The document provides a reflective narrative on a course on Moral Education that the author developed and taught. Some key points:
- The course aimed to introduce theories on whether moral education is possible and how it might be achieved. Students wrote a 2,500 word essay on this question.
- Resources included required readings, optional audio/video, and seminar activities like group discussions and comparing different theorists' answers.
- Lectures introduced readings and key concepts, while seminars focused on applying and critically analyzing the readings. Student feedback was gathered.
- The author reflects on what worked well, like certain readings and seminar activities, and plans changes like providing less complex optional readings and incorporating more audio
Ashly Fysh presented on her teaching placement at Kearny School of International Business where she taught Advanced English to 10th grade students. She discussed some challenges with connecting her PACT lessons but felt she incorporated varied activities and assessments. Examples included using sentence frames for a literature discussion, clarifying student misunderstandings, using rubrics and peer editing for essays, learning about students through an "Introduce Yourself" activity, and making concepts like dystopia concrete by having students create their own. Going forward, she plans to encourage more parent involvement, connect instruction more to student backgrounds, and differentiate instruction.
1. The document describes an investigation into improving year 7 students' reading comprehension of inference and deduction through structured learning strategies.
2. A control group was selected to reflect average ability and needs, and their responses to reading Frankenstein were assessed. Other subject teachers incorporated themes from Frankenstein into their lessons.
3. The results of assessments given after this cross-curricular teaching are analyzed to evaluate the effectiveness of the learning strategies in improving students' inferential reading skills.
1. The document discusses strategies for facilitating online discussions, including asking probing questions, providing feedback, and dealing with lurkers or dominating students.
2. It also covers establishing guidelines for discussion participation like required posts per week and deadlines. Setting clear expectations can encourage participation.
3. Making students responsible for leading certain aspects of the discussion, such as creating questions or facilitating websites, can increase engagement and help students take ownership over their learning.
The document outlines an agenda and lesson plan for a teacher training workshop on active learning. The workshop introduces the theory and importance of active learning, provides examples of techniques, and allows time for discussion and activities. Key topics covered include the benefits of engaging students in the learning process through techniques like questioning, group work, and relating material to real-world examples. The goal is for teachers to learn how to develop and apply active learning in their own classrooms.
This document discusses strategies for improving students' reading to learn skills across subject areas. It summarizes five articles that explore using reading strategies in science, social studies, and math to help students understand content material. Some highlighted strategies include having students identify main ideas, vocabulary, and questions after reading; using graphic novels and note-taking methods; implementing KWL charts and teaching word prefixes and morphemes. The document advocates for teachers in all subjects to incorporate these reading strategies to help students learn and make connections between different academic areas.
This document summarizes Kolb's Learning Style Inventory Version 3.1 (KLSI 3.1), which is based on Kolb's experiential learning theory. The inventory helps individuals identify their preferred learning styles based on how they process experiences. The revised KLSI 3.1 includes new norms based on a larger, more diverse sample size. It maintains the same format, items, scoring, and interpretive booklet as the previous version.
The document provides ideas and activities for engaging students through cooperative learning. It discusses the benefits of cooperative learning, including increased achievement and motivation. Several cooperative learning activities are described, such as Three Musketeers for team building, note-taking pairs to improve notes, and Jigsaw where students become experts on parts of topics. The basic elements of cooperative learning are outlined as positive interdependence, interaction, individual accountability, interpersonal skills, and group processing.
This document provides annotations for 13 sources related to active learning, student engagement, and learner-centered classrooms. The annotations summarize the key points of each source, including the authors and their relevant expertise. Sources include book chapters, journal articles, and one textbook. The annotations describe topics like active learning techniques and strategies, implementing learner-centered environments, increasing engagement in large classes, adult learning methods, and integrating technology. Overall, the document analyzes and critiques a variety of resources for incorporating student-centered practices.
Ashly Fysh presented on her teaching placement at Kearny School of International Business where she taught Advanced English to 10th grade students. She discussed some challenges with connecting her PACT lessons but felt she incorporated varied activities and assessments. Examples included using sentence frames for a literature discussion, clarifying student misunderstandings, using rubrics and peer editing for essays, learning about students through an "Introduce Yourself" activity, and making concepts like dystopia concrete by having students create their own. Going forward, she plans to encourage more parent involvement, connect instruction more to student backgrounds, and differentiate instruction.
1. The document describes an investigation into improving year 7 students' reading comprehension of inference and deduction through structured learning strategies.
2. A control group was selected to reflect average ability and needs, and their responses to reading Frankenstein were assessed. Other subject teachers incorporated themes from Frankenstein into their lessons.
3. The results of assessments given after this cross-curricular teaching are analyzed to evaluate the effectiveness of the learning strategies in improving students' inferential reading skills.
1. The document discusses strategies for facilitating online discussions, including asking probing questions, providing feedback, and dealing with lurkers or dominating students.
2. It also covers establishing guidelines for discussion participation like required posts per week and deadlines. Setting clear expectations can encourage participation.
3. Making students responsible for leading certain aspects of the discussion, such as creating questions or facilitating websites, can increase engagement and help students take ownership over their learning.
The document outlines an agenda and lesson plan for a teacher training workshop on active learning. The workshop introduces the theory and importance of active learning, provides examples of techniques, and allows time for discussion and activities. Key topics covered include the benefits of engaging students in the learning process through techniques like questioning, group work, and relating material to real-world examples. The goal is for teachers to learn how to develop and apply active learning in their own classrooms.
