EDU5230- CASE STUDY
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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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The document discusses a case study about a teacher named Susan assessing two students, Tony and Sarah. It analyzes Susan's perspective and approach, which values understanding students as whole individuals and using qualitative, subjective assessments. It contrasts this with her colleague Mr. Donald's preference for standardized, objective tests. The document also discusses theories of scientific management and practical wisdom that could help Susan and Mr. Donald find a balanced approach combining both subjective and objective assessments tailored to each student.
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 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.
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.
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2) The author views assessment as one of the more difficult aspects of teaching, as students learn in different ways and at different paces. They believe using various forms of alternative and formative assessment throughout the year better determines student achievement and areas for improvement compared to standardized tests.
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5230 group assignment case study
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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 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.
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
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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
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lightning-life of the mind—then teaching is the finest work I know.
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thought I knew, and in the personal pathology that keeps me earning my living this way.
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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 .
Legal & ethical issues
This document discusses two ethical considerations for teaching practice: commitment to society and commitment to learners. For commitment to society, it emphasizes always acting as a role model and being aware that one's actions outside of school could impact their reputation and career. For commitment to learners, it stresses catering to diverse learning needs and developing a wide range of strategies to accommodate all students. The document also provides examples of how these commitments could be violated.
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.
Essay Classroom
Classroom Behavior Essay
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IDEA In Classroom
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Classroom Reflection
Classroom Management Essay examples
Essay on Virtual Classrooms
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Building encouraging classroom leadership communication
How to use communication to motivate students in the classroom. Differentiating Praise and Encouragement. Based on the work of Dr. Gartrell.
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.
Project center in coimbatore
This document discusses project-based learning (PBL) and how it was implemented in a classroom. Some key points:
- PBL involves students collaborating on tasks to solve problems by doing research and making inferences. It ranges from simple to complex projects.
- The teacher acted as a facilitator rather than answering student questions, instead responding with questions to encourage critical thinking.
- PBL lessons were designed with a matrix structure to promote metacognition. Tasks had clear goals and were driven by student cooperation and interaction.
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.
REFLECTION_MAE.docx
The document reflects on a field study observation of a learning environment and what was learned. It describes observing at the Don Pablo Lorenzo Memorial High School Stand Alone Senior High School, which had an engaging environment that was comfortable and disruptions-free, making it a good place for learning. The observation reinforced that teaching diverse students requires patience and taking the profession seriously. Key lessons included dealing tactfully with students' mistakes, giving compliments to encourage performance, and the importance of a teacher's character to effective teaching.
Inductive vs Deductive Method
The document discusses the deductive and inductive methods of teaching. The deductive method is a teacher-centered approach where the teacher explains a new concept first before having students practice it. The inductive method uses student noticing by presenting examples for students to derive concepts from. Some advantages of deductive teaching are faster coverage of topics and no need for teachers to lead students to form generalizations. Inductive teaching engages students more and develops higher-order thinking as students analyze patterns themselves. The document also provides suggestions for how teachers can incorporate noticing in their lessons and considers factors to determine what method may work best for a given topic.
Learning styles and strategies
This document discusses Kolb's experiential learning theory and learning styles. It proposes that learning involves a four-stage cycle of experience, reflection, conceptualization, and experimentation. Kolb identified two learning style dimensions: perception (feeling vs. thinking) and processing (doing vs. watching). Several examples are provided of how teachers can incorporate different learning styles into their lessons, including using hands-on activities, videos, and group work. Opinions expressed agree that understanding learning styles helps teachers meet all students' needs.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
The Choice is Yours: Do You Want to Help or Hamper Inclusion?
The Choice is Yours: Do You Want to Help or Hamper Inclusion?National Resource Center for Paraprofessionals
Presentation from the 2006 National Resource Center for Paraprofessionals Conference
http://www.nrcpara.org/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.
605Good Curriculum as a Basis for Differentiation.docx
60
5
Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
3. Draw one of the characters.
4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
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Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
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