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Teaching Learning Development (Week 9: Standardized Achievement Tests…
Teaching Learning Development
Week 1: Planning for the Upcoming School Year
Educational Psychology
To improve the teaching and learning process
Learning and Cognition
Social and Cultural Influences
Behaviour/Classroom Management
Motivation
Development
Individual Differences
Assessment and Evaluation
Teaching and Instruction
Four Common Places of Education
Topic
Setting
Teacher
Student
Effective Teaching
Who was the least effective teacher?
Who was the most effective teacher that
you had?
Think back over your school career
What characteristics describe each?
Reflective Practitioner
Embrace self-enquiry
Feel they have an ethical responsibility to best facilitate their students’ learning
Choose to analyze and reflect on their practice
Assess the effects of their teaching in order to
improve their practice
Are open-minded and amenable to change
Week 2: Considering Developmental Differences
Effective Planning
Exemplary Environments
Enhanced Student Learning
Excellent Instruction
Instructional Approaches
Teacher Centred Approach
Teacher determines the entirety of the course:
Content
Direction of course
The Academic Tone
The Social Tone
Student Centred Approach
The teacher adopts the constructivist perspective
Allows students to become more included with picking content and the direction of the course
Universal Design for Learning
Differentiated Instruction
Response to Intervention
“Every now and then a man's mind is stretched by a new idea or sensation,
and never shrinks back to its former dimensions.”
Oliver Wendell Holmes Sr. (Autocrat of the Breakfast Table
If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge,
there is little to be hoped from it in the bettering of man's future.
For what is the use of transmitting knowledge if the individual's total development lags behind?
Maria Montessori
What needs planning?
WHEN it will be taught
HOW learning will be assessed
WHAT will be taught
WHAT teaching methods/materials
HOW to establish the type of learning environment
What is Development?
Behaviours become more adaptive
Learning becomes more organized
Physical, cognitive, and social changes
Principles of Development
Orderly progression/gradual process
Individuals develop at different rates
Periods of rapid and slow growth
Genetics set developmental potential
Quantitative and qualitative changes
Environment determines potential realized
GROWTH MIND SET
The grade of: Not yet
Learn from criticism
See efforts as the path to mastery
persist in the face of set backs
embrace challenges
Find lessons and inspiration in the success of others
FIXED MINDSET
Give up
Fixed on today not the ability to learn in the future
"For now"
Obsessed with A's
When a Student is Having Difficulties
Does the student typically learn slower than others?
Has the student had enough practice?
Has the student acquired the prerequisite skills?
Was the material presented in meaningful ways?
Kids don't have limitations with their imagination
Teachers should learn from children
Week 3: Views of Learning – Cognitive, Behavioural, Social and Constructivist
Behaviourist Approach
Doctor Greene's Model
1. Change Your Lens
Why you think the child is acting the way they are
Try to understand why the behaviour is occuring
"Kids will do well if they can" - Dr. Greene
"Our explanation guides your intervention" - Dr. Greene
"Being responsive to the hand you’ve been dealt" - Dr. Greene
"Treating every kid exactly the same" - Dr. Greene
"Challenging behavior occurs when the demands of the environment exceed a kid’s capacity to respond adaptively" - Dr. Greene
2. Identifying Lagging Skills and Unsolved Problems
Assessment of Lagging Skills and Unsolved Problems (ALSUP)
Gather information to help students with their lagging skills and unsovled problems
3. Solve Problems
3 ways
to solve a problem with a behaviourally challenged student
Solving the problem collaboratively and proactively
This is the most preferable
Setting an unsolved problem aside for now
Solving the problem unilaterally
Social-Cultural/Constructivist Approach
"Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction."
(Mascolol & Fischer, 2005)
"As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn’t changed."
(Brooks, 1999)
Underlying Assumptions
Constructivist learning environments "enable context- and content- dependent knowledge construction
Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition."
Constructivist learning environments encourage thoughtful reflection on experience
Constructivist learning environments provide multiple representations of reality
Main Theorists
Piaget
Argued students learn by testing and creating their own theories of the world
Vygotsky
Social Constructivism was developed by Vygotsky
Did not agree with Piaget
Bruner
Influenced by Vygotsky
Outlines the importance of the teacher role, the role of language as well as instruction
Believed that Learning is a social and active process
Dewey
Argued to not focus on repetition/memorization but rather focus on practical workshops to demonstrate knowledge and group work
Real Experience
Cognitive Approach
Mind as an information processor like a computer
Looks beyond behaviour to explain brain based learning
Emphasizes the role of mental processes
Reject the idea that you should present the information to students just to remember
get the students to think of the new knowledge in a way that relates to them
Relate to wider concepts
"Deeper Learning"
relate to prior knowledge
Gradually build on previously learned material
Discovery learning
Not always affective..
Advanced Organizers
Short introduction of material before the lesson to cue prior knowledge
Theory that focuses on how information is received, organized and stored
Then retrieved by the mind
Helps when developing lessons
Week 4: Establishing a Positive Learning Environment
Effective Teaching and Learning
How does the Teacher Affect Student Learning?
