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EDUC 321 Concepts - Coggle Diagram

- - - - Protective agent against low mood
    - - Greater satisfaction of basic psychological needs
        
        Satisfying feelings of autonomy & relatedness
    - - Participant motivation a factor
    - - Gratitude, counting blessings, practice optimism, acts of kindness, using strengths in new ways, affirming important values, meditating on positive feelings
    - - Optimal timing (& dosage - how often?)
        
        Establish optimal conditions
        
        E.g. Need to be at a stage of wellbeing where they are ready for PPIs. Hard for those with depression.
      - Variety of activities
      - Needs to feel: Natural; Enjoyable; Valuable; Guilt; Situation (affect of)
      - Social support
  - - - Awareness of emotions & feelings, thinking --> sensing.
        
        E.g. Pause, Breathe, Smile (Bernay et al., 2016)
  - - - Decrease -, increase +
        
        Improve happiness
        
        Happiness under control of activities chosen, and responses to situations encountered.
        
        Happiness changes over time
        
        Cultural influence of ideal affect
        
        Eastern = collective harmony & relationships. Personal happiness not a goal.
        
        Western = individual pursuits, personal achievement, goal pursuit
      - Attitudes to situation
  - - - Importance of family, friendships, whānau,
        
        Adaptation (Durie) to incorporate spirituality into PPI for cultural adaptation.
- - - - Neuman's Displacement Hypothesis
        
        Harm of technology directly proportional to exposure
        
        Displacement of other activities in favour of technology time harmful.
    - - Technology Addiction
        
        Dependence on technology
        
        Fulfils stimulation, connection, fun
        
        Similar to substance abuse (in brain)
        
        Virtual wealth equates to recognition
        
        Fill social needs via social media -less effort & no personal contact
        
        Prevention:
        
        Balance in activity & productivity
        
        Parents to nurture pro-social identity development in the real-world.
        
        Not turn to technology as an 'easy fix'
    - - Misinformation, risk of bullying, grooming etc.
    - - 'Just right' amount, moderate use of technology
        
        Effects depend on whether weekday or weekend time on technology.
    - - Learning
      - Socialisation
      - Creativity & Expression
    - - Dumont's 7 Principles of Learning
        
        Learners at the centre; learning is social; emotions are integral; individual differences recognised; stretch all students; assessment for learning; build horizontal connections
      - Questions when using technology: what are you doing? why? how will you know when you've done a good job? who has provided you with feedback/support?
        
        Think about SAMR when using technology in tasks: Substitution, Augmentation, Modification, Redefinition
      - Why will digital tech. help learning? What makes it successful? What makes it sticky? What is a good/effective teacher?
      - School 2.0 :
        
        Teacher use of technology for tracking & reporting progress & achievement.
        
        E.g. Manaiakalani Project - Digital Learning Initiative; New Pedagogies for Deep Learning
      - Effective pedagogy using digital tech:
        
        Increasing teacher interactions for deep thinking; Increasing cognitive complexity; Promoting information literacy & critical literacy; Increasing students knowledge of features of subject-specialised & multi-modal texts.
      - Caution of marginalisation technology may create through differential access & patterns of usage.
- - - - Encourage social play
        
        Child assuming responsibility
  - - - Self-esteem
        
        Influences on self-esteem
        
        Teacher and parent expectations
        
        Rubie-Davies two-factor model. Affect and Effort
        
        Low expectation students do better when given similar learning opportunities to their high expectation peers.
        
        Verbal and non-verbal (behavioural) teacher behaviours affect students.
        
        Importance of creating warm classroom environment.
        
        Rosenthal 4-factor model: climate, feedback, input, output
        
        Pygmalion effect - will happen if believe it to. Self-fulfilling prophecy.
  - - - Character education - schools values being promoted/taught?
      - Moral Knowing: Cognitive, Moral Action: Behavioural; Moral Feeling: Affective
    - - Children learn from environment, observation, modelling
    - - 4 Stages of thought processes changing into adolescence
    - - Differences between what we say we do, and what we actually do
      - Pre-conventional; Conventional; Post-conventional
    - - High self control leads to better behaviour (no antisocial or crime)
      - If bonds with society are weak, delinquent behaviour arises
      - Self-Control
        
        E.g. Marshmallow Test
        
        Dunedin Study Research, Moffit et al.
        
        Differences in childhood self-control a predictor of: health, wealth, public safety (criminal offences).
        
        Schedule interventions in adolescence?
        
        Self-Regulation
        
        Of emotions, behaviours, thought
        
        Classroom application ENGAGE
        
        Under genetic and environmental influence
  - - - Link to Pygmalion effect
        
        Expectancy-Value Theory (Jacqueline Eccles)
      - Do I want to do this task? Autonomy, Relatedness (Self-Determination Theory)
      - How to succeed
        
        Goal Theories
        
        Self-regulation Theories, Oettingen's 2014 Fantasy Realisation Theory
        
        Indulging, Dwelling, Mental Contrasting
        
        With implementation intentions (Gollwitzer, 1999) & 'if-then' plans
        
        Make goal realisation more probable
        
        WOOP
        
        Mental contrasting & implementation intentions more effective when used together.
        
        Mastery vs Performance
        
        Commitment to goals in goal setting & enacting goals in goal striving
    - - Am I competent? (Self-Determination Theory, Deci & Ryan)
    - - Behavioural & Dialectical
- - - - Harakeke flax plant representative of whānau. Learner/child at the centre.
      - The Poutama, Royal Tangaere: woven mats and panels. Steps represent similar to ZPD, learning as a process over time.
  - - - Children always included, nurtured & educated by elders. Ako reciprocal learning & tuakana-teina (similar to Vygotsky's ZPD). Passing on of knowledge.
        
        Rangimere Rose Pere -grandparents generation influence on learning in formative childhood years.
        
        Rogoff's guided participation = complementary view of learning to Vygotsky's ZPD. By learning cultural values and practices of community.
      - Durie - identity formation important in understanding development.
        
        Holistic Māori health model, Te Whare Tapa Wha. Look to physical, spiritual, mental/emotional, family to attribute to overall wellbeing/waiora.
        
        Understanding of who you are, identity - from physical and spiritual wellbeing.
      - Pere, 1988 Te Wheke Model - Octopus.
        
        Dimensions intertwined, in relation to one another and the overall whole. Eyes reflect waiora, total wellbeing.
      - Te Whariki - 5 strands woven into curriculum. Wellbeing, Belonging, Contribution, Communication, Exploration.