Teaching, Learning and Development

Planning for the upcoming school year
1. Reflective Practice -A teacher who is willing to analyze and reflect upon their practice in order to become a better teacher
2. Get to know the students before the first day of class - Look at IEPs and information in files
3. Commonplaces of Education
  1. Teacher
  2. Student
  3. Topic
  4. Setting
4. Curricular Planning
  1. Top - down approach
  2. 1)Educational purpose 2)Learning Experiences 3)Evaluation
5. Approach to teaching
  1. Student centered approach -Teacher consciously takes into consideration the students perspectives when planning lessons
  2. Constructivism -Students actively construct their own knowledge and teacher adapts an appropriate approach
    Anmerkungen:
    - This relates back to the video that we viewed called "Putting students in the drivers seat" . What I understood from this video is that students are able to find out information on their own so it does not make sense anymore to just hand them information. The teacher should act as a guide so that they can make connections and actually apply that knowledge. Schools should not be preparing students to work in factories anymore. We live in an innovative world and students should be able to think in that specific way.
Considering Developmental Differences
1. Nature vs. Nurture -Are we born with all our strengths or are they cultivated by the enviroment?
  1. Fixed mindset -Believing that intelligence is something that you are born with and that you cannot change it.
  2. Growth Mindset - Believing that intelligence can be developed. Focus on learning and belief that effort will drive success.
    1. Students with a growth mindset do better in school
2. "Childish thinking" -Children usually think big but this decreases as they get older.
  Anmerkungen:
  - Allow children to think big without shutting them down. Specifically in areas such as science. In elementary school children are very curious but as they go to high school this curiosity has been abolished.
3. Piaget - individual
  1. Four stages of cognitive development
4. Vygotsky - Group
  1. Scaffolding -Zone of proximal development
    Anmerkungen:
    - Students learn best at the zone of proximal development. They will not have effective learning above or below this point.
5. Concept of self
  1. Self efficacy
  2. Self esteem
Establishing a Positive Learning Environment
1. BE SOMEBODY'S CHAMPION!
  Anmerkungen:
  - Rita Pierson talks about being somebodies champion
2. Classroom management
  1. Build community
  2. Include students in creating rules and consequences
  3. Variety of communication channels
  4. Get to know the students
  5. Address conflict quickly and wisely
  6. Integrate positive classroom rituals
  7. Partner with parents
  8. DCM
    1. Positive behaviour support
    2. Implementing negative consequences for misbehaviours is simply a matter of what was agreed upon
3. 21st Century teaching and learning
  1. Innovative learning environment -engaging and collaborative environment
  2. Encouraging technology use
  3. Differentiated Instruction
4. Creating Innovators -Are we creating a generation of factory workers or a generation of innovators? We need innovators in the future.
Making Instructional Decisions
1. Backwards design -Lessons are developed based on the same learning objectives that are used in creating assessment tools
2. Inquiry-based learning -pose questions, problems and scenerios rather than presenting established facts
  1. Inspires innovators not followers
3. Universal design for learning -development of flexible learning environments that accomodate individual learning differencies
4. Differentiated instruction -catering to the different learning styles in the classroom
5. Metacognition
  1. Phonological loop
  2. Visio-spatial sketch pad
6. Constructivist - 'meaningful' instruction
Assessing Student Progress
1. Designing tests/exams
  1. Backwards design
  2. Reliable
  3. Valid
2. Purposes of assessment
  1. Diagnostic assessment -Before instruction to see where the class is at
  2. Formative assessment -Takes place during instruction, where the teacher gives the student constructive feedback on how they are doing
  3. Summative assessment -Takes place after instruction, indicates how well the students have learned the material. An overall grade is given
3. Types of assessment questions
  1. Selected response -options are provided
    1. True/false
    2. Matching
    3. Multiple choice
  2. Constructed response -require students to think
    1. Short answer
    2. Essay
4. Curriculum compacting
Individual Differences - Intellectual Abilities and Challenges
1. Gardner's Theory of multiple intelligences -everyone has varying levels of abilities within the eight intelligences
  1. Linguistic
  2. Logical-mathematical
  3. Spatial
  4. Bodily-kinesthetic
  5. Musical
  6. Interpersonal
  7. Intrapersonal
  8. Naturalistic
2. Special Education -All students can be taught
  1. Individualized Education Plans (IEP)
  2. High incidence exceptionalities -typically include learning and behavioural disabilities, giftedness and intellectual disabilities
  3. Low incidence exceptionalities -autism, hearing and visual impairments, multiple disabilities
3. Universal supports -accomodations
4. UDL
5. Differentiated instruction
Socio-Cultural Considerations
1. Teachers must understand the various social and cultural values, beliefs, norms and expectations that accompany each child
2. Culturally responsive classroom
  1. High expectations
  2. Implementation of culturally relevant instruction
    1. Cooperative learning
    2. Cognitively guided instruction
    3. Capitalize on the funds of knowledge in families in the community
  3. Establishment of caring relationships
  4. Parent and community involvement
Standardized Achievement
1. Standardized test -Test contains the same questions for all the test takers, is administered in the same fashion, under the same conditions, withing a specified time
  1. EQAO
  2. Fair or not? -"May be good at examining school boards efficaciousness but does not correctly indicate how much a student has learned'"
2. Aptitude test -includes taking exams to determine if students can graduate and/or enter a post secondary institution
By, Harmandeep Rai

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Teaching, Learning and Development

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	Erstellt von Harman R vor etwa 8 Jahre