Managing the classroom
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This document discusses how active learning and full participation leads to deeper understanding of knowledge for students. It suggests enabling students to have ownership over their classroom environment, developing pedagogy relevant to students, and celebrating diversity and building relationships as ways to achieve this in the classroom. The document cites several references that discuss models of classroom management, understanding student needs, and constructivist learning experiences.
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Categories of characteristics and themes Jbund in the descriptive data of transcripts reveal the way
children define effective teachers and identify their skills, knowledge, and dispositions. Implications
fir the goals and content of teacher education programs are discu.ssed. Based on findings from this study,
the author argues in support of including the voices of children in the research arena. The article concludes
that in an age of technolog,y, elementary school students ietain a humanistic vision of teaching and learning.
Introduction
The goal of teacher education is to prepare effective teachers who are able to facilitate learning for all students. The
various aspects of becoming an effective teacher are topics intro(duced in the Elementary Education Program at Manhattan
College in Riverdale, NY, when students first begin their teacher preparation. This subject is revisited throughout the
program as understandings are modified as a result of course worlk and field experiences.
Manhattan College, a small LaSallian Catholic liberal arts college, is located in the heart of Community School
District 10, the largest of New York City's 32 school districts. This is a diverse, multicultural district serving 41,000 students,
from 108 countries in 44 schools (Community. 1999-2000). The Program has a commitment to prepare effective teachers
able to work in urban multicultural environments in the 21st Century. Many of our students have come from Catholic schools
and some seek teaching positions in Catholic schools after graduation. However, in recent years. most of the students have
pursued jobs in both urban and suburban public schools. District I 0 and neighboring suburban communities are the contexts
in which students in the Manhattan College Elementary Education Program receive their teacher preparation.
Conceptual Frame/Rationiale for the Study
Teacher effectiveness has become a standard for teacher preparation (Saphier & Gower, 1987; Wonig & Wong, 1998;
Myers & Myers, 1995), a basis for staff development (Danielson, 1996), and a guideline for teacher evaluation (Flores, 1999).
tn fact, the topic has been of such interest to the education community since the middle of the twentieth century that there has
been an abundance of research on teacher effectiveness from different perspectives.
Researchers have studied teacher behaviors in relation to student achievement. They have found that students
a ...
Learning in the Workplace
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
Active Learning
This document discusses active learning strategies that can be incorporated in the classroom to promote student engagement and learning. It defines active learning as any instructional method that engages students in the learning process by having them apply, analyze, synthesize, and evaluate information rather than passively receive information. The document outlines several active learning techniques including class discussions, visual-based instruction using PowerPoint with content-based questions, personal response systems like clickers, case studies, microtheme writing assignments, and the ticket-in technique. Research shows these strategies can improve student motivation, learning outcomes, and retention of course material.
CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Establishing a Classroom Community
This document discusses strategies for establishing a positive classroom community that is welcoming and supportive of all students. It recommends that teachers get to know their students, promote social interactions, and use reflective lesson planning to meet diverse needs. The Quantum Learning model is highlighted as an approach that has led to statistically significant academic gains and increased student motivation. Key aspects of Quantum Learning include a positive classroom environment, engaging lessons, and building relationships between teachers and students.
Collaboration in education2
This document discusses four ways that educators can utilize collaboration: 1) Grade level collaboration involves teachers in the same grade working together to develop instruction, 2) Co-teaching pairs two teachers to share responsibility for a class, 3) Cross-curricular collaboration connects different subject areas to make learning more meaningful for students, 4) Student collaboration provides opportunities for students to work together on assignments. The document argues that collaboration helps meet student needs, increases engagement, and prepares students for the future where collaboration will be important for adapting to new situations.
My Learning Philosophy
The document discusses the author's holistic learning philosophy which incorporates collective, balanced, and holistic learning. It views the teacher as a facilitator in a student-centered approach where independence, exploration, and hands-on learning are fostered. The philosophy aims to shape and develop young minds through balanced training and incorporated teachings.
A Flexible Framework For Online Collaborative Learning
This document presents a framework for online collaborative learning, also known as telecollaboration. The framework is centered on collaborative educational experiences where knowledge creation occurs through social, teaching, and cognitive presence. The framