EDS300 PDF

WEEK 1- Learning ➔​ Involves a change in cognition (change in states of knowledge) ➔​ A change in behaviour (in rate, frequency or form) ➔​ A change that endures OVER TIME as a result of EXPERIENCE How much change is learning? ➔​ From a Novice (is familiar with concepts, can apply and has co...

WEEK 1- Learning ➔​ Involves a change in cognition (change in states of knowledge) ➔​ A change in behaviour (in rate, frequency or form) ➔​ A change that endures OVER TIME as a result of EXPERIENCE How much change is learning? ➔​ From a Novice (is familiar with concepts, can apply and has content knowledge) ➔​ To Expert (understanding patterns and how things group together) ◆​ Integrated knowledge ◆​ Retrieve relevant information ◆​ Applying knowledge to familiar and knew situations ◆​ Does not mean they can teach ➔​ A change in behaviour does not mean you have learned anything Observation Report- (UTM swim lesson) -​ First- record a pre interview with the instructor (asking what they want the students to achieve and how they plan to teach it) - 30-40 min -​ Observe what students say and do -​ Level of engagement -​ Do not engage with students -​ Also observing how the instructor teaches -​ How effective was the class? -​ Take pictures of the learning space WEEK 2- Engagement The state of learning (questions of interest) ➔​ Why would people switch programs? ➔​ Which uni has the best completion rate? ➔​ Why are people engaged in things? What is engagement? ➔​ Active participation in activities and commitment to goals and learning ➔​ Students are invested in learning What is disengagement? ➔​ Not prepared ➔​ Not concentrating ➔​ Not actively learning 3 types of Engagement A(Behavioural)- follow rules and good attendance, outside participation B (Cognitive)- Further exploration and self-regulated learning, C (Emotional)- interest and happiness to learn Levels of engagement ➔​ Authentic ◆​ Enjoys what is happening ➔​ Ritual ◆​ Knowing what to do, when and how without personal connection ➔​ Passive ◆​ Doing the bare minimum ➔​ Retreatment ◆​ present , but put in the least effort ➔​ Rebellious ◆​ Looking for mistakes and slip ups ◆​ Engaged to be disruptive How to boost engagement Extrinsic motivation (Skinner) ➔​ Positive reinforcement ◆​ This can result in immunity ◆​ The same reward will not create the same effect ◆​ It is unsustainable, because the behaviour will stop when not rewarded ◆​ It can be futile- we can miss the passion ➔​ Negative reinforcement ➔​ Techniques ◆​ Contiguity (immediate), Repetition (Frequent), Variation, Intermittent (No reward) Intrinsic motivation ➔​ Initiating and directing ones learning ➔​ Challenges ◆​ Dealing with anxious or bored students ➔​ The goal is to get into FLOW ◆​ The sweet spot between challenge and ability ◆​ This requires clear goals ◆​ Effective feedback ➔​ If the the challenge is too high and skill is low = anxiety ➔​ If the challenge is too low and skill is high= boredom Self-efficacy theory (Bandura) ➔​ People are motivated to do something if they believe they can do it ➔​ Thinking about the probability of success Expectancy value theory (Fishbein)  ➔​ Probability of success and what value we place on it ➔​ Expectancy x Value = Motivation ◆​ We need both of these Self-determination theory (Ryan and Deci) ➔​ You need expectancy of success, relatedness (feeling apart of a group) and autonomy (being able to have control) WEEK 3- Retention ➔​ Instruction is to alter long-term memory, otherwise nothing has been learned Encoding- making sure information enters th brain ➔​ Capacity- bandwidth ➔​ Interference- external factors that get in the way of encoding ➔​ How to address capacity ◆​ Miller- when you are organizing information you want to chunk it into groups of 7 +- 2 which works ➔​ Less is more Redundancy principle ➔​ Students learn better from animation and narration, rather than animation, narration and text Schemas ➔​ Categories of knowledge that help interpret the world ➔​ Allow us to group information ➔​ We build on schema Barlett ➔​ Prior knowledge influence memory formation and retrieval