the world lit compendium

clits everywhere deal with it

[wiplit-blog]

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prof: it's important to translate things into colloquial or familiar language for easier interpretation

prof: now let's all turn to this impossibly high-written text that no one can read without a dictionary handy

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CLIT BLOGGING RETURNS right now i guess idk

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one of the guest lecturers made a slide about understanding ESL through historical context and lots of research

and then in the notes section:

"HAHA!  No..."

what a champ

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more notes from lectuuuures

Teaching in Diverse Contexts:

So in many places, especially Edmonton, students and parents are allowed to choose their schools. This is a free market world, after all. Down with Communism. So anyways, we’ve got all kinds of schools: public, Catholic, Francophone, private, charter, homeschool, online correspondence, outreach programs and alternative education. Your public schools can also have different main focuses, like arts or sports.

In Alberta, both public and separate schools are publicly funded (the government pays). K-12 are universally funded, with per-student allocations to each school (which is why you want lots of students). It’s a right of people to education, so everyone gets to go to at least a public school. And also all special interests have a right to be represented, which is why we have religious-themed schools.

Private schools: Usually the kind that hopes to preserve a culture (here anyways, States are a different story), be it religious or language or so on. Not for the rich and famous here. They’re still required to fulfill the requirements of the School Act. They can charge tuition, which helps to pay for extra fancy things, probably. And they can also be selective of which students they accept based on a criteria. And also, if you work for a private school, you may not be a current member of the ATA.

Charter schools: Autonomous, non-profit, publicly funded (although some still charge extra fees). They provide innovative or advanced programs. Something culturally focused, perhaps, or for those students with disabilities and so on.

Teaching in Impoverished Situations:

The formula for potential poverty includes (family) education, government transfers, immigration status, language barriers, lone-parent families, low income, mobility, ownership (or lack thereof) of a dweling, and unemployment. Currently about 20% of students per school count as this in about 80 schools. In the inner city, that number goes up to around 82-96%.

Culture of poverty: Impact? There are generational poverties (where the family has a history of poverty), and situational (born and raised in poverty, or financial difficulty. There is also immigration and refugee status. “Poor people” have skill sets too, they’re just different, like the skill to find new homes quick, or to move in and out of a place within a day or less, or to pay for someone’s bail quickly and so on. Because of how these students were born and raised, they react to the world differently. You’ve got to be helpful and understanding. This is not news.

About 15 years ago, we decided there needed to be a change in school and community to work with this. There’s Partners for Kids, City Centre Education Partnership and more. Basically we tried to get more programs. They were needed to get students high school diplomas, to give them enriched environments and experiences, so that equality of opportunity was not directly related to equality of resources. “What’s good for the best is good for the rest” meaning that poor students should get things just as good, and not the leftovers. Building strong relationships were found to be the foundation of success for these students as well.

Premises from which we must work: Instructional programming, or how we teach—the pedagogy—must be strengths-oriented, but also focused on literacy and revolving around the culture of poverty (to relate and to get the students out as best we can). Must be relationship-based, about trust, and we need to work with the community, and have services on-site.

The Law and the Teaching Profession:

Down at the ATA they have Member services, which are for teachers when shit hits the fan. They have representatives for you, and they can handle most of the legal stuff.

Off-duty conduct: Remember that teachers are role-models for students, and that the things you do in- and outside of school hours affect employment. (Not always in the legal sense, too, but also in your reputation.) This isn’t to say you can’t ever have fun, but you need to be aware of how your actions have stronger consequences because you’re essentially a caretaker for your kids. Can’t have crazy weekend-bender teachers.

Teacher termination: continuing contracts can be terminated by incompetence (failure to comply with the terms of the School Act), conduct issues, failure to follow the “lawful order of the board.”

Inparens Patraie: It means you’re an agent of the state. You’ve got an obligation to protect the vulnerable, and enforce laws related to students. Basically if you’re up in the club and one of your students is there, you bet your sweet ass you’re sending them home, and probably also informing the parents. It also means that if you suspect any injury, emotional/physical/sexual, to a student, you must report it. You are basically the den mother.

