5230 group assignment case study
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The document discusses a case study about a teacher named Susan and how she assesses her students. It analyzes Susan's perspective and values in assessing students qualitatively rather than quantitatively. It also discusses how her skills are undervalued by Mrs. Cipher and Mr. Donald due to her lack of experience. The document then examines scientific management and different lenses for assessing students, arguing flexibility is needed to serve students' individual needs.
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5230 group assignment case study
The document discusses a case study about a teacher named Susan and how she assesses her students. It analyzes Susan's perspective and values in assessing students qualitatively rather than quantitatively. It also discusses how Susan's approach differs from her colleague, Mr. Donald, who favors standardized testing. The document then examines the situation through the lenses of scientific management and practical wisdom to look at different approaches to assessment in a balanced way.
5230 group case study
The document discusses a case study about a teacher named Susan and how she assesses her students. It analyzes Susan's perspective and values in assessing students qualitatively rather than quantitatively. It also discusses how Susan's skills are undervalued by Mrs. Cipher and Mr. Donald due to her lack of experience. The document then examines scientific management and different lenses through which to view student assessment, including subjectivity and flexibility in blending subjective and objective approaches.
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The document discusses a case study about a teacher named Susan who has a different approach to student assessment than her male colleague, Mr. Donald. Susan focuses on qualitative assessment and understanding students as individuals, while Mr. Donald prefers standardized testing. The document analyzes Susan's situation through different lenses and recommends that she collaborate with Mr. Donald by understanding his perspective, demonstrating the value of her subjective strategies, and appreciating their different approaches to find a balanced solution that best serves students.
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5230 group assignment case study
The document discusses a case study about a teacher named Susan and how she assesses her students. It analyzes Susan's perspective and values in assessing students qualitatively rather than quantitatively. It also discusses how Susan's approach differs from her colleague, Mr. Donald, who favors standardized testing. The document then examines the situation through the lenses of scientific management and practical wisdom to look at different approaches to assessment in a balanced way.
5230 group case study
The document discusses a case study about a teacher named Susan and how she assesses her students. It analyzes Susan's perspective and values in assessing students qualitatively rather than quantitatively. It also discusses how Susan's skills are undervalued by Mrs. Cipher and Mr. Donald due to her lack of experience. The document then examines scientific management and different lenses through which to view student assessment, including subjectivity and flexibility in blending subjective and objective approaches.
EDU5230 Case Study- SUSAN
The document discusses a case study about a teacher named Susan who has a different approach to student assessment than her male colleague, Mr. Donald. Susan focuses on qualitative assessment and understanding students as individuals, while Mr. Donald prefers standardized testing. The document analyzes Susan's situation through different lenses and recommends that she collaborate with Mr. Donald by understanding his perspective, demonstrating the value of her subjective strategies, and appreciating their different approaches to find a balanced solution that best serves students.
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- Bandura also developed the concept of self-efficacy, which refers to an individual's belief in their ability to succeed in specific situations. He identified four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with high self-efficacy are more likely to view
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He proposed the Social Cognitive Theory that talked about human beings getting influenced by models they observe around them. These models could emerge out of a person’s daily interactions, experiences, and also media influences. This was another view of behavior as opposed to looking at it from the perspective of what was reinforced or has the consequences of punishment.
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The document discusses a case study about a teacher named Susan who has a different approach to student assessment than her male colleague, Mr. Donald. Susan focuses on qualitative assessment and understanding students as individuals, while Mr. Donald prefers more standardized, quantitative tests. The document analyzes Susan's situation through different lenses and recommends that she collaborate with Mr. Donald by understanding his perspective, demonstrating the value of her subjective strategies, and finding a blended approach to assessment that serves students' needs.
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Albert Bandura is a renowned Canadian/American psychologist known for developing social learning theory and the concept of self-efficacy. He conducted influential experiments like the Bobo doll experiment. Bandura earned degrees from the University of British Columbia and University of Iowa. He had a long, distinguished career at Stanford University where he developed social cognitive theory. Bandura's work significantly influenced the fields of education, psychology, and the transition from behaviorism to cognitive psychology.
Narratives on challenges
1) This study examines the narratives that kindergarten teachers construct when describing challenges they face with children. It analyzes letters and interviews from four female teachers working in Danish daycare centers.
