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Integrating Educational Theories in My Teaching Practice - Coggle Diagram
Integrating Educational Theories in My Teaching Practice
Classroom Management:
Cognitive and Restorative Practices
Implementation of restorative practices (Reference: Costello, B., Wachtel, J., & Wachtel, T. (2009))
IB continuum's influence on shared responsibility and respect
(emphasis on classroom agreements)
Dewey's democratic principles in managing a community of learners
(Consideration based on Dewey’s experiential learning)
Instructional Delivery Style
Cognitive and Constructivist Approaches
Strategies for maintaining student attention and promoting critical thinking
Active learning techniques to foster analysis, synthesis, and problem-solving
Incorporating visible thinking routines
Lesson Plan Construction
: Cognitive Approach with Split Screen Learning
Incorporating Claxton's split-screen learning for skill and content mastery
Designing lesson plans that encourage active, experiential learning
Using the IB continuum to ensure global mindedness and inquiry-based learning
Theoretical Foundations and Reflections
Integrating Theories in Practice
Preference for Cognitive Theory Over Behaviorist Approaches
Potential Modifications to Incorporate Behaviorist Elements
Reflection on Guy Claxton’s Influence
Potential for Future Integration
Evolving Teaching Practices
Exploring further integration of restorative practices for classroom management
Enhancing cognitive approaches in lesson planning and instructional delivery
Considering the broader application of Dewey’s democratic and experiential learning principles
Influences on Teaching Philosophy
External and Personal Influences
Impact of student population characteristics and community expectations on teaching approach
School culture and personal strengths shaping bias/preference for cognitive practices
Continuous improvement and adaptation in response to challenges (e.g., undiagnosed needs)