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Student, image, Language as fundamental to thought development., Behaviors…

- - - - Origin
      - Meaning
    - - Cultural Background
      - Family Story
      - Socio economic Class
    - - Learning Style
      - Previous Schools
      - Strength & Weaknesses
    - - Interests & passions
    - - Disability
  - - - :silhouette:
  - - - :checkered_flag:
    - - :star:
    - - Various Learning Styles
  - - - High Expectations, Pygmalion Effect
    - - Sense of Belonging
      - Conflict Resolution
      - Self Esteem
  - - - Teaching Material
    - - Biases & Stereotypes
- - - - Self Worth Theory
      - Ability as Entity
        
        Either have it or not
      - Ability as Increment
        
        vs.
        
        Can increase incrementally
      - Self-Determination Theory
        
        Deci and Ryan
        
        Innate need for competence
      - Ch. 6
    - - grades, praise, status, rewards, or avoiding punishment, setting clear expectations
    - - Because it is: interesting, satisfying, or personally challenging, curiosity, interest, and a desire for mastery or understanding. accomplishment and self-fulfillment
      - Student-Centered Learning
        
        :silhouette:
      - Mastery
      - Ch. 8
  - - - Student Agency and Resistance:
        expression of their desire for autonomy, authorship and self-determination
      - Ch. 3
    - - Ch. 8
      - Social Reproduction
    - - Ch. 9
      - Racial Microaggressions
    - - Ch. 10
      - Opportunity for Political Activism
  - - - Offer Choices
      - Toshalis Ch. 5
      - Be Careful with Labels
      - Use Rewards Judiciously
      - Never Give Up on Students
      - Optimal Challenge
      - Be Specific with Praise and Feedback
    - - Self Efficacy
        
        Personal Belief
      - Mastery
      - Interrupt Negative Self Talk
      - Autonomy
      - Growth Mindset
      - Optimism
      - Hammond, Ch. 7
  - - - Gender Identity
      - Blakemore
      - Diverse Gender Representation in School
      - Gender Unbiased Classroom Dynamics
      - Gender Aware Extracurricular Activities
      - Sexual Harassment in Schools
      - Single-Sex Schools
- - - - Lower Order: Remember
        Understand
        Apply
        Higher Order:
        Analysis
        Evaluation
        Creation
        Problem Solving
        Critical Thinking
    - - Building Cognitive Habits
    - - Processing Content (Chew)
      - Chunking Information
      - Ignite Attention
      - Review
  - - - Project-Based Learning
      - Debate and Discussion
        
        :silhouettes:
      - Case Studies
      - Creative Assignments
      - Questioning Techniques
        
        Difficult to cater many students
    - - Classroom Environment
        
        Collaborative Learning
        
        :silhouettes:
        
        Diversity of Thought
        
        Encouraging Risk-Taking
      - Classroom Aesthetics
        
        :checkered_flag:
    - - Talk to Learn (Vygotsky)
        Rhythmic Mnemonics
        Spoken Word Poetry
        Gamification
        Story-ifyication
        Metaphors and Analogies
        Word Play
        Humor
        Recursive Graphic Organizers
        Infographics
    - - Review in 24hrs,
        Strengthen neuro pathways
      - Jeopardy or Pictionary
      - long-term projects
    - - :star:
  - - - Watchdog
    - - Emotional Brain
    - - Signal dispatch hub
    - - Memory
- - - - Ignoring Biological Influence
      - Ignoring Cognitive Processes
      - Conditional Behavior
  - - - Strict and Rigid Pedagogy
        Hardly Evolving Pedagogy
      - From: Strict Discipline School
        To: Less Disciplined College
      - Improves Academic Achievement Diminishes Higher Thinking
      - Good for new teachers
        Bad for experienced teachers
      - Black and Latino Students
        White staff
    - - Positive Behavioral Interventions and Supports (PBIS)
      - Structured Learning Environment
      - Effective Behavior Management
      - Positive Reinforcement
      - Focus on Observable Behaviors
    - - Too Much Immediate Feedback
      - Too Much Continuous Assessment
      - Too Much Rules and Expectation
      - One-Size-Fits-All Approach
      - Dependence on External Motivation
- - - - (2-7) Preoperational
        
        Language
        
        :star:
        
        Symbolic Thinking
      - (7-11) Concrete Operational
        
        Logic
      - (12+) Formal Operational
        
        Reasoning
        
        Moral
      - (0-2) Sensorimotor
    - - Building Blocks of Knowledge
    - - Integrating new information into existing frameworks and adjusting frameworks to new information.
    - - The child as an active participant in learning
    - - Stage-Specific Learning: Tailoring curriculum to cognitive development stages.
      - Active Learning: Encouraging hands-on experiences and experimentation.
      - Individual Learning Pace: Recognizing that children progress through stages at their own pace.
    - - :silhouette:
  - - - :silhouettes:
    - - :star:
    - - Collaborative Learning
        
        :silhouettes:
      - Teacher : directive role
      - Scaffolding