This document discusses strategies for improving students' reading to learn skills across subject areas. It summarizes five articles that explore using reading strategies in science, social studies, and math to help students understand content material. Some highlighted strategies include having students identify main ideas, vocabulary, and questions after reading; using graphic novels and note-taking methods; implementing KWL charts and teaching word prefixes and morphemes. The document advocates for teachers in all subjects to incorporate these reading strategies to help students learn and make connections between different academic areas.
This document summarizes Kolb's Learning Style Inventory Version 3.1 (KLSI 3.1), which is based on Kolb's experiential learning theory. The inventory helps individuals identify their preferred learning styles based on how they process experiences. The revised KLSI 3.1 includes new norms based on a larger, more diverse sample size. It maintains the same format, items, scoring, and interpretive booklet as the previous version.
The document provides ideas and activities for engaging students through cooperative learning. It discusses the benefits of cooperative learning, including increased achievement and motivation. Several cooperative learning activities are described, such as Three Musketeers for team building, note-taking pairs to improve notes, and Jigsaw where students become experts on parts of topics. The basic elements of cooperative learning are outlined as positive interdependence, interaction, individual accountability, interpersonal skills, and group processing.
This document provides annotations for 13 sources related to active learning, student engagement, and learner-centered classrooms. The annotations summarize the key points of each source, including the authors and their relevant expertise. Sources include book chapters, journal articles, and one textbook. The annotations describe topics like active learning techniques and strategies, implementing learner-centered environments, increasing engagement in large classes, adult learning methods, and integrating technology. Overall, the document analyzes and critiques a variety of resources for incorporating student-centered practices.
The document is a daily lesson log for a Grade 12 philosophy class. It outlines the objectives, content, procedures and reflection for four consecutive class periods. The lessons introduce students to the meaning and process of philosophy through examples, group activities, and discussions. Students learn to distinguish different perspectives, levels of inquiry, and the value of philosophical reflection in obtaining a broad view of life. The lessons aim to develop students' ability to think philosophically and apply concepts like wonder, doubt and questioning to concrete situations.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
Journal article review presestation for teacher pagna cheasousdey tep
This document summarizes a research article about how non-native English speaking students at a US college responded to institutional and professor control in their classes. The researcher studied student-professor interactions in a psychology course. They found that students initially complied with professor directives but later expressed complaints through discussion and written feedback. They also questioned the professor as a way to negotiate classroom power dynamics and engage with the course material. The document concludes that English for academic purposes courses should make students aware of their choices within the institutional structures and possibilities for challenging limitations.
The document discusses strategies for implementing cooperative learning in the classroom, including team-building activities, setting goals, and different types of cooperative learning activities that incorporate movement, note-taking, and group discussions. The benefits of cooperative learning include increased achievement, stronger relationships between students, and higher motivation and self-esteem.
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
This document is Amanda White's teaching portfolio for her Composition I course. It includes 4 sections: a statement of a common writing concern among her students regarding organization, an account of a successful in-class activity addressing that concern, an account of a troubling situation with a student disputing a grade, and her teaching philosophy statement. Her experiences teaching helped shape her philosophy of using practical, collaborative classroom activities to help students learn and practice composition skills.
This document contains a daily lesson log for an Introduction to Philosophy of the Human Person class at Panay National High School. It outlines the objectives, content, learning resources, and procedures for four class sessions held from August 22-26, 2022. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on concrete experiences philosophically. Content covered doing philosophy as a concept, process, and journey. Learning resources included textbooks, slides, and articles. Procedures involved discussing definitions of philosophy, perspectives from different eras, and examples of philosophizing in daily life. Formative assessments and activities like essays, word webs, and tableaus were used to evaluate learning. The school head checked and
The document summarizes a literacy analysis presentation focusing on creating a literate environment for students. It discusses getting to know students through cognitive and non-cognitive assessments. Two literacy lessons are described that use interactive and critical/response perspectives: one focuses on comprehension strategies using an informational text, and the other examines different character perspectives in two versions of a story. The goal is to promote strategic reading, critical thinking, and student response to texts.
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
This document summarizes the key components of a lesson plan for facilitating classroom conversations about socio-scientific issues. The lesson involves three steps: 1) creating background knowledge for students, 2) having students analyze concepts and evidence, and 3) constructing arguments. It provides examples and strategies for each step, such as using the "fishbowl" technique to structure class discussions. Overall, the goal is to help students develop argumentation and critical thinking skills through teacher-guided conversations about complex issues involving science, technology, and society.
1How Does the Use of Reading Strategies Improve Achieve.docxaryan532920
This study examined the use of reading strategies to improve science achievement for 22 ESL students in 7th grade. Several strategies were implemented, including vocabulary books, anticipation guides, concept maps, and fill-in-the-blank reviews. Observations found that the strategies increased student engagement and comprehension during reading assignments. Student feedback indicated the strategies, especially fill-in-the-blank reviews, helped them learn and prepare for assessments. The results suggest reading strategies can positively impact language minority students' science learning.
1How Does the Use of Reading Strategies Improve Achieve.docxjoyjonna282
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document provides an introduction to academically productive talk in science classrooms. It discusses the key elements of productive talk, including establishing ground rules, having clear academic purposes for discussions, and using strategic "talk moves" to facilitate discussions. Productive talk is important because it allows teachers to assess student understanding, supports learning through memory and language development, encourages students to reason with evidence, and apprentices students into the social practices of science.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four skills of listening, speaking, reading, and writing. These include information transfer activities, opinion sharing, debates, role plays based on texts, and group discussions about what was read. The goal is to make reading purposeful and engage students in meaningful communication about texts.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four language skills. These include information transfer activities, opinion sharing, debates, role plays based on texts, and discussions about what was read. The goal is to make reading purposeful and engage students in meaningful interaction through and about texts.
