This diversity can be a challenge; covering the breadth of knowledge necessary within the given time constraints (Stephen P Day, Scottish Education). This can lead to a propensity for lecture like lesson plans which emphasise content rather than process. This fails to convey the kind of hypothesis based enquiry which is so key to every aspect of science as a whole, and ultimately diminishes learning outcomes (Armbruster et al 2009). “By placing students at the centre of instruction, this approach shifts the focus from teaching to learning and promotes a learning environment more amenable to the metacognitive development necessary for the students to become independent and cr Therefore in order to help children develop their ideas and conceptual understandings it is essential to provide opportunities to make links between their own ideas and other alternatives (Russell & Watt, 1992).
The purpose of Michael Chandler’s essay was to bring awareness to the issue of epistemological differences in teaching, and how they affect indigenous children and their success in school. It is no secret that indigenous peoples’ beliefs differ from that of much of the westernized world, and for those beliefs they have been persecuted. Chandler argues the backlash that indigenous students face for their high drop out rates by stating that teachers are not trained to teach in a way that caters to the indigenous peoples belief system. The systematic oppression faced by indigenous children face today stem from a long history that forced these children to abandon their culture and to assimilate to Western-european expectations; a set of beliefs
As a result, teachers from preschool through college are being challenged to move from the traditional didactic lecture models of teaching science to an inquiry-based instructional model where students construct knowledge from experiences, ideas, investigations and discussions.
Narcotics Anonymous is a society of men and women with whom drugs have become a major problem. They are welcoming to any race, creed, religion or lack thereof. There are no requirements to join with the exception of the longing to quit using. Meetings are assembled in different locations from churches to libraries, to conference rooms in hotels. The environment is supportive and welcoming.
The area of asking meaningful questions is one of the areas in which I – a new teacher – would like to grow. Rebecca Alber, the author of the article titled “5 Powerful Questions Teachers Can Ask Students” claims that teachers need to ask strategic questions, which will lead students to create questions of their own. She also contends that simply-worded, straightforward questions can be as effective as the intricate ones. She suggests using the following five questions: “What do you think?” , “Why do you think that?”, “How do you know this?”, “Can you tell me more?”, and “What questions do you still have?”
In the presentation, “Christianity and Worldviews,” Professor Angus Menuge details what the concept of worldview is all about. Initially, the presenter explains a worldview is a manner of conceptualizing all of reality. It encompasses the three groups of ontology (nature of being), epistemology (thesis of knowledge), and ethics (moral principles). Fascinatingly enough, a worldview cannot be avoided as everything is interpreted through it. Although there are various different examples of worldviews, the more well-known ones include scientific materialism, postmodernism, and eastern mysticism.
Bea uses a range of assessment strategies. In relation to scientific concepts, her dominant assessment strategy is to interview students. The goal of this assessment is to determine what the students know. Mrs. Bea is not alone in thinking interviews are a good method to assess students understanding of scientific concepts and phenomena. Puckett and Diffily state their support of the strategy; “interviews with children can provide great insight into how they perceive their world” (1999, p. 135).
Under this component is the breakdown of metaphysics, epistemology, and axiology (Notebook 2020). Metaphysics deals with the "nature of reality" (Notebook 2020). It asks what is ultimately real and what is beyond physics. In education, the curriculum will reflect the authority's concept of reality. Under my philosophy of progressive existentialism human nature is found to be inherently dynamic.
To assess students’ understanding of the lesson content, I will ask them to answer a question,
Teaching Approach and Reason The teaching approach that I observed in the classroom that the instructors used was the Process Oriented Guided Inquiry Lesson (POGIL). The Process Oriented Guided Inquiry Lesson is approach design to use the real-life experience of the learner to create knowledge and considers how students relate to the environment where they are taught. When engaging in POGIL the instructor assigns text to students and then poses a set of questions that they can only answer by exploring the text that was given to read (Emdin, 2014).
In my philosophy of education, I breifly addressed my philosophy on behavior say that while I believe behaviorism is affective for behavior management, I do not think behaviorism concepts such as rewards should be given for academic reasons. However, rewards do play apart in my behavioral philosophy but the main aspect I discussed in my philosophy was love. I believe that every classroom should be a loving and welcoming envirnoment focused on good relationships. Wanting every child to have a place they feel loved and safe was my number one reason for exploring the option of teaching, so I think it is important that I stick to that philosophy and built a classroom environment that is safe managed in love. My ideal management plan focuses mainly
• What types of connections do my students use in their learning? • What are the ways that my students use to learn about something in their learning settings? • How does cross-discussion being applied in the students' learning? • How do students come up with new event or solution for
An Analysis of two inquiries First, inquiry 4 is very meaningful to my understanding of what and how to teach. In applying
The study of Epistemology, metaphysics, genuine knowledge, and truths are offered from different aspects and levels from all
Part I: Teaching Statements and Philosophies I believe that effective student-centered teaching should encourage students to reflect on what they are learning and how they are learning it Knowing what you know and what you do not know is one of the most important skills a person can have. Instructors should take pains to encourage students to reflect on and evaluate what they have learned, processes falling under the umbrella term metacognition. Metacognition is the awareness of and our control over our cognitive processes also, known as “Knowing about knowing” (Eggen & Kauchak, 2013, p. 261-262). One type is meta-attention which is basically the ability to pay attention (Eggen & Kauchak, 2013, p. 262).
