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Teaching, Learning, and Development 2017 (7.Early December: Individual…
Teaching, Learning, and Development 2017
1. Early August: Planning for the Upcoming School Year
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What is my Approach of Effective Teaching?
Teacher and Student (high impact on the learning). As important as the setting and topic are to the commonplaces of education, if I were to rate the four components, the most important would be teacher and student. I will constantly be aware and modifying my own teaching practice to enhance the learning opportunities for my students. It is up to the student and teacher to make the learning happen. What they're learning and where is not AS important.
Student Centred & Teacher Centred Approach
Student-centred approach allows the students' to construct their learning based on their perspectives, experiences, prior knowledge, etc. Making the learning that much more meaningful.
More effective in the older ages as students are more mature and have already developed critical thinking and problem solving skills.
Teacher centred approach allows teachers to be responsible for the overall instruction, curriculum, planning, and is responsible for setting the academic tone.
More effective in the younger ages as students need more direct instruction to develop and learn skills.
I think both approaches combined in a classroom would compliment one another, creating a learning environment that is reciprocal between the teacher and students. In reality, the students are constructing their own knowledge and meaning under the scaffolding and guidance from the teacher.
Additional Things to Think About Prior to Beginning a New School Year
Reflect: What is School For?
What needs planning?
Think about what needs to be taught, when it needs be taught, how will it be assessed, teaching methods and materials, the environment
With effective planning comes excellent results
Am I a reflective practitioner? (Yes)
2. Late August: Considering Developmental Differences
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What can I do as a teacher to enhance the(ALL) students' learning?
Adora Svitak
How will this affect my teaching practice and classroom management strategies?
Elimination of Age-discrimination. I will be just as reciprocal in the learning process as the students.
Trusting relationships will be created in order to eliminate restrictions and barriers to students' learning. When there is no trust between the child and teacher, restrictions apply to their learning processes.
Lack of trust is not a student-centred restriction- it's teacher centred. A lack of trust ties into the reality of a teacher-centred classroom. This is why I think it is important to have a combination of both within the learning environment.
"You must lend an ear today, because we are the leaders of tomorrow" -Listen to what students have to say and share, expect more from students and don't underestimate their abilities.
Teaching Considerations
1) Teachers must teach each topic in its respective learning progression
2) Teachers must allow time, and preferably practice, in order for academic concepts to be fully understood
3) Teachers must strive to improve how students know, not just how much they know
4) Teachers must consider that within their classroom it is normal and expected that some children will learn faster or slower than others
5) Teachers must recognize their ability to either positively or negatively affect how much of each child’s academic and social potential is realized.
As a result: Excellent instruction, enhanced student learning, and exemplary environments.
Instructional Strategies
Dealing with Student Difficulty
What am I doing in my own practice. Where can I improve to enhance this students' learning. Has the student acquired skills? Does this student typically learn slower than others? Enough practice. DON'T UNDERESTIMATE THEIR ABILITIES.
The power of "yet"
Additional things to consider about developmental differences
Vygotsky's "ZPD"- help of others. (Dealing with student difficulty management)
Scaffolding - tailor their response to give them the opportunity to respond
3.
V
iews of Learning: Cognitive, Behavioural, Social and Constructivist
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Cognitive Learning Theory
"Use a Learning Theory" video - how I best perceived this learning theory.
How information is being received, organized, stored, and retrieved by the mind.
What is my role as the teacher?
Use intercessional strategies that are organized, sequences, and presented in a manner that is understandable and meaningful to the learning, otherwise my teaching will be ineffective.
Start lesson with a hook to create interest, activate prior knowledge with review on topic, organzing the information into comprehensible and digestible parts, using graphic organizers to help structure and relate content (we did this in class)
GRAPHIC ORGANIZERS
Constructivism
"Use a Learning Theory" video - how I best perceived this learning theory.
BIG PICTURE = SELF-REGULATED LEARNING
Equates Learning with creating meaning from experience.
Role as teacher: consider the knowledge that my students bring to school and then design and deliver curriculum to expand and develop their knowledge by connecting it to new learning.
Interacting with problems or concepts
Students develop their own cognitive structures and actively construct their knowledge and skills.
