Teaching, Learning & Developing

Development

Physical/biological

Cognitive/learning

Psychological

Piaget's theory

Schema development

Assimilate or accommodate new information

Vygotsky's theory

Zone of proximal development

Scaffolding

Domain-specific learning (Case)

Central conceptual structures

Horizontal decalage

Personal & social

Erikson's psycho-social theory

Development of self-concept and self-esteem

Moral

Heteronomous vs. autonomous morality

Kohlberg's six-stage theory

Ecological theory

Microsystem

Mesosystem

Exosystem

Macrosystem

Chronosystem

Language acquisition

Language-acquisition device

Growth mindset

Embrace challenges, puts in effort and learns from mistakes

Intelligence

Carroll's hierarchical model of intelligence

General intelligence

Fluid intelligence

Crystallized intelligence

Visual-spatial reasoning

Multiple intelligence theory (Gardner)

Linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic

Sternberg's triarchic theory of intelligence

Analytical/componential intelligence

Creative/experiential intelligence

Practical/contextual intelligence

Intelligence tests

WISC-IV

Special education

Individualized education plan

Inclusion

Person-first language

High-incidence exceptionalities

Low-incidence exceptionalities

Socio-cultulral

Stereotype threat

Socio-economic status

Greatest impact on scholastic achievement

Parenting style

Authoritarian

Permissive

Authoritative

Multicultural education

The Danger of a Single Story

Culturally Responsive Teaching and Learning

Aboriginal education

Incorporate local First Nations practices

Decolonizing mindset

Invite elders from First Nations communities

Instructional method

Backwards design

Assessment consideration before instructional consideration

Learning objective

Assessment question

Instructional content

Instructional method

Bloom's taxonomy

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Stiggins's achievement targets

1. Knowledge

2. Reasoning

3. Skills

4. Products

5. Attitudes & dispositions

Universal Design for Learning

Variety of instructional and assessment methods

Physical spaces and learning adjusted to suit students

Example of a classroom with UDL

How People Learn (HPL) framework

Knowledge-centered

Learning-centered

Community-centered

Assessment-centered

Direct instruction

Problem-, project-, and inquiry-based learning (PPIL)

Differentiated instruction

Dynamic classroom management

Caring, supportive relationship with students

Explicit expectations & routines

Philosophy

Cognitive

Focus on mental processes of learning

Behavioral

Classical conditioning (Pavlov)

Learn behavior through association

Operant conditioning (Skinner)

Learn behavior through consequences and reinforcement

Constructivist

Student-centered and teacher-centered

Students construct their own meaning and knowledge under teacher guidance

Assessment

Diagnostic assessment

Completed before instruction to determine starting point

Formative assessment

Ask students questions throughout lesson and close monitoring to assess understanding

Use seatwork, homework, class participation, or quizzes to assess understanding

Feedback most effective when it is specific and gives guidance for improvement

Summative evaluation

After instruction to indicate how well students learned the material

Table of Specifications

Help teachers build a well-balanced tests

Selected-response questions

True/false

Matching

Multiple-choice

Constructed-response questions

Short-answer

Essay

Standardized tests

Criterion-referenced test

Norm-referenced test

Pros

To assess effectiveness of instruction

Ensure a standard for instruction

Cons

Puts pressure on students and teachers

Does not always match what is taught in class