Teaching, Learning & Development

Teaching, Learning & Development

1. Planning for the Upcoming School Year

   • Four common places of learning
     • Teacher
     • Topic
     • Setting
     • Student
     • Learning to balance all four
   • The Relationship Between Practice and Teaching
     • Practice = Teaching
   • 5 Step Research Process
     • 1: Observation of the Phenomena
     • 2: Formation of Questions
     • 3: Application of Research Methods
     • 4: Development of Guiding Principles
     • 5: Development of Theories
   • Planning
     • Teacher Planning
       • Enhanced Student Learning
       • Exemplary Environments
       • Excellent Instruction
     • Instructional Planning
       • What methodology will you use and why?
       • What is your approach to teaching?
     • Curricular Planning: Top-Down Approach
       • Year > Term > Units > Daily
   • Instructional Approaches
     • Teacher-Centered Approach
       • Teacher decides the content
     • Student-Centered Approach
       • Students construct their own understandings
       • Constructivist Perspective
         • Students active in constructing their knowledge
         • Social Negotiating
         • Self-Determination
         • Creating constructivist-based classrooms
           • Complex learning environments
           • Real world situations
           • Social negotiations
           • Inquiry learning
           • Problem-based learning
           • Collaborative learning
     • Universal Design for Learning
     • Differentiated Instruction
     • Response to Intervention
   • Seth Godin: Stop Stealing Dreams
     • Concept of doing "art" vs "work"

2. Considering Developmental Differences

   • Adora Svitak
     • https://www.youtube.com/watch?v=V-bjOJzB7LY
     • Childish Thinking
   • Carol Dweck
     • The Power of Yet
   • Development
     • Physical, cognitive and social changes
     • Learning becomes more organized
     • Behaviours become more adaptive
   • Principles of Development
     • Orderly progression and gradual process
     • Rapid and slow growth
     • Quantitative and Qualitative
     • Different Rates
     • Genetics set developmental potential
     • Environment determines potential
   • Piaget
     • Schemes and Schemas
     • Adaptation
   • Vogotsky
     • Zone of Proximal Development
     • Social Interaction
     • Scaffolding
       • Assess the learner's current knowledge
       • Relate content to what students already know
       • Break a large task into small more manageable tasks
       • Use verbal cues
   • Applications in Constructivist -based Classrooms
     • Dialogue and Instructional Conversations
     • Inquiry Learning
     • Problem-Based Learning
     • Teacher and Peer Learning
     • Cognitive Apprenticeships
     • Collaborative Learning

3. Views of Learning

   • Planning
     • What will be taught
     • When it will be taught
     • How and when the learning will be assessed
     • What teaching methods and materials will be used
     • How to establish the type of learning environment needed
   • Theories of learning and teaching
     • Behavioural views
     • Cognitive views
     • Social cognitive and constructivist views
       • Social cognitive theory
         • Self influences
           • Goals
           • Attributions
           • Self-regulations
           • Self-efficacy
         • Social/Environmental Influences
           • Models
           • Instruction
           • Feedback
         • Achievement/Behaviours
           • Goal Progress
           • Learning
           • Motivation

4. Establishing a Positive Learning Environment

   • Teacher and student achievement
     • Design classroom curriculum to facilitate student learning
     • Make wise choices about the most effective instructional strategies to employ
     • Make effective use of classroom management techniques
   • Instructional Strategy Choices
     • Effective teachers use researched strategies
     • Effective teachers make effective use of classroom management techniques
   • Learning Environments
     • Academic success is dependent on the learning environment
     • Creating exemplary learning environments requires good planning and good classroom management
     • Goal of classroom management is to provide all students with optimum opportunities for learning
     • Exemplary learning environments especially important for students with exceptionalities
   • Planning
     • Learning profile
     • Interests
     • Readiness
   • Instructional Variables
     • Interpersonal relations
     • Language
     • Time
     • Space
     • Difficulty level

5. Making Instructional Decisions

   • Diagnostic Assessment
   • Assessment and Instruction
     • Specific Learning Objective
     • Assessment Question
     • Topical Unit and Lesson Plans
     • Instructional Method
   • Backward Design
   • Blooms Taxonomy
     • Knowledge
     • Comprehension
     • Application
     • Analysis
     • Synthesis
     • Evaluation
   • Constructivism
   • Universal Instructional Design
     • Delivered with the needs of the least independently able students in mind
     • Instruction that is accessible and effective for all students
   • How people learn Framework
     • Knowledge-Centeredness
     • Learner-Centeredness
     • Community-Centeredness
     • Assessment-Centreedness
   • Direct Instruction
     • Clear learning objectives
     • Well-planned lessons
     • Explicit teaching
     • Lots of practice
   • Inquiry-Based Learning
   • Problem-Based Learning

6. Knowing That the Students Know

   • Understanding by Design
     • 1. Identify Desired Results
     • 2. Determine Acceptable Evidence
     • 3. Plan Learning Experiences and Instruction
   • Types of Learners
     • Visual
     • Auditory
     • Tactile
   • Enduring Understandings
     • Explain
     • Interpret
     • Apply
     • Have critical perspective
     • Empathize
     • Have self-knowledge
   • Culture Shift
     • Teacher as judge
     • Teacher as coach
   • Assessment and Instruction
     • Specific Learning Objective
     • Assessment Question
     • Topical Unit and Lesson Plans
     • Instructional Method

7. Individual Differences

   • Big Ideas
     • Assessment serves different purposes
     • Assessment must be planned and purposeful
     • Assessment and instructions are inseparable
   • Who are your students?
     • Knowing your students
     • Knowing where they are in their learning
     • Knowing where they need to go in their learning
     • Knowing how to get the to where they need to go in their learning
     • Knowing what steps to take when they don’t
   • Intelligence
     • Ability to learn from experience
     • Ability to adapt to one’s environment
     • The ability (or abilities) to acquire and use knowledge for solving problems and adapting to the world
     • Nature and Nurture
   • Carroll’s Hierarchical Model of Intelligence
   • Measuring Intelligence
     • Standardized Aptitude (WISC-IV)
     • Achievement Tests (WJ-III, WIAT)
   • Exceptionalities
     • High-Incidence
     • Low-Incidence

8. Socio-Cultural Considerations

   • Increasing Diversity in School
     • Languages spoken
     • Aboriginal Students
     • One-parent families
     • Same-sex couples
     • Newcomers to Canada
   • Student Dilemmas
     • Individualism
     • Collectivism
   • Critical Consciousness
     • Political values and beliefs
     • An ideological clarity
     • A socio-cultural consciousness
   • Making Connections
     • Achieving
     • Believing
     • Caring
   • Dimensions of Multicultural Education
     • Content integration
     • Equity pedagogy
     • Empowering school culture and social structure
     • Prejudice reduction