Makes effective use of classroom management techniques
Makes wise choices about the most effective instructional strategies to employ
Designs classroom curriculum to facilitate student learning
Instructional Strategy Choices
Researched Strategies
Cooperative Learning
Questions and Homework
Graphic Organizers
Effective teachers make effective use of classroom management techniques
Effective Teachers
If teacher is ineffective, students will achieve inadequate progress regardless of how similar or different they are regarding their academic achievement
Appear to be effective with students of all achievement levels regardless of the heterogeneity in their classes
Exemplary Learning Environments
Important for students with exceptionalities
Requires good planning and good classroom management
Provide all students with optimum opportunities for learning
Academic success is dependent on the learning environment
Well-Being in the Classroom
How does the teacher affect the students achievement?
Designs classroom curriculum to facilitate student learning
Makes effective use of classroom management techniques
Student's Name
Proximity
Gesture
Touch
Pause
The Look
Ignore
Signal to begin/for Attention
Deal with the problem not the student
Wise choices about the most effective instructional strategies to employ
Controlling Instructional Variables
Space
Difficulty
Time
Language
SEL: Interpersonal Relations
Features of Communities of Learners
Improve Student Achievement
Emphasize reflective dialogue
Job Embedded
Student Centred
Resilient Children
Good Self Esteem
Optimistic
Feel Connected
Motivated to Learn
Personal Control
Supporting Student Self Regulated Learning
Students make decisions and get choices... take responsibility
Students monitor own progress... Learn to adjust their efforts to get to their goals
Tasks should be complex
Students and teachers engage in shared problem solving
Release of Responsibility
Week 5: Making Instructional Decisions
Constructivist Views of Learning
Social negotiating
Learning Includes:
developing skills to solve problems
Think critically
accept multiple views
Answer questions
Uses long term and short term memory efficiently
Meaningful Learning
Learners are active
Self determination
Constructivist Classroom
Teacher and Peer Learning
Cognitive Apprenticeships
Inquiry Learning
Collaborative Learning
Problem Based Learning
Solve by Asking Questions
Activate Prior Knowledge
Skills Application is Important
Teacher is a Coach... Not a Leader
Dialogue and Instructional conversations
Creating a Constructivist Classroom
Real World Situations
Becoming Self Regulated Learners
Challenging, Complex learning environment
Social Negotiation
Collaborative Work
Student Centred Instruction (Student Ownership of Learning)
Multiple Representations of content
Bloom's Taxonomy
Six Levels
Application
Analysis
Comprehension
Synthesis
Knowledge
Evaluation
Universal Instructional Design
Tries to meet the ends of the least independently able students in mind
Uses instructions that are effective and accessible for all students
Developmentally Appropriate Schools
Child and Explorer
Playful Learning (Guided Play)
Whole Child Approach
Integrated Curricula
Advantages With:
Academically
Math and Reading Scores
Social Emotional Development
Child Stress
Behaviour Problems
Direct Instruction School
Child as Empty Vessel
Passive Learners
More compartmental learning
Inquiry Based Learning
General to Specific
Explain, Hypothesize, Reflect and Refine Questions
Minimally Direct Instruction
Teacher is a Leader, Coach
Interprets, Hypothesizes, Explains
Conceptual Understanding of Principals
SOI- Information Processing Model
S- Select Information
O- Organize the information
I- Integrate the organized information with prior knowledge
How People Learn Framework
Learner-Centredness
Community-Centredness
Knowledge-Centredness
Assessment-Centredness
How to engage the disengaged
Everyone wants to be successful-never give up-you don’t know when a breakthrough will come - Helen Keller
Teach them where they are
Do you think a kid wakes up thinking. ”How can I be a failure today?”
If they don’t learn the way you teach….teach the way they learn
Week 6: Knowing That the Students Know
How People Learn
Learner Centred
Construct new knowledge by building upon their own experiences and knowledge
Diagnostic Learning Approach
Backgrounds, Cultures, Abilities and Interests
Prior Knowledge
Misconceptions
Knowledge Centred
Teacher helps student "build a bridge"
From prior knowledge to new topics they are learning
Ask questions and share ideas
organize knowledge and apply concepts to new situations
Understanding and Skill Building
Encourages experimentation and discovery
Create new knowledge products
Education is Broken
Pre-tests
Figures out what they are bad at
"stuff I may never need to know"
"you're going to need it someday"
"Because someone told me I had to learn it"
We need the community
The purpose of school is learning how to learn
Assessment Centred
Emphasize concepts behind knowledge
Instead of memorization of facts
Opportunity to show improvement
To see what knowledge has been gained
Build self-assessment skills
Reinforce student organization of knowledge
Can be project based
Bridge building project
Projects are interdisciplinary
Community Centred
Learning environments where ideas are welcomed
students to learn on their own
Focus on mastering content
Okay not to know the answer
Story telling
Week 7: Individual Differences- Intellectual Abilities and Challenges
Including Students with Exceptionalities
Does not have to be a Negative affect to the classroom
Social Benefits
from both students with and without exceptionalities when included in the classroom
Better environment
Better Culture in the School
Central Focus
Universal Design
Differentiated Instruction
Understand Achievement Gaps
Education for All
Learning For All
Ministry Document
What are Exceptionalities?
