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The document discusses discovering students' passions and interests in order to better engage them in learning. It emphasizes that teachers should help students understand their passions and connect classroom content to those passions. Teachers can learn about students' passions through personalized tasks, idea journals, and discussions to better individualize instruction. The roles of both teachers and students may need to adjust, with teachers acting as guides and students taking more active roles as thinkers, researchers, and peers who teach each other. Connecting classroom content to students' passions will motivate students and lead to greater effort, concentration, and positive emotions in their learning.
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Book 1, Chapter 3
This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist when learning, and that teachers should connect curriculum to students' passionate interests rather than just expect them to be passionate about the subject itself. The roles of both teachers and students need to evolve when adopting this approach, with teachers taking on more of a coaching role and students becoming more active participants in their own education.
Chapter 3 to export
This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist when learning, and that teachers should connect curriculum to students' passionate interests rather than expect students to be passionate about the subject itself. The roles of both teachers and students are seen to change when education shifts to a more individualized, passion-driven approach where students become more active participants in their own learning.
Book 1, chapter 3
This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist with challenging activities and learn effectively. The document outlines how teachers can learn about students' passions through personalized tasks, idea journals, and discussions. It proposes that using students' passions as the driver for learning will result in knowledge and skills that stick with students and are valuable in their lives.
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This document discusses how teachers can partner with students by learning about their individual passions and interests to drive student engagement and achievement. It recommends that teachers discover each student's central focus or inspiration to help them make connections between learning and their passions. When instruction is personalized in this way around each student's self-expression and passions, it can create meaningful learning that sticks with students and is valuable in their lives.
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This document discusses the importance of discovering students' passions and interests to drive engagement and achievement. It suggests that teachers need to help students understand their passions and connect classroom learning to those passions. Knowing students' interests in detail allows teachers to create individualized and meaningful learning experiences that will stick with students and be valuable in their lives. When instruction is organized around students' passions, they become more active participants and display greater motivation, effort, and positive emotions during learning.
Chapter 3
Educators should help students discover their passions to increase engagement and achievement. Knowing students' passions provides energy that inspires learning and determines their effort. Teachers can use various methods like tasks, journals, and questionnaires to uncover passions and design lessons around them. When teachers partner with students and make them active participants, using passions as drivers, all students will be more motivated and display positive emotions during learning.
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Recommended
Book 1, Chapter 3
This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist when learning, and that teachers should connect curriculum to students' passionate interests rather than just expect them to be passionate about the subject itself. The roles of both teachers and students need to evolve when adopting this approach, with teachers taking on more of a coaching role and students becoming more active participants in their own education.
Chapter 3 to export
This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist when learning, and that teachers should connect curriculum to students' passionate interests rather than expect students to be passionate about the subject itself. The roles of both teachers and students are seen to change when education shifts to a more individualized, passion-driven approach where students become more active participants in their own learning.
Book 1, chapter 3
This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist with challenging activities and learn effectively. The document outlines how teachers can learn about students' passions through personalized tasks, idea journals, and discussions. It proposes that using students' passions as the driver for learning will result in knowledge and skills that stick with students and are valuable in their lives.
Book 1, chapter3
This document discusses how teachers can partner with students by learning about their individual passions and interests to drive student engagement and achievement. It recommends that teachers discover each student's central focus or inspiration to help them make connections between learning and their passions. When instruction is personalized in this way around each student's self-expression and passions, it can create meaningful learning that sticks with students and is valuable in their lives.
Think people and passions
This document discusses the importance of discovering students' passions and interests to drive engagement and achievement. It suggests that teachers need to help students understand their passions and connect classroom learning to those passions. Knowing students' interests in detail allows teachers to create individualized and meaningful learning experiences that will stick with students and be valuable in their lives. When instruction is organized around students' passions, they become more active participants and display greater motivation, effort, and positive emotions during learning.
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Educators should help students discover their passions to increase engagement and achievement. Knowing students' passions provides energy that inspires learning and determines their effort. Teachers can use various methods like tasks, journals, and questionnaires to uncover passions and design lessons around them. When teachers partner with students and make them active participants, using passions as drivers, all students will be more motivated and display positive emotions during learning.
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The document discusses student and teacher motivation at Don Jeter Elementary. It emphasizes building students' knowledge, skills, hopes and dreams to face future challenges. It also stresses the importance of intrinsic motivation over extrinsic rewards and creating a safe, inviting classroom where students feel autonomous, competent and related to boost self-efficacy and motivation to learn.
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The document discusses motivating young learners in the classroom by exploring their characteristics at different age levels, defining different types of motivation, and providing key elements and resources for engaging and motivating kids and teens. It also outlines how to design and implement a motivating project for young learners and present it.
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The instructor views their role as a guide to help students develop unique perspectives and critical thinking skills. They strive to vary their teaching style to accommodate diverse students, keeping in mind differences in background, skill level, and reasons for learning. Their classes incorporate a variety of active learning methods like discussions, group work, and reflection to keep students engaged. Their goal is to help students improve critical thinking and learn more about themselves.