Professional misconduct: Investigated and adjudicated by the profession. It’s a duality of function of the ATA—to represent teachers, but also discipline them. The two functions are separate, of course, so you can be represented AND prosecuted by the ATA. Your discipline investigator can’t access the representation file.

Association representation: All calls are confidential. Your options and possible actions are discussed before you do anything, and you must give explicit permission before they can do anything—with your employer or without, it is your choice to do what is best for you. Advice will be contextually based, so if you’re on a temporary contract, their advice will likely be different.

Certification for teaching: DO NOT LIE on your application. You’ve got to be truthful about things, like criminal records, because it could mess you up. If you think you might not be accepted for ridiculous reasons, contact Member Services and they’ll hook you up, even if you aren’t a member yet. Your possible criminal record is less of an issue than you lying about it. Yeah.

Inclusive education:

We’re talking about special needs and disabilities here. The mindset is moving from “something wrong” with a person to thinking about “strengths and toleration.” We aim to get to a safer space for everyone. Student Learning Services, now found in most schools, are there to provide support and intervention to get students what they need to succeed. It’s a pyramid of resources from universal to targeted to specialized. They’ve got things that work for most students to things that only work for specific students. They’re the guys who set you up with audio recordings of exams.

It’s about learning, in this case, and not necessarily curricular outcomes.

Everything needs to be personalized, but how do we do that? It’s hard. Things are easier in elementary classrooms because there isn’t as much of a drive to get diploma marks and students are still pliable.

Take every moment and opportunity to teach something, even through attendance or whatever. Get volunteers and parents involved, have a variety of activities. Have collaborations between students, think of different grading schemes, go beyond just the classroom. Be open-minded and make sure everyone tries. Set students up for success, work with your hidden curriculum. Have field trips and DO things. Use new technologies. Students can learn from anywhere or anyone.

There’s a whole day of notes I missed because I was writing Sterek fic instead…

It might have been about the gay? We had a lady come in from iSMSS and talk about the gay.

Technology and the internet, safety:

Lady came in from SAFFRON, which is a service for sexual abuse, that does some other bullying and addiction things too. She talked about kids on the internet, and whether they really know how to be safe. Basically, lead by example, but also actually tell them the things ‘cause they might not know.

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from the txt book

Education 250 Final Exam Notes

Where are the first semester’s notes? We just don’t know. Take it away, Sam, I’m pretty sure you have them.

Alberta Charter Schools: Paradox and Promises by Lynn Bosetti

Charter schools are those that while still complying to certain provincial outcomes for education, also have additional criterion that make them set apart from the rest. They may offer another language- or culture-centered setting, or a different pace for students. They are highly supported by parents and community, but not by the government as they are seen as almost a private enterprise. There are some difficulties, but this article seems to claim that everyone is happy there. We’ll see. Parents and staff spend extra time working on the schools to keep them afloat.

Popular Media, Critical Pedagogy, And Inner City Youth by Diane Wishart Leard & Brett Lashua

These two inner city schools in Edmonton, Inner City High School and Boyle Street Education Center, had different ways of teaching their students. There are a lot of issues facing the students, such as poverty, racism and more. What they did, in addition to working on academics and employable skills, was to introduce ways of learning that were acceptable to the students’ views of the world, and to the media that shaped their identities. That is, through the arts (drama and music—specifically hip-hop) they were able to both feel a sense of achievement and also work to resolve some of the issues they felt on a deep personal and also community level. It proved to be very effective, and I’m wondering why we won’t do this in all schools? Like, arts are so important.

Skipping the article on Spirituality in schools because I don’t think we ever talked about it.

Promoting Teaching In Rural Schools by Edwin G. Ralph

Talks about pros and cons of teaching (and interning) in rural areas. Pros are things like better behavior, closer-knit communities, the chance to know students better. Cons are things like money, isolation, lack of privacy. It tries to show that more people should go do the rural thing, but if it wants to be more convincing, there should be less talk about how hard it is, really. Remember that rural teaching has to do a lot with teaching split classes and having less personal time because your friends aren’t there and there’s really nothing to do except mark papers.