2) The narratives are analyzed using Jerome Bruner's framework of narrative elements and Burke's pentad. The teachers' narratives fit this model and aim to make challenges comprehensible by relating them to familiar narratives.
3) A second analysis explores the teachers' narratives in terms of "Landscapes of Action and Meaning." It finds that the culture the teachers participate in shapes their narratives and they tend to locate problems within the child rather than external factors.
Social Cognitive Theory In a Workplace
Social cognitive theory proposes that learning occurs through observation and modeling of others within a social context. It emphasizes how cognitive, behavioral, and environmental factors interact to influence learning and behavior. Key aspects of social cognitive theory include:
1) Learning is a cognitive process that takes place in a social environment and occurs through observation, imitation, and modeling of others.
2) Behavior is regulated through cognitive processes rather than just responses to external stimuli. People have beliefs and expectations that influence their actions.
3) Self-efficacy, or one's belief in their own competence, plays a key role in how one approaches goals, tasks, and social relationships.
S.Psy journals
This document contains summaries from 5 journal entries by Phua Jing Sern for a social psychology class. The first journal discusses how the student's personality has changed over time from introverted to more extroverted and confident with the help of friends. The second journal covers how self-serving bias can be both positive and negative for leaders. The third journal describes an interactive class about visual illusions and how perception can be deceived. The fourth journal summarizes theories of attraction, close relationships, and factors that influence liking. The fifth journal discusses a class on conformity and group behavior that included a classroom experiment on conformity.
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Bandura's social cognitive theory posits that learning occurs through observation of others within social contexts. His triadic causation model shows how personal factors, environmental influences, and one's behavior interact bidirectionally. Bandura identified four core elements of observational learning: attention, retention, reproduction, and motivation. Self-efficacy refers to one's beliefs about their capabilities and is shaped by mastery experiences, social persuasion, vicarious experiences, and physiological states. High self-efficacy relates to greater effort, persistence, and achievement.
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Albert Bandura developed the social learning theory, which posits that learning occurs in a social context through observation of others. There are three core concepts: observational learning, where people learn through observing live models, verbal instruction, or symbolic models in media; mental states like intrinsic reinforcement and thoughts; and that learning does not necessarily change behavior. The modeling process involves paying attention, retaining information, reproducing behaviors, and being motivated to imitate. Self-efficacy and self-regulation play a role, where learners approach tasks based on their belief in their own abilities and can focus on goals and evaluate their own behaviors. While influential, the theory has some flaws like suggesting any behavior can change and not accounting for what learners do
Existentialism
Existentialist education aims to help students understand themselves as unique individuals who take responsibility for their own thoughts and actions. Teachers help students define their essence by exposing them to different life paths and creating an environment where students freely choose their own way. The curriculum emphasizes the humanities and history of individuals to provide models for students and unleash their creativity, with the goal of educating the whole person rather than just the mind.
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1. Social Cognitive Learning Theory was developed by Albert Bandura and focuses on how people learn through observation of others within a social context.
2. Bandura proposed the concept of reciprocal determinism to explain how behavior, personal factors, and the environment interact bidirectionally.
3. Key aspects of Social Cognitive Theory include observational learning, self-efficacy, and self-regulation abilities.
Bandura’s Theory of Social Learning
A children learn through #Observation #Imitation & #Modelling also. In the process of #Education, this theory is very necessary for classroom situations.
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The document discusses learning theories and how the author learns. It presents that learning happens in different ways for different learners based on theories like cognitivism and multiple intelligences. The author reflects that as a child she was a visual learner but as an adult she learns visually and through doing, aligning with cognitive constructivism. She also describes herself as a 21st century learner, relating to critical thinking, problem solving, communication and collaboration. As a teacher, she believes students learn through critically thinking, creating, collaborating and communicating about the world.
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This document discusses the experiences of first-year teachers and the development of their identities. It addresses how teacher education programs prepare new teachers, the importance of relationships between teachers and students/mentors, and how cultural archetypes and lay theories influence teacher identities. New teachers find establishing relationships, overcoming isolation, and developing their philosophies to be important. Teacher identity is shaped through experiences and interactions within teaching communities over time.
Criticisms Of Factors Inside Schools
This document discusses criticisms of interactionsist perspectives that focus too much on factors inside schools. It notes that interactionsists are seen as too deterministic by ignoring outside cultural and material factors. Additionally, interactionsists do not give enough consideration to problems from inequalities in wider society that teachers cannot control. The document also lists some internal school factors that interactionsists sometimes ignore in their conclusions, such as class sizes, school funding, teacher morale, pressures to meet performance targets, and stratifying students for different academic tracks.
