It goes on to say, “formal academic teacher-directed instruction has overshadowed the need for children’s active learning based on socialization, imagination and creativity.” This portion of the slideshow related to the importance of engaged
The Common Core State Standards believes that it successfully prepares students’ academic careers to enter college and businesses with clear guidelines to decent test scores. However, with the lack of flexibility and creativity, there is always a limitation that students can learn from the scripted lessons. Although scripted lessons can ensure student’s academic achievements, students learn more from their experiences like projects that require creativity. Consequently, the educators must consider that an individual has different learning styles and different paces of learning. Thus, the teacher’s job is to discover individual’s strength and weaknesses and help them to walk through the right path and not only to stuff one’s head with knowledge
40–43. The Engaging Classroom,
Throughout, the course of my career, I’ve had the privilege to teach diverse groups of students. As a result, I have become proficient at designing creative and stimulating lesson plans, which accommodates the needs
After reflecting on the big idea F, effective and efficient instructional planning, the resources and activities provided for students in the classroom look very different than they did in the past. The video, “The Myth of Average” by Todd Rose sends a powerful message to educators. If the curriculum is planned with scaffolds that reach all learners and not just the average learner, then everyone benefits. There is no “average” learner, so as educators, we need to design learning with a goal in mind and provide a variety of supports so everyone has access. Planning instruction begins with learning about the students’ cultural backgrounds and prior knowledge so they can make connections to new learning.
On the other hand, Hooks details a class that she has taught that failed on the communal level, stating “More than any other class I had taught, this one compelled me to abandon the sense that the professor could, by sheer strength of will and desire, make the classroom an exciting, learning community(19). ” New pedagogical processes like the element of excitement in the class environment can be viewed as
Engagement in one’s education at all academic levels is essential to educational success. When students are actively engaged in instruction, they are able to retain more knowledge and bridge connections to prior knowledge (Glaser, 1984). This engagement leads to achievement across the curriculum. Since active engagement in paramount, teacher and curriculum leaders need to keep students various learning styles in mind when designing instruction and curriculum scopes. Parkay, Anctil, and Hass (2014) stated, “Because there are so many differences among learners, various learning theories can guide curriculum leaders as they address questions” (p.5) in curriculum construction.
For this reason, I have been actively involved in the developing and implementing creative ways to engage students. From the use of technology in instruction to the implementation of field experience exercises, all of which have positively improved student learning for a diverse group of learners. Furthermore, I constantly challenge myself to prepare exercises and assignments that help students make connections across various
One of the most important components that impact student learning without a doubt is teacher planning. How a teacher goes about creating their lesson plan has a direct influence on student learning. Therefore, Jay McTighe and Grant Wiggins, Understanding by Design Framework (UbD), present a reformative plan of action towards the development of instructional planning. The two prominent ideas proposed by McTighe and Wiggins’s (2012) UbD framework are that teaching should align with assessment and transferring of the learning and therefore requiring that teachers’ design the curriculum from the end in mind or “backward’s” mindset. For this reason, I recognize three distinguishing characteristics of UbD that conceivably support the utilization by teachers.
Pop culture has actually been employed in classroom settings and has been used to stimulate students to be more engaging in classroom instruction. (Caso, Hamilton
During the creation of my unit, I have learned how I can always integrate other ideas and curricular strategies into my lessons. I have discovered how there is almost always a way to relate what students are learning about, to other subjects. I understand that doing this, integrating other ideas, is extremely beneficial for student learning. I have learned how integrating other subjects and ideas into a lesson can create a more meaningful and relevant learning experience for children. Within curricular integration, students are making connections between subjects and therefore opening a greater understanding of subjects and are more likely to become critical thinkers.
Meanwhile, in a survey that Cengage Learning recently distributed to students, we asked, “How do your professors get you engaged in your classes?” Here are just a few of their responses: • “Class discussion is really the best way professors get students involved. It is unfortunate however that many professors merely lecture, which is not very engaging at all.” • “The way in which they communicate—if we have activities, making the work tangible.” • “By talking about things I relate to.”
By using these steps, the teacher can demonstrate continual support and encouragement that will not only engage the student’s passions and interests for their particular
Additionally, in sixth grade, my science teacher decided to begin implementing the “design thinking process,” a method to map out and follow a path of discovery, testing, and implementation. She encouraged us to think about design thinking in everyday life and use it to process our questions and ideas. By explaining to us in detail how the process worked, the teacher ensured that we were comfortable using it to chart our progress and make advancements. She viewed design thinking as a tool that we could use long after leaving her classroom, so she wanted to express to us the many
The culture of my middle school and high school English language arts class is one that shifts from teacher-centered to student-centered throughout the school year. Based on Shindler’s Matrix (2010), I begin each school year with a classroom management plan that resembles that of a conductor and gradually work into the role of facilitator (p. 14). My philosophy of classroom management is to begin as a composer who orchestrates the classroom with expectations of behavior, including active participation and production. As the year (or semester) progresses, I scaffold the management of the learning from teacher-centered to student-centered. My goal is for students to learn how to self-direct and self-motivate their active participation.
