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EDU238 Final Concept Map, The Progression of Learning, CCCs, & BALs…

- - - - Classroom Etiquette
        
        Participation
        
        prepare & read ahead of time
        
        complete all homework assignments/papers on time
        
        raise your hand, ask questions, participate in discussions
        
        ask before using recording devices
        
        Minimizing disruptions
        
        don't talk with neighbours when professor or other students are speaking
        
        turn off cell phones
        
        be on time & stay the entire class
        
        avoid social media distractions - may also distract peers
        
        don't pack up before class ends
        
        from the email sent by Bishop's regarding classroom etiquette
      - Listening intently: be open-minded & listen carefully to what is being shared
      - Ask questions to engage & give guests time to speak
      - Follow up to give thanks
      - Being humble: self-reflect on the privileges you may enjoy that others may not
      - Giving time: plan to take extra time to understand & listen
        
        If it goes over time, please stay
        
        Be on time to class
      - Practice silence after receiving knowledge so the meaning can be constructed
    - - study the curriculum to think about how the needs of humans are often prioritized
      - our education system (curriculum/norms) has taught us to deny relationships
        
        figure out how to help students repair & renew relationships to the world
        
        find ways where relationships can be honoured
      - be a student of colonial culture
        
        colonial culture is place-less (evident in the curriculum)
      - value diversity in an ecosystem (natural world, class, community)
      - what unifies us is where we live
        
        expose students to the gifts of where you live/teach
        
        know about the wisdom & knowledge there
  - - - "...reconciliation is not new. Indigenous Peoples attempted to reconcile our differences in countless treaty negotiations, which categorically have not produced the kinds of relationships Indigenous Peoples intended." (Simpson, 2011, p.23)
      - What kinds of conflict are we referring to?
        
        Residential Schools
        
        intergenerational trauma
        
        What can teachers do to assist children dealing with trauma?
        
        Could answer this question by referring to the reading we did in EDU230 by Nicholson, Perez, and Kurtz: Trauma-Informed Practices For Early Childhood Educators
        
        We read chapter 3 regarding trauma-responsive early childhood environments
        
        violence & cultural erasure/genocide
    - - developed through collaboration with Indigenous organizations in QC; calls for the integration of Indigenous cultures, histories, & knowledge systems into teacher training & EDU
      - emphasizes that Indigenous realities shouldn't be reduced to optimal courses but placed @ the :<3: of teacher preparation & ongoing professional development
      - How is this competency shown in teaching?
    - - insight I took after attending
        
        the issues Indigenous people are facing are not past
        
        As Dr. Yellow Robe said, "Residential schools are the cancer in the bones of Canada"
- - - - How can teachers teach Indigenous history, culture, and knowledge without appropriating OR without a sense of relation to Indigenous?
    - - 8 qualities
        
        teaching with intention
        
        personalizing the educational experience
        
        caring
        
        open-mindedness
        
        heightened sense of awareness
        
        authenticity
        
        teaching the whole person
        
        developing autonomy
      - "...includes attributes that are not always on display but rather human attributes that make up the traits of the teacher..."
      - "...includes the qualities that direct behaviour and interactions with and for students"
    - - "The word culture has myriad interpretations and conceptions that range from race and ethnicity to foods consumed by a particular group" (McConnell et al., 2020, Ch 2)
        
        "Gender, language, able-bodiedness, socioeconomic status, and sexual orientation all influence an individual's culture" (McConnell et al., 2020, Ch 2)
        
        "The Oxford English Dictionary ("Culture", 2019) defines culture as the ideas, customs, and social behaviour of a particular people or society." (McConnell et al., 2020, Ch 2)
        
        "We must not essentialize or stereotype individuals, but rather recognize that there are many cultures that make up our students' and our own, complex identities" (McConnell et al., 2020, Ch 2)
        
        What is culturally responsive pedagogy?
        