Learning theories based on social perspective
This document discusses learning theories based on social perspectives. It covers several topics:
- Social learning theory which posits that learning occurs through interactions between individuals, behaviors, and the environment.
- Bandura's modeling theory which states that learning happens through observation and imitation of models. This includes attention, retention, reproduction, and reinforcement.
- Types of modeling stimuli like live models, symbolic models, and verbal instruction models.
- The implications of Bandura's modeling theory for teaching practices, including the importance of teacher demonstration and considering students' individual needs.
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This ppt goes throught the 5 stages of Observational Learning & accompanies a Youtube clip made on this. See www.ePsychVCE.com for link
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Social Cognitive Theory focuses on learning through observing others. It emphasizes that behavior is influenced by expectations of reinforcement, and that behavior, personal factors, and the environment interact bidirectionally. Effective modeling by teachers can promote learning by demonstrating skills, values, and cognitive processes. For learning to occur through observation, a learner must pay attention, retain information, reproduce behaviors, and be motivated by the potential for reinforcement.
Albertbandura 140115100337-phpapp01 (2)
- Albert Bandura was born in 1925 in Alberta, Canada. He became interested in psychology after taking a class to pass time while commuting to university.
- Bandura developed social learning theory, which emphasized that people can learn through observation and modeling behaviors. He conducted the famous Bobo doll experiment, which demonstrated that children's exposure to adult aggression influenced their own aggressive behaviors.
- Bandura also developed the concept of self-efficacy, which refers to an individual's belief in their ability to succeed in specific situations. He identified four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with high self-efficacy are more likely to view
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Albert Bandura (1925-2021) was the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University. He was a major influence on the transition between behaviorism and cognitive psychology and contributed to the field of psychology in many ways for over 70 years.
He proposed the Social Cognitive Theory that talked about human beings getting influenced by models they observe around them. These models could emerge out of a person’s daily interactions, experiences, and also media influences. This was another view of behavior as opposed to looking at it from the perspective of what was reinforced or has the consequences of punishment.
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The document discusses a case study about a teacher named Susan who has a different approach to student assessment than her male colleague, Mr. Donald. Susan focuses on qualitative assessment and understanding students as individuals, while Mr. Donald prefers more standardized, quantitative tests. The document analyzes Susan's situation through different lenses and recommends that she collaborate with Mr. Donald by understanding his perspective, demonstrating the value of her subjective strategies, and finding a blended approach to assessment that serves students' needs.
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First Thursday is an urban Art Walk, which started in 1981 as a way to promote local artists and dealers.
Since the 1960s, Seattle's artistic community resides in the havens of the original downtown core, Pioneer Square. Unknown artists put down $65 dollars a piece in order to work in one of the most prestigious artistic buildings, 619 Western.
Designed in 1910, this crumbling building is the home or office to 96 listed artists who invite everyone off the street to their grand opening on the first Thursday of every month.
619 is just one of the stops along the way, but it's one of the most questionable and often most missed by tourists. Walking up five flights of stairs and sliding through a maze of corridors to enter room upon room of unique perspectives on the question, "What is Art?" is intimidating to a lot of people. But Seattle responds with a vigorous yelp and laughter falls from the windows as droves of dreadlocks and button-down shirts ponder the meaning of a stripe running down the wall - and what it means to have direction.
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The ancient Egyptian civilization developed along the Nile River in Northeast Africa between 5000 and 332 BC. During this time, powerful pharaohs ruled over Egypt and were believed to be both human and gods. Men typically wore wrap around skirts called shendyts while women often wore simple sheath dresses named kalasiris.
5230 group assignment3 case study
The document discusses a case study about a teacher named Susan who has a different approach to student assessment than the school principal, Mr. Donald. Susan focuses on qualitative assessment and understanding students as individuals, while Mr. Donald prefers standardized testing. The document analyzes Susan's situation through different lenses and recommends that she collaborate with Mr. Donald by understanding his perspective, demonstrating the value of her subjective strategies, and finding a blended approach to assessment that serves students.
