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EDN568 Reflection png-clipart-white-cloud-thought-speech-balloon-thinking…

- - - - models of learning
        
        behaviourist
        
        cognitivist
        
        social constructivist
        
        connectivist
      - Bloom's cognitive taxonomy
        
        Remembering
        
        Understanding
        
        Applying
        
        Analysing
        
        Evaluating
        
        Creating
  - - - Maslow's hierarchy of needs
        
        physiological
        
        safety
        
        belonging
        
        self-esteem
        
        self-actualization
    - - room layout
        
        individual seating
        
        group seating
      - lighting and space
      - resources
      - ownership
    - - Pygmalion effect
        
        performing better due to positive expectations
      - climate, feedback, input, response opportunity
    - - personality
      - subject/content knowledge
      - enthusiasm
      - 'withitness'
- - - - prevention is better than response
      - don't make decisions based on emotion
    - - visible/invisible
  - - - attention
      - power
      - revenge
      - assumed disability
    - - to belong
      - have power/control over lives
      - have freedom
      - have fun
- - - - doesn't stop flow of lesson
      - minimal verbal
      - not a distraction to class
      - doesn't invite escalation
  - - - pause
      - face student
      - minimal verbal request to stop
      - "thank you''
  - - - shift from student not taking responsibility to starting to take responsibility
  - - - the follow through on the implied choice
  - - - play by your rules
      - "first person to raise voice has lost"
  - - - one on one with student
      - before, during or after class
      - no consequences - focus is on agreed solution
  - - - teacher
      - student
      - parent
      - principal & deputy
- - - - children
      - teachers
      - parents
      - schools
      - educational institutions
      - employers
    - - formal/informal
        
        formal
        
        systematic
        
        informal
        
        spontaneous
      - formative/summative
        
        formative
        
        gather evidene for purpose of improving learning
        
        summative
        
        provide evidence of student achievement
    - - educative
      - feasible
      - explicit
      - fair
      - reliable
      - valid
    - - providing feedback
      - communicating students achievement
      - qualification purposes
      - effectiveness metrics
  - - - correction
      - reinforcement
      - diagnosis
      - benchmarking
      - longitudinal development
    - - descriptive
      - corrective
      - motivational
      - evaluative
    - - reinforcing feedback
      - balancing feedback
        
        both have potential to improve learning
- - - - systematic method of explicit instruction told in a straightforward way
        
        supports greater academic achievement, self-esteem & problem solving abilities
        
        gives student a clear picture of what you want them to learn
    - - orientation
      - presentation
      - structured practice
      - guided practice
      - independent practice
  - - - convergent
      - divergent
      - evaluative
      - reflective
    - - decide on level of thinking required
        
        Bloom's taxonomy
      - indicate type of response required
      - respond to students
    - - arouse student interest & motivation
      - facilitate learning by students
      - deepen understanding
- - - - conceptualising, constructing and implementing assessment that is consistent with intended learning outcomes
  - - - objective
        
        true/false
        
        multiple-choice (MCQ)
        
        one correct or best answer
      - subjective
        
        short answer (i.e. completion)
        
        essay
        
        do not typically have a single correct response and very easy to construct
    - - portfolios, exhibitions, projects, journals
    - - anecdotal records, checklists, rating scales
    - - reflection activities
- - - - foster class cohesion and sense of belonging
      - share and extend ideas
      - develop social and critical thinking skills
      - encourage metacognition and reflection skills
      - challenge assumptions and promote reasoning
  - - - focuses on activities that groups engage in to carry out tasks
    - - focuses on social theory of how groups function
        
        5 basic elements
        
        positive interdependence
        
        collaborative skills
        
        individual accountability
        
        face-to-face interaction
        
        processing group work
    - - the brain needs to feel safe in order to learn
  - - - non-individualistic
      - non-competitive
      - collaborative teamwork in nature
  - - - think pair share (TPS)
    - - 'chat with the person next to you'
  - - - group projects, tasks and activities
    - - triads, 'discuss'
- - - - oral presentation
      - research projects
      - lab experiment
      - artistic projects
      - theatrical performances
  - - - task design
        
        alignment with standards, instructional objectives and what has been taught
        
        instructions to students
  - - - each must have clearly defined criteria and must align with purpose of assessment
  - - - rubrics
        
        holistic
        
        backward design
        
        analytic
- - - - Bloom's taxonomy
    - - venn
      - fishbone
      - mind map
      - concept map
- - - - 21st century skills
  - - - digital storytelling
        
        comics
        
        cartoons
        
        photo stories
      - e-Learning & m-Learning
      - Google maps
      - robotics/coding
      - online quiz
- - - - invisible discipline
    - - bumps
  - - - questioning