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EDUC 5015 Leaning, Teaching and Development, Week 3 - Views of learning…
EDUC 5015 Leaning, Teaching and Development
Week 3 - Views of learning
classroom tool :
gallery walk
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especially engaging to kinesthetic learners
collaboration
active engagement
challenge misconceptions
Learning Theories
Behavourist approach
New behaviors or changes in behaviors are acquired through associations between stimuli and responses (ex: Establishing Rules)
Skinner and the concept of operant conditioning
Social-Cultural / Constructivist
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We construct our own knowledge of the world based on individual experiences (case studies and research projects)
focus on preparing people to problem solve
Cognitive approach
Information processing leads to understanding and retention (real world examples, ciscussions and problem solving)
governed by an internal process rather than by external circumstance
all 3 compared
All three theories are important to understand
must consider the base level of knowledge of the learners
consider the age of the learners
consider curriculum expectations
help select instructional tools, techniques and strategies that promote learning
how individuals acquire, retain, and recall knowledge
flexibility
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Week 1
Week 8 - Socio-Cultural Considerations
equity, diversity and inclusion
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diverse learners
They always say time changes things,
but you actually have to change them
yourself
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abilities, religion, interests, ethnic groups, size, age, background, gender...
how to make an inclusive classroom?
Universal Design for Learning
based on research
flexible learning environments
spaces for quiet individual work, small and large group work, and group instruction
accommodations for individuals
21st century: Increasing Diversity in Schools
Individualism
(unique) and
Collectivism
(shared)
socio-cultural influences on learning
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behavior and mental processes as shaped by race, gender, and nationality
ideological clarity
consciousness
Political values and beliefs
Culturally Responsive Practice
"they always say time changes things,
but you actually have to change them
yourself"
how to appropriately inquire about students’ backgrounds
approaches to curriculum
https://www.youtube.com/watch?v=sgtinODaW78
Stereotype Threat
feel themselves to be at risk of conforming to stereotypes about their social group
Socio-Economic Status
4 more items...
making connections (ABC)
Digital and Audio Text
Regular Feedback
recognition, strategic and affective
recognition, representation and what
strategic, action & expression and how
affective, engagement and why
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airplane example: who would you sit beside (abolishing stigma in the classroom
Week 1 - Planning for the Upcoming School Year
Educational Psychology
: uses knowledge and methods of psychology and related disciplines to study teaching and learning
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to improve teaching and learning
Reflective practioner
textbook example: Annette's considerations while making preparations - instruction, ethics, curriculum, student learning and environment
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student centered learning
starts with the teacher: involving the learners in these decisions regarding assessment and
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research in educational psychology: the future of education
Research Methods
: Step 1 - Observation of Phenomena; Step 2 - Formation of Questions; Step 3 - Application of research methods; Step 4 - Development of Guiding Principles; Step 5 - Development of Theories
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Qualitative
ethnographic research
idiographic research
Quantitative
experimental research
descriptive research
Piaget's constructivism : learning is an active process of constructing knowledge rather than acquiring it
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Schwab's Four Commonplaces
https://www.youtube.com/watch?v=6OaIdwUdSxE&t=425s
teacher centered learning
: teacher retains full control of the classroom (little collaboration and communication)
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considering daily lesson plans, thematic unit blocks and long term (global curricular objectives
educational purpose, learning experiences and evaluation
Seth Godin: we need to assess what school IS for and WHAT it was for
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The little red school house
: how to effectively prepare
Week 2 - Considering Developmental Differences
Growth Mindset
- intelligence can be developed
Social and emotional learning (SEL)
: helping students fulfil their potential
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self-efficacy
self-determination
self-motivation
self-esteem
self concept
Developmental difference in all grades (biological, cognitive, psychological, and emotional)
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executive cognitive functioning
: ability to organize, co-ordinate and reflect
Instructional approaches
differentiated instruction
response to intervention
universal design for learning
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"understanding motivation is key to understanding why things happen in the classroom"
Ted Talk: don't limit students,
challenge students
reciprocal relationship between teacher and student
they offer a unique perspective
Vygotsky - zone of proximal development
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language development: language-acquisition device
theory of mind:
early childhood social cognition
Bronfenbrenner's ecological theory: how children develop within the context of their world
scaffolding
: active instruction
structures of learning
schemas
: mental organizational categories
Piaget -
adaptations
prefrontal cortex
Week 4 - Establishing a Positive Learning Environment
effective
classroom management
while also promoting optimal learning
importance of creating a welcoming physical classroom with representations of student learning
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demonstrate classroom expectations (ex: poster)
New research:
Dynamic Classroom Management
(DCM)
Bandura’s (1977; 1986) concept of reciprocal determinism
students can engage in negative behaviours to gain attention, power and control
positive behaviour support
: all students have the skills to behave appropriately:
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Maslow's hierarchy of needs: what motivates student behavior
students must feel that they are a part of something
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"making winners out of ordinary people"
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"children do well if they can"
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responsibility if both on the teacher and student: students must feel ownership over learning
make use of researched strategies
a thinking and caring approach (Bennet &Smilanch)
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deal with problem not the student, student name, signal to begin etc.