Education and Diversity: Framing The Issues by Benedicta Egbo

IT’S ABOUT DIVERSITY.

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They say ‘based on class material’ but that’s not really true. APPARENTLY SOMEONE ACTUALLY TWEETED THAT WE ALL USE THIS CLASS FOR FACEBOOK TIME. WHAT A FUCKTARD. Jesus Christ. You don’t say that shit out loud.

my edit notes for what's gonna be on the exam

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and finally part 3 of the perilous journey

you can sleep once you've learned all of this

i mean it

go to sleep

The following is worth a whopping 60 questions on the exam. And it's the most vague. Yay!

Chapter 11: motivation.

--> Types of motivation? More like, no motivation to study to pass this exam. More like, I have more motivation to just keel over instead. Intrinsic (activity itself is the reward, for keeners and artists) and extrinsic (done to achieve reward/avoid punishment, for the rest of us who only study for the promised bender afterwards).

--> Theories of motivation? The behaviourist theory, about rewards and incentives for doing something being the most important, for all those teachers who gave out stickers. The humanist, which is looking at the desire for self-actualization a la Maslow. Cognitive, that people are naturally curious and want to solve problems. Social Cognitive is a combination of consequences and individual belief. Sociocultural is to retain identity and be part of the community. Probably a combination of all, really. I'm motivated by the promise of 30k Sterek fics with all the xenokink you could ask for, and the last popsicle in the freezer.

--> see also: Maslow's Hierarchy of Needs (which most people hate nowadays, including John Green), goals, belief about ability, self-worth and self-efficacy, interests, anxiety issues, potential outcomes, reflection and evaluation (by self and teacher).

Chapter 12: learning environments.

--> Positive learning environment? Establish rules and routines, consequences and rewards, indicate boundaries. Also try to relate to your students -- if they ship your notp, try to work with that. Manage and organize.

--> Learning community? Lots of hidden curriculum-type stuff. Cooperative, constructive conflict resolution, civic values. Teaching your kids to not be shitheads and assholes. You want to basically teach them to be like decent mini humans through their social and intellectual interactions. Makes for a less stressful day and a less stressful future.

--> Maintaining a good environment? Supervise, give them all the tools and materials they need, communicate with students, self-evaluate, keep students on task. Exactly as hard as it sounds. If you've ever dealt with a group of sixth-graders, you'll know. Stop problems and conflicts as soon as possible.

--> Bullying? Best policy is prevention. Communicate, have boundaries. Assess issues and solve them. Be assertive but not an asshole. There's no actual section on bullying in the text, but it's bad and damaging, so yeah, don't do it.

Chapter 13: there is no chapter 13 on the exam, hopefully.

Chapter 14: assessment.

--> Assessment vs measurement vs evaluation? Assessment: gathering infor about the learning taking place. Measurement: quantitative, putting a number to it, pretty current grading style that'll probably change soon. Evaluation: comparing above two to the standards, looking for quality.

--> Validity? You've got to have evidence of why you did what you did -- validity is justification for your grading.

--> Reliability? The consistency of your results. You want this to prove your grading is sounds. Otherwise they feed you to the dragons. Or the second-graders. Nasty stuff.

--> Standardization? Not necessarily the average as we know, but closer to an ideal of proficiency to excellence. 

--> Types of questions? Multiple choice: stem and distractors, hard to create well, confusing to students, but quick to mark. Essay: hard to evaluate and measure, time-consuming for all parties involved, but show large range of knowledge and how it is applied effectively. Also: true-false, matching, etc.

--> Traditional assessment? Couldn't find this in the text. Assholes. Assuming it means how it's always been done, with percentages and letter grades.

--> Authentic assessment? Students to apply their knowledge in a "real world" style. Very constructivist.

--> Scoring systems? Rubrics, informal. By teacher, peer, self. This was nice and vague too.

--> Issues in grading? Proving your marks valid, norm-referenced versus grading on the curve versus criterion-references, none of which I'm sure are that different. Affect students sense of self-worth.

--> Assigning and reporting grades? Point system: out of so many. Percentage: out of 100%. Letter grades: on either contractual or effort/improvement.