        "CRP is an asset model that believes students bring unique knowledge talents, and experiences to the classroom that can and should be utilized in creating a dynamic learning environment that is meaningful to all learners." (McConnell et al., 2020, Ch 2)
      - Multicultural education
        
        3 goals
        
        tackling inequality and promoting access to equal education
        
        raising the achievement of all students through meaningful learning that provides them with an equitable and high-quality education
        
        providing students with an apprenticeship in the opportunity to become critical and productive members of democratic society
    - - a bridge or lens to show the teacher linking the cultural object to student understanding
    - - a conductor directing an orchestra, symbolizing the coordination of various cultural elements
    - - mirrors & windows, representing reflection & insight into both personal & external cultural views
      - Could metacognitive strategies help?
  - - - need to recognize how ideologies influence our choices of content, pedagogical methods, and resources or tools we use
- - - - Competency-based Education/Curriculum
        
        Competency-based education/curriculum vs. the traditional system
        
        Flaws of traditional
        
        Narrow set of academic outcomes
        
        Fixed mindset: assumes not all have strong potential, can hurt students
        
        Compliance-based
        
        Variable expectations: different schools, teachers, etc. can create inequalities
        
        Opaque learning objectives: not knowing what is being taught or how to improve
        
        Grading practices mixed & misleading messages: grades maybe inflated due to good behaviour or strong participation
        
        Time-based: students advance after semester/year but haven't mastered content or continue course when mastery has been reached
        
        Focus on extrinsic motivation
        
        Targeted support: extra support given to students whose needs are well above or below the norm receive support but the middle group doesn't receive any
        
        Emphasizes one-size-fits-all summative assessments: doesn't give enough attention to formative assessments that can help students learn
        
        Competency-based education/curriculum vs. personalized learning
        
        Personalized learning: tailoring learning for each student's strength, needs, & interests
        
        includes
        
        enabling student voice & choice in what, how, when, & where they learn
        
        to provide flexibility & supports to ensure mastery of the highest standards possible
        
        Competency-based education: a system & structures that ensure clear expectations, clear goal settings, common expectations for all, & consistency in grading
        
        Core Principles
        
        Transparent learning goals: clear, shared goals between students & teachers
        
        rigorous, common expectations for learning (skills, knowledge, & dispositions) are explicit, transparent, measurable, and transferable
        
        strategies for communicating progress support the learning process & student success
        
        schools are transparent & explicit about learning expectations, the level of performance for mastery, & student progress
        
        student success outcomes are designed around prep for college, career, & lifelong learning
        
        Personalized learning: tailored to individual needs & interests
        
        students get timely differentiated support based on their individual needs
        
        learners advance by attaining mastery through personalized learning pathways
        
        pedagogy emphasizes meeting students where they are & building intrinsic motivation
        
        Equity: Strategies to ensure equity for all students are embedded in the culture, structure, & pedagogy of schools & education systems
        
        districts & schools nurture empowering, inclusive cultures of learning
        
        districts & schools make a commitment to be responsible for ALL students mastering learning expectations
        
        e.g. teacher office hours, time to work with the teacher one-on-one
        
        calibration ensures consistency in expectations of what it means to master knowledge & skills
        
        students empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning (student-centered)
        
        Flexible pacing: progression based on skills acquisition, not a fixed timeline
        
        assessments are meaningful, positive, empowering, and provide information to guide next steps for both teachers & students
        
        assessments are embedded in the personalized learning cycle & aligned to outcomes including the transfer of knowledge & skills
        
        multiple opportunities to show mastery, uses summative assessments in a balanced way, doesn't take the same assessments at the same time or in the same order, performance-based
        
        students learn actively using different pathways & varied pacing
        
        Mastery over seat time: students advance based on demonstrated mastery
        
        emphasizes process over product
        
        Real-world application: connects competencies to practical, real-world tasks
        
        about demonstrating deeper learning & ability to show what was learned
        
        Challenges & Opportunities
        
        assessing competencies in a meaningful way across different disciplines
        
        challenges of scalability & ensuring consistent competency mastery
        
        adapting teaching practices to the competency-based framework
  - - - Active Learning & Engagement
      - Social collaboration
      - Prior Knowledge
      - Contextual Knowledge
      - Teacher moves from a "sage on the stage" to a "guide on the side"
      - EELDRC (Enroll, Experience, Label, Demonstrate, Review, Celebrate)
        
        begins with whole-group instruction to introduce new content, moves to small-group activities to reduce learning risks & encourage collaboration, concludes with individual work to demonstrate understanding
    - - 6 :key: themes highlight how learning is shaped by social, cultural, & historical contexts
        
        cultural artifacts (tools & signs) mediate human cognition
        
        learning should be studied in real-world contexts, not just labs
        
        similar to ecological approach to teaching #
        
        learning evolves as ppl move across contexts, blending individual & environmental factors
        
