“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
“Social science inquiry method is based on the belief that providing a reflective and enquiry frame of reference to social issues helps to improve the personal and social life”.
Main developers: Byron Massialas, Benjamin Cox.
Massialas and Cox (1966) believed that school fosters development and inculcation of values in children and plays a crucial role in ‘creative reconstruction of culture’. Social inquiry method is helpful in identifying the social issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High U.S. History, while Massialas focused on the use of inquiry instruction in teaching High School World History.
Week 6 - Discussion 1Learning Reflection In this discussio.docxdannies7qbuggie
Week 6 - Discussion 1
Learning Reflection
In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled
Storming, Norming, Performing, and Adjourning
. When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys.
Initial Post –
Post a response that addresses each of the following areas:
Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list.
List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list.
Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally.
State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is
EDU 695 MAED Capstone
)
Week 6 Discussion Guidance
Discussion 1
This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article
Developmental Sequence in Small Groups
. (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .
Med 560 characteristics of intelligent behavior assignment workshop 4
Chris Mahar Teaching Statement
1. Chris Mahar
Marketing Ph.D.Candidate/Sessional Academic
Queensland University ofTechnology
Expected Graduation: June 2016
Learning and Teaching PhilosophyStatement
I understand the importance of a teaching philosophy statement in helping me to guide my
methods and measure my outcomes (O’Neal, Meizlish, & Kaplan, 2007). It is a way to focus my
attention and energy into the way I want to teach and reach students. I also know that this is a living
document that will change over time with experience.
I believe that engagement with students and progressing from the abstract to examples from
real-life helps to cement concepts in their minds (Avrahami et al., 1997; Grise-Owens, Cambron, &
Valade, 2010). I’ve found that achieving deep understanding of academic terms can be confusing or
daunting to some students, especially when multiple constructs are discussed in conjunction in a
model or theoretical framework. In most cases, these models were constructed based on everyday
human behavior, decision-making and the like. My style attempts to demystify these complex ideas
through examples, interactive activities and participation. Usually, after some trial and error, I am
able to find an activity that helps foster a deep understanding of the concept or concepts. If I am truly
successful, multiple students will be able to use examples to explain the model/theory/concept to me
and/or each other.
Using different types of technology in the classroom can also break up the lecture or tutorial.
I believe this is key to holding the attention and interest of students (Kearsley & Shneiderman, 1998;
Sandholtz, 1997). Interesting and humorous examples using multiple types of media and technology
can break up a long session and refocus students. I believe that having a class that is fun and
something the students look forward to is a huge step in learning. Few students would volunteer to
share information about new product development as a stand-alone concept, but they might be more
excited to discuss a class example of bubble gum-flavored broccoli at McDonalds (which is a real
news story!). These types of examples of relatable, relevant and recent real-world situations might
be the memory from class that anchors the important key concepts I hope they take away each week.
My goal is for retention of these ideas beyond the classroom and even the course.
Finally, I believe that each student in my class should have the opportunity to take as much as
they can from the course. My focus is to emphasize the most important concepts of a lecture,
assessment, or course to help encourage something salient is taken away by all who put forth some
effort. For those who strive to learn more or are struggling to keep up, I want to be there to further
their academic pursuits as much as I can in this role.
2. Chris Mahar
Marketing Ph.D.Candidate/Sessional Academic
Queensland University ofTechnology
Expected Graduation: June 2016
Avrahami, J., Kareev, Y., Bogot, Y., Caspi, R., Dunaevsky, S., & Lerner, S. (1997). Teaching by
examples: Implications for the process of category acquisition. The Quarterly Journal of
Experimental Psychology: Section A, 50(3), 586-606.
Grise-Owens, E., Cambron, S., & Valade, R. (2010). Using current events to enhance learning: A
social work curricular case example. Journal of Social Work Education, 46(1), 133-146.
Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based
teaching and learning. Educational technology, 38(5), 20-23.
O’Neal, C., Meizlish, D., & Kaplan, M. (2007). Writing a statement of teaching philosophy for the
academic job search. CRLT Occasional Papers, 23.
Sandholtz, J. H. (1997). Teaching with technology: Creating student-centered classrooms: ERIC.