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Egypt is located in northeast Africa and is divided into upper and lower Egypt. Arabic is Egypt's official language and its population is around 76 million people. The Nile River, which is the longest river in the world, runs through Egypt from central Africa to the Mediterranean Sea. Some key events and periods in ancient Egyptian history include the Old Kingdom from 2700-2200 BC when the first pyramids including the Great Pyramids of Giza were built, the Middle Kingdom from 2055-1750 BC which was a stable period, and the New Kingdom from 1550-1050 BC when Egypt reached its peak of power. Important pharaohs included Menes who united upper and lower Egypt, Djoser who
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www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
www.CourageRenewal.org 1
The Heart of a Teacher
Identity and Integrity in Teaching
by Parker J. Palmer
We Teach Who We Are
I am a teacher at heart, and there are moments in the classroom when I can hardly
hold the joy. When my students and I discover uncharted territory to explore, when the
pathway out of a thicket opens up before us, when our experience is illumined by the
lightning-life of the mind—then teaching is the finest work I know.
But at other moments, the classroom is so lifeless or painful or confused—and I am so
powerless to do anything about it that my claim to be a teacher seems a transparent sham.
Then the enemy is everywhere: in those students from some alien planet, in that subject I
thought I knew, and in the personal pathology that keeps me earning my living this way.
What a fool I was to imagine that I had mastered this occult art—harder to divine than tea
leaves and impossible for mortals to do even passably well!
The tangles of teaching have three important sources. The first two are commonplace,
but the third, and most fundamental, is rarely given its due. First, the subjects we teach
are as large and complex as life, so our knowledge of them is always flawed and partial.
No matter how we devote ourselves to reading and research, teaching requires a
command of content that always eludes our grasp. Second, the students we teach are
larger than life and even more complex. To see them clearly and see them whole, and
respond to them wisely in the moment, requires a fusion of Freud and Solomon that few
of us achieve.
If students and subjects accounted for all the complexities of teaching, our standard
ways of coping would do—keep up with our fields as best we can, and learn enough
techniques to stay ahead of the student psyche. But there is another reason for these
complexities: we teach who we are.
Teaching, like any truly human activity, emerges from one’s inwardness, for better or
worse. As I teach, I project the condition of my soul onto my students, my subject, and
our way of being together. The entanglements I experience in the classroom are often no
more or less than the convolutions of my inner life. Viewed from this angle, teaching
holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I
see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good
teaching as knowing my students and my subject.
In fact, knowing my students and my subject depends heavily on self-knowledge. When
I do not know myself, I cannot know who my students are. I will see them through a glass
2 www.CourageRenewal.org
darkly, in the shadows of my unexamined life—and when I cannot see them clearly I
cannot teach them well. When I do not know myself, I cannot know my subject—not at
the deepest levels of embodied, personal meaning. I will know it only abstractly, from a
distance, a congeries of concepts as far removed from the world .
The Significance of Congruent Communication in Effective Classroom Management
The document discusses the importance of congruent communication between teachers and students for effective classroom management. It defines congruent communication as speaking in a way that does not attack others but remains harmonious with their feelings. It emphasizes the need for teachers to actively listen to students, understand their developmental stage, and respond empathetically rather than punitively to their impulsive behaviors and comments. Effective communication helps build trust and cooperation between teachers and students.
Field study 4
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
Educator vs
Three sentences summarizing the document:
The document discusses the differences between teachers and educators, with teachers focusing on passing on information and ensuring it is learned correctly, while true educators draw out the intelligence and abilities within students, allowing them to develop their talents. It provides several examples of educators being able to uncover the abilities in students who had been labeled or discounted, such as unlikely students winning a speech contest. The essence of teaching is creating numerous learning moments every day through an educator's actions, experience, and creativity, though current standardized testing trends have reduced teaching to testing administration.
Multicultural Teaching and Learning as Everyone's Every Day Work
This document discusses building an integrative approach to multicultural teaching and learning with future faculty. It describes a graduate course aimed at discussing educational theory and practice through reflection and feedback to develop skills for teaching a diverse student body. The course intentionally includes diverse co-teaching teams and focuses on infusing discussions of multicultural teaching and learning throughout the course over several years.
Marcus-final essay
The document discusses effective teaching strategies and styles. It notes that teachers must consider students' individual needs and learning styles rather than just transmitting information. A play is described that portrays a traditional teacher who refuses to change her behaviorist teaching method and bullies a student, negatively impacting his learning. The document argues teachers should use cognitivist and constructivist approaches to engage students, understand their intelligence levels and motivations, and set a good example to support students' development.