The document discusses the author's experience participating in an online instructional technology program. It describes how the author initially felt tentative about participating in online discussions but came to enjoy the constructivist approach. The author analyzed discussion posts based on learning theories and saw changes in her own thinking from an objectivist to a more constructivist view of teaching. The author also compiled discussion posts related to implementing innovative programs in schools and informal learning within the online course.
This document discusses making reading more communicative in language classes. It proposes using pre-reading, during reading, and post-reading activities to integrate reading with other skills. Examples of activities provided include read-to-act, read-to-debate, and read-to-interview. The goal is to make reading more engaging and stimulate practice of all four language skills.
Aquatic Ecosystem, Biodiversity, Free Resume, Definitions, SampJill Brown
This document discusses the concept of propaganda and provides examples related to Israel. It argues that Israel is adept at using propaganda both domestically and internationally to cultivate a positive image, particularly in Western democracies like the US. Israeli propaganda targets different audiences in the West by appealing to different values and framing narratives in a way that resonates with those audiences. The goal is to influence popular support for Israel's political relationships abroad.
History 2 Essay. Online assignment writing service.Jill Brown
The document discusses the steps to request assignment writing help from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback, then pay a deposit to start the assignment.
4. Review the completed paper and authorize full payment if satisfied, or request free revisions. HelpWriting.net guarantees original, high-quality work or a full refund.
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The document is a daily lesson log for a Grade 12 philosophy class. It outlines the objectives, content, procedures and reflection for four consecutive class periods. The lessons introduce students to the meaning and process of philosophy through examples, group activities, and discussions. Students learn to distinguish different perspectives, levels of inquiry, and the value of philosophical reflection in obtaining a broad view of life. The lessons aim to develop students' ability to think philosophically and apply concepts like wonder, doubt and questioning to concrete situations.
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The document discusses strategies for implementing cooperative learning in the classroom, including team-building activities, setting goals, and different types of cooperative learning activities that incorporate movement, note-taking, and group discussions. The benefits of cooperative learning include increased achievement, stronger relationships between students, and higher motivation and self-esteem.
This document provides an overview of literacy instruction for early readers. It discusses the importance of knowing literacy learners through assessments to understand their reading abilities and motivation. Effective literacy environments include selecting texts at an appropriate level using a literacy matrix, as well as lessons incorporating interactive, critical, and response perspectives. The interactive perspective teaches strategic reading, while the critical perspective examines multiple viewpoints and the response perspective allows personal reactions. Overall, the presentation emphasizes using a variety of assessments and instructional strategies to engage students as developing readers.
This document is Amanda White's teaching portfolio for her Composition I course. It includes 4 sections: a statement of a common writing concern among her students regarding organization, an account of a successful in-class activity addressing that concern, an account of a troubling situation with a student disputing a grade, and her teaching philosophy statement. Her experiences teaching helped shape her philosophy of using practical, collaborative classroom activities to help students learn and practice composition skills.
This document contains a daily lesson log for an Introduction to Philosophy of the Human Person class at Panay National High School. It outlines the objectives, content, learning resources, and procedures for four class sessions held from August 22-26, 2022. The objectives are for students to understand the meaning and process of doing philosophy and to reflect on concrete experiences philosophically. Content covered doing philosophy as a concept, process, and journey. Learning resources included textbooks, slides, and articles. Procedures involved discussing definitions of philosophy, perspectives from different eras, and examples of philosophizing in daily life. Formative assessments and activities like essays, word webs, and tableaus were used to evaluate learning. The school head checked and
The document summarizes a literacy analysis presentation focusing on creating a literate environment for students. It discusses getting to know students through cognitive and non-cognitive assessments. Two literacy lessons are described that use interactive and critical/response perspectives: one focuses on comprehension strategies using an informational text, and the other examines different character perspectives in two versions of a story. The goal is to promote strategic reading, critical thinking, and student response to texts.
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
This document summarizes the key components of a lesson plan for facilitating classroom conversations about socio-scientific issues. The lesson involves three steps: 1) creating background knowledge for students, 2) having students analyze concepts and evidence, and 3) constructing arguments. It provides examples and strategies for each step, such as using the "fishbowl" technique to structure class discussions. Overall, the goal is to help students develop argumentation and critical thinking skills through teacher-guided conversations about complex issues involving science, technology, and society.
1How Does the Use of Reading Strategies Improve Achieve.docxaryan532920
This study examined the use of reading strategies to improve science achievement for 22 ESL students in 7th grade. Several strategies were implemented, including vocabulary books, anticipation guides, concept maps, and fill-in-the-blank reviews. Observations found that the strategies increased student engagement and comprehension during reading assignments. Student feedback indicated the strategies, especially fill-in-the-blank reviews, helped them learn and prepare for assessments. The results suggest reading strategies can positively impact language minority students' science learning.
1How Does the Use of Reading Strategies Improve Achieve.docxjoyjonna282
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
This document provides an introduction to academically productive talk in science classrooms. It discusses the key elements of productive talk, including establishing ground rules, having clear academic purposes for discussions, and using strategic "talk moves" to facilitate discussions. Productive talk is important because it allows teachers to assess student understanding, supports learning through memory and language development, encourages students to reason with evidence, and apprentices students into the social practices of science.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four skills of listening, speaking, reading, and writing. These include information transfer activities, opinion sharing, debates, role plays based on texts, and group discussions about what was read. The goal is to make reading purposeful and engage students in meaningful communication about texts.
