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EDUC 5015: Learning, Teaching and Development MIND MAP Leah O'Neill

- - - - Boards composed rather equally of both genders perform 15% better than boards composed of mainly one gender
      - Boards composed of people from different cultures perform 35% better than boards composed of only one culture.
  - - - An Ideological clarity
      - A socio-cultural consciousness
      - Political Values and Beleifs
    - - Teachers must know:
        
        Their own cultural assumptions
        
        How to inquire about students’ backgrounds
        
        How to develop teaching approaches and curriculum to meet
        needs of culturally diverse learners
        
        How to establish links across cultures
      - Building a Culturally Responsive Practice
        
        A culturally responsive practice has a broad
        cultural knowledge and instructional base
        that grows and changes
      - As a teacher I must recognize and address my own bias and privilege, and use this self reflection to create an inclusive an supportive learning environment for the needs of all culturally diverse students
    - - Compared to all other social or cultural attributes, an individual’s socio-economic status has the greatest impact on scholastic achievement
      - SES is actually a good predictor of academic achievement; the higher your SES, the higher your likelihood of academic success
      - Children from low SES homes
        
        Economic hardships
        
        Scarcity of resources
        
        More likely to experience authoritarian parenting style
        
        Development is at risk
    - - The prevailing research does not support the often advocated position that significant learning influences, both positive and negative, can be derived from an individual's cultural background or ethnicity
      - While there are some trends in learning achievements based on these factors, they are not significant measures of academic potential
      - In terms of learning and achievement, there are as many differences between individuals from within a cultural group as there are between group and non-group members.
    - - Permissive
      - Authoritative
      - Authoritarian #
    - - Different views of Multicultural Education:
        
        Dominant culture stressed: Surviving in real world
        
        Diversity and dominant culture: Valued striking a balance
        
        Diversity valued: No culture considered dominant
      - Dimensions of Multicultural Education
        
        Empowering school culture and social structure
        
        Prejudice reduction
        
        Equity pedagogy
        
        Knowledge construction process
        
        Content integration
      - Developing a cultural understanding and mutual respect
    - - Recognition Learning --> Representations --> Flexible ways to present what we teach and learn
        
        Strategic Learning--> action and expression--> flexible options for hoe we learn and express what we know
        
        Affective Learning --> Engagement--> Flexible options for generating and sustaining motivation, the way of learning #
    - - Those with strong ties to their identity group are most
        vulnerable
      - Fear that one’s behaviour will confirm a negative stereotype about one’s identity group
      - Can be brought on by seemingly innocuous
        comments
    - - Individualism: Act within a unique identity and exclusive purpose
      - Collectivism: Act within a shared identity and common purpose
    - - Risk factors
        
        Early school failures
        
        Moving from school to school
        
        Lack of parent support
        
        Lack of teachers with knowledge of
        
        Aboriginal studies
        
        Living in remote communities
        
        Lack of resources
        
        Special needs
      - Protective Factors
        
        Early intervention
        
        Resiliency
        
        Positive self-image
        
        Family engagement
        
        Community involvement
        
        Relevant programming
        
        Aboriginal role models
    - - Aboriginal students
      - One-parent families
      - Languages spoken
      - Same-sex couples
      - Newcomers to Canada
      - Religions practised
    - - It is unrealistic to expect every teacher to become an expert in every represented culture However it is important for both teachers and students are exposed to an educated about social and cultural diversity
      - “culture” is not a definite set of norms, but a very personal concept.
  - - - Print-rich environments (lots of writing on the walls)
        
        Colour
        
        Learning centres
        
        “Arranged optimality” ( how you set up your classroom - desks, teacher’s area, etc.)
        
        Multiple libraries
        -Technology (utilized and prominently displayed)
        
        Student work displayed
        
        Rules and expectations displayed
    - - Call & Response
        
        Action Thermometer (go to this side of the room if you agree, etc.)
        
