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MCD 8010 Teacher Mind Map - Coggle Diagram
MCD 8010 Teacher Mind Map
Professional Knowledge
learning theory
domain of development
Physical Domain
appearance
brain development
Synaptogenesis
Neurogenesis
Environmental Influences
body size
motor development
Motor Planning
Motor Learning
Motor Control
perception capacities
Perceptual Learning
Perceptual Adaptation
Perceptual Organization
Perceptual Illusions
physical health
Mental Health
Physical Environment
Nutrition
Physical Activity
Social/Emotional Domain
understanding and expression of emotions
self-regulation
moral reasoning
self-knowledge
sexual identity
ethnic identity
metacognition
self-esteem
temperament
interpersonal skills
friendships
Cognitive Domain
foucs
Task Switching
Sustained Attention
Attentional Capacity
Mindfulness Practices
memory
imagination
Storytelling and Narrative Creation
Imaginative Play
creativity
language
Vocabulary Expansion
Grammar Development
Metalinguistic Awareness
metacognition
Control
Reflection
Monitoring
awareness
Skinner Behaviourism
classical conditioning
Unconditioned Response
Conditioned Stimulus
Unconditioned Stimulus
Conditioned Response
operant conditioning
stimulus-response associations
negative reinforcement
positive punishment
positive reinforcement
negative punishment
Jean Piaget Cognitive development theory
Pre-operation
Egocentrism
Symbolic Representation
Language Development
Concrete operations
Operational Thinking
Seriation
Conservation
Sensori-motor
Object Permanence
Goal-Directed Behavior
Sensorimotor Schemas
Formal operations
Hypothetical Reasoning
Metacognition
Abstract Thinking
Moral Reasoning
information processing theory
working memory
long term memory
sensory memory
Motivation
Maslow's hierarchy of needs
love and belonging
esteem and self- actualisation
safety
physiological
types
extrinsic
intrinsic
self-determination theory
fosters
volition
Making conscious choices
Exercise of willpower
Taking initiative
Self-directed behavior
motivation
engagement
Active involvement
Focus and concentration
result in
enhanced performance
Enhanced productivity and efficiency
effectiveness in tasks
persistence
perseverance in pursuing goals
Continued effort
Maintaining focus
creativity
experience of
competence
Feeling of confidence
validation of accomplishments
Mastery of skills
Achievement of goals
relatedness
Supportive interactions
meaningful connections with others
cooperation with others
autonomy
Desire for control
self-regulation and self-management
Sense of independence
boundaries
Assertion of personal preferences
Multiple intelligence
interpersonal
empathy, compassion, and sensitivity
Comfort and competence in social settings
Ability to navigate social dynamics
Capacity for diplomacy
intrapersonal
pending time alone and engaging in solitary activities
self-motivation
self-reflection
bodily-kinesthetic
Sensitivity to bodily sensations
Talent for expressing emotions
dexterity and efficiency
visual-spatial
recognizing and understanding spatial relationships
navigating in physical and abstract spaces
enjoyment in activities that involve visual perception
environmental awareness
Logical–mathematical
numerical and mathematical concepts
deductive and inductive reasoning
critical thinking
verbal-linguistic
understanding and interpreting written and spoken language
vocabulary acquisition
grammar comprehension
Musical
Proficiency in playing musical instruments
Sensitivity to nuances in tone, pitch, timbre, and rhythm
singing
Naturalistic
enjoyment in outdoor environments
Appreciation for biodiversity and ecosystems
appreciate the natural world
sociocultural theory
knowledge is socially constructed
Zone of proximal development
scaffolding
assist from professionals
Collaborative interaction
Gradual reduction of support
potential abilities
Innate capacities
Capacity for adaptation
Possibilities for growth
acquired abilities
Proficiencies acquired through experiences
gained through learning
understanding learners and diversity
learner diversity
socio-economic status SES
Ethnic and Racial Differences
Multicultures
worldview
traditions
values
Gender identity and Gender Differences
sex
gender
sexual orientation
sexuality
Language differences in the Classroom
learning differences
learning difficulties and disabilities
Physical disability
Sensory disability
Intellectual disability
Behavioural problems
Learning difficulty
gifted learners
Aboriginal & Torres Strait Islander learners
bronfenbrenner's ecological model
macrosystem
social norms
Core Principles
Interpersonal Relationships
values
Hierarchy and Prioritization
Guidance for Behavior
cultural
Cultural Diversity
Stability and Change
mesosystem
reinforcement of microsystems components
exosystem
economic system
Distribution of Income and Wealth
Environmental Sustainability
Innovation
local government
Political Communication
mass media
News and Information
Entertainment and Culture
Advertising
parents' friends
extended family
microsystem
school
School Culture
Diversity and Inclusion
Education Curriculum
family
work
friends
Shared Interests and Values
Emotional Support
Companionship
individual
Unique Identities
Self-awareness
Values and Beliefs
multicultural education
prejudice reduction
Education in prejudice
Cultural Competence Training
Promotion of Empathy, Equity
equity pedegogy
equity
Recognition of Diversity and Difference
Better Allocation
Reduction of Disparities
equality
Equal Rights
Non-Discrimination
Equal Opportunities
justice
Restorative Justice
Human Rights
Legal Justice
Social Justice
knowledge construction process
Multiple Perspectives
Global Awareness
empowering school culture and social structure
Shared Vision and Values
Community Engagement
content integration
Inclusive Curriculum
Multicultural Literature and Resources
Diverse Representation
diversity of cultures
identities
backgrounds
society at large
Australian Professional Standards for Teachers (APSTs)
Standard 2: Know the content and how to teach
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.3 Curriculum, assessment and reporting
2.2 Content selection and organisation