Mnemonics ➔​ Attaching meaning to things Memory palace ➔​ Imagining a location in which items are place from the beginning to the end and placing meaning to them Recall- being able to retrieve information ➔​ Ebbinghaus- the forgetting curve ◆​ We foget things in a relatively consistent pattern ◆​ Most of this occurs within an hour ➔​ Thorndike ◆​ Practice creates efficiency and durability  ◆​ Experimented with a cat in a cage and saw how long it took to get out. The more he put it back in, the faster he got out due to practice ◆​ Practice increases the speed at which we can access knowledge Forgetting curve + Law of exercise = increased recall (through intermittent spacing of learning over time) ➔​ Applies in different settings, disciplines, content and assessment format Which is better? ➔​ Massive practice and minimal rest or massive rest and minimal practice? ➔​ Longer rests were seen to be more effective, and practice long enough to grasp an important concept Interleaving ➔​ Alternating between things ➔​ The more interlieving there is the better Problematize ➔​ Retrieval is more important that repeated exposure Critical thinking ➔​ Needing to make a choice/judgment ➔​ Making a decision against some options ➔​ Memory is the residue of thought WEEK 4- Curriculum What is Curriculum? ➔​ Embody essential knowledge ➔​ Useful for contemporary living ➔​ Planned learnings ➔​ Learning experiences to be attained for general skill and knowledge ➔​ SOME SORT OF CONTENT Elements ➔​ Aims and objectives- why are they learning this ➔​ content/knowledge- what will be covered ➔​ methods/procedure- how will the content be delivered ➔​ assessment/evaluation- determining if learning is happening Why have a curriculum?  ➔​ We need shared understanding, because in a field of knowledge you need to have common things to know ➔​ Maintain a standard and reduce variability ➔​ Broad range of instruction (many people can teach the same thing) ➔​ Measurable outcomes What curriculum does not do ➔​ Priority to certain things ➔​ Show methods ➔​ How to deliver Types of knowledge ➔​ Declerative- theory (what) ➔​ Procedural- practical (how) ➔​ Conditional- when Essentialism ➔​ Teaching things that will serve a purpose ➔​ Schools should teach practical skills Dewey ➔​ Learning is a joy in and of itself Levels of curriculum ➔​ Planned- what should be done ➔​ Enacted- what was done ➔​ Learned- what was learnt Hidden curriculum- Jackson ➔​ What is not outwardly said ➔​ Values that are taught Null curriculum ➔​ What is not in the curriculum ➔​ What is not included also teaching you something Specific Measurable Aadjustable Relevant Time-based WEEK 5- Assessment Why do we assess? ➔​ Measuring achievement and determine status  ➔​ It is an essential part of learning ➔​ Diagnostic ◆​ Determining what level you are at ◆​ Seeing where there are gaps in knowledge ➔​ Formative ◆​ Assessing you as you learn ➔​ Summative ◆​ Looking at whether you have learned at the end. Not used for learning, but to measure ➔​ Assessment is a bridge btw learning and teaching ➔​ Reduces discrepancy btw current and desired understanding How do we assess ➔​ Norm based- when your assessing against the norm ◆​ In relation to those on a similar playing field (against peers/cohort) ◆​ Whos the best/whats the average? ◆​ Benefits- benchmarks, relative ability, catches inconsistencies ➔​ Criteria based ◆​ Not norm based ◆​ You need to meet the criteria ◆​ There can be many who meet this, not just your peers ◆​ Benefits- emphasizes growth, consistent over time, everyone can win ◆​ Same criteria, different decisions ◆​ We value things differently and have diff perspectives What do we assess? ➔​ What people create/the final product ➔​ What people do (actions) ➔​ What people say ➔​ Triangulation ◆​ Product, behaviour, conversation (can they make it, demonstrate it or explain it) ◆​ Picking at least two can strengthen your understanding of what the person knows ➔​ Missing ◆​ Why they made something ◆​ Why they said something ◆​ Why they did something Assessment is inferential and contextual Impact of assessment ➔​ Communicates