        Raise your righteous hand
        
        Think, pair, share
        
        Pick-a-stick (one popsicle stick with every student’s name in a hat, pick one to decide who has to share their answer with the class)
        
        Bottoms up, heads together (in groups of about 4, students work on one sheet of paper together (i.e. heads together) on the table while kneeling on their chairs)
        
        Music around the room (dance break: teacher plays music and the students move around and dance until it stops, then back to work)
- - - - 2) Field testing
      - 3) Administration
      - 1) Creation of test items
      - 4) The scoring
  - - - Federal: Achievement levels of 13 year olds (math,
        reading, and science)
      - Provincial/Territorial: Different uses including math and literacy
        testing at certain grade levels and Grade 12 exit
    - - Are administered to all test-takers in same
        fashion
      - Are scored in systematic and uniform manner
      - Contain the same questions for all test-takers
      - Are different from teacher-made tests and
        aptitude tests
    - - Criterion-Referenced: Student’s score determined by comparing
        performance to established criteria
      - Norm-Referenced: Student’s score determined by comparing
        performance to that of other students
        
        MATHEMATICS FOR TEACHER: PENNY GORDON
        
        We discussed the idea of Norm-Referenced and Criterion-Referenced assessments in Math class. It is important to that we are using Criterion-Referenced assessments now by following expectations outlined in the rubric. This is the most fair way to assess a student's personal understanding of a topic, without making comparisons to any one else in the classroom
    - - Original Purpose: to assess effectiveness of instruction
      - Not all stakeholders support standardized testing
    - - Biased tests
        
        Stressful for students and teachers
        
        Results in teaching to the test
        
        Takes up too much time
        
        Does not enhance student learning
        
        Content of tests does not reflect instruction
    - - 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 benchmarks to represent learning
        over time
    - - Standardized tests should:
        
        Enhance teaching and learning
        
        Improve curricular design
        
        Be minimally intrusive
      - Even the highest quality test are problematic if used for improper applications
    - - Convey positive attitudes about testing
        
        Teach test-taking skills
        
        Simulate use of time limits during testing
        
        Familiarize students with types of questions
        used
        
        Involve students in marking questions of
        each type
    - - Does the student’s score make sense?
        
        How does the score compare to the
        student’s other achievement indicators?
        
        Does the score reveal growth in learning?
        
        Did the student just have a bad day?
    - - Supporters for the standardized test argue that there is no better way to ensure that schools perform properly and the education system remain accountable
      - Criticism = the rankings and results are elitist and biased
      - The importance is not ranking or comparing schools, but rather in finding out how children are faring and then putting information into action
  - - - -Traditionally "standardized" meant that the test is standard or the same in three ways
        1) format/questions
        2) instructions
        3) time allotment
        
        The third standardization of exams is being eroded.
        
        We see this now for students on an IEP, receiving additional time to complete the test. This eliminates on of the elements of standardization
        
        However , we know this is something many students require. I personally began receiving additional time in University for major examinations, and can speak to how beneficial this accommodations was for me and my learning disability
        
        The second requirement of standardized test is also frequently adapted, students with reading problems can get "read-to" #
        
        Since the focus is on comprehension of reading an now the child's ability to read many students on IEP now use a scribe or a computer that reads the text to them
        
        I assisted with grade 3 and 6 testing last year as a scribe, so I was able to see and be apart of this accommodation for students
    - - Testing can be found in all cultures
      - The earliest standardized testing comes from china
      - These standardized tests were an attempt to streamline education so that society would gain maximum benefit from each citizen
      - Public education is funded by taxpayers who want and have a right to know if they are getting value for their investment.
        
        Such accountability requires public information
    - - validity and applicability of the test results
      - Infinite factors that affect a student getting a question right or wrong
        
        Situational/environmental factors
        
        Personal/emotional factors
        
        Grade-spread requirement
  - - - Tendency to "teach the test" which results in narrowing the curriculum
        
        Tests do not allow for linguistic or other cultural differences among students
        
        There is the potential for subgroups of students to become lost within the overall numbers
        
        Standardized testing leads to student disengagement
        The tests do not adequately assess 21st century skills such as creativity, technological ability, problem solving or critical thinking skills
    - - The opportunity for comparison of education outcomes across schools, provinces, or countries
        
        Results of standardized tests provides an opportunity to assess the strengths and weaknesses of the system
        
        Offering a means to assess accountability
        
        Provincial assessments provide a way to evaluate curricula and determine which school/districts/regions and meeting goals
  - - - Using critical-thinking skills to solve multi-step problems
        