Communication
Behaviour
Physical disability
Multiple
Intellectual
Administrators Need Extra Training
Impact
Classroom might have on the academic achievement of other students
Socio-economic status can be more influential
Benefit from instruction in inclusive settings
Recommended Approaches
Work with the school team, including the student
Use a variety of instructional methods, including differentiated instruction and universal design
Examine your own beliefs
Extend inclusion to the whole school
Tiered Approach
Respond to students’ individual needs
Focusing on learning rate and level
Focusing on learning rate and level
Types of Assessment
Assessment for Learning
Give teachers information to modify and differentiate teaching and learning activities
Assessment as Learning
Focuses on the role of the student as the critical connector between assessment and learning
Assessment of Learning
Summative in nature and is used to confirm what students
know and can do
Week 8: Socio-Cultural Considerations
Change the Classroom to Fit the Needs of Every Student
Do This Yourself: Time Does Not Always Mean Change
Inclusion
Not all children are the same
Size
Age
Ethnic Groups
Background
Gender
Each Student Looked at as an Individual
Universal Design For Learning
Three Principles
Engagement
Representation
Action and Expression
Three Sets of Guidelines
Flexible for generating and sustaining motivation, the WHY of learning
Flexible ways to present WHAT we teach and learn
Flexible options for HOW we learn and express what we know
Three Primary Networks
Affective Learning
Recognition Learning
Strategic Learning
Different Abilities
Understand Cultural Frames
Understand Stereotype Threats
Fear that ones own behaviour will confirm a negative stereotype about one's identity group
People with Strong ties to their Identity Group are Most Vulnerable
Can be Brought on by Seemingly Innocuous Comments
Understand Relationship with Education and SES
Understand Multicultural Education
Mutual Respect
Dimensions of Multicultural Education
Empowering School Culture and Social Structure
Equity Pedagogy
Content Integration
Prejudice Reduction
Knowledge Construction Process
Developing Cultural Understandings
Aboriginal Education
Risks
Lack of Parent Support
Lack of Resources
Early School Failures
Special Needs
Moving from School to School
Lack of Teachers with knowledge on Aboriginal Education
Living in Remote Communities
Positive
Community Involvement
Family Engagement
Resiliency
Aboriginal Role Models
Early Intervention
Relevant Programming
Positive Self Image
Understand Influences of Collectivism and Individualism
Collectivism
Act Within a Shared Identity and Common Purpose
Individualism
Act Within a Unique Identity and Exclusive Purpose
Diverse Learners
Teachers ability and knowledge to incorporate the differences that can be found within the classroom
Diversity
Languages
One Parent Families
Aboriginal students
Same-Sex Couples
Newcomers to Canada
Religions and Practised
Critical Consciousness
A Socio-Cultural Consciousness
An Ideological Clarity
Political Values and Beliefs
Culturally Responsive
Cultural knowledge and Instructional Base That Changes and Grows
Teachers MUST Know...
Their own Cultural Assumptions
Believing
Achieving
Caring
How to Inquire about Students Backgrounds
Meet Needs of Culturally Diverse Learners
How to Inquire About Students Backgrounds
Fear of Single Stories
Culture Drives Behaviour
Socio-Cultural Perspectives
Is Knowledge Constructed because of Socio-Cultural Influences??
Socio-Economic Status
Greatest Impact on Scholastic Achievement
Children From Low SES
Scarcity of Resources
Development at risk
Economic Hardships
More likely to have Authoritarian Parenting Style
Teachers need to work hard to offset the negative influences that SES has on student Achievement
Instrumental Value of Education
Degree to Which Students Believe That Doing Well in School Produces Benefits
"The child becomes largely what it is taught; hence we must watch what we teach it, and how we live before it"
-Jane Addams
Week 9: Standardized Achievement Tests
In Canada
Federal
Achievement Levels of 13 Year Olds
Reading
Science
Math
Provincial
Different Uses
Math and Literacy Testing at Certain Grades
Grade 12 Exit Exam
Are different from teacher made tests and aptitude tests
Are scored in Systematic and Uniform Matter
Are Administered to all test-takers in same fashion
Test Types
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
Contains the same questions for all test-takers
Original Purpose
To Assess Effectiveness of Instruction
Criticisms
Biased tests
Stressful for students and teachers
Too much time
Does not enhance student learning
Results in teaching to the test
Should
Address the same cognitive demands
Use common standards for judging quality of work
Use same benchmarks to represent learning over time
Incorporate similar tasks
Be based on the same curriculum framework
Enhance Learning and Teaching
Be minimally Intrusive
Improve curricular design
Preparing Students
Teach test-taking skills
Involve students in marking questions of each type
Familiarize students with types of questions used
Simulate use of time limits during testing
Convey positive attitudes about testing
Interpreting
Does the student’s score make sense?
Did the student just have a bad day?
How does the score compare to the
student’s other achievement indicators?
Does the score reveal growth in learning?
Motivation
Is it Fair?
EQAO
EQAO Video
