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Teaching, Learning, and Development (Week 1: Planning for the Upcoming…
Teaching, Learning, and Development
Week 1: Planning for the Upcoming Year
Four Commonplaces
Teacher
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Topic
Student
Environment
Foster engagement through connection and motivation
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Reflective Practice
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Using Research as Foundation to Support and Inform Practices
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Week 2: Considering Developmental Differences
Growth Mindset
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Building resiliency ("I can't do this... yet")
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Learning from mistakes
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Developmental Stages
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Desire to organize
Piaget's Schemas
"Zone of proximal development"
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Week 3: Views on Learning
Cognitive
Personally meaningful processing of information
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Constructivist
Drawing meaning from experience
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Problem-based learning
Behavioural
Shaping through positive/negative reinforcement
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Week 4: Establishing a Positive Learning Environment
Dynamic Classroom Management
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All students can behave and focus, you just have to find what motivates them to do so (positive behavior support)
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Proactive and explicit teachers
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Engage students in classroom management to share regulation burden
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Be aware of differences in student understandings/situations
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Build student resilience
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Offer choice of tasks and personal responsibility
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Week 5: Making Instructional Decisions
Engage, engage, engage
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Universal Design for Learning
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Design for accessibility and effectiveness
Multiple methods of presentation, engagement, and expression
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Choice of content and tools
Offer examples of performance
Be aware of necessary supports
Teach for understanding
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Always consider why something is being taught--how does it tie into the overall expectations and competencies you need to instill?
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Week 6: Knowing That the Students Know
Backwards Design!
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Bloom's Taxonomy (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation)
Connecting to higher-order learning and thinking
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Are you assessing test-taking or are you assessing understanding?
Assessment
Assessment as learning (diagnostic)
Assessment for learning (formative)
Assessment of learning (summative)
Week 7: Individual Differences and Challenges
Intelligence comes in many types and processes
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Intelligence drives learning but the direction and speed can vary
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Students with exceptionalities can be helped by looking at the underlying cognition
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Lack of flexibility in teaching design creates barriers
Trifecta of Support
Scbool
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Systems
Community
Access to Curriculum
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Physical Access
Cognitive Access
Many models can look at exceptionalities but the whole student must be considered
Week 8: Socio-Cultural Considerations
Student behavior, motivations, and responses are shaped by myriad factors
Cultural Norms
Religion
Upbringing (Parenting)
Socioeconomic Status
Know your students' stories!
Find ways to use those stories to build connections to material
Once you label, you lock. Don't do it!
Multicultural Education
Being aware of what shapes the material you teach
Use a variety of sources (English isn't just dead white guys)
Model proper non-prejudicial behaviour
Reconciliation and Aboriginal Education
Week 9: Standardized Assessments
Pros
Helps comparisons between schools, boards, provinces, etc.
Looks at strengths/weaknesses of system
Check whether curriculum goals are being met
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Cons
Teach to the test
Can't account for differences in language or performance ability
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Can lose student subgroups in overall data
Does not check for 21st Century skills
Can't evaluate why marks are what they are
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