        Communicating ideas clearly, coherently and effectively
        
        Making real-life connections to numeracy and literacy skills and
        
        Developing positive self-perceptions of themselves as readers, writers and mathematical thinkers.
- - - - Understanding of the psychological principles that govern the interactive human behaviours involved in teaching and learning process
    - - TEACHER, TOPIC, SETTING, STUDENT
    - - -Teaching strives for professionalism
        -“A truly professional teacher is a dedication to being a reflective practitioner”
        -Chooses to analyse and reflect in order to improve their teaching practice
        -Ethical and moral responsibility to best serve the students
        -Open minded and amenable to change
    - - Step 1: Observation of phenomena
        -Research is typically initiated by a teacher or researcher’s intuition that an observed educational phenomenon does not fit within current explanations
        Step 2: Formation of Questions
        -Research questions are generated
        Step 3: Application of Research Methods
        -The critical features of proven research methods are employed to determine relationships between phenomena
        Step 4: Development of Guiding Principles
        -Several research outcomes regarding the same topic become guiding principles
        Step 5: Development of Theories
        -collections of establishes and replicable principles about sets of related phenomena are merged into overarching theories that tend to govern our understanding and guide further research.
    - - a) What will be taught
        b) The order it will be taught/ When it will be taught
        c) What teaching methods and materials will be used
        d) What type of environment you will teach in/ is needed
        e) How students will be assessed.
        
        Instructional planning
        
        Teacher centred approach: Teacher determines context, provides direction and sets academic and social tone
        
        Student centered approach: teacher adopts constructivist perspective and acknowledges that students actively construct their own understandings #
        
        Curricular planning
        
        Planning the entire year
        
        Global curricular objectives
        
        The learning experiences and goals that teachers develop for their classes in light of student’s characteristics and the teaching context.
        
        Three interrelated goals if the curricular planning process:
        1) Educational purpose
        2) Learning experiences
        3) Evaluation
        
        Results of effective planning:
        
        Excellent instruction
        
        Enhances student learning-
        Exemplary environments
    - - 1) Teach for understanding, appreciation and life application
        2) Address multiple goals simultaneously
        3) Employ Inquiry models
        4) Engage students in discourse management
        5) Design authentic activities
        6) Include debriefing
        7) Work with artifacts
        8) Foster metacognition and self-regulated learning
        9) Be aware of trajectories, misconceptions and representations
        10) Recognise the social aspects of learning
  - - - Productivity
      - Holding Out
        
        I enjoyed the example of raising hands to illustrate the idea of holding out. When we ask people to raise their hands they never put their hand up completely, always holding out a little to their full capabilities.
    - - 1) Not enough workers
      - 2) Were not going to buy all the stuff they could make
    - - -Work: try and figure out how to do less
        -Art: try and figure out how to do more
    - - 1) Homework during the day, lectures at night
        2) Open book, open note all the time
        3) Access to all courses at any time
        4) Precise focused education
        5) Teaching=Coach
        6) Lifelong learning
        7) Work happening earlier in your life
        8) Death of the “famous” college
    - - -Go figure it out
      - -Connect dots not collect dots
      - -Go do something interesting
    - - -Great parents, have kids who produce great performance in school
      - -Great performance in school leads to happiness and success
  - - - Students evaluating their work
      - Better problem-solving
      - Greater engagement and intrinsic motivation
      - Students setting higher challenges
      - It has been proven across varying evidence, that students are more likely to succeed when they are in control of their own learning. When students are in control of their learning they typically are much more passionate about the work they are doing, and therefore more invested in their understanding. Allowing a more student- centred, inquiry based approach in the classroom is an excellent way to promote engagement of students, and is an approach I will use in my own classroom.
    - - 3) Recognize the tensions for teachers
      - 4) Reviewing our planning
      - 2) Identifying the way ahead
      - 5) Recognize the reservations
      - 1) Naming the problem
- - - - Principles of development:
        1) Orderly and logical progression
        2) Periods of rapid and slow growth
        3) qualitative and quantitative changes
        4) Individuals develop a different rates
        5) Genetics set developmental potential
        6) Environemnt determines potential realized
        
        These principles relate to the five key teaching considerations:
        
        Teachers must teach each topic in its respective learning progression
        
        Teachers must allow time and practice for concepts to be fully understood
        
        Teachers must strive to improve how students learn not how much they know
        
        Teachers must consider that it is normal for students to learn faster or slower than others
        
        Teachers must recognize their abilities to either positively or negatively how much of each student’s potential (academic and social) is realized
    - - Prefrontal Cortex
        