our knowledge priorities ➔​ Perennialism- everlasting ideas and universal truths ➔​ Essentialism- there are certain things that are inherent and unchanging ➔​ Progressive- you are the agent in your learning Washback ➔​ When the assessment impacts the behaviour and performance of the learner (knowing someone is watching will automatically have that person act differently) Backward design ➔​ When you prepare a lesson, you should begin with the assessment first to identity what they should make, say or do. Report graph info Chose important data- attendance, questions answered, most participated, age groups, number of students prepared… Bar and pie chart Discussion post- School curriculum video Consider whether you support essentialism, progressivism or perrenialism? There is no doubt that all theoretical approaches have their place in society and offer important points. That being said however, we should always consider and place and context before applying such philosophies in order to make the most out of their ethos. The way in which the world is looking like as of now does provide more space for progressivism than the other two. If given the opportunity, what change(s) would you make to the curriculum of public schools? I would have it so that qurators of these curriculums are forced to think more deeply about what is actually going to help children thrive in this fast developing world. Additionally when it comes to older grades, involve student voices in some way when designing that they should learn. WEEK 6- Instruction Backward design ➔​ Identify desired results ➔​ Determine acceptable evidence ➔​ Plan learning experience and instruction Direct instruction ➔​ Transmissive, teacher-centric, less participation, lecture style ➔​ Why do we use it? ◆​ For efficiency, consistency and clarity ➔​ Start with simple and work your way to more complex ➔​ Getting into a flow state  ➔​ Spiral curriculum ◆​ Revisiting concepts with greater degrees of complexity ◆​ E.g- explaining a topic to a 5 year old vs 15 yr vs 20 vs expert Blooms Taxonomy ➔​ Remember, Understand, Apply, Analyze, Evaluate, Create ➔​ Ideal instructional order Discovery learning ➔​ Student-centered ➔​ Just-in-time instruction- learning something when absolutely necessary ➔​ Self-directed ➔​ Concept attainment ➔​ Problem based learning ➔​ Working top down from blooms taxonomy, learning as you do ➔​ Who do we use it? ◆​ Better engagement, Better recall, Shows value Which is the most effective? ➔​ You want a mixed of direct instruction and discovery Why plan instruction? ➔​ Time is a fixed variable and performance varies ➔​ The variable is grades Mastery learning ➔​ Fixing outcome/performace rather than limiting time ➔​ Two sigma problem ◆​ Conventional, mastery tutorial WEEK 7- Climate Perception Pygmalion Effect ➔​ Labels people get (trouble maker, lale bloomer, Self-fulfilling prophecy ➔​ Low achieving students ◆​ More critisized ◆​ Less praised ◆​ Less feedback ◆​ Less friendly interaction with teachers Rosenthall study ➔​ Went to a school and did an aptitude test ➔​ Told the teachers the results ➔​ The kids were picked at random ➔​ Came back end of year and saw that the children selected did better at school  ➔​ Identifying students to be successful can be successful Teacher expectancy effect ➔​ Whatever the teacher expects from the students, it will manifest in their behaviour and students performance ➔​ Good expectations = warmer interaction, more time with student, providing them more opportunity ◆​ Better effort, climate, response and feedback Student perceptions ➔​ Can impact learning and effectiveness of learning environment ➔​ How you see yourself matters ➔​ Big fish little pnd ➔​ Low academic self-concept in high ability schools and vis versa School climate ➔​ Social element ➔​ School connectedness ◆​ Feeling accepted, values and supported ◆​ Impacts mental health, academic motivation, performance, prosocial behaviour Bronfenbreners Ecological System ➔​ Microsystem, Exosystem, Macrosystem Trust ➔​ Everything in education is risky ➔​ You are exposing yourself academically to