Classroom programming is a HUGE determinant of how successfully a classroom is managed. If students are not engaged, behaviours will be more frequent
The old-school, behaviourist approach over-emphasized memorization of facts and information. This, lower level of learning relates to Knowledge/Remembering and reflects the fact that behaviourism discounts the internal sense making, mental processes, and creativity of human beings
Evaluation = Assessment OF Learning
The "old school" approach over-emphasized evaluation and grades as "rewards" for memorizing facts and regurgitating information, things that classic behaviourists would consider successful outcomes of education
People generally learn better when they feel comfortable and respected
Overlap between Bloom and Stiggins
As teachers we must recognize that every student has a complex story, a specific positionality that must be taken into account (they are not blank slates!)
A teacher must continuously reflect on the culture in the classroom and make adjustments and interventions as needed to ensure it is functioning well for every student
If we are continuously assessment students, why is there a need for standardized tests?
Physical environment of classroom is integral in classroom management
Are standardized tests relevant to Indigenous peoples, people of diverse backgrounds?
Diagnostic assessment is CRITICAL to understand where our students are coming from, what their preconceptions and prior knowledge are.
If teachers over emphasize topic/curriculum without considering the importance of engaging the student, lessons will not be as fun and learning will suffer
Students are not blank slates and everybody does not learn in the exact same way

Teaching, Learning, and Development

Cognitive, Behavioural, Social, and Constructivist Theory

Constructivism: Acknowledging that students have their own prior knowledge and preconceptions about how the world works. Relevant for science as these preconceptions may be misconceptions, which are hard to displace with factual information.

E.g. Misconceptions about basics of photosynthesis among MIT graduates

Behavioural Approach: Represents the "old school," carrot and stick type classroom/behavioural management approach. In my experience, these are ineffective and treat students as units that are meant to fall in line rather than complex human beings.

Behaviourism: Use of negative reinforcement is less effective than positive reinforcement

Knowing that the Students Know

Assessment: Guided Practice

Assessment FOR Learning

Assessment AS Learning

Formative assessment

Assessment OF Learning

Evaluation = Game Day

Main topic

Individual Differences

Individualized Education Plans

Intelligence: There are MULTIPLE kinds

Emotional/Interpersonal

Physical

Computational

Subtopic

Linguistic

Differentiated Instruction: Try to strive for it whenever possible

End of School Year

Standardized tests

Ongoing debate: How relevant and useful are they?

How culturally appropriate are they?

Teaching to the test

Establishing a Positive Learning Environment

Subtopic

Dynamic Classroom Management: Teachers must set up a multifaceted, proactive approach to ensure the classroom is a calm, safe, and welcoming environment for all students

"Expectations" over "Rules": I prefer setting up classroom "expectations" rather than laying out "rules" as I believe expectations are more friendly and imply a sense of responsibility for both the students and teacher

Planning for the Upcoming School Year

The importance of educational psychology: how do people learn?

Reflective practice: the hallmark of what makes teaching a "profession" and not a "job"

Schwabb's 4 Commonplaces

Teacher

Topic

Environment

Student

Making Instructional Decisions

Stiggins' Targets

Knowledge

Reasoning

Skills

Product

Affective

Bloom's Taxonomy

Remember

Understand

Apply

Analyze

Evaluate

Create

Make science fun!

Socio-Cultural Considerations

Intersectionality in Education

Decolonizing Pedagogy

One of the biggest determinants of student achievement = SES