This document discusses making reading more communicative in language classes. It defines communicative language teaching and describes several pre-, during, and post-reading activities that integrate the four language skills. These include information transfer activities, opinion sharing, debates, role plays based on texts, and discussions about what was read. The goal is to make reading purposeful and engage students in meaningful interaction through and about texts.
The document discusses the author's experience participating in an online instructional technology program. It describes how the author initially felt tentative about participating in online discussions but came to enjoy the constructivist approach. The author analyzed discussion posts based on learning theories and saw changes in her own thinking from an objectivist to a more constructivist view of teaching. The author also compiled discussion posts related to implementing innovative programs in schools and informal learning within the online course.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
A REFLECTIVE NARRATIVE ON THE DESIGN AND DELIVERY OF A COURSE ABOUT MORAL EDUCATION
1. John Tillson Narrative of Practice Classroom Practice
1
A REFLECTIVE NARRATIVE ON THE DESIGN AND DELIVERY
OF A COURSE ABOUT MORAL EDUCATION
INTRODUCTION
In this reflective narrative I discuss a course on Moral Education that I developed for and delivered to final
year Education Studies undergraduates at Liverpool Hope University during Autumn Term 2017 (October
2nd
– December 12th
). I describe the course aims, content, assessment design, the resources made available,
lecture input, and seminar activities. Throughout, I incorporate critical reflections, student feedback, notes of
changes implemented during delivery, and plans on how to alter delivery for future iterations. I include
details of the course (including an outline, essay guidance, course resource list, and seminar preparation
activities) as appendices.
COURSE OVERVIEW
Course Aims: The course was designed to introduce students to a small number of significant discussions
and theories that bear on the single overarching question of whether moral education might be possible, and
if so, how it might be possible. Moreover, the course was designed to empower the students to give a robust
answer to the question for themselves (be it an affirmative or negative answer).
Previous Learning: Students came with some prior knowledge about Plato, having read excerpts from the
Republic. Before the start of the course, they had not learned about moral education as such, although they
were very familiar with normative discussions within Education Studies including issues to do with fairness,
justice and equitability in educational provision and access. Previous learning about philosophy of education
to date had focused around significant figures within the twentieth century Post-Kantian tradition and had
not been issue-driven. The course did not require this as background knowledge, but their engagement could
benefit from bringing this background knowledge to bear. In future years, I will become increasingly able to
2. John Tillson Narrative of Practice Classroom Practice
2
draw connections to previous learning at Levels C and I, as I become more familiar with the programmes
taught.
Course assessment: The form of assessment was designed to track the twin aims of the course by having the
students produce a 2,500 word essay answer to the question: How (if it all) is moral education possible?
Refer to at least two theorists from the course. The question gives students a significant degree of flexibility
in the sort of answer that they would prefer to give. Firstly, from the eight theorists’ work covered and the
requirement that two theorists be utilised, students are challenged to exercise some initiative as to which two
they select. Secondly, there is an open-ended range of ways in which they may respond, including: creating
and defending a synthesis of scholars’ work, defending one scholar’s answer from the criticisms of another,
and critiquing the answer of one scholar with the resources provided by another. I produced essay guidance
which I explained at the outset and I will explain in the last lecture (Appendix 2). This tasks the students
with a problem to solve creatively (Isaksen & Treffinger 1985, Treffinger 1995), discovering relationships
between ideas and drawing them together in a cohesive and meaningful, goal orientated manner (Marton &
Saljo, 1976a, 1976b).
RESOURCES
Reading Guidance: Essential readings were provided online (via MOODLE), together with a list of 3–4
questions designed to help guide their reading, five days ahead of classes (Appendix 3). All other resources
were also provided in the same way. The questions that I used to guide reading were initially open ended
concerning their thoughts about texts. As the course went on, it seemed more useful to provide focused
questions that would demonstrate a more basic familiarity with the text, and supplement these with open
ended questions prompt critical reflection (Appendix 4).
Complexity of readings: As discovered by talking with students about the set readings, it became apparent
that one particular reading – McDowell, J. (1979) – was very hard for even the most engaged students. So as
not to deny students the chance to extend themselves, but not to make material too inaccessible, I intend to
provide two readings: a standard text and an advanced text. I received more positive student feedback about
3. John Tillson Narrative of Practice Classroom Practice
3
one particular standard text: Savulescu, J. and Ingmar Persson (2012) and was pleased to see that some
students extended themselves and read the more advanced text: Persson, I. and Savulescu, J. (2013).
Non-text based resources: For each week, at least one additional resource including either a podcast or a
video was provided. Supernant (2015), Adamson (2011), Magee (1987) are typical examples (see Appendix
3). Some students commented that audio and video resources were helpful for them, since they were less
confident with accessing complex texts. These resources were left for students to access in their own time if
they wanted, but they might equally have been made essential viewing/ listening and accompanied with
questions to help guide students’ attention. Excerpts could easily have been included in seminars in order to
vary delivery style, and provide stimulus for students to respond to in group discussions.
FACE TO FACE SESSIONS
The lectures and seminars were focused around the essential readings. Each lecture introduced two essential
readings that were united by a common theme, each of which would receive special attention in one of the
subsequent tutorials (cf Appendix 1).
