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1 Strategies for effective learning and teaching, Teaching Strategies,…

- - - - Purpose
        
        enhancing traditional methods
        
        effective use of technology
      - 4 levels
        
        Augmentation
        
        Technology is used as a direct substitute, but with functional improvements
        
        Using Google Docs for writing, with features like spell check, comments, and collaborative editing
        
        Reading an e-textbook with built-in search functions, interactive images, and embedded videos
        
        Enhances the learning experience by improving efficiency or adding features
        
        Modification
        
        Technology allows for significant task redesign, changing the way the task is completed
        
        Collaboratively writing an essay online using a shared document
        
        Using multimedia tools like Flipgrid or Padlet to create interactive, student-driven discussions or presentations
        
        Technology modifies the task, allowing for deeper collaboration, creativity, and interaction
        
        Substitution
        
        Technology acts as a direct substitute for traditional tools, with no functional change
        
        Replacing pen and paper with a word processor
        
        typing an essay in Google Docs instead of writing by hand
        
        Reading a digital PDF instead of a printed textbook
        
        Minimal change to the learning task
        
        Redefinition
        
        Technology allows for the creation of entirely new tasks that were previously inconceivable without it
        
        Students creating a global podcast or video blog
        
        Virtual reality (VR) simulations
        
        The learning experience is completely transformed
      - Definition
        
        a framework to assess and understand how technology is integrated into teaching
  - - - The methods and processes of teaching
        
        Teaching Methods
        
        diverse teaching strategies
        
        Classroom Management
        
        discipline strategies
        
        effective communication with adolescents
        
        classroom dynamics
        
        Instructional Strategies
    - - Knowledge of the subject matter
        
        Subject-Specific Knowledge
        
        Curriculum Standards
        
        Age-appropriate learning materials
    - - Knowledge about various technologies
        
        Hardware
        
        Software
        
        Excel
        
        Google Docs
        
        ICT Tools
        
        tablets
        
        laptops
        
        Digital Literacy
    - - TCK
        
        Utilizing subject-specific digital resources
        
        virtual labs
        
        e-books
        
        online databases
        
        Knowledge of how technology applies to specific subjects
      - TPK
        
        strategies for keeping students engaged using tech tools
        
        gamification
        
        Padlet
        
        Kahoot
        
        stay updated with technological advances and teaching tools
        
        Implementing technology to support teaching methods
      - PCK
        
        Combining pedagogical strategies with content knowledge
        
        Teaching methods that align with the nature of the content
    - - Personalized Learning
      - Real-World Skills
      - Enhanced Student Engagement
      - Collaboration and Communication
        
        using Google Docs for group projects
    - - Teacher Training
      - Balancing Technology and Pedagogy
      - Access to Technology
- - - - Middle adolescence
        