Taking charge of their own learning by being aware of what effective thinking entails, being strategic in their approaches to problem solving strategies, and making decisions about the goal of an activity, and their ability to accomplish the task.
Behaviourist Approach
"Use a Learning Theory" video - how I best perceived this learning theory.
BIG PICTURE = CLASSROOM MANAGEMENT
Behaviour can be controlled or modified based on the environment. (DCM)
Classroom expectations
Punitive vs. positive reinforcement
My behaviours as a teacher that can diminish Student behavioural problems
Positive feedback to students
"Power of Yet"
Respond supportively to students in general and even more supportively to low-ability students.
Ask questions that students can answer correctly. (Meaningful success)
Maintain a low ratio of punitive to positive interventions.
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First Week of School: Establishing a Positive Learning Environment
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"Environment will support or deter the student's quest for affirmation, contribution, power, purpose, and challenge in the classroom" (2003, p.37) - SUMMARY OF WEEK 4 CONTENT
What is my role as the teacher?
Support students' self-regulated learning by creating complex tasks, allowing students to make decisions, have choices, and take responsibility for planning, setting goals, and judge their own progress. Allowing students to monitor their own process and outcomes and learn to adjust their efforts in order to attain goals give students a sense of self-evaluation. When the environment is teacher and student - centred - both can engage in shared problem solving.
Task
Control
Self-evaluation
Collaboration
Community of Learners (Adora Svitak- learning needs to be reciprocal)
collaborative, student-centred, engage in a socially constructivist learning process.
Dynamic Classroom Management (DCM)
Make use of classroom management techniques
Providing students with optimum opportunities for learning
Community of Learners
Classroom Management techniques.
Self- efficacy
(students and my own as the teacher) – good self-esteem, sense of competence, optimistic, personal control, feel connected, motivated to learn, self-disciplined
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Mid-September: Making Instructional Decisions
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Backward Design (Reflection of my assessment strategies as a teacher)
What is my role as the teacher: To first consider the assessment questions and then proceed to design instruction that facilitates student learning.
Assessment considerations > Instructional Plans: allows the underlying principles of teaching and assessment to be properly considered and implemented.
Instruction: Where will the lesson take the students?/ What will I teach? How will students get there?/ How will I teach it? (FIG. 4.1)
Assessment: What do I want my students to learn & How will I determine whether or not they have learned it?
What assessment strategies have worked up until this point? Will Graphic organizers, Exit Tickets? ASSESSMENT STRATEGIES
Will the positive classroom environment compliment this lesson well? What are the intructional strategies that have worked up until this point?
Learner Centered (Do my students learn best by building on prior knowledge?) Knowledge centered (Do I have to help my students connect their prior knowledge to new knowledge?)
Bloom's Taxonomy (Reflection of my assessment strategies as a teacher)
What is my role as the teacher?: Generate a variety of different but related learning objectives for a course or unit of study following a process.
Are my students able to list, name, identify, show, define, recognize, recall, and state the factual components of learned material?
Are students able to understand, interpret, explain , summarize, describe or compare the learned material?
Process of levels (Cannot accomplish Analysis if the students have no knowledge or comprehension of the material
Are the students able to solve, use, calculate, apply, relate or manipulate the learned material?
Are the students able to analyze, organize, distinguish differences or similarities with the class material?
Are the students able to discuss, plan, report, hypothesize, about the class material.
The students she be able to prepare, compare, critique, evaluate, defend or justify their learning.
6..September: Knowing that the Students Know
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My role as a teacher: Choose instructional practices that is consistent with my views of teaching, my approach to classroom management, and the ways I think about and conduct student assessment
Keeping students motivated to learn
Giving students tasks which allows them to be actively involved and that have multi-purposes.
Challenging, but meaningful
Foster Students' motivation to learn. Adjust instructions to suit the different students' needs within the classroom
Keeping in mind Universal Instruction for Design (designed and delivered with the needs of the least independently able student - effective for all students)
Ways to do this: Small amounts of information with lots of practice for students to master skill, cautiously planned lessons that are clear, emphasis on explanation, completion that shows their understadning.