        Takes 20 years to become fully functional
        
        Controls decision making, goal setting, controlling attention, cognitive flexibility, information processing and managing risk taking.
    - - Key to all things educational
    - - Learning becomes organized
      - Physical, Cognitive, and Social Changes
      - Behaviours become more adaptive
    - - Student- centered approach: teacher adopts constructivist perspective that acknowledges that students actively construct their own learning #
      - Three Instructional approaches
        
        2) Differentiated Instruction #
        
        1) Universal Design for Learning #
        
        3) Response to Intervention
      - Teacher- centered approach: teacher determines content, provides direction and sets academic social tone
    - - Early Learning
        
        The best predictor of future academic success is early mastery of literacy and numeracy skills
      - Executive Cognitive Functioning #
        
        The major change in adolescents thinking
        
        Individuals organize, ordinate and reflect on their thinking to achieve more efficient processing outcomes
    - - Innate drive to organize
        
        Innate drive to organize behaviours and thoughts into coherent systems
        
        Piaget: schemas
      - Innate drive to adjust
        
        Innate drive to adjust to one's surrounding environment
        
        Piaget: adaptations
  - - - Persist in the face of setbacks
      - See effort of the path of mastery
      - Embrace challenges
      - Find lessons and inspiration in the success of others
      - Learn from criticism
    - - I feel growth mindset is very important to encourage in my future students . I want my students to not be afraid to make mistakes, as these are the most valuable learning lessons
  - - - SO...
        
        Change their mindset
        
        Praise the process
      - Effort and difficulty is when new connections are being made, and children become smarter
- - - - Makes wise choices about the most effective instructional strategies to employ
      - Make affective use of the classroom management techniques
      - Designs classroom curriculum to facilitate student learning
    - - Creating exemplary learning environments required good planning and good classroom management
      - Goal of classroom management is to provide all students with optimum opportunities for learning
      - Academic success dependent on learning environments
      - Exemplary learning environment especially important for students with exceptionalities
    - - -Good Self Esteem
        -Sense of Competence
        -Optimistic
        -Personal control
        -Feel connected
        -Motivated to learn
        -Self-disciplined
        -Self Efficacy
    - - Tasks: Tasks should be complex
        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 effort in order to attain goals
        Collaboration: students and teachers engaged in shared problem solving
    - - -Difficulty level
        -Space
        -Time
        -Language
        -Interpersonal relations
    - - 5 global principles of effective classroom management
        
        1) Develop caring, supportive relationships with and among students
        2) Organize and implement instruction in ways that optimize students' access to learning
        3) Use group management methods that encourage students enaggament in academic tasks
        4) Promote the development of students' social skills and elf regulation
        5) Use appropriate interventions to assist student with behaviour problems
      - Classroom Management Techniques
        
        -Proximity
        -Touch
        -Students name
        -Gesture
        -The look
        -The pause
        -Ignore
        -Signal to Begin/ Signal for Attention
        -Deal with the problem not the student
        
        CREATING SUPPORTIVE LEARNING ENVIRONMENTS: CATHERINE ZIESNER
        
        In Catherine's class we discussed how yelling for lifeguards, and when it coms to classroom management these are some of the much more effective ways to gain control of your classroom
    - - CURRICULUM AND PEDAGOGY IN ELEMENTARY LANGUAGE ARTS: JENNIFER HUNTER
        
        In language arts we discussed the Ideas of gradual release of responsibility when it comes to literacy. For example a high teacher involvement would be a read aloud, where as a low teacher involvement would be independent reading. It is important to implement these literacy strategies within the class room.
  - - - The artifacts on walls, flexible and varied furniture can communicate a warm and accepting environment.
        
        The classroom environment and structure demand as much attention as the tools of assessment and the selection of instructional materials. #
        
        How to apply active listening techniques with students
        
        How to ask questions, give compliments or make statements related to a student’s personal interest or experience
        
        How to praise students’ learning performance
        
        How to promote the positive behaviour you wish or stop a student’s negative behaviour in a calm and courteous manner
        