Lectures: In the lectures, I wanted to introduce sections of texts in order to demonstrate how to decode them
for meaning. I also wanted to provide evidence for my interpretations of the texts by referring to them. From
a design point of view, I avoided the glare of white slides, and used the ‘appear’ and ‘disappear’ and other
animation functions to guide student’s attention to relevant bits of text. I included pop-culture references and
metaphors that students responded to, including A Clockwork Orange, and Goldilocks and the Three Bears. I
also included some animations of e.g. dice rolling and leaves falling as visual aids in making points about
determinism and indeterminism in the debate about free will. However, the slides were text heavy and
despite the use of animations, and ‘slow reveals’, could have benefited from less focus on sections of text. In
future lectures, I plan to spend less time demonstrating how to decode central pieces of text, and more time
introducing them to the Threshold Concepts (Meyer & Land, 2006) and arguments.
4. John Tillson Narrative of Practice Classroom Practice
4
Seminars: in an early seminar, I reproduced a short excerpt from Aristotle on a giant landscape A-3 handout
in a large font and asked the students to suggest how we might represent the theory that he defends in that
excerpt in a table. With a little teasing out they were able to create a table and, as groups, take responsibility
for filling in parts of it before feeding back to complete the table as a whole-class effort. This enabled the
students to develop a systematic understanding of the text. Most were then able to the key organising
principle in future sessions. Unexpectedly, it also seemed to help bond the group.
In another seminar, I wrote a different open ended question on each of four separate, large sheets of paper,
each of which I explained at the outset (Appendix 7). I divided the group into four mini-groups, each with a
distinctive coloured marker, and gave them a set time to answer the question on the sheet. When the time
was up, I rotated the sheets. Each group fed back on the last question they had discussed. This model offered
the students to engage in collaborative dialogue which in some ways mirrors that which they see modelled in
Plato’s Meno (Classics.mit.edu, 2017); it was dialogue based tasks like this that students said they found the
most useful (Appendix 5).
In the second to last seminar, I created a table listing each of eight thinkers that we had studied over the
course along one axis, and, along the other axis, listing each of the five questions that I had introduced at the
outset. The students were divided into four groups, assigned two thinkers each, and asked to fill in the
answers that each of their thinkers gave to these questions. When they had finished, I asked them to explain
which of the pairs of answer they found to be more convincing. This exercise gave them a pair-wise
comparative judgement opportunity (Bradley & Terry 2952, Jones & Alcock 2014, Jones 2014). It helped to
systematize their knowledge, and provide a more focused ‘in’ for critical evaluation.
In the final seminar of term, I briefly discussed each student’s essay plan with them 1:1, suggesting ways in
which they might improve them while the other students engaged in a structured essay-explanation speed-
dating task. This involved students pairing up and one asking the other ‘is moral education possible?’
Depending on whether their partner’s answer was ‘yes’ or ‘no’, they then asked: ‘how is it possible?’ or
‘why isn’t it possible?’ After hearing their partner’s answer they then had the opportunity to share what had
5. John Tillson Narrative of Practice Classroom Practice
5
occurred to them while listening, after which they reversed roles before repairing and repeating. The
students found it useful to hear a range of approaches to answering the assessment question, and found that
it built their own fluency in answering the question. Those who came most prepared got the most out of the
session, something I will say in advance before doing it again.
COURSE EVALUATION
Student Evaluation: I distributed a questionnaire to gather student perspectives on the course and how it
might be improved, also of the ‘Stop, Start, Continue’ form (Appendix 5). I received 13 forms back 11/ 13
suggested that I did not need to stop anything in particular, one suggested that I pause more, and another that
there be a lectures each week. Three suggested that I need not start anything in particular, five wanted longer
seminars, other suggestions included making more mind maps as groups, breaking down topics more, giving
more examples and providing an exemplar essay answer. Among the things that I should continue, four
mentioned group work and discussions.
Peer Evaluation: I asked two lecturer/researcher colleagues--one female, early career (Observer One), one
male, mid-career (Observer Two)—to observe my practice. And they gave the following feedback of the
‘Stop, Start, Continue’ form (Appendix 6). Observer One suggested that I start “offering more opportunities
for engagement during the lecture” including using the edtech platform, Socrative, that I stop “picking on
specific students for answers”, and that I continue “parsing quotations” which, “considering the introductory
level of this course,” they called a “big strength” by “supporting student comprehension” and modelling
“good academic reading skills”. Observer Two suggested that I include more background information in
introducing topics, that I “begin lectures with a 'hook'” such as “a question which will get students thinking”
and continue “modelling close reading of the text with students”.
CONCLUDING REMARKS
6. John Tillson Narrative of Practice Classroom Practice
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Overall I can be pleased that the first iteration of this course was well received, and can see ways in which to
improve it for next year. In particular, I plan to make use of learning technologies including edtech and
Socrative, to continue incorporating discussion and group work in tutorials, and to give more opportunities
to students to systematize and so consolidate their learning throughout the course.
REFERENCES
Adamson, P. (2011). Aristotle | History of Philosophy without any gaps. [online] Historyofphilosophy.net.
Available at: https://historyofphilosophy.net/aristotle [Accessed 28 Dec. 2017].
Bradley, R. A., & Terry, M. E. (1952). Rank analysis of incomplete block designs: The method of paired
comparisons. Biometrika, 39: 324–345.
Classics.mit.edu. (2017). The Internet Classics Archive | Meno by Plato. [online] Available at:
http://classics.mit.edu/Plato/meno.html [Accessed 28 Dec. 2017].