Choose Effective Instructional Mechanisms
Let students hack their own lesson plans, this way they are invested and interested in what's being taught, and it'll make them feel as though they were a part of the planning lesson.
Constructivism
Bloom's Taxonomy
Inquiry Based Learning
Problem Based Learning
Standards of Learning
Universal Design for Learning
One I feel is most appropriate for the early years (my specialty).
The Zoie Brannigan "Letting Kids Hack Their Lessons" video
UDL concept
Use of technology - using this to converse internationally- international relationships
Letting the kids construct their own learning
Students teaching the lesson
The use of differentiated instruction
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Early December: Individual Differences-Intellectual Abilities and Challenges
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Theory of Multiple Intelligences (linguistic, logical-mathematical, spatial, musical, bodily kinaesthetic, interpersonal, intrapersonal, naturalistic
Varying levels of ability within each of the eight intelligences
Impact it has on me as a teacher: select and apply the aspects of it that may enhance my students' learning.
Intelligence is the ability to learn from experience and controlling own thinking. Goal driven and adaptive
Sternberg's Triarchic Theory of Intelligence
Metacomponents (plan, monitor, evaluate)
Perfoemance (thinking governed by meta components)
Knowledge Acquisition (used to problem solve)
Special Education - include both mild and severe disabilities
I do believe there is a stigma, we need to assess the child's learning and then their exceptionality
Hard to create sufficient lesson planning with so little knowledge on their exceptionalities. (IEP)
Differentiated learning to engage students through a variety of different ways through the lens of their interests.
TEDTalk - schools are killing creativity
My role as a teacher in special education- adapt for students with these disabilities so they can strive to the best o f their abilities.
Why is it important for me as a teacher to understand intelligence? - It's what drives students to learn, not all students learn at the same rate.
Fluid Intelligence, Crystallized Intelligence, & Visual Special Intelligence
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Early February: Socio-cultural Considerations
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Socio-cultural considerations
Sensitivity and awareness of culture appropriation
Especially with the Aboriginal education risk factors, I as a teacher need to be aware of recognition learning. Miss-representation can lead to misconception of cultures.
Always be sensitive towards cultures to avoid offensiveness
Multi-cultural and diverse education
Culturally responsive ans respectful of cultural differences. Emphasize how we are different and how we are the similar.
No aknowledgement of cultural differences eliminates senses of belonging and students are unable to make meaningful connections between cultures.
Role as teacher: my attitudes and expectations, as well as my knowledge of how to incorporate the cultures, experiences, and needs of my students into my teaching, significantly influences what students learn and the quality of their learning opportunities.
Culturally responsive teaching
I need to be mindful of students and accommodations
I will need to use differentiated instruction strategies
I need to Represent holidays, tradition, and celebration through the students and not through materials
I will teach through a multi-cultural len, reversing perspectives
I hold a role as a community member and during my time as a teacher, and in daily life need be culturally responsive in the community
Social Class
Aboriginal Education - Risk Factors
Lack of knoweldge
Remote communities
Economic Hardships - Risk Factors
Development is at risk
Authoritarian parenting
Socio-Economic Statuses - Pros and Cons
Impact on achievments
Development is at risk
9.
End of School Year
Educational Value of Standardized Testing?
Arguments Against
Narrowing the curriculum
Eliminating linguistic or other cultural differences among students
Student disengagement
Do these tests adequately assess skills such as creativity, technological ability, problem solving, or critical thinking? - I believe they do not
Stressful and causes anxiety for students
Doesn't show the students' thinking processes - just what they know
Arguments in Favour
Comparison of educational outcomes across the globe
Assess strength and weaknesses in the system
Evaluates Curriculum
My role as a teacher: enhance my teaching strategies and students' learning strategies by assessing students' processes in order to improve curricular design.
Include assessment strategies that allow for linguistic and there cultural differences
I feel as though standardized tests should only be used to assess the system, and not students' progression
EQAO testing
Questions are created to meet the expectations in curriculum
Still have numerous questions and thoughts regarding EQAO testing
Is this a form of Standardized Testing?
Are there other assessment strategies that can be done at a provincial level to assess the system?
What about the community and environment- How are poverty levels taken into consideration when assessing EQAO
Principles for Fair Student Assessment Practices