Paty-Silence screamsa bullying history
The document describes a play about a boy named Waldo who suffers bullying at his new school in Mexico from his classmates and outdated teacher. Waldo's mother brings him on a talk show to address the problem, where evidence is shown of Waldo being bullied. Ultimately, the teacher changes from a behaviorist to cognitivist teaching approach and the bullying is stopped when she updates her outdated teaching methods.
THE CHALLENGE OF LARGER CLASS SIZE .docx
THE CHALLENGE OF LARGER CLASS SIZE
1
THE CHALLENGE OF LARGER CLASS SIZE
2
The Challenge of Larger Class Sizes
Dave Angel
Grantham University
10-3-2016
Directions in completing Part II
Dave. Great topic, and you just about have your entire essay completed already! Keep in mind to avoid writing in the first person in your essay and to add research and citations as well.
Part II: Research Outline
Larger class sizes offer a variety alternatives to tutors in selecting students with talents and skills that match a variety of specifications in school management and extracurricular activities. School managers can assess individual skills and recommend the best-suited learners to be assigned specialized tasks. However, the large classes present some challenges to both the tutor and student body, including overcrowding and absence of personal connections with respective faculty. In many cases, administrators only focus on the financial implications associated with bigger numbers and neglecting core objective of producing accomplished scholars.
The major drawback of attending a bigger high school is the overcrowding issue. School administrators enroll more students to the already full learning institutions, causing a possible strain on the available social amenities. This will, in turn, create a habit of a struggle for existence and eventually leading to stiffer competition for the available resources. Right from the classroom situation to the halls of residence, learners who may not withstand the struggle in sourcing for the available tools of learning will lose out. With crowded hallways, students become overwhelmed and experience delays while moving to and from classes. While in the large classes, students will also struggle with cramped desk space while competing with fellow students for attention.
Secondly, students in large classes easily get lost in classroom shuffle. Administrators, teachers and support staff, are bound to interact with tens of hundreds or thousands of learners all year and may find it more difficult getting to recognize individual students than their fellow small school professionals. Students who do not feel a personal touch to one or more their teachers or staff members might miss the sense of brotherhood that small schools often deliver. This evident lack of tutor-student engagement may eventually cause students to feel like none cares about them or their life in school, which demotivates their performance in academics. Highly extroverted students who miss out on classroom activities may achieve notoriety to gain recognition in the competitive environment. The bulk of students, who might either blend in or even isolate themselves from other, may vanish into the shadows of the large classroom. Lack of personal recognition impacts both the academic and social experience of the students and this may eventually impede their success in school. In a class with the lesser student ...
Waldo Gran ensayo final tercero
Waldo, an adolescent student, is being bullied by his teacher Miss Secundina, who does not allow students to comment or express themselves. This stressful environment is affecting Waldo's behavior and mood. His mother Rosemary is worried and brings the issue to a TV show called "Letty sin censura" to discuss Miss Secundina's teaching methods. In the play, Miss Secundina's authoritarian behaviorism approach is criticized, and she is advised to change to a more interactive student-centered method that considers students' learning styles and needs to reduce stress and engage them.
Teaching Strategies - The Secrets
The document discusses various strategies and perspectives on teaching and learning. It provides over 20 quotes from experts on topics like the traits of great teachers, how schools suppress creativity, different learning styles, and moving beyond rote memorization to teaching students how to think. The overall message is that education needs to shift its focus from standardized testing to cultivating lifelong learning and problem-solving skills.
Academic Reference
This letter recommends Alexandra Knowles for admission to a master's program in globalization and human trafficking. The letter writer, who taught Knowles and served as her faculty sponsor, describes her as an exceptionally talented and motivated student with strong analytical abilities. Knowles performed superbly in class and demonstrated a deep commitment to understanding global issues and alleviating human suffering, especially for young female victims. In addition, Knowles communicates effectively in writing and verbally. The letter concludes by praising Knowles as a delight to work with and a genuinely ethical person with empathy, compassion, and enthusiasm for other cultures.
Summarizing web-inar
This seminar discusses using ice breakers and warm ups in teaching to help students relax and learn more effectively. Ice breakers at the beginning of class help students get to know each other, while warm ups activate students' prior knowledge on the day's topic. Best practices include keeping activities short and fun, using both speaking and non-verbal activities, and connecting warm ups to the lesson. The document also discusses characteristics and approaches for teaching teenagers aged 12-17, including encouraging independence, group work, and connecting to students' interests. Examples are given of project-based learning activities and their benefits for developing 21st century skills.