        14 to 17 years
        
        Cognitive
        
        Formal operational thinking
        
        Long-term decisions
        
        Greater capacity for critical thinking
        
        Social
        
        Romantic relationships
        
        Peer influence
        
        Struggles for independence
        
        Experimentation with adult-like behaviors
        
        Physical
        
        Physical maturation is typically complete
        
        Continuing concern with body image and attractiveness
        
        Emotional
        
        Increased emotional independence
        
        Risk-taking behavior
        
        Identity exploration
        
        Emotional instability
      - Late adolescence
        
        18 21 years
        
        Physical
        
        Comfortable with their body image
        
        Sexual identity and preferences are typically more clearly defined
        
        Physical development is mostly complete
        
        Cognitive
        
        Long-term planning
        
        Improved impulse control
        
        Advanced abstract and critical thinking
        
        Social
        
        Increased focus on future-oriented roles,
        
        Separation from family
        
        More stable and mature relationships
        
        Commitment to social causes or personal
        
        Emotional
        
        Greater emotional stability
        
        Independence from family
        
        Stronger sense of identity
      - Early adolescence
        
        10 to 13 years
        
        Cognitive
        
        Concrete operational thinking
        
        Egocentrism
        
        Limited understanding of long-term consequences
        
        Emotional
        
        Identity formation
        
        Sensitivity to peer opinions
        
        Mood swings
        
        Physical
        
        Growth spurts
        
        Secondary sexual characteristics
        
        Concern about body image
        
        Awkwardness due to uneven growth rates
        
        Social
        
        Romantic relationships
        
        Increased independence
        
        Friendship groups
  - - - check for understanding
      - provide clear directions
      - use appropriate language
    - - answer questions
      - make content accessible to all learners
      - confidently explain concepts
      - resourceful
    - - attend workshops
      - pursue further education
      - read professional literature
    - - time management
      - lesson planning
  - - - Emotional stability
      - Academic motivation
    - - Mutual respect
      - Understanding
    - - Help identity
      - Address emotional challenges
    - - Positive reinforcement
        
        Builds
        
        Confidence
        
        Trust
    - - Cultural Backgrounds
      - Strengths and Needs
      - Personal Interests
    - - Greeting at the Door
  - - - respected
      - secured
      - valued
    - - Support emotion well being
        
        physical design
        
        inspires
        
        comfort
        
        engagement
        
        conflict rsolution
        
        promotes
        
        peace
        
        understanding
        
        tools and techniques
        
        Peer Mediation
        
        Active Listening
        
        Restorative Practices
        
        Role-Playing
        
        Apology and Forgiveness Activities
        
        predictable routines
        
        stability
        
        security
      - use proactive strategies
  - - - Open ended questions
      - Random selection
        
        Popsicle sticks with name
      - Avoid questioning for behaviour management
    - - Recognize and address
        
        Individual learning needs
        
        Gifted and Talented
        
        Physical disabilities
        
        Cerebral palsy
        
        Vision impairments
        
        Hearing impairements
        
        Learning disabilities
        
        Dysgraphia
        
        Dyscalculia
        
        Dyslexia
        
        ADHD
        
        ASD
    - - Clear standards for
        
        Behavior
        
        Academic performance
        
        achievable
  - - - builds
        
        confidence
        
        trust
    - - Class blogs
      - personal journals
      - public speaking
    - - encourages
        
        expression
        
        understanding
    - - constructive feedback
  - - - approach tasks with a positive mindset
      - not afraid to make mistakes
    - - embrace challenges
      - persist when tasks are difficult
      - view failure as part of the learning process
    - - open to changing their approach to solve problems
      - recover from frustrations or mistakes quickly
    - - participate in discussion
      - ask questions
    - - communicate respectfully
      - listen actively
    - - deep breathing
      - taking a break to calm
    - - support their peers
      - respect differences
    - - take initiative
      - complete tasks independently
- - - - emotional and psychological environment
        
        positive teacher-student relationships
        
        Safety and Inclusivity
        
        Classroom Culture
      - Academic environment
        
        differentiated instruction
        
        modifying content
        
        additional support
        
        varied activities
        
        growth mindset encouragement
        
        student engagement
        
        stimulating
        
        relevant
        
        learning interactive
        
        hands- on activities
        
        technology integration
        
        real- world connections
      - physical environment
        
        seating arrangement
        
        classroom decor and displays
        
        educational posters
        
        student work displays
        
        Classroom Layout:
        