        historical timescales impact learning, which unfolds & endures over time
        
        learning should be analyzed by focusing on processes, not just outcomes
        
        power operates as ppl exert agency within the constraints of joint activities
      - explores how power is addressed within the learning sciences, contrasting dominant individual cognitive theories with sociocultural perspectives
      - emphasize the inseparability of context & cognition, making them more suitable for examining power as a relational phenomenon
    - - :key: themes
        
        racism is endemic in society, woven into north American systems
        
        liberal concepts like neutrality & meritocracy mask power & uphold racial hierarchies
        
        social phenomena require historical & contextual analysis
        
        the experiential knowledge of marginalized groups is vital for understanding & challenging dominant narratives
        
        the fight against racism is connected to a broader mission to dismantle all forms of oppression
      - CRT's application in education highlights the limitations of multicultural reforms & advocates for a deeper analysis of systemic inequalities, offering a lens through which sociocultural perspectives on learning & development can be re-examined
      - centers "race", racism, & power to challenge societal hierarchies & examine inequity
      - critiques the liberal foundations of equality, questioning neutrality, meritocracy, & colour blindness in education
    - - offers insights into human learning, identity, & methodology
      - challenges dominant norms of gender & sexuality, proposing that learning environments should consider how these norms are co-constructed through lived experiences, societal expectations, & institutional structures like education
      - by centering gender & sexuality queer theory pushes the boundaries of traditional sociocultural theories, offering new ways to understand human action & learning that are inclusive of diverse identities
      - questions the "heterosexual matrix" (Butler, 1999) - the societal structure that strictly categorizes gender & sexual identities
        
        aims to disrupt what's considered "normal", emphasizing the presence of non-normative desires, relationships, & practices that are often marginalized in learning environments
        
        integrating queer theory into the learning sciences creates opportunities for more equitable & inclusive educational spaces
    - - Reimagining human-nature relations: the construction of human-nature relationships is central to the socio-ecological challenges of the 21st century - chapter calls for a reimagining of these relationships, moving away from domination & towards collective continuance, particularly in Indigenous contexts
      - Impact of colonial histories on learning theories: colonial & settler-colonial histories have deeply influenced how we understand learning & development. These historical constructions shape how we relate to the natural world, perpetuating inequalities that challenge collective revitalization for Indigenous & other marginalized communities
      - Decolonial trans-ontologies: chapter explores "decolonial trans-ontologies", emphasizing the need to move beyond Western intellectual traditions
        
        challenges sociocultural theories to integrate multiple ways of knowing & to include more expansive understandings of human-nature relations
      - Critique of Vygotsky's legacy: Vygotskian sociocultural theories often overlook human-nature interactions & continue to perpetuate colonial concepts like human exceptionalism, author argues for the inclusion of more pluralistic, decolonial perspectives in learning theory
    - - Critical pedagogy: a movement & theory that examines the relationship between education & oppression, aiming to foster social transformation
        
        central figures: Paulo Freire, W.E.B. Du Bois, Frantz Fanon, Gloria Anzaldúa, & others #
      - Banking education vs. Problem-posing education: Freire critiqued traditional, authoritarian teaching methods - advocated for problem-posing education which views students as active participants in transforming their social realities
      - Liberatory teaching: education should not merely change the content but also transform social relations & teaching methods, encouraging critical consciousness & action for social justice
      - Praxis & dialetics: critical pedagogy emphasizes praxis (the interplay of reflection & action) & dialetical thinking (constantly critiquing & evolving theories in response to changing social conditions)
    - - Active Learning: learners actively construct knowledge by integrating new info with prior experiences & knowledge, emphasizing the importance of meaning-making rather than passive absorption similarity shared between approaches
      - Development of Expertise: expertise develops through deep understanding of subject matter, organized around core concepts rather than isolated facts
        
        experts structure their knowledge in ways that enable efficient problem-solving
      - Metacognition: learners benefit from being taught metacognitive strategies (the ability to monitor & regulate their own learning processes) leading to more effective problem-solving & adaptability
        