Field study 6 Episode 2
This document discusses educational philosophies and the author's reflections on observing a teacher. It begins by listing statements related to different educational philosophies. The author then observes a science teacher and notes that the teacher uses elements of progressivism, existentialism, perennialism, and behaviorism. Through this observation, the author gains insight into how their own educational philosophy will influence their teaching approach and ability to address diverse learners by creating a conducive learning environment.
Differentiated instruction (2011)
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
Fs 4 gina
1. The document provides details of an activity for a student named John Rick D. Lucero to observe partnership and dialogue at Juan Amparo Elementary School. It includes instructions to visit the school, observe interactions, write observations, discuss with classmates and teacher, and reflect.
2. John observes student-student, student-teacher, student-staff, and teacher-teacher interactions. He notes both positive and negative interactions, such as some students being talkative while others participate well. Overall, interactions seem respectful.
3. The activity aims to help students understand the importance of partnership and dialogue in curriculum design by observing real examples in a school setting.
Group summary 9 12-02 for k-6 literacy group
The group discussed their reactions to John Dewey's work from 1938. They were surprised that Dewey addressed issues in education that are still being debated today, such as balancing standardized testing with experiential learning. They also considered connections between Dewey and Louise Rosenblatt's emphasis on experience in learning. Members reflected on how to structure classrooms and activities to accommodate students' prior experiences while encouraging growth. Questions were raised about helping students have richer experiences with texts, addressing students with limited experiences, and where test preparation fits within Dewey's views on educational experiences.
Stories From the Field: Teaching Mandarin in an All-Boys Middle School
Stories from the field: Teaching Mandarin to Middle School Boys
By Anne Downey, Seven Hills Middle School
Philosophy of education
The document discusses several philosophies of education including Perennialism, Essentialism, Progressivism, Existentialism, and Behaviorism. Perennialism believes in eternal truths and values that are taught through great works and classics. Essentialism focuses on teaching core academic subjects and basic skills needed for adult life. Progressivism emphasizes student-centered, experiential learning tailored to students' interests and abilities. Existentialism prioritizes developing the whole person and helping students accept responsibility for their own choices and lives. Behaviorism views learning as observable changes in behavior through stimuli and responses.
Describing learners presentationfinal
The document discusses different factors to consider when teaching language learners of various ages and backgrounds. For children, it notes they learn quickly through seeing, hearing, and touching, and enjoy talking about themselves. Teenagers are described as sometimes problematic but capable of abstract thought, and motivated by peer approval. Adults are said to engage well with abstract concepts but may have difficulties with pronunciation. Individual differences and motivation are important regardless of age. The document emphasizes understanding learners' perspectives to effectively teach different groups.
Towards a more Dramatic Education
Susan Hillyard argues that educational drama provides a unique way for students to fully engage with lessons. She defines educational drama as using theater techniques but with different aims than traditional theater - it is for all students, not just a talented few, and focuses on personal development rather than performance. Drama requires nothing but students and teachers, allowing lessons to be truly student-centered rather than focused on resources or standardized outcomes. By its very nature, drama puts students at the center and creates a learning experience closer to real life than other subjects.
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5230 group assignment case study
- 1. GROUP ASIGNMENT #3: WHO IS TO ASSESS? CASE STUDY Courtney Beaulne Jon Cappello Karine Cosgrove EDU 5230
- 8. BARRY SCHWARTZ: USING OUR PRACTICAL WISDOM http:// www.youtube.com/watch?v =IDS-ieLCmS4
Editor's Notes
- Karine:
- Karine: fairness and equality is subjective to each student, whereas Mr. Donald fairness and equality is the same for every student not comfortable… because she is unaware.. Or because it doesn’t fit in with her values and principles?
- Karine: Rubric of mastery, control and compliance is achieved by reducing variables, quantifying ends-means process
- Clip: start at 5:41 – aristole’s bending of rules, Wise People and bending rules: 6:45 – 8:39
- Karine: in dealing with other people demands flexibility that bend the rules to service the right aims, morally. Bending the rules to Sarah and Tony’s context, not own interests. So for Sarah’s case, bending the rules to her context may apply, but in others, it may not.