--> Communication with families? Parents are hard and sometimes not really understanding, or sometimes just jerks. You want to inform them of failures and misbehaviour, but also successes because you're nice and it actually improves everything to do that. Parents are allowed to view all assessment material so watch out. Yep.

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here be part 2 of the ed psych(o) notes

beware, dragons ahead

Yeah, that was only 2 pages of notes. Based on two lines of text in the study guide. FUN FUN FUN. The following is worth 27 questions.

Chapter 6: conditioning and reinforcement.

--> Classical conditioning? See Pavlov and his dog. Focuses on stimulus-response that is involuntary and somewhat emotional or physically reflexive. (ex the sound of an alarm inducing mild panic and sweat) These are the unconditioned stimulus and response. When you induce a new variable, you then will eventually be able to get a conditioned response from a conditioned stimulus.

--> Operant conditioning? See Skinner, who has an unfortunate name for a scientist, and his cat. Antecedant-->Behaviour-->Consequence. We use a reward system to encourage desired behaviour. There is both positive and negative reinforcement. (Page 204 in the text for a helpful chart.)

--> Social learning? Learning behaviours by watching others. Like modelling and shaping. See Bandura. Great.

Chapter 7: memory, all alone in the moonlight.

--> Model of memory? Textbook is super vague and not-helpful here. Many kinds of memory. All inform the others in some way. Probably lots of different theories and theorists, I mean come on, this is psychology.

--> Memory components and characteristics? Sensory: shortest time frame but highest capacity for information--how things feel, look, smell, etc. Working: includes both temporary storage and active processing of information, like thinking and problem solving. Long-term: relatively infinite, but slower to reach, includes things that will need to be recalled protentially forever, from your home phone number to how to drive and John Egbert's birth date.

Chapter 8: cognition and creativity.

--> Metacognition? Thinking about thinking and the process of doing so. And therefore how to improve upon them, I guess. We've all got different strategies to learn things and commit them to memory. Also, figuring out which information is important and such.

--> Problem solving? As it sounds, figuring out the answer to a question -- a pathway to the solution. You must identify the problem/question specifically, explore solution strategies, carry them out, and be able to reflect on how you did it. To us old people, it comes relatively naturally, but we have to actually teach students how to do this, or they'll be severely fucked up when it comes time to figure out what a good interest rate is on a credit card or what to do when the condom breaks.

--> Creativity? Ability to produce original, appropriate and often useful work,. Not inherent. Individual, and also must be worked on regularly and encouraged by you, the teacher. It is a hard life. But we need creativity so we don't stagnate.

Chapter 9: constructivism.

--> Constructivism in learning? Knowledge gained through relationships and often using information to create new things. (ex Lego Robotics camp or science fairs) Works with both behaviour and cognitive theories. Learners must be active in creating their knowledge base. We need complex and varied environments to assist in this learning. Helps solidify knowledge. Requires student reflection and ownership, often group learning -- diverse knowledge and learning styles.

Chapter 10: self-regulated learning.

--> Social cognitive theory? Bandura, who sounds very Cuban for some reason. He is not. Still learning from others actions, but includes internal reflection on beliefs and so on. Drive for self-efficacy. Thinking about whether this is a good idea. Lemmings jumping off a bridge.

--> Self-regulated learning? With the right knowledge, volition and motivation, we can send students off into the world to learn on their own after school's out for summer, school's out forever. Setting goals and seeing them through. Especially focused on reading and arithmetic skill sets because we need them badly. Teaching problem solving. Promoting self-efficacy. Yeehaw.

tl;dr? too bad.

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really long study notes for sam to read for ed psych

seriously the most boring thing you've ever seen

don't unless you want to cry with the frustration that is educational psychology

and this is only part 1

All the following notes are based on the Study Guide on eClass. This section is worth 28 questions.

Chapter 1: intro stuff.

--> Types of research? Longitudinal, cross-sectional. Descriptive vs experimental vs correlational. Not all are appropriate or ideal or even possible for all situations. We try to avoid experimenting on humans, so most of what we know is through observation and questioning.