scrutiny ➔​ Cognitive apprentice ◆​ Someone who is better than you, but will not scrutinize you ➔​ Trusting that you can make mistakes ➔​ Having a good mentor ➔​ Teacher-student relationship is risky ➔​ ZPD- it is important for students to accept teacher pulling them out of their comfort zone ➔​ People take risks due to the expectancy of a favourable outcome ➔​ Variables - if you focus all your energy on one, then trustworthiness declines, but they have to be balanced ◆​ Credibility ◆​ Reliability ◆​ Intimacy ➔​ Trust equation ◆​ Credibility + Reliability + Intimacy / Self-orientation ➔​ Fostering credibility ◆​ Model behaviours you expect  ◆​ Confidence is through welcoming feedback and scrutiny ◆​ Show competence by explaining decision ➔​ Fostering reliability ◆​ Consistent with students ◆​ Explicit of goals and aims ◆​ Available and accessible ➔​ Intimacy ◆​ Take a risk and admit mistakes ◆​ Share experience and relevant stories ◆​ Be attentive to others ➔​ Self-orientation ◆​ Dont prioritizee your needs ◆​ Dont express frustration ◆​ Dont compare students experience to yours Dialogue ➔​ Constructivism (Piaget) ◆​ Students are active learners ➔​ Requires creativity, collaboration and a critical aspect WEEK 9- Universal Design Standardized Assessment ➔​ Comparable ➔​ Creates a standard ➔​ Id’s success and support little teacher input ➔​ Has a benchmark There is no such thing as an “average” student ➔​ We need to learn how to differentiate ◆​ Allows all students to reach their full potential ◆​ Focuses on who you teach Pedagogy ➔​ Children not prepared to learn ➔​ Can be manipulated ➔​ Lack skills ➔​ They want immediate gratification Androgogy ➔​ Prepared to learn ➔​ Self-directed ➔​ Experienced IQ tests ➔​ The notion that we have a biological and cognitive age ➔​ If cognitive ability is greater than age, then IQ is high General intelligence We often dont know what our needs are Waterline of visibility ➔​ What we see about people are very little of what they actually are Universal design ➔​ Being able to make something that is adaptable for everyone ➔​ Diff means of representation ◆​ Readings, videos, discussions… ➔​ Diff ways of engagement ➔​ Diff means of expression ➔​ Diff assessment A curriculum focuses on what you teach WEEK 10- Learning Space ➔​ Not much has changes in terms of educational spaces from centuries ago Impact of space on learning ➔​ People usually adapt to the environment rather than change it ➔​ A learning space is always where instruction occurs ➔​ Student success ➔​ Engagement ➔​ Self-esteem ➔​ Attendance ➔​ Well-being Semi-circles- no one is able to hide Too many students- more aggression and distraction Noise ➔​ Chronic/ongoing- reading ability in children ➔​ Various noises/ different types- memory ➔​ Noisy- recall and performance Light ➔​ Daylight- makes a difference in learning ➔​ Good lighting  ➔​ Natural light Temp and humidity ➔​ More = less learning ➔​ Better ventilation = better learning ➔​ Better air quality = better attendance Asthetics ➔​ Colour- brighter impacts strength and mood ➔​ Colour Hues- concentration MULTISENSORY IMPACT User centred design -​ How people use spaces may not be the same way you expect them to use it -​ Seeing how people use the space and adjust it accordingly -​ Should be -​ Functional -​ Safe -​ Usable -​ Psychologically appealing Vertical non-permanent surfaces Digital spaces ➔​ Technology often does not change the structural environment Shared space/time vs multi space/time WEEK 11- Learners ➔​ They cannot learn without being engaged Piaget ➔​ Learners are not passive and construct their knowledge Assimilate- adapting new knowledge to existing schema Accommodation- schema changes to fit new information (when new information that disrupts us) ➔​ We dont see things as they are, we see things as we are Gestalt ➔​ Sometimes knowledge occurs immediately, without needing to look at its parts ➔​ There is a desire to make sense of whats around us ➔​ Learning happens when concepts are presented as a whole rather than its parts ➔​ This is difficult to apply in a classroom Kholer ➔​ Chimp experiment ➔​ They chimps did not go through trial and error, but insight Student-centred learning ➔​ Facilitating learning rather than direct ◆​ Allowing learning to occur ➔​ Minimal threat to self ➔​ We have to agree to learn How learners impact their own learning ➔​ Having a growth vs fixed mindset ➔​ Failure becomes fun when you think you can do it ➔​ Understanding the why of learning ◆​ What will drive you during hard times ◆​ This is the passion ➔​ When What is disconnected from the Why then we lose passion Grit- Duckworth ➔​ Passion and perseverance in long term goals ➔​ A determinant of learning ➔​ This can vary depending on task ➔​ Building grit takes time Feral Learning - Mitra ➔​ Learning is inherent in people ➔​ Learning for learning sake ➔​ The whole in the wall experiment ◆​ Children will learn to do what they want without incentive and irrespective of who and where they are ➔​ Hyderabad experiment Pedagogy Adult learning ➔​ Self-motivated ➔​ Cannot be convinced to learn if they dont want to Heutagogy ➔​ Self-learning Double loop learning ➔​ Changing the technique of learning through trial and feedback  ➔​ Going back and reflecting on assumptions Knowledge does not equal to understanding Limits of self-driven learning WEEK 12- Teachers Experience ➔​ Children are anrifragile and need stressors and challenges to learn, adapt and grow John Hattie ➔​ Impacts on learning ◆​ Teacher credibility ◆​ Scaffolding ◆​ Students feeling disliked ◆​ Summer vacation ➔​ The largest impact from his research was shown to come from students then teachers ➔​ The home ◆​ Environment, parental practices, how many books there are ➔​ The schools makes less of a difference in learning that we think Climate ➔​ The teacher sets the climate for students ➔​ Are they welcoming S- specific -​ What will be done and how M-measurable -​ Keeping track of progress and having benchmarks A- attainable -​ Realistic, within ZPD R- relevant -​ Importance and long term objective T- time based -​ When and realistic D- Diallogical spaces -​ Integrating a social element in learning -​ Social constructivism (piaget and vygotsky) -​ Education works better when there is a social aspect -​ People creating shared meaning -​ Entering into dialogue and having a conversation with other people -​ Helps the teacher be better and explore various ways of explanation -​ You cannot know where you will end up  -​ Collaborative- working with one another to guide the discussion -​ Critical -​ Creative -​ Has to be reciprocal -​ Supporting, not worrying about being wrong or judged -​ Cumulative- you have gained more knowledge after the conversation How to promote dialogue ➔​ Questions can be ◆​ Factual ◆​ Predictive ◆​ Analytical ◆​ Application synthesis (Why should/will/might or How should/will/might) ➔​ Teacher initiates - student responded and it goes back and forth ➔​ Dialogical learning ◆​ Puts a question, but not for anyone specific ◆​ Ignites deeper thinking Innovation ➔​ Diffusion curve ◆​ Innovators (teachers that will try the newest things) ◆​ Early adopters (getting on the latest thing) ◆​ Early Majority ◆​ Lare Majority ◆​ Laggards ➔​ Education reluctant to innovation ◆​ Complexity in change ◆​ New technology is expensive ◆​ Dubious benefit- the different in benefit is not clear ◆​ Scaling ◆​ Not wanting to take risks ➔​ Hype curve ◆​ Trigger, peak, drop, relative rise then plateau The problem ➔​ 18th century- paper and ink was expensive ◆​ Solution- slate/wood and chalk ➔​ Teacher had to write each formula on the slate ◆​ Solution in 1801- creating a blackboard ➔​ Blackboards were slow and little responsivenes ◆​ Solution- smartboards ➔​ The goal is to sustain flow for longer Exam overview (cumilative) -​ 3 part exam -​ Connect each topic to how its important to learning Part 1 -​ MC- every topic Part 2 -​ 3 Short answer -​ Understanding concepts -​ Explain the concept, include criteria and make a decision -​ Compare, judge or rank Part 3 -​ Long answer (1 page) -​ Connecting 3 different concepts to answer the question -​ State your stance (thesis (how/why)- highlight it) and support it