Knowledge is the condition of knowing something. When given it does not decrease, but will only increase. It is collective thoughts and experiences people go through. Books are the greatest source of knowledge and help develop the human mind. Knowledge also helps people not commit the same mistakes again and again.
As the education coordinator, I will first approach my subject matter as a system itself. I will design my materials first by identifying their purpose, then second their function and finally deriving the structure of the educational materials from the necessary functions. In developing educational materials, I will also want to familiarize myself with my students as I know that according to communication models they may interpret what I communicate differently than I intend due to how they “decode” (Nelson, Staggers, 2014). Once I have an understanding for what my students know, I will move forward by assessing their learning styles as I believe that is an incredibly valuable thing for an educator as well as a student to know. Now that I know what my students know and how
A curriculum is important for teachers so they can work in unison among class
The whole child curriculum serves as a basis of offering instruction that allows for creative expression, positive social interactions, critical thinking and problem solving, physical development, and language and literacy skills. Learning will take place utilizing small and large group interactions as well as
Prior knowledge and understanding- children need to have prior knowledge to enable them to understand the ideas presented. Understanding- children need vocabulary related to the ideas presented Context- the mathematical concept must be understood by the child/children they need something to relate to, to back up what they are being presented with. Resources available-
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
Although it can be difficult for teachers to make time to do something new in the classroom, it is never impossible to try. Students need teachers that care enough to teach to the best of their ability, not just teach the standards and get by. In the chapter “How Engaged and Alive We Can All Be!” Jeffrey D. Wilhelm states that, “with some simple reframing (of curriculum into inquiry, of teaching for engaged transaction instead of information transmission), we can meet our students’ basic human needs for motivation, accomplishment, community, and much more” (Wilhelm 14-15). This idea can not be stressed enough.
We use guided instruction to promote creative and critical thinking. With our method of guided instruction, we use the idea of creative projects to assess learning of our students. Our guided instruction theory makes learning interactive and our educators make use of creative projects and presentation, integrating technology and other resources, rather than constant worksheets. Here at Ronald Reagan Middle School, we have a wide diversity of students. In the sixth grade alone, there are a total of one-hundred and forty-five students.
Knowledge is the information gained by epeirience and education. Many people believe that knowledge is always benificial. That concept is not always the case. It is true that knowledge is valuable , but some knowlege could become a curse and also overtaking. Mary Shelly illustrated the two sides of knowledge.
Teachers know their students well, insuring their diverse linguistic, cultural and religious backgrounds. they now how the experiences that students bring to their classroom affect their continued learning. they know how to structure their lessons to meet the physical, social and intellectual development and characteristics of their students. Teachers know the content of their subjects and curriculum.
Rather, knowledge is something that we develop in order to live our lives, to solve the problems that we face, and to make sense of the world in which we live. This school of thought became known as instrumentalism, and became the basis on which Dewey built his theories of education (Dewey, 1938). In this context, it is senseless to break down knowledge into different categories and to educate people accordingly. If knowledge is something that arises out of our natural drive to problem solve in order to navigate our world and lives, then it should not be treated as a commodity that can be divvied out and applied as a way of
In his 1985 KERA presidential address, Lee Shulman identified a special domain of teacher knowledge, which he referred to as pedagogical content knowledge. He distinguished between content as it is studied and learned in disciplinary settings and the “special amalgam of content and pedagogy” needed for teaching the subject. These ideas had a major impact on the research community, immediately focusing attention on the fundamental importance of content knowledge in teaching and on pedagogical content knowledge in particular. Shulman defined pedagogical content knowledge as:
In this world we live in, it revolves around knowledge and wisdom. As humans, we always crave for something more—more about things we know, knowledge about things we don’t know about. Therefore, we dig deeper to know more about ourselves, don’t we? Knowledge, as defined, is the fact or condition of knowing something with familiarity gained through experience or association. Every day that we face bears new experiences which we encounter for us to learn.
Student Engagement A good teacher should know how to engage students in learning activities and be able to respond to diverse students needs in the classroom. The classroom observations I have seen these past week has shown me examples of good teachers. In all the classes I observed the students sat quietly and were always ready to raise their hands and answer questions. In my kindergarten class all the students were really into their assignments and wanted approval of their work from their teacher.
It is necessary for a teacher to have the students organized and transitions smoothly, but all the other little details, if thought of, help to make for a great lesson. A strong, outstanding teacher must manage the class efficiently and have some level of structure. An outstanding teacher needs to be able to analyze data, set goals, but most importantly have an inner drive to learn more, achieve the goal, and constantly adapt and do better.