Isaksen, S. G., & Treffinger, D. J. (1985). Creative problem solving: The basic course. Buffalo, NY: Bearly
Limited.
Jones, I., & Alcock, L. (2014). Peer assessment without assessment criteria. Studies in Higher Education,
39: 1774–1787.
Jones, M. (2014, December). Teacher scoring as professional development. Panel Discussion at the
California Educational Research Association Annual Conference. San Diego, CA.
Magee, B. and Nussbaum, M. (2017). Aristotle - Martha Nussbaum. [online] YouTube. Available at:
https://www.youtube.com/watch?v=sIKHmUWICWc [Accessed 28 Dec. 2017].
Marton F., & Saljo, R. (1976a). ‘On Qualitative Differences in Learning 1: Outcome and Process’, British
Journal of Educational Psychology, 46: 4–11.
Marton F. & Saljo, R. (1976b). ‘On Qualitative Differences in Learning 2: Outcome as a Function of the
Learners’ Conception of the Task’, British Journal of Educational Psychology, 46: 115 - 127.
McDowell, J. (1979). Virtue and reason. The Monist, 62: 331–350.
Meyer, J.H.F. and Land, R. (2003). Threshold concepts and troublesome knowledge – Linkages to ways of
thinking and practising within the disciplines. in Rust, C. (ed.) Improving student learning – ten years on.
Oxford: OCSLD.
Persson, I. and Savulescu, J. (2013). Getting moral enhancement right: The desirability of moral
bioenhancement. Bioethics 27: 124–131.
Savulescu, J. and Persson, I. (2012). Moral enhancement. Philosophy Now, 91: 6–8.
Superant, C. (2017). PHILOSOPHY - The Good Life: Aristotle [HD]. [online] YouTube. Available at:
https://www.youtube.com/watch?v=VFPBf1AZOQg [Accessed 28 Dec. 2017].
Treffinger, D. J. (1995). Creative problem solving: Overview and educational implications. Educational
Psychology Review, 7: 301–312.
7. John Tillson Narrative of Practice Classroom Practice
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Appendix 1
LEVEL H PHILOSOPHY OF EDUCATION (ED STUDIES): MORAL EDUCATION: COURSE OUTLINE
ASSESSMENT
QUESTION:
How (if it all) is moral education possible? Refer to at least two theorists covered on
the course.
SESSION WEEK
STARTI
NG
EVENT TOPIC
1 October
2nd
Philosophy Lecture:
Tuesday 10:00 – 11:00
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
FOUNDATIONS: PLATO AND SOCRATES
2 October
9th
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
FOUNDATIONS: PLATO AND SOCRATES
3 October
16th
Philosophy Lecture:
Tuesday 10:00 – 11:00
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
FOUNDATIONS: ARISTOTLE
4 October
23rd
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
FOUNDATIONS: ARISTOTLE
5 October
30th
Philosophy Lecture:
Tuesday 10:00 – 11:00
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
A ROLE FOR PRINCIPLES IN MORAL
EDUCATION?
6 Novembe
r 6th
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
A ROLE FOR PRINCIPLES IN MORAL
EDUCATION?
7 Novembe
r 13th
Philosophy Lecture:
Tuesday 10:00 – 11:00
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
A ROLE OF BLAME IN MORAL EDUCATION?
8 Novembe
r 20th
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
A ROLE OF BLAME IN MORAL EDUCATION?
9 Novembe
r 27th
Philosophy Lecture:
Tuesday 10:00 – 11:00
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
A ROLE FOR DRUGS IN MORAL DEVELOPMENT?
10 December
4th
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
A ROLE FOR DRUGS IN MORAL DEVELOPMENT?
11 December
12th
Philosophy Lecture:
Tuesday 10:00 – 11:00
Philosophy Seminar: Tues/
Weds 09:00 – 10:00
ESSAY GUIDANCE
8. John Tillson Narrative of Practice Classroom Practice
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Appendix 2
PHILOSOPHY ASSIGNMENT ADVICE
How (if it all) is moral education possible? Refer to at least two theorists covered on the
course. (2500 words)
1. Introduction:
a. B iefly sket h you a s e to the uestio e.g. Mo al edu atio is possi le i the follo i g ay … ,
o Mo al edu atio fa es the follo i g i esol a le p o le s … a d so is ot possi le .
b. Explain what steps you are going to take to argue that your answer is correct (a brief overview or
road map).
c. This section should probably be between two hundred and three hundred words
d. It will usually comprise just one paragraph
2. Main body:
a. Take the reader through each of the steps announced in the introduction
b. Sign post these steps briefly (saying what each section is doing, and saying what you will do next).
c. To make your argument convincing you may like to formulate and respond to one or two of the most
credible and potentially damaging objections to your position.
d. You may use examples to illustrate your points.
e. The main body will usually be made up of several paragraphs
3. Conclusion:
a. This section will remind the reader what it is that you have tried to argue, and recap the argument
that you have given.
b. It should probably be around three hundred words
c. This ill i so e ays epeat you i t odu tio , ut ha ge the te se: I ha e sho , athe tha I
ill sho .