        The significance of being physically close to students as they work
        
        CREATING SUPPORTIVE LEARNING ENVIRONMENTS: CATHERINE ZIESNER
        
        We examined how to make our classrooms an welcoming environments to students encouraging dynamic student engagement
- - - - Don’t be passive participant
      - Students are active participants in the learning
      - Constructivism is a learning theory that "equates learning with creating meaning from experience"
      - Learning is more meaningful when they can interact with a problem
      - Helps engage and motivate
      - Utilizes interactive teaching strategies to create meaningful contexts that help students construct knowledge based on their own experiences
      - Role playing, debating, cooperative learning groups, real world activities
    - - Rejects the idea that student just hear and take in info, what is important is getting students to process new info in a way that is meaningful to them
      - Information is not very useful unless they can relate what they are learning to wider contexts.
      - Believes in deeper learning – we want more then regurgitation from our students. We want them to understand the big principles, that way even if they forget something they can use the principles to guide them.
      - The key to the cognitive approach is to relate new info to prior knowledge
        -so design a curriculum that builds on each other
        -discovery learning: applying new knowledge immediately to real situations
  - - - cognitive skills and concepts learned in the early school years are critical for all other later achievement expectations.
      - Executive cognitive functioning where by individuals organize, co-ordinate, and react on their thinking to achieve more efficient processing outcomes
      - Piaget's four stages of cognitive development #
        
        Concrete Operations (6/7-11/12)
        
        Formal Operations (11/12- adulthood)
        
        Preoperational (2-6/7)
        
        Sensorimotor (0-2)
    - - Rather than simply absorbing information, students develop their own cognitive structures and actively construct their knowledge and skills.
      - contains 3 student- centred approaches to teaching
        
        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;
        
        Students get to construct their own meaning and knowledge 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)
      - Student regulated learning
        
        emphasizes the autonomy and responsibility of students to take charge of their own learning by:
        -being aware of what effective thinking entails and comparatively analyzing their own thinking habits (metacognition);  
        -being strategic in their approaches to learning and problem-solving
      - Zone or proximal development (Vygotsky)
        
        the range of tasks that a child cannot perform independently but can perform with the help of others
        
        The zone of proximal development makes a key connections with the gradual release of responsibility. When developing new knowledge and skills it is important that the teacher models the expected behaviour/ work in order to guide students towards success.
      - The Yerkes–Dodson law
        
        While learning performance increases with task challenge (psychological stress), tasks that are either too easy or too challenging actually decrease learning.
      - Bronfenbrenner’s ecological theory
        
        focuses on the existing and changing relationships between individuals and their environments and consists of five environmental systems:
        
        3) Exosystem: Includes influences from distant social settings within which the individual does not have an active role
        
        4) Macrosystem: Involves cultural influences including respective values and beliefs
        
        2) Mesosystem: Links influences between microsystems
        
        5) Chronosystem: Involves influences from environmental patterns and transitions that arise from socio-historical circumstances
        
        1) Microsystem: Includes influences from an individual’s family, peers, school, etc. and the way an individual exert influence over individual and setting
    - - Deci’s research on motivational factors indicated that 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 three following fundamental student needs:
        
        2) To feel autonomous and possess a sense of self-determination and to feel they are expected and  permitted to have ownership, responsibility, and accountability for their actions
        
        3) To feel competent, successful, and accomplished
        
        1) to belong and feel connected and to sense that teachers believe in them and will treat them with respect 
      - Teacher behaviour that diminishes student behaviour problems (just some examples)
        
        provide positive feedback to students   
        
        respond supportively to students with behaviour problems  
        
        ask questions that students are able to answer correctly  
        
        present learning tasks for which students have a high probability of success  
        
        maintain a low ratio of punitive to positive interventions  
        
        waste little student time on transitions
- - - - -Children construct new knowledge by building upon their own prior knowledge and experiences
      - Diagnostic Teaching Approach
        
        What are students’ backgrounds, cultures, abilities, interests?
        
        Misconceptions students have?
        
        Prior knowledge students have?
    - - Foster understanding and skill building
      - Encourage experimentation and discovery
      - Teacher helps to “build a bridge” between prior knowledge and new material
      - Question and organize prior knowledge and apply concepts to new situations
  - - - Proposes that we teach and assess for understanding and transfer. Larger transferable concepts and processes in and across subjects
      - Just because a student knows something (facts) doesn’t mean they understand it. It is up to use as teachers to teach understanding of concepts that apply to x-curricular learning
    - - Start with goals and plan how to get there
        
        1) What do I want my students to learn? (Specific learning objective)
        2) How will I determine whether or not they have learned? (Assessment questions)
        3) What will I teach (topical unit and lesson plans)
        4) How will I teach it? (Instructional Method)
        
        Think big, start small, go for an easy win to start”
  - - - Allows teachers to relate the activities of the classroom at any point to the broader objectives of the curriculum and to the overall philosophy of education.
      - 3 step process to create:
        