--> What is educational psychology? This course, if you haven't figured that out by now. Finding out how kids learn, how to maximize this potential, helping with various disabilities, avoiding screwing them over.

Chapter 2: theories, part 1.

--> Piagetian theory? Dude had four time periods of cognitive development that occur: sensorimotor, preoperational, concrete operational, formal operational. We understand our world and logic differently in each stage. Not everyone gets to formal operational, but we sure hope they do.

--> Vygotskian theory? If I never have to hear Vygotsky again, I'll be happy, but fat chance. Knowledge, or the basis of learning, is formed through social interaction (ie parent/child or teacher/student). Needs to be within a "zone of proximal development," where what needs to be learned is juuust above the learner's current level. Very teachery-pedagogical, if you think about it.

Chapter 3: theories, part 2.

--> Eriksonian theory? Like Vygotsky, very psychosocial. Every stage in life is a crisis of good outcome vs. bad that needs to be solved either way before moving on, and they occur at certain times in life. (ex intimacy vs isolation--holla at all you 18-30s) Helps with identity and emotional well-being and probably self-efficacy and whatnot. You don't want to have a "bad" outcome because that's what screws up your emotional views of life.

--> Kohlbergian theory? Has to do with morals. There are the phases of preconventional, conventional and postconventional. Based on a probable conflict between rules and justice. Suggests someone at a postconventional stage would choose what is right for the situation rather than what is lawful.

Chapter 4: learning and ability.

--> Intelligence? There are many kinds (emotional, social, logical, verbal, etc), as seen in the theory of multiple intelligences. We all have some of all kinds of intelligence, but some are stronger than others. We have a hard time measuring it, especially in the case of creativity, which is super great when proving assessments. Not really. We have issues with intelligence levels as well, such as with learning disabilities versus gifted youngsters.

--> Learning disabilities? Remember to use a people-first language style. Used to separate them from the class, but now inclusive. Indicates difficulty with one or more important skills, from focus to reading to logic and so on. Requires different teaching techniques, but not different attitudes or social settings. Wide range of disabilities. Take the time to learn about individual ones in your classrooms.

--> Emotional disabilities? Focuses more on social and peer relations, and the appropriate emotional responses. Also includes behavioural disorders. May require closer monitoring by teacher and self, or extra emotional support (ie depression).

Chapter 5: cultural identity.

--> Culture? Everyone has one. Probably several. You need to be sensitive, knowledgeable about it, and non-judgemental.

--> Cutural identity? Yep. Encourage your students to have a sense of theirs. Maybe through projects and so on, or just discussion and being open. Affected by things like race, economic background, languages, sexual orientation, gender, religion, etc.

--> Impact on learning? Yeah, just do the things to encourage identity, be supportive and helpful. Some of your kids may be lagging because of language issues. Also, don't let your other kids be little shits. All we are saying is give peace a chance. Encourage interpersonal understanding, man.

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i wonder what this chapter is about

point number three might give you a clue

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fucking goAnimate

worst thing ever

SIXTEEN-MINUTE VIDEO

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everyone in the class is so fucking done right now

i love it

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Jimmy you dumb fuck

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this is actually a pretty neat thing we studied in psychology

It’s a part of Piaget’s theories of developmental psychology, the theory of conservation. Conservation is a logical thinking ability that lets you determine that a quantity will stay the same despite changes in container/shape or size. In this case, the quantity is the water.

Adults are able to look at the two glasses, see they are the same, see the water being poured into the taller tube, and determine that it’s still the same amount of water, you just changed the container!

Piaget theorized that children in the pre-operational (age 2 to 7) stage of life where they cannot understand complex logic and manipulate information, will think that the taller tube contains more because it visually looks like more and they can’t logically reason that the same amount of water just went in it.

Conservation ability was linked to future mathematics ability, and also there are a few relevant critiques of the theory and method, look at wiki here.

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when you gizoogle the class notes that you already wrote in a high-as-balls manner

you get this

"the only thang dat all feminist theories muthafuckin smoke on is dat inequalitizzle is unacceptable"

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"who in class sets goals regularly?"

silence