectations for learning and feedback about their learning progress and social conduct #
        
        Provide rubrics
        
        Reminder
      - Implement a variety of topically suitable instructional methods
      - Provide a variety of ways for students to demonstrate what they have learned
        
        Gallery walk
        
        Anchor chart
        
        Presentation
        
        Think, pair, share
        
        Reflection
      - Make appropriate use of technology to enhance learning
        
        Ipads
        
        Reminder
        
        Classblog
        
        Chromebooks
        
        Seesaw
      - Encourage and initiate teacher-student and student-student discourse about learning topics and behavioural expectations
        
        Elbow/face partners
        
        Work as a group to come up with learning and behaviour expectations #
  - - - Inquiry learning #
        
        We learned about the importance of evidence based teaching, which inquiry is a perfect example or. I think that encouraging students to take control of their own learning by using inquiry critical thinking is so important to teach young students. Curiosity is one of the best ways to learn is and develop knowledge #
    - - Collaborative learning
      - Teacher and peer learning
    - - Problem-based learning
    - - Dialogue & instructional conversations
    - - Complex and challenging learnng environments
      - Real world sitautions
      - Social negotiation- collaborative work
      - Multiple representations of content
      - Making students aware of the knowledge construction process- becoming self-regulated learners
      - Student-centered instruction- students take ownership of learning
- - - - We need to provide safe environments for all students #
      - Develop genuine relationship with students, be empathetic, respectful
      - Be open minded and don't judge
      - Recognize that it is hard to live in poverty
      - Be an advocate and demand more and accessible resources and support
    - - Poverty is extremely detrimental to academic success
  - - - Helping students understand how beliefs influence knowledge
      - Reducing prejudice
      - Teaching to benefit all student s
      - Creating social structures that support the development and learning of all students
  - - - No culture considered dominant
    - - Surviving in real world
    - - Valued striking a balance
    - - Risk Factors
        
        Living in remote communities
        
        Lack of resources
        
        Lack of teachers with knowledge of Aboriginal studies
        
        Lack of parent support
      - Protective Factors
        
        Early intervention
        
        Resiliency
        
        Positive self-image
        
        Family engagement
        
        Community involvement
        
        Relevant programming
        
        Aboriginal role models
      - I have learnt a lot about Aboriginal people and their history in my Aboriginal studies course and I now am starting to realize the importance of incorporating culturally relevant material for all students, especially Aboriginal ones
        
        Inviting elders into my class to share their experiences with my students
        
        I think it is really important no to teach feel good history and to actually teach the facts true history of the Aboriginal people and how colonization affected them, so that all students have th proper knowledge of this history and so that aboriginal students fell supported and valued in my classroom
        
        Incorporating some of their traditions like the talking stick or using talking circle would be a great way to include all students and teach about Aboriginal traditions and what they mean and why they are important
  - - - And if we change this lens, we can change the way people see cultural differences