        What reflective practices can students do?
      - Social Context: learning is enhanced by social interaction, where collaboration & discourse with others help clarify & reinforce concepts, & learners benefit from shared knowledge
  - - - Teacher driven: teachers start with clear, specific objectives or standards, designing lessons to meet these goals
      - Observable Outcomes: success is measured by observable changes in student behaviour, aligning with defined objectives
      - Structure & Methodology: lessons often include direct instruction, guided & independent practice, with focus on drills & reinforcement activities
      - Efficiency Focus: Effective for teaching foundational skills & introductory content required for more complex tasks
      - Theoretical Roots: grounded in conditioning theory, with :key: contributions from Pavlov, Watson, & Skinner, emphasizing behaviour change via environmental stimuli
      - Operant Conditioning: reinforcement shapes behaviour (e.g. praise for correct answers reinforces desired actions)
      - Direct Instruction: modern variations like the "I do We do You" model emphasizes step-by-step guidance with opportunities for monitoring & correction
      - Popular Framework: Madeline Hunter's "7 Step Lesson" (anticipatory set, objective, input, modeling, understanding checks, guided & independent practice) provides a clear, structured approach
    - - Emphasizes creating "wow" experiences by engaging students' senses; unlike traditional models focused on outcomes, this method prioritizes deep, meaningful experiences to stimulate both students & teachers.
        
        Wide Awake Learning: inspired by philosopher Maxine Greene, aesthetic learning means being fully engaged & reflective. Greater awareness through sensory experiences enhances students' understanding of content
        
        Sensory Engagement: drawing from scholars like Arnheim, Eisner, & Dewey, the aesthetic approach utilizes the senses to create knowledge. The more students perceive through sensory interactions, the more they can understand & remember
        
        Teacher & Student Growth: aesthetic approach energizes teachers & creates joy in learning, allows for creative lesson planning & helps make dull subjects more engaging
        
        Memory Retention: combining experiences with declarative knowledge enhances long term memory
        
        The term "aesthetic" refers to being fully awake, alive, & engaged
        
        Lessons can be adorned with inspirational quotes, images, and colors for future inspiration.
      - CRISPA Framework (encompasses 6 dimensions)
        
        Connections: intellectual, sensory, personal, & social links to the content
        
        Risk Taking: encouraging students to try new things in a supportive environment
        
        Imagination: inward creative processes leading to outward expressions
        
        Sensory Experience: direct engagement with objects or environments through the senses
        
        Perceptivity: deep examination of sensory experiences to uncover subtle qualities
        
        Active Engagement physical activity, choicemaking, & personal meaning creation in learning
      - Practical application - the Aesthetic approach: create expressive objectives centered on exploration; sequence activities to build intellectual, social, sensorial, & personal connections; use metaphors to deepen understanding of academic content
        
        Considerations for teachers - the Aesthetic approach: embrace risk-taking & active student engagement for meaningful learning, engage students in "wow" experiences fostering creativity & memory retention, adorn lessons with aesthetic elements to draw teachers into the planning process
    - - Place Based Curriculum Design (PB): Focuses on using the local context & community to inform what, how, & where teaching occurs.
        
        involves students in local investigations by asking questions like "where are we? who lives here?"
        
        Investigative Questions: collaboratively design experiences that honour students' past & present. Questions such as "Where are we?" & "Who lives here?" guide expectation & learning
        
        includes an action component where students respond to their findings through practical means, enhancing community engagement
      - extends beyond environmental science to include connections to people, places, and both local & global communities
        
        breaks down barriers between school content & real life experiences, creating an integrated learning environment
        
        encourages students to become researchers & problem solvers in their communities, fostering active citizenship
        
        Positive Action: encourage students to act on their learning to improve their environment, such as writing letters to officials or organizing community events
        
        enhances relevance for students by linking content to their lives, increasing engagement, & supporting character education
        
        Direct Exploration & Sense of Place: provide opportunities for students to explore their local surroundings, fostering a sense of place & connection
        
        Interdisciplinary Learning: integrate multiple disciplines (science, social studies, language arts, art, etc.) to explore topics like park ecology or schoolyard - connect learning across subjects
        
