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Strategies for Effective Teaching & Learning Classroom - Coggle…

- - - - Explicit
      - Reliable
      - Measurable
      - Crucial to teaching
      - Standardised
  - - - Program
        
        How effective?
      - Student
        
        Evidence of achievement
      - Types
        
        Tests
        
        Portfolios
        
        Mid term/ end of unit
    - - Types
        
        Formal
        
        Informal
        
        Exit passes
        
        Observation
        
        Work samples
      - Impact
        
        High
        
        Improves learning
    - - Holistic
        
        Single scale
        
        Criteria influenced
        
        Overall view
      - Analytical
        
        Strengths
        
        Weaknesses
        
        Grids
        
        Levels
        
        Enables feedback
    - - Rating scales
      - Peer grading
      - Formative feedback
    - - Checklists
      - Personal goals
      - Performance management
    - - End result
        
        Presentation
        
        Essay
        
        Project
        
        Exam
      - Process
        
        Input
        
        Research
        
        Participation
        
        Communication
  - - - Multiple Choice
      - Testing
      - True/ False
      - Completed items
  - - - Short essays
      - Projects
      - Problem solving
      - Performance test
  - - - Types
        
        Descriptive
        
        Corrective
        
        Motivational
        
        Formal/ Informal
    - - Fairness
      - Equality
      - Consistent
      - Benchmark
- - - - Layout
        
        Behaviourist
        
        Constructivist
        
        Inclusive
        
        Adjustments
      - Resources
        
        ICT
        
        Visual
        
        Tactile objects
      - Comfort
        
        Temperature
        
        Seating
        
        Lighting
        
        Sounds
        
        Furnishings
      - Students’ and teachers need to belong and be respected (Bennett & Smilanich, 1994, pp.60)
    - - 'Whole-student approach'
      - Physiological needs need to be met for learning to take place(Duchesne & McMaugh, 2019, p.306)
  - - - Inclusivity
        
        Strong values
        
        UDL
        
        Differentiation
        
        Collaborative learning
      - Prevention
        
        Goals of misbehaviour
        
        Attention
        
        Revenge
        
        Power
        
        Disability
        
        Set boundaries
      - Response
        
        Tactical ignoring
        
        Time out
        
        Choices
        
        Theory of the Bumps (Bennett & Smilanich, 1994)
        
        Life bumps
        
        Emotional distress
        
        Decrease stress
        
        Level 1 - 10
        
        De-escalation
        
        Positivity
        
        Conflict resolution
        
        Invisible discipline
        
        Respect
- - - - Reading
      - Audio
      - Videos
    - - Cooperative
      - Authentic
      - Construction of knowledge
    - - Substitution
      - Augmentation
      - Modification
      - Redefinition
    - - Engaging
      - Advances thinking skills
      - Deeper understaning
      - Relatable contexts
      - Diversity
    - - Practical knowledge
      - Research
      - Product
      - Tool and equipment
      - Process
    - - What
        
        Critical thinking
        
        Logical thinking
      - Why
        
        Systematically
      - 4 elements
        
        Decomposition
        
        Pattern recognition
        
        Abstraction
        
        Algorithmic thinking
      - Problem solving
    - - Websites
      - Blogs
      - Presentations
      - Games
      - Virtual worlds
      - eBooks
      - Collaborative online tools
      - Digital stories
      - Comic strips
      - Movie makers
  - - - Mind Maps
        
        Central image
        
        Branches
        
        Key words
        
        Twigs
      - Venn Diagrams
        
        Circles
        
        Overlap
        
        Comparisons
        
        Similarities
      - Fishbone
        
        Main idea in head
        
        Spines: Categories
        
        Bones: Deeper causes
      - Concept Maps
        
        Nodes
        
        Cross-links
        
        Linking words
        
        Hierarchal structure
    - - Pictures
      - Listening
      - Talking
      - Active interaction
    - - Abstract thoughts
      - Concrete objects
  - - - Strategies
        
        Gain rewards
        
        Drawing on skills
      - Informal groups
      - Formal groups
    - - Engage
      - Elaborate
      - Evaluate
      - Explain
      - Explore
  - - - 3.Guided practice
      - Feedback
      - 2.Present
      - Independent practice
      - Evaulate
      - Introduction
    - - Blooms Taxonomy, Benjamin Bloom, 1956
    - - Clear cut
      - Modelling
      - Feedback
      - Practice
    - - Structure
      - Interaction
      - Differentiation
      - Modelling
- - - - Diagnostic assesments
  - - - Moderation
        
        Work with peers
    - - Rubrics
        
        Know your criteria
  - - - Learn from peers
      - Professional experience
      - Relationship building
      - Understanding students
    - - Control
      - Theory of the bumps
      - Early intervention