Formulating your philosophy of education
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I believe that every child has a natural interest in learning and is capable of learning, is an embodied spirit, and can be influenced but not totally by their environment. As a grade school teacher, my task is to draw out the unique ideas that each child brings to the classroom, as every child's mind is full of ideas rather than empty. For high school teachers, their task may differ as they work with older students.
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Daniel Welker outlines his philosophy of education in three parts. First, he sees education as a means to satisfy human curiosity that can take many forms from practical skills to abstract knowledge. Second, he believes all students can find interest in a subject if taught by teachers who instill curiosity, as his favorite teachers did with math and literature. Third, as a teacher himself, Welker plans to take a flexible, understanding approach that values each student and advocates for those with autism or as introverts. He views teaching as a lifelong mission driven by perpetual curiosity.
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The document outlines several principles of good teaching and humanistic teaching. Principles of good teaching include active learning, using various teaching methods, motivating students through their interests, maintaining a balanced curriculum, considering individual differences, encouraging students, and creating democratic and independent learning environments. Principles of humanistic teaching focus on the needs of each unique individual, student choice in learning topics, fostering intrinsic motivation to learn, evaluating student progress through self-assessment rather than grades, and providing a secure environment for learning.
Philosophy about Individual Needs
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
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Introduction to Dance
for educational purposes.
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Dance as an Art
The document discusses different types of dance including folk dance, ballet, and modern dance. It provides details on the history and characteristics of each dance type, as well as examples of basic techniques. Folk dance encompasses traditional dances passed down through generations that express local culture. Ballet originated in Italy and spread to France, focusing on precise techniques and mime. Modern dance emerged as a rebellion against ballet, allowing free expression through improvisation and a variety of movements.
Dance as a Competition
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Q3 l11-charging process
Electrons orbit the nucleus of an atom and are generally negatively charged. Protons are positively charged and combine with electrons and neutrons to form atoms. Neutrons have no charge and determine the isotope of an element. Atoms consist of a nucleus surrounded by electrons, which are made up of protons, neutrons, and electrons. When an element gains protons, it acquires a positive charge, while gaining electrons gives a negative charge. Charging by contact occurs when a charged object transfers some of its charge to a neutral object they touch. Induction charging can also occur without direct contact when a charged object polarizes a nearby neutral object.
Q3 l10-electricity
Electricity is a form of energy made up of charges that can produce light, heat, or motion. There are two kinds of electricity: static, which is an electric charge that collects on objects, and current, which is the flow of electric charges through conductors like wires. Electricity produces forces of attraction or repulsion between charged objects through an electric field.
Q3 l9-modes of heat transfer
Heat is transferred in three ways: conduction, convection, and radiation. Conduction involves the direct contact and transfer of heat between particles. Convection involves the transfer of heat by fluid movement, such as warm air rising. Radiation transfers heat through electromagnetic waves and can occur over distances without a medium. The coffee cup will cool to room temperature through conduction and convection, while the popsicle will melt and warm through these processes.
Q3 l8-light
1) This document covers properties of light and sound, including how light travels faster than sound, is reflected to allow vision, and can be refracted. It also discusses how color is perceived and the basics of hearing including pitch and amplitude. 2) Reflection of light follows the law that the angle of incidence equals the angle of reflection, while refraction occurs when light bends as it travels through different mediums like air and water. 3) The ear contains the outer, middle and inner sections including the eardrum, bones, and cochlea to detect vibrations and transmit sound signals to the brain.
Q3 l7-musical intruments
This document classifies different musical instruments into three categories: wind instruments like the clarinet and trumpet, string instruments like the harp, and percussion instruments like the tuba.
Q3 l6-sounds
Sound is a mechanical wave that requires a medium, such as air, to travel. It is produced when an object vibrates, exerting a force on the surrounding medium and creating compressions and rarefactions that transfer energy as a wave. The denser the medium, the faster sound can travel. The human ear can detect sounds from 20-20,000 Hz but other animals can hear higher or lower frequencies. Loudness is measured in decibels, and prolonged exposure to very loud sounds can damage hearing.
Q3 l5-waves
Waves are traveling disturbances that carry energy through a medium. They have characteristics such as amplitude, wavelength, frequency, period, and speed. Transverse waves have a perpendicular particle motion relative to the wave, while longitudinal waves have a parallel particle motion. Surface waves cause circular motion near the surface of a medium. Electromagnetic waves can transmit energy through a vacuum, unlike mechanical waves like sound.