        1) Basic form : “as a result of this lesson, my students will be able to…”
        
        2) Cognitive verb: “calculate…”
        
        3) Topical Description: “two column addition without carrying”
    - - Hierarchical series of intellectual abilities involved in the acquisition of knowledge
      - Knowledge  : Remembering or recognizing something factual
        
        Comprehension: Interpreting/understanding information
        
        Application : Being able to use information to solve a problem
        
        Analysis  : Breaking concepts into parts; indicating relationships
        
        Synthesis: Bringing ideas together; generating/creating new ideas from other related ideas
        
        Evaluation:  Judging the respective worth/value of something
      - Blooms Taxonomy has been spoken about throughout almost all of my first semester courses. It is certainly one of the most relevant theories to bring into my future classroom
    - - Knowledge: Declarative knowledge: facts, terms, concepts, and generalizations
        
        Reasoning: Procedural knowledge: procedures or problem-solving methods
        
        Skills: Process of answering questions through analytical problem-solving
        
        Products : Abilities required to put procedural knowledge to use in a fluent fashion and in the appropriate context
        
        Attitudes and Dispositions: Student creations that reflect current skill and ability levels Interests in certain topics; the desire to learn more about a topic
  - - - Enable students to learn on their own…but improve upon their abilities to solve complex problems
      - Kids set their own goals and rate themselves on it
      - “Safe space” learning environments: respect, inclusion
      - Shared Principles:
      - ABORIGINAL EDUCATION: AMBER WHITE
        
        this course is an deal example of what a community centered classroom looks like. As students we all came from unique backgrounds regarding this topic, yet amber encouraged use to self reflect and express our thoughts in the space apace that she was able to create.
    - - Student organization of knowledge
      - Metacognition and self-assessment skills
      - Emphasizes CONCEPTS behind knowledge, not memorization
      - You must give them opportunities to demonstrate improvement and gained knowledge (can be project based)
      - -Projects are interdisciplinary
        -Storytelling gives meaning to learning (connection to their life plus importance in their life)
        -Critical thinking skill development
        -Guide students to become lifelong learners
- - - - If we don’t take chances, we won’t ever come up with anything original
      - We grow out/get educated out of creativity
    - - Interactive
      - Creativity comes from the interaction of new and different things
  - - - Ability to learn from experience & ability to adapt to one’s environment & knowing about and controlling one’s own thinking (information processing)
        
        Most important abilities:
        
        Crystallized intelligence: apply culturally and environmentally influenced problem solving skills (language development/comprehension)
        
        Visual-spatial reasoning: ability to use and manipulate visual images and visual relationships (visualization)
        
        Fluid intelligence: ability to understand abstract and new concepts (general reasoning)
    - - 8 or more separate intelligence structures (linguistic, logical–mathematical, spatial, bodily–kinesthetics, musical, interpersonal, interpersonal, and naturalistic)
      - Students think and learn differently so different ways of teaching are needed
        eg: Lectures, demonstrations, discourse, information presented verbally, kinetically, and pictorially
    - - Interrelated basic thinking processes that drive intellectual behaviour
      - Meta-components; executive processes used to plan, monitor, and evaluate one’s thinking
      - Performance components; processes used to implement the thinking governed by the meta-components
      - Knowledge-acquisition components’ processes used in learning how to solve problems
    - - Thinking mechanisms used to cope with new experiences (using insight or automaticity)
    - - Understanding one’s self well enough to choose to live and work in environments that provide the highest probability of success
      - Adapting/ reshaping contexts to ensure success
    - - Good teaching that is prepared and conducted slightly differently in order to accommodate special learning needs of students with exceptionalities
        
        All students can be taught: Teaching and classroom management techniques must be adjusted to accommodate the needs of the students
        
        Specialized educational services, if available, used to be delivered in institutional settings lacking pedagogical framework: Doing little to prepare students to integrate into society
        
        Disabilities Education Improvement Act (IDEA): Required all schools to design programs that would specifically prepare high school students with disabilities for successful transitions to postsecondary education or workforce
        
        Specialized instruction based on proper assessment of students abilities
        
        In order to achieve academically and socially
        
        First intelligence test was created because of students with exceptionalities
        
        High-incidence exceptionalities: mild disabilities (include learning disabilities, behavioural disorders, giftedness, intellectual disabilities)
        
        Low-incidence exceptionalities: moderate-severe disabilities (autism, hearing and visual impairments, serious health impairment, and multiple disabilities.
        