        design and structure
        
        furniture
        
        materials
        
        learning stations
        
        lighting and ventilation
    - - goals
        
        foster collaboration
        
        catering to individual needs
        
        limit distractions
      - How
        
        Group Dynamics
        
        paired seating
        
        individual seating
        
        collaborative seating
        
        clusters
        
        pods
        
        Strategic Placement
        
        Back of the Classroom
        
        more independent
        
        work well with minimal supervision
        
        Students with Special Needs
        
        depending on individual needs
        
        Front of the Classroom
        
        need frequent redirection
        
        attention challenges
        
        easily distracted
        
        seating arrangement options
        
        u - shape
        
        move easily between students
        
        promotes eye contact
        
        encourages class discussions
        
        clusters
        
        for group work
        
        promote collaboration and communication
        
        require more teacher supervision
        
        traditional rows
        
        individual focus
        
        reduce side conversations
        
        for teacher-centered instruction
        
        paired desks
        
        peer learning
        
        collaborative tasks
        
        flexible seating
        
        choose
        
        based on
        
        preferences
        
        learning styles
    - - establishing rules and routines
        
        clarity
        
        specific
        
        clear
        
        age- appropriate
        
        defining and posting rules
        
        collaborative rule creation
        
        increase their ownership
        
        adherence
        
        regular review
        
        after long breaks
        
        before beginning a new unit
        
        in- class display
        
        Posting rules visibly in the classroom
        
        bulletin boards
        
        posters
        
        students can always refer to them
        
        consistent reinforcement
        
        by reminding
        
        before key activities
        
        transitions
        
        reinforcement techniques
        
        non - compliance
        
        verbal reminders
        
        immediate feedback
        
        for braking rules
        
        following rules
        
        praise
        
        routine building
        
        entering classroom
        
        transition between activities
        
        packing up
      - communicating expectations
        
        student contracts
        
        verbal reminders
        
        visual posters
      - impact
        
        increased classroom efficiency
        
        less time is spent managing behavior
        
        student understanding:
        
        during group work
        
        share roles
        
        share responsibilities
        
        during tests
        
        behave quietly
        
        work independently
        
        prevention of misbehavior
        
        know what is expected
        
        less likely to test boundaries
        
        promotes fairness and equality
        
        no favourism
        
        held to the same standard
        
        all students treated equally
        
        modifying
        
        for students with different needs
      - pedagogical approaches
        
        Positive Behavior Intervention and Supports (PBIS)
        
        reducing negative behavior
        
        reinforcing positive behavior
        
        restorative practices
        
        restoring relationships
        
        emphasizing accountability and empathy
        
        repairing harm
    - - intrinsic motivation
        
        self directed
        
        challenges at right level
        
        student choice
        
        making learning relevant
        
        stimulate curiosity
    - - work together
      - common goal
      - interpersonal and social skills
        
        sharing
        
        collaboration
        
        listening
      - positive interdependence
  - - - assignments
      - group work
    - - challenging the teacher's authority
      - disrupting class
      - Defiance
      - refuse to follow rules
    - - talking out of turn
      - making jokes
      - disrupting the class
      - excessive noise - making
    - - encouraging others to misbehave
      - displaying defiant behavior that is popular with peers
      - engaging in pranks
    - - aggression
      - crying
      - Outbursts of anger
      - shutting down
    - - bending rules
      - repeatedly breaking minor classroom rules
      - Small acts of defiance
    - - being rude
      - aggressive to keep others away
      - isolating themselves
      - opting out of group activities
    - - tapping on desks
      - making repetitive sounds
      - fidgeting excessively
      - moving around the room
    - - tantrums
      - running away from the class
      - asking to leave the room frequently
    - - showing aggressive behaviour
      - physical discomfort
      - Being irritable
      - inattentive
    - - clinginess
      - withdrawing from participation
      - Attention-seeking behaviors
    - - aggressive behavior
      - disrespectful actions
      - inappropriate language
    - - chatting with peers
      - disruptive side conversations
      - daydreaming
  - - - technology
      - experiments
      - group work
    - - group work
      - discussion
      - experiments
    - - guidance
      - scaffolding
    - - promote independent learning
        