2.1 Content and teaching strategies of the teaching area
Standard 3: Plan for and implement effective teaching & learning
3.3 Use teaching strategies
3.4 Select and use resources
3.2 Plan, structure and sequence learning programs
3.1 Establish challenging learning goals
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents / carers in the educative process
Standard 1: Know students and how they learn
1.6 Strategies to support full participation of students with disability
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.2 Understand how students learn
1.1 Physical, social and intellectual development and characteristics of students
Standard 4: Create and maintain supportive learning environment
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
4.3 Manage challenging behaviour
4.2 Manage classroom activities
4.1 Support student participation
Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.2 Provide feedback to students on their learning
5.4 Interpret student data
5.5 Report on student achievement
Standard 6: Engage in professional learning
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.1 Identify and plan professional learning needs
6.4 Apply professional learning and improve student learning
Standard 7: Engage with professional colleagues, parents/carers and community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
Professional Practice
learning environment
classroom management
Physical environment
space
Flexible Spaces
Digital Spaces
Classroom Space
structures
Outdoor Learning Spaces
Safety and Accessibility
Collaborative Spaces
Classroom Layout
Use of Modern Technology
resources
Curriculum Materials
Instructional Technology
interaction with the environment
( more details in the engagement section)
relationships between teachers and students
communications
social-emotional environment
sense of belonging
Inclusive Culture
Recognition and Validation
Peer Support
classroom culture
customs
Sporting Events Customs
Uniforms
Cultural Attire
Professional Attire
attitudes
Student Attitude
Social Attitudes
Academic Attitudes
Teacher Attitudes
Teaching Attitudes
Equity and Diversity
expectations
invite learners to share concerns expectations
model strategies
repeat and reinforce expectations
allow learners to take responsibilities
share of philosophy
shared beliefs
Respect
Supportive
Safe
Achievement
classroom management approach continuum
interactive
Active Learning
group discussions
case studies
Collaborative Learning
Group projects
peer teaching
Technology Integration
multimedia presentations
Interactive whiteboards
interventionist
Identification of Needs
Monitoring
assessments
monitoring tools
person-centered
Building Positive Relationships
know students as individuals
supportive and inclusive classroom culture
Establishing trust
Student-Centered Learning
Empowering students
Differentiating instruction
managing challenging behaviours
types
physical behaviour
defiance
assult
inappropriate verbal
strategies
Building respectful relationships between educators and learners
Understanding diverse learners and their socio-culturally specific behaviours
Understanding the Root Causes
Building Positive Relationships
Parental Involvement and Communication
design engaging learning experience
Involve learners in decision-making processes
Explain reasoning and scaffold tasks
Foster engagement
positive interactions
Encourage learners to set their own goals
Provide ample and safe opportunities for questions
Establish clear rules and routines.
Identify and redirect inappropriate behaviours early
Professional Engagement
Professional Code of Conducts and
code of ethics as a teacher
Integrity
Respect
Responsibility
Justice
Diligence
Caring
in relation to learners
Interactive
Free from bias or influence
Inclusive
Respectful
Supportive
Safe
ethical practice
in relation to caregivers and families
Courtesy
Mutual trust
Open communication
Respect
Confidentiality
Confidentiality
Consultation
in relation to colleagues
Encouragement
Loyalty
Respect
Support
Cooperation & collaboration
Shared expertise & knowledge
Professional development & dialogue
in relation to community and society
Active citizenship
Democracy
Wellbeing
Equity
Cooperation
Freedom
stakeholders
school
communities
parents
built on effective communication
Basing the relationship on mutual assistance
positive initial interactions
colleagues
students
Pedagogical processes
Two-way communication
relationship
outside classroom
Personal Connection
Holistic Support
inside classroom
Mutual Respect
Formal Structure
Academic Focus
Structured Interactions
Building trust
professional orgnisations
AITSL
Department of Education
Australian Government
communications
communication model
decode
noise
encode
messgae
source receiver
feedback
channel
context
source receiver
communication in education setting
collaboration and democratic relationships
Equality
Trust
Participation
Transparency
hierarchical leadership structure
Chain of Command
Levels of Management
communication in digital age
interpersonal communication skills
Listen without interrupting
Be assertive, not aggressive
Accept
Avoid labelling or judging
Explain clearly
Model best practice
Have empathy
Be active, not passive
Respect
Non-verbal cues
Kinesics
Assertive listening
Effective conflict management skills
Evaluation of solutions and follow-up
Teach students conflict management
Communication Skills
Managing Emotions
Perspective-Taking
Empathy
Negotiating solutions
Exploring Options
Compromise
Fairness
Avoid aggressive communication style and passive style
active listening
Avoiding Interruptions
Suspending Judgment
Asking Clarifying Questions
Paraphrasing
Summarizing
Active Engagement
Feedback
Restorative justice continuum
affective statements
Neutral Affective Statements
Positive Affective Statements
Negative Affective Statements
restoractive conversation
share of perspectives
Agreements and solutions
restoractive intervention
Assessment
Active Listening
Agreements
whole class circle and restoractive process
formal conference
effective speaking
Clarity
Tone
Structure
Engagement
body language