Q3 l3-diagram and graphs
This document contains multiple choice questions about identifying different types of motion, including decreasing speed, increasing speed, constant speed, and zero speed, based on dot diagrams and motion graphs. The questions ask the reader to analyze dot diagrams and motion graphs and select the best description of the motion shown.
Q3 l2-distance and displacement
Distance refers to the total length of the path traveled by an object, while displacement refers to the straight line distance between the object's starting and ending positions, regardless of the actual path taken. Distance takes into account the entire route, whereas displacement looks only at the net change in position from beginning to end.
Q3 l1-motion
This document discusses describing and representing motion. It explains that an object is in motion when its position changes over time. Motion can be described using diagrams with coordinates or graphs by plotting an object's position over time. The document provides an example of converting a diagram showing an object's changing position into a position-time graph through a data table and connecting the points with a straight line.
Q2 l6-levels of biological organization
The document discusses the different levels of biological organization from lowest to highest: cells, tissues, organs, organ systems, organisms, populations, communities, ecosystems, and the biosphere. It provides descriptions and examples of each level. Activities are included where students identify levels of organization from images and fill in blanks with the correct biological term. The purpose is to teach students about the hierarchical organization of living things from cells to the entire biosphere.
Q2 l5-comparing plant and animal cell
This document compares and contrasts plant and animal cells. It provides pictures and diagrams of plant and animal cells along with their organelles. A table directly compares key organelles between plant and animal cells such as plant cells having a cell wall and chloroplasts while animal cells have centrioles and lysosomes. The document guides students to label cell parts, compare cells using a Venn diagram, and answer questions about plant and animal cell structures.
Q2 l4-cell parts and its function
This document contains lesson materials about cell parts and their functions. It includes activities for students to observe bubbles in a bottle and locate cell organelles. It also provides information about different cell organelles, including their names, functions and nicknames. Finally, it instructs students to create a cell model using materials from home and shows an example.
Q2 l3-basic unit of life
The document discusses the history and basic concepts of cells. It describes how Robert Hooke first observed "cells" in 1665 using a microscope to examine cork. Anton van Leeuwenhoek then observed living cells in 1673 using a simple microscope. In the 1830s, scientists Matthias Schleiden, Theodore Schwann, and Rudolph Virchow developed the cell theory, which states that all living things are made of cells, cells are the basic unit of structure and function in organisms, and cells come from pre-existing cells. The document then describes the basic structures and differences between prokaryotic and eukaryotic cells.
Q2 l2-microscope
The document describes the main parts of a compound microscope. It is divided into three sections: mechanical, illuminating, and magnifying parts. The mechanical part includes the body tube, stage, nosepiece, and adjustment knobs. The illuminating part consists of the mirror and diaphragm. The magnifying part contains the objectives and eyepiece lenses.
Lesson 9 acids and bases
Acids and bases are defined by whether they release H+ or OH- ions in water. Strong acids and bases dissociate completely, while weak ones only partially dissociate. Acids taste sour, react with carbonates and metals to produce gas, and contain hydrogen. Bases taste bitter, feel slippery, and contain hydroxide ions. The pH scale measures acidity and alkalinity, with values below 7 indicating acids and above 7 indicating bases. Acid-base indicators change color at specific pH levels, allowing identification of acids and bases. When acids and bases neutralize, they form water and salts.
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Formulating your philosophy of education
- 1. FORMULATING YOUR PHILOSOPHY OF EDUCATION Lesson 2: Philosophy is vital only when the questions are mine and so is the struggle towards answers. -W. Luijpen
- 5. Example: What is your philosophy of Education, if you are a Grade SchoolTeacher ? I believe that every child/learner _________________________________.
- 6. I believe that every child: has a natural interest in learning and is capable of learning is an embodied spirit can be influenced but not totally by his/her environment is unique and so comparing a child to other children has no basis does not have an empty mind, rather is full of ideas and it is my task to draw out these ideas.
- 8. Example: What is yourTASK, if you are a Grade School Teacher ? I believe that my task as a teacher _________________________________.
- 13. Example: What is yourTASK, if you are a High SchoolTeacher ? I believe that my task as a teacher _________________________________.