Musts:
1. Answer the question.
2. Make it clear what you answer is.
3. Argue for the answer you give.
4. Defend you answer from possible objections.
5. Draw on at least two theorists from class in doing so.
General points and reminders:
1. Avoid over-flowery, vague, or ambiguous language.
2. Economy of expression is a virtue, and allows you to cover more ground.
3. It can be acceptable to use the first person, but is to be avoided.
4. Remember to follow the Harvard referencing style exactly.
5. The reference list will not count towards your 2500 words.
6. It may be useful for your reader if you define some of your key terms.
7. But most importantly, be sure to use words consistently.
9. John Tillson Narrative of Practice Classroom Practice
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Appendix 3
COURSE RESOURCES
FOUNDATIONS: PLATO AND SOCRATES
ESSENTIAL READING
Plato, Gorgias, AVAILABLE AT: http://classics.mit.edu/Plato/gorgias.html
Week 1: 447a – 481b
Week 2: 481c – 527e
ADDITIONAL RESOURCES
Podcast: Peter Adamson, ‘Method Man: Plato's Socrates’, available
at: <https://historyofphilosophy.net/plato-socrates%20>
Podcast: Peter Adamson, ‘Virtue Meets its Match: Plato's Gorgias’, available
at: <https://historyofphilosophy.net/plato-Gorgias>
Video: Myles Burnyeat and Bryan Magee on Plato, available
at: <https://www.youtube.com/watch?v=B0_N4nX2G5w&t=5s>?
FOUNDATIONS: ARISTOTLE
ESSENTIAL READING
Aristotle, Nicomachean ethics, available at: http://classics.mit.edu/Aristotle/nicomachaen.html
Week 3: Ch. 1
Week 4: Ch. 2
ADDITIONAL RESOURCES
Podcast: Peter Adamson The History of Philosophy Without any Gaps, Aristotle,
<https://historyofphilosophy.net/aristotle> (2011)
Video: Bryan Magee and Martha Nussbaum, ‘The Great Philosophers: Aristotle’
<https://www.youtube.com/watch?v=sIKHmUWICWc> (1987)
Video: Chris Surprenant ‘The Good Life: Aristotle’,
<https://www.youtube.com/watch?v=VFPBf1AZOQg> (2015)
A ROLE FOR PRINCIPLES IN MORAL EDUCATION? (FIVE AND SIX)
ESSENTIAL READING
Week 5: Hand, M. (2014) ‘Towards a theory of moral education’, Journal of Philosophy of
Education 48:519–532 <http://onlinelibrary.wiley.com/doi/10.1111/1467-9752.12116/abstract>
Week 6: McDowell, J. (1979) ‘Virtue and Reason’, The Monist 62: 331–
350, <https://doi.org/10.5840/monist197962319>
ADDITIONAL RESOURCES
Video: Hand, M. ‘Religious Education’, available at: <https://vimeo.com/35099562>
Video and article, Michael Hand on Moral Education, available
at: <https://www.tvm.com.mt/en/news/l-etika-tghallem-lill-iethics-helps-students-to-appreciate-
universal-values-in-lifestudenti-jghixu-l-hajja-fuq-valuri-universali/>
Video: Jonathan Dancy on the Late Late Show with Craig Ferguson, available
at: <https://www.youtube.com/watch?v=0CLMPD50JGs>
Text interview: with Jonathan Dancy on 3:AM magazine, available
at: <http://www.3ammagazine.com/3am/ethics-without-principles/>
10. John Tillson Narrative of Practice Classroom Practice
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Jonathan Dancy on Philosophy Bites, available at: <http://philosophybites.com/2012/06/jonathan-
dancy-on-moral-particularism.html>
A ROLE OF BLAME IN MORAL EDUCATION? (SEVEN AND EIGHT)
ESSENTIAL READING
Week 7: Smart, J. J. C. (1961) ‘Free will, praise and blame’, Mind 70:291-306, available
at: <http://www.jstor.org/stable/2251619>
Week 8: Williams, B. (1995). ‘Internal reasons and the obscurity of blame’. In Making Sense of
Humanity: And Other Philosophical Papers 1982–1993: 35-45. Cambridge: Cambridge University
Press, available at: <https://www.cambridge.org/core/books/making-sense-of-humanity/internal-
reasons-and-the-obscurity-of-blame/963978B639E1BD60FB5C1F3D1D38BF7F>
ADDITIONAL RESOURCES
Podcast: Miranda Fricker on Blame and Historic Injustice on Ethics Bites, available at:
<http://philosophybites.com/2008/03/miranda-fricker.html%20>
Video: Galen Strawson on Free Will Closer to Truth, available
at: <https://www.youtube.com/watch?v=KV5_bHwaUBM>
Podcast: Thomas Pink on Free Will on Ethics Bites, available
at: <http://philosophybites.com/2008/03/thomas-pink-on.html%20%20>
A ROLE FOR DRUGS IN MORAL DEVELOPMENT? (NINE AND TEN)
ESSENTIAL READING
Week 9: Focquaert, F.& M. Schermer (2015) ‘Moral Enhancement: Do Means Matter
Morally?’. Neuroethics 8:139–15, available at:
<https://biblio.ugent.be/publication/7054372/file/7054669.pdf>
Week 10: Savulescu, J. and Ingmar Persson (2012) 'Moral Enhancement', Philosophy Now vol. 91:
pp. 6-8, available at: <https://philosophynow.org/issues/91/Moral_Enhancement>
Or
Week 10: Advanced Reading: Persson, I. and Savulescu, J. (2013) ‘Getting Moral Enhancement
Right: The Desirability Of moral Bioenhancement’, Bioethics 27 (3) pp 124–131, available at:
<https://www.academia.edu/12899438/GETTING_MORAL_ENHANCEMENT_RIGHT_THE_
DESIRABILITY_OF_MORAL_BIOENHANCEMENT>
ADDITIONAL RESOURCES
Video: Focquaert and Schermer on "Moral Enhancement: Do Means Matter Morally?" available
at: <https://www.youtube.com/watch?v=zEbuRQdrjAU>
Podcast: Julian Savulescu on 'Moral Enhancement', virtual philosopher, available
at: <http://virtualphilosopher.com/2011/05/julian-savulescu-on-moral-enhancement-.html>