        Experience Based Objectives: focus on the experience, not just the outcome. Encourage students to explore concepts & skills relevant to their personal, cultural, & social contexts. Involve students in creating objectives that connect learning to their lives.
      - Eco Mindedness: emphasizes themes of care, interconnectedness, & integrity in learning
        
        themes woven into any lesson to enhance relevance & guide exploration of the human environment relationship
        
        supports student engagement & aligns with educational standards
        
        Multiple Pathways to Eco Mindedness: include experiences characterized by care, interconnectedness, & integrity (e.g. caring for a park, mapping local resources, or volunteering at a shelter)
      - Practical application - the Ecological approach: Experience Based Objectives (EBO) - focus on planning student experiences rather than outcomes, involve students in creating objectives & connect learning to their lives & communities
        
        teachers can incorporate ecological themes into any subject area & lesson plan; integrating place based curriculum design & eco mindedness to transform education & foster sustainable ways of living
      - emphasizes student experiences & actions rather than solely relying on traditional methods like tests & quizzes
        
        encourages assessments that capture student growth, shifts in beliefs, & calls to action (e.g. an exploration of a local park may not only teach students the names of plants & animals but also inspire actions to protect the park or educate others)
        
        assessments should be both knowledge & experience based
        
        Objectives are collaboratively established, adaptable, & often multidisciplinary. Assessments focus on student self-evaluation & teacher feedback, emphasizing experiences, learning goals, & actionable outcomes
    - - Relationship Building & Holistic Development: creating a supportive learning environment that promotes emotional & social growth alongside academic achievement
      - can be implemented through: freestanding lessons, general teaching practices, integration within academic content, schoolwide initiatives
      - Integrated Social Emotional Learning (ISEL) approach merges academic & SEL goals within a single lesson plan
        
        Lessons have dual objectives - academic & social emotional. Students also have set personal SEL goals, enhancing their engagement & growth
        
        each lesson includes an inclusion activity, engaging practices, & a reflective closure - ensures students not only learn academic content but also develop social emotional skills
      - emphasizes knowing students holistically, interactive learning, & empowering students in setting SEL objectives
        
        success is marked by student self-reflection, collaboration, & active engagement
  - - - concepts are revisited at increasing levels of complexity
        
        builds a strong foundation for deeper learning in later stages (Tirol, 2022)
      - moves from tangible to abstract or from basic to advanced ideas
    - - provides clear guidelines on what students should achieve by the end of each cycle (typically a 2-year span)
    - - explains the organization by subject, cycle, & specific learning outcomes
      - describes how each subject area has detailed learning expectations organized into cycles
    - - Some of the concepts being taught at the highest level (cycle three = grade 5,6) seemed to me like they would be taught earlier on.
        
        e.g. in visual arts, it says students should be starting on identifying the warm and cool colours in cycle 3
      - Formative assessments: involve various strategies (observation, questioning, discussion, feedback) to assess student understanding & progress
        
        information gathered from these can help adjust teaching methods & provide targeted support to individual students
        
        e.g. anticipatory guides, build a model, crumpled question toss, entrance/exit cards, 4 corners, gallery walk, idea spinner, interactive bookmarks, inside/outside circle, peer teaching, think-pair-share, thumbs up thumbs down, traffic light assessment, whiteboard assessment #
  - - - Personal & Social: to construct his/her identity, to cooperate with others
      - Intellectual: to use info, to solve problems, to exercise critical judgement, to use creativity
      - Methodological: to adopt effective work methods, to use ICT (Information & Communications Technologies)
      - Communication-related: to communicate appropriately
    - - encourage collaboration, creativity, & lifelong learning
      - problem-solving, critical thinking, & communication
    - - core subjects like math, languages, sciences are framed as "competency domains"
      - each subject focuses on the application of knowledge in real-life contexts
  - - - Health & Wellbeing: promotes physical, mental, & emotional health
      - Personal & Career Planning: encourages students to reflect on personal goals & future careers
      - Environmental Awareness & Consumer Rights/Responsibilities: teaches sustainable development & informed consumerism
      - Citizenship & Community Life: focuses on social responsibility, democracy, & community engagement
      - Media Literacy: develops critical thinking regarding media, info & digital literacy
    - - I can't recall elementary level activities all that well
  - - - the official content - standards, objectives, & lesson plans
      - includes the skills students need to learn, the subjects we teach, & assessments used to measure understanding
    - - includes the values, norms, and expectations that students learn unintentionally
      - teaches how to behave in the school setting, what is valued in society, and how power & privilege work
    - - shaped by what the teacher does with it; holds & organizes knowledge, skills, and values we aim to pass onto students
      - content that educators intentionally design to help students learn & grow + things can't always see @ 1st glance #