        Controversy of Special education:
        
        Where and how special education should take place (ex inclusion but need to ensure that is not undermining the other children’s right to learn )
        
        Categories of exceptionalities are stigmatizing that do not help a child’s education
      - Special Education connects to individualized Instruction. It is imperative that in my classroom i create an inclusive environment, and teach to every student as an individual , rather than "teaching to the average"
    - - Document that outlines a student’s individualized education goals, the services that a student with exceptionalities will receive, the methods and strategies that will be used to deliver these services to ensure that goals are met
        
        Key questions in assessment and IEP process
        
        What specialized programming is needed to meet the needs of the students with exceptionalities, and how does it get constructed?
        
        How do we determine the strengths and needs of students with exceptionalities?
        
        What do teachers have to know and do differently to properly implement specialized programming?
        
        The six phases of assessment and IEP
        
        1) Identification: teacher becomes aware that student is having difficulty with learning and/or behaviour
        
        2) Diagnostics Instruction: teachers adjusts instruction or management methods to determine if this will alleviate the student’s difficulties
        3) 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)
        4) Assessment/IEP: date regarding current level of functioning is gathered via psycho-educational testing
        5) Educational Intervention: based on IEP teacher takes action to provide student with appropriate educational interventions
        
        6) Evaluation of Student Progress: teacher uses a variety of evaluation tools to determine student’s progress
    - - Cognitive abilities range from highly efficient to highly inefficient
      - Differentiated instruction/learning: teaching and learning is different for everyone,so the use of a variety of instructional strategies to properly address students’ diverse learning needs is crucial
      - Students learn best when they are in a supportive learning environment
  - - - Intellectual (giftedness, mild intellectual disability, developmental disability )
      - Physical disability (blindness, low vision)
      - Communication (autism, deaf or hard of hearing, language impairment, speech impairment, learning disability)
      - Multiple (combination of any of the above)
      - Behaviour
- - - - Advocates for physical spaces and objects that consider the needs of all users-especially those with disabilities
      - When lessons are designed and delivered with the needs of the least independently able students in mind, is more accessible and effective for all students
      - UID Principles
        
        2) Determine the essential academic components to be taught learned and the preferred behavioural outcomes
        
        3) Provide students with both clear expectations for learning and feedback about their learning progress and social conduct
        
        1) Create a welcoming classroom environment that emphasizes academic and behavioural success
        
        4) Implement a variety of topically suitable instructional methods
        
        5) Provide a variety of ways for students to demonstrate what they have learned
        
        6) Make appropriate use of technology to enhance learning
        
        7) Encourage and initiate teacher-student and student-student discourse about learning topics and behavioural expectations
    - - Purposeful and controllable thinking process that actively promotes the understanding and retention of knowledge
      - Meaningful learning occurs when students engage in three cognitive processes
        
        2) Organizing the selected information
        
        3) Integrating the organized information with prior knowledge
        
        1) Selecting relevant information
    - - a systematic instruction that is portrayed as teaching small amounts of information and providing lots of practice so that students can master basic facts and skills
        
        Requires teaching via some form of explanation and guiding students through complex topics
        
        Requires students to complete problems or exercises related to the material and explain their understandings of the concept to the class
        
        emphasizes well developed and carefully planned lessons with clear learning objectives that are purposefully presented to students
    - - Student-centered constructivist instructional approach in which students:
        
        Help teachers design comprehensive curricular tasks (inquiry based)
        
        Complete tasks with peers collaboratively (problem based)
        
        Create specific educational products (project based)
        
        Reflect on their learning experiences
        
        CURRICULUM AND PEDAGOGY IN AN ELEMENTARY SCIENCE CLASS
        
        We discussed the idea of inquiry based learning in science class. Students are naturally curious, so inquiry based learning allows students to be engaged in questioning concepts they wish to know more about and exploring these topics to find the answer. Inquiry based learning is an excellent way for students to be personally invested in their learning and encourages them in their learning and understanding of concepts
        ie: Science experiments
    - - Instruction that fosters selecting, organizing and integrating will lead to more meaningful learning than instruction that does not cause students to engage in these mental processes
      - Teacher interest in students personal lives and teacher support for student autonomy during learning promotes student willingness to engage in classroom learning activities.