ESSAY GUIDANCE
Week 11: no essential reading
11. John Tillson Narrative of Practice Classroom Practice
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Appendix 4
PREPARATION TASKS
To guide your reading attempt to answer these questions
FOUNDATIONS: PLATO AND SOCRATES
Week 1
1. Is rhetoric a dangerous or useful skill?
2. Is rhetoric an acceptable means of persuasion?
3. Do we harm ourselves when we do wrong?
Week 2
1. Can an immoral life be good for the one who lives it?
2. Is the life of satisfying pleasures best?
3. If you know the good, will you do the good?
FOUNDATIONS: ARISTOTLE
Week 3
1. What does all activity aim at?
2. What is the human good?
3. What kinds of virtue are there?
Week 4
1. How is moral virtue acquired?
2. What is moral virtue?
3. How can we tell what the moral virtues are?
A ROLE FOR PRINCIPLES IN MORAL EDUCATION? (FIVE AND SIX)
Week 5
1. What is the problem that Hand identifies for moral educators?
2. How does he propose to solve it?
3. Do you think his solution works?
Week 6
1. What idea of Socrates' does McDowell defend?
2. What ideas of Aristotle's does McDowell defend?
3. What problem does McDowell see existing for people who make morality a matter of formulating and
following principles?
12. John Tillson Narrative of Practice Classroom Practice
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A ROLE OF BLAME IN MORAL EDUCATION? (SEVEN AND EIGHT)
Week 7
1. What theory does Smart attempt to refute?
2. What connection does that theory have with the practice of blame?
3. What alternative role does Smart suggest for the practice blame?
4. When is blame appropriate, according to Smart?
Week 8
1. What is the difference between internal and external reasons?
2. What sorts of reasons does Williams say do not exist?
3. What implications does this have for practice of blaming people?
4. What role does Williams see for the practice of blame?
A ROLE FOR DRUGS IN MORAL DEVELOPMENT? (NINE AND TEN)
Week 9
1. What faults do Savulescu and Persson identify in our moral psychology?
2. What do they attribute these faults to?
3. How do they suggest we make good on for these faults?
4. Why do they think that these methods are necessary?
Week 10
1. How do Focquaert and Schermer characterize moral enhancement?
2. What do they contrast moral enhancement with?
3. What do they mean by ‘direct’ and ‘indirect’ enhancement?
4. What problems do they foresee with ‘direct’ enhancement?
5. How do they suggest that these can be overcome?
ESSAY GUIDANCE
Week 11
Prepare an essay plan that you will explain to everyone else in the class in speed dating exercise.
15. John Tillson Narrative of Practice Classroom Practice
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APPENDIX 6
AUTHENTICATION OF PRACTICE
I asked two lecturer/researcher colleagues--one female, early career (Observer One), one male, mid-career (Observer
Two)—to observe my practice. And they gave the following feedback of the ‘Stop, Start, Continue’ from:
Observer One:
Start: Engaging a bit more with students (or offering opportunities for engagement) during the lecture. In a 50
minute session and in a lecture hall where students rarely offer comments without a lot of encouragement, it is
understandable that we go into conventional lecture mode in which students listen and take notes. However, it
might be useful to pause some more (especially considering the nature of the dense material you cover) to ask
students to participate. Socrative is an edtech platform which can be a useful way to do live polls or invite
comments from students' own personal devices that pop up on the projector. This may remove the fear
students have when it comes to contributing out loud, and ensure that they are in fact engaging in the material
as it is unfolding.
Stop: Picking on specific students for answers. This approach can at times make a student feel quite
vulnerable and embarrassed, or at the very least like they haven't had the chance to formulate an answer they
are confident about. It seems best to always make answering voluntary as a reflection of respect for them/their
comfort level. If there is low engagement there are approaches (noted above) which can build confidence and
encourage engagement.
Continue: Parsing quotations. A big strength of your lecture was the way in which you presented difficult
quotations bit by bit and spent the time to rephrase the passage (making it more intelligible for the students)
and giving clear examples of how the concept could be applied to a real life situation. I feel this was not only a
benefit in terms of supporting student comprehension, but it modeled good academic reading skills. Especially
considering the introductory level of this course, it is so valuable to offer this modelling - it gives students a
way to approach texts without feeling overwhelmed when at first they may seem dense and confusing. I could
see that students were attuned and taking notes when you honed in on the text in this way.
Observer Two:
Stop: Generally your lecture was very positive, though I did wonder whether you lost some of the students
early on. You 'jumped in' with theory that students were unfamiliar with, and I wonder if it struck you as a
surprise, initially, that students weren't familiar with Plato.
Start: In the same vein, you may want to begin lectures with a 'hook', a contemporary educational issue, or a
question which will get students thinking, and that you will aim to answer, or, better, give them the theoretical
resources to answer for themselves, by the end of the lecture.
Continue: Deep and thoughtful engagement with the reading, including modelling close reading of the text
with students. You set high expectations for students' level of theoretical engagement with the lecture, and the
students seem to be happy to live up to that.