        resources
        
        support
        
        tools
      - student centred learning
        
        choices
        
        inquiry
        
        projects
  - - - 1.low key responses
        
        student's name
        
        pause
        
        proximity
        
        signal
        
        the look
        
        ignore
        
        attributes
        
        minimal distraction to most class
        
        don't stop flow of the lesson
        
        minimal verbal
        
        don't invite an escalation
      - squaring off
        
        minimal verbal request to stop
        
        finish with thank you
        
        pause
        
        resume lesson
      - how to decide
        
        severity
        
        importance of lesson
        
        time between misbehavior
        
        relationship with the student
        
        frequency of misbehavior
        
        past behavior
      - either / or choice
        
        assertive unemotional voice
        
        attributes
        
        logical
        
        given immediately
        
        choice not seen as punishment
        
        follow through with the choice
        
        not an ultimatum
      - implied choice
      - power strugles
        
        redirection
        
        stay solution oriented
        
        take a pause
        
        don't engage in argument
        
        avoid emotional reactions
      - informal chat
        
        rationale
        
        encouraging reflection
        
        promoting early intervention
        
        de-escalating situations
        
        tailoring to individual needs
        
        building relationships and trust
      - formal contracts
        
        rationale
        
        encouraging student ownership
        
        active participation
        
        empowering choice
        
        promoting consistency
        
        consistent responses
        
        objectivity
        
        clarifying expectations
        
        accountability
        
        specificity
        
        providing motivation and positive reinforcement
        
        incentives for good behavior
        
        immediate feedback
        
        preventing escalation
        
        early intervention
        
        Reducing Disciplinary Actions
        
        who involved
        
        parents
        
        teacher
        
        school adminstration
        
        student
      - in - school suspension
        
        rationale
        
        avoiding negative consequences of OSS
        
        restorative approach
        
        behavior modification within the school environment
      - out of school suspension
        
        immediate removal for safety
        
        parent involvement
        
        deterrence and accountability
      - expulsion
        
        Sending a Strong Message
        
        opportunity for rehabilitation
        
        protection of the school community
- - - - are the results consistent
    - - equitable
      - unbiased
    - - measure what it is supposed to
    - - feasible
  - - - clear
      - consistant
    - - clear expectation
      - criteria
  - - - focus on the process
      - actionable
      - specific
      - timely
    - - oral
      - written
      - peer review
      - group feedback
    - - during
        
        formative
      - after
        
        summative
  - - - formative
      - summative
  - - - fair marking
      - equitable
  - - - teaching activities
      - assessment tasks
      - learning objectives
    - - correlation between
        
        what is taught
        
        what is tested
    - - for students
        
        progress
        
        improvements
      - for teachers
        
        data to adjust instruction
    - - align with
        
        instructional content
        
        method
  - - - apply their knowledge to solve problems.
    - - data interpretation
      - comparing theories
    - - explain concepts in their own words
      - summarize key points
    - - defending an argument
      - make judgments based on criteria
    - - recall facts
        
        multiple choice
        
        short answer questions
    - - scientific investigation into a question
  - - - Alternate Response (True/False)
        
        Features
        
        determine whether a statement is true or false
        
        Pros
        
        easy to score
        
        cover many content areas
        
        Cons
        
        higher chance of guessing
        
        difficult to assess in - depth understanding
      - Completion (Fill-in-the-Blank)
        
        features
        
        students provide the missing word or phrase to complete a sentence
        
        pros
        
        reduces guessing compared to multiple choice or true/false
        
        can assess recall and knowledge application
        
        Cons
        
        more subjective if the acceptable answers are not clearly defined
        
        can be difficult to grade consistently if there are multiple correct answers
      - multiple choice
        
        Features
        
        possible options given
        
        consist
        
        correct response
        
        distractors
        
        stem
        
        choose one answer
        
        Pros
        
        assess wide rane of content
        
        high reliability
        
        quick to score
        
        Cons
        
        challenging to design good distractors
        
        limited in assessing higher order thinking
        
        encourage guessing
      - grading
        
        quick
        
        consistent
        
        automated
        
        coverage of content
        
        broad
        
        type of knowledge assessed
        
        recognition
        
        application
        
        factual recall
    - - Restricted-Response Essay
        
        features
        
        Limits the scope of the answer by providing a specific task or question
        
        pros
        
        can assess depth of understanding and ability to explain concepts.
        
        useful for assessing analytical and problem-solving skills.
        
        cons
        
        takes longer to grade and is more subjective
        
        may not assess a wide range of content due to time constraint
      - extended-response essay
        