classroom and school implementation (ie. address expectations and consequences at school assembly and staff meetings)
"management problems continue as major cause of teacher burn-
out and job dissatisfaction"
classroom expectations poster I made in EDUC 2012 (in French) with my fair "three strike system" in which I also included student focused behavioural stratergies (i.e. yoga)
Week 9 - End of School Year:
standardized testing
cons
biased tests
teach to the test (narrowed curriculum)
socioeconomic factors
student disengagement
is it really an equal playing field
pros
scored in a systematic and uniform manner
are different from teacher-made tests and aptitude tests
administered to all test-takers in the same fashion
WHAT ABOUT EXCEPTIONALITIES
contain the same questions
space shuttle example
gage they used in England on railways, are used worldwide because they used wagons as a reference (imperial roman war chariot)
specifications and bureaucracies live foreve
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ex: EQAO (and video)
test types
What happens when you are at a school that is under performing? IFIP
research: improve instruction
do we teach to test or teach to learn?
21st century
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no test is perfect
creativity, technological ability, problem solving,
or critical thinking skills.
Original purpose: to assess effectiveness of instruction
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Improve curricular design
students won't remember the test they wrote in 10 years but they'll remember who helped them get there
personal experience: standardized test do not correlate with self worth
Convey positive attitudes about LEARNING
SEL
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motivation and self worth
learning continues outside the classroom: lifelong learner
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human error (ex: hot school with no AC)
students learn differently
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IEP
Criterion-Referenced
Norm-Referenced
works with assessment advisory committee, experts and community
linked to learning expectations in curriculum
questions are pilot tested in classrooms
sensitivity committee: experts in diversity, culture, 2nd language acq. and special education
Week 5 - Making Instructional Decisions
classroom environment and instruction
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Zoe's classroom
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flexible
collaborative
innovative
technology
SEL
student motivation
teacher support
care
self-determination
self- regulated
ownership
Constructivist Classrooms
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Multiple representations
inquiry
dialogue
teacher and peer (student-centered)
diagnostic assessment
: that determining what and how to teach
Bloom’s Taxonomy
: Hierarchical classification of cognitive learning objectives
Analysis
Synthesis
Application
Evaluation
Comprehension
Knowledge
A tale of two Spocks
Universal Instructional Design
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: independently able students, accessible for students, use new rearch
direct instruction
: providing practice so that stu-
dents can master basic facts and skills.
Developmentally appropriate:
research
Reading and math scores
behavioural management
Overall a lot better
considering the advantages (vs idirect)
SEL
Inquiry Based Learning
4 more items...
critical, explicit and a lot of practice
student motivation: challenging and meaningful tasks with teacher support
intrinsic and extrinsic
how people learn should be centered around: community, learner, community and assessment
(HPL)
metacognition
Week 6 - Knowing that the Students Know
21st century curriculum
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Integrated Learning in the Classroom -
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backward planning
authentic and real world situations
implementing diagnostic assessment: knowing what to teach
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"If we plant lettuce and the
Lettuce does not grow, we don’t blame the lettuce.
We look for reasons why
It isn’t doing well"
example of a teacher bragging that his students failed, be reflective, what isn't working? where can we improve?
Universal Instructional Design
accessible and effective for all students
adhere to the principles of UID
Assessment and Instruction
start with the goal in mind: "what do I want my students to learn"
need to be linked (Backward Design)
think of the end goal "What big ideas do I want my students to understand beyond this unit of study?"
we Teaching for understanding
not just for knowing (memorization)
personal high school experience: having to memorize genetics but not actually having a clue whats going on at all
having a goal of mastery in mind rather than a comparison to the ideal student
student involvement in the assessment process as well
Stiggins: attitudes and dispositions, products, skills, reasoning
Jay McTigne
- backward design (thinking big starts small and go for the early)
Week 7 - Individual Differences-Intellectual Abilities and Challenges
What is intelligence anyway?
Students Who Are Gifted and Talented (3-5%)
intellectual
behaviours
both goal-directed and adaptive,
inclusive school environments
research shows that the environment and culture of the school setting can have a direct impact on the acceptance of students with exception- alities
Suggested approach: 1. Examine your own beliefs; 2. Work with the school team, including the student; 3. Use a variety of instructional methods, including differentiated instruction and universal design; 4. Extend inclusion to the whole school
Intelligence as Processes (Gardner)
Sternberg’s Triarchic Theory of Intelligence
Wechsler
Intelligence Scale for Children?
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verbal comprehension, Perceptual Reasoning, working memory and Processing Speed
current challenges with diagnoses
exceptionalities
and special education
practice and law in Canada (inclusion) - everyone has the right to education
"all students, not only those iden-
tifed as having an exceptionality, can exhibit signifcant skill deficits"
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High-incidence exceptionalities and low-incidence exceptionalitie
equality AND inclusion in the classroom
Individualized Education
Program.
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psycho-educational assessment
6 phases
differentiated learning
a variety of instructional strategies to properly address students’ diverse learning needs.
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Students with ADHD
consider the DSM criteria
consider ressources in the school, home and community
1 more item...
Instructional Approaches
"the academic success of students with ADHD is wholly dependent upon educational interventions that address behavioural as well as learning concerns."
consideration of strengths (go from there)
Students with Mild Intellectual Disability
Specific Learning Disorders
2 more items...
Autism Spectrum Disorder
Students with ASD
multiple intelligences
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secondary abilities
ability to learn and adapt