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Teaching-Learning Philosophy Statement_Rachel Eike
The author believes that teaching and learning work collectively, with the teacher modeling and demonstrating concepts for students to then practice and reflect on. The teacher aims to create a safe, stimulating classroom environment where students feel comfortable sharing ideas and opinions. There are three key components to cultivating connections between students: the teacher acts as a guide, students direct their own learning through curiosity, and all views are respected. The teacher provides suggestions for information rather than being the sole source of knowledge, allowing students to develop research skills. Students learn best when applying concepts to real-world problems and having time to discover their abilities. Developing curriculum involving student interests promotes motivation to learn.
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My teachingphilosophy
The teacher values diversity in learning styles and perspectives that students bring. They seek to create a comfortable classroom where students can freely express needs and opinions to benefit all.
The teacher is devoted to providing an exciting, challenging learning environment where students and teacher can pursue learning. Students are treated with respect in a safe space to discuss topics openly.
The teacher helps students build understanding by activating prior knowledge and testing it against new concepts. Deeper understanding comes from internalizing and applying knowledge creatively.
Education philosophy
The document outlines Mary Lee's educational philosophy. It discusses how in the 21st century, education needs to focus on skills like critical thinking, communication, and problem solving. Mary Lee's goals as a teacher are to challenge students to achieve their highest potential and develop skills like creative thinking, problem solving, and collaboration. She believes in facilitating a student-centered learning environment that addresses different learning styles and helps students become self-directed, lifelong learners prepared for college and careers.
Education philosophy
The document outlines Mary Lee's educational philosophy. She believes students should develop skills like critical thinking, problem solving, and collaboration. Her goals are to challenge students to excel, guide them to become self-directed learners, and prepare them for college. She thinks it is important to consider students' learning styles and needs. Parents can expect her to provide a caring learning environment and communicate about their child's progress. She believes in facilitating student-centered, collaborative, and technology-enhanced learning to develop skills needed for the 21st century workplace.
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The document discusses integrating technology into the classroom to teach 21st century skills. It outlines skills like creativity, communication, research, and digital citizenship. It presents a model for technology integration that includes specifying problems, researching, analyzing results, and presenting. The model also includes supporting activities before, during and after, and assessment. It discusses self-regulated learning using planning, performance, and reflection, as well as generative learning strategies and technology tools like the web, spreadsheets, multimedia, and web 2.0 tools.
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- 1. THINK PEOPLE AND PASSIONS RATHER THAN CLASSES AND CONTENT EDUC 518 Maggie Armendariz Harriet Greaney Marilupe Rodriguez Wenjie Wang
- 2. A key aspect of “partnering” education is discovering students’ passions and interests. Today’s teachers need to help students discover, understand, and develop their passions. WHAT ARE STUDENTS’ PASSIONS?
- 3. LEARN ABOUT YOUR STUDENTS’ INTERESTS AND PASSIONS While partnering, it is important to know students’ passions in detail. Passion provides a source of energy that inspires learners to make an effort, determines how long they will be willing to endure an activity, how hard they will pursue it, and how much they learn.
- 4. Passion, in this sense, means a person’s central goals in life, the things the learner cares about most, or the things that move him or her emotionally. This does not mean that a student needs to become passionate about learning English in order to succeed. Rather, the student needs to find a way to connect English learning to his passionate interests. WHY LEARN ABOUT STUDENTS’ PASSIONS?
- 5. Each student learns differently. As partners and educators, we find that students are talented in different ways. One student may be creative, another analytical;or one may be mechanical, and another may excel at writing. Teaching requires differentiated and individualized instruction. We use passions as the drivers of student engagement and achievement. INDIVIDUALIZE INTRUCTION DAILY
- 6. Educators can learn from their students by helping them find their passions and by organizing class activities around the theme of self-expression. To discover students’ passions, educators can use various methods--personalized tasks, idea journals, speaking circles, or interactive questionnaires. LEARN FROM YOUR STUDENTS
- 7. HOW CAN WE USE PASSIONS? To build respect and tolerance for individuality. To inspire more variety in our lessons. To allow us to create meaningful guiding questions. To encourage us to get and give constant feedback.
- 10. Researcher Technology expert Thinker World changer Self- teacher “Professional” STUDENTS’ ROLES
- 11. Encourage variations in team work and peer- to- peer learning. Address slacker-free group work. Hold class discussions Circle the chairs. Use students as assistants. MORE IDEAS
- 12. The more we educators think of students as individuals with their own passions, the more we use those passions to instruct and motivate, and the more we will reach all students. Students will be more motivated to take advantage of opportunities and to display greater effort and concentration. Students will reveal positive emotions such as excitement, enthusiasm, interest, and optimism during learning. CONCLUSIONS
- 13. Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin a Sage Company. REFERENCE