        Features
        
        allows students to develop their own arguments or responses in more depth without constraints on length or content
        
        pros
        
        excellent for assessing critical thinking, creativity, and the ability to synthesize information
        
        encourages students to express their understanding in a more personalized way
        
        Cons
        
        even more time-consuming to grade and highly subjective
        
        requires a clear rubric to avoid bias in grading
      - type of knowledge assessed
        
        evaluative
        
        creative thinking
        
        analytical
        
        coverage of content
        
        limited
        
        grading
        
        rubric for consistency
        
        time consuming
  - - - Examples
        
        Presentations
        
        Performances and demonstrations
      - Skills Developed
        
        Communication
        
        Collaboration
        
        Problem-solving
      - Characteristics
        
        Students demonstrate knowledge and skills
        
        Holistic view of student understanding
      - Tools
        
        Rating Scales
        
        Holistic vs. Analytic scales
        
        Holistic Rating Scales
        
        Advantages
        
        for quick assessments
        
        evaluating overall quality
        
        Limitations
        
        difficult for students to know which specific aspects need improvement
        
        overview
        
        overall score
        
        based on the general impression of the performance
        
        Analytic Rating Scales
        
        Advantages
        
        detailed feedback
        
        helping
        
        2 more items...
        
        greater precision in feedback.
        
        Limitations
        
        More time-consuming
        
        Overview
        
        several criteria
        
        score each individually
        
        Rubrics
        
        Checklists
        
        Guidelines
        
        Binary Format
        
        yes/no
        
        done/not done
        
        simple
        
        objectively measured
        
        Self-Assessment
        
        foster responsibility and reflection on their own performance
        
        Sequential Steps
        
        Feedback Tool
        
        steps missed
        
        completed correctly
        
        Clear and Specific Criteria
        
        linked to the learning objectives
        
        clarity for both students and assessors
    - - Characteristics
        
        Student agency and higher-order thinking
        
        Integration of skills and knowledge
        
        Real-world tasks and scenarios
      - Examples
        
        Workplace-based assessments
        
        Portfolios (Digital/Physical)
        
        Simulations and role-playing
      - Advatages
        
        Development of Real-World Skills
        
        Professional skills like problem-solving and collaboration
        
        Deeper Learning
        
        Higher-order thinking
        
        Integration of knowledge and skills
        
        Engagement and Motivation
        
        Connection to real-world tasks
        
        Student ownership of learning
        
        Fairer Assessment
        
        Less room for plagiarism
        
        Authentic demonstration of knowledge
      - Challenges
        
        Stress for Students
        
        Public speaking anxiety
        
        Pre-recording as an alternative
        
        Complex Grading
        
        Developing clear rubrics
        
        Subjective nature of performance evaluation
        
        Resource Intensive
        
        Time and material constraints
        
        Management of group work
      - Designing
        
        Criteria for Task Design
        
        encouraging
        
        higher order reasoning
        
        Real-world application and problem-solving
        
        tasks
        
        engaging
        
        motivating
        
        Examples of Tasks
        
        Simulations and role-playing in subject areas
        
        Digital portfolios and community-based projects
        
        Research and present a professional solution
        
        Principles (Wiggins)
        
        Synthesis
        
        knowledge
        
        skills
        
        problems
        
        complex
        
        ambiguous
        
        Focus on essential real-world tasks
- - - - Compare and contrast ideas
      - Identify intersections and differences between topics
    - - Visual brainstorming and concept organization
      - Focus on central topics with branching ideas
      - Use of colors, symbols, and branching ideas
    - - Visual representation showing relationships using verbs
      - Emphasizes connections between concepts
      - Shows hierarchical and interconnected ideas
    - - Cause and effect relationships
      - Categorize factors leading to outcomes
  - - - Engagement
      - Encourages metacognition
    - - Maintaining student engagement during video lessons
      - Ensuring students remain on task during digital presentations
    - - Recording YouTube videos
      - Creating presentations
- - - - Gallery Walk
        
        display their work on large paper
        
        walk around the room reviewing and commenting
      - Rove-and-Record
        
        move around the room
        
        reviewing and adding feedback
      - Placemat
        
        writes thoughts on a shared placemat.
        
        combine individual ideas into one collective response
      - Graffiti
        
        write their ideas on large sheets of paper
        
        used for creative thinking or problem-solving activities
      - Think-Pair-Share
        
        Pair with a partner to discuss
        
        Share ideas with the larger group
        
        think about a question individually
    - - Constructivist Pedagogy
        
        student-centered
        
        Shifts responsibility of learning
        
        active
        
        Teacher as a facilitator
      - Social Constructivist Theories
        
        Knowledge is built through collaboration and interaction
        
        Encourages teamwork, communication
    - - Interpersonal and Small Group Skills
        
        communication
        
        leadership
        
        Teamwork
        
        trust-building
        
        conflict resolution
        
        Must be explicitly taught to ensure effective group work
      - Face-to-Face Promotive Interaction
        
        classroom culture.
        
        cooperative
        
        non-competitive
        
        Students actively support one another’s learning
      - Individual and Group Accountability
        
        Each student is accountable for their part
        
        Group and individual assessments ensure fairness
      - Group Processing
        
        reflect on their dynamics
        
        what worked well
        
        how they can improve
      - Positive Interdependence
        
        Each student has a role
        
        all must contribute to the group’s success.
    - - Lack of Engagement
      - Group Dynamics Issues
        
        Conflicts
        
        disorganization
      - Unequal Participation
        
        dominate
        
        under - contribute
  - - - Socratic method to encourage deeper reasoning
      - Encouraging broad student participation
      - Open-ended questions for critical thinking
    - - Teacher models the task before student practice
      - Clear example of how to perform a skill or solve a problem
    - - Step-by-step guidance
      - Focused on skill mastery before progressing
      - Direct teaching with clear objectives
    - - "I do, we do, you do" model
      - Gradual increase in student responsibility for learning
      - Scaffolding: teacher slowly removes support
    - - One-way transmission of knowledge
      - Structured and systematic delivery of content
      - Teacher-centered approach
    - - Historical Shift
        
        behaviorist to student-centered
        
        resurgence in modern classrooms
      - Value
        
        new or complex topics
        
        organized, systematic knowledge delivery
      - Definition
        
        knowledge transmission
        
        structured content delivery
        
        Teacher-centered
      - Use
        
        Scaffolding and Gradual Release
        
        Worked examples
        
        Gradual removal of support
        
        Practice and Repetition
        
        Breaking Down Complex Tasks
        
        Small, manageable steps
        
        Builds on prior knowledge
        
        Reducing Memory Overload
      - Criticisms
        
        Rote Learning
        
        Student Boredom
        
        Passive Learning
      - Direct Instruction (DI) and Explicit Direct Instruction (EDI)
        
        Direct Instruction (DI)
        
        eliminating misunderstandings
        
        immediate feedback
        
        broken into small, logical increments
        
        Explicit Direct Instruction (EDI)
        
        activating prior knowledge
        
        guided practice
        
        clear objectives
        
        Mastery-based learning
  - - - Fishbone
      - Venn Diagrams
      - Concept Maps
      - YouTube & Video
      - Mind Maps
  - - - Appreciative Inquiry
      - Discovery Learning
      - Problem-Based Learning
  - - - Teams Games Tournament
      - Yarning Circles
      - Jigsaw
      - Fishbowl Debate
    - - Social Constructivism
        
        Learning is a social process
        
        peer-to-peer learning
        
        knowledge is constructed through interaction and collaboration
      - Zone of Proximal Development (ZPD)
        
        learn best when working just beyond their current abilities with support from peers
        
        help students reach their potential by sharing knowledge
    - - Communication and Social Skills
      - Critical Thinking
      - Deeper Understanding
      - Interdependence
    - - Scaffolded Learning
      - Balanced Group Dynamics
      - Clear Roles and Expectations
    - - Group Conflicts
      - Time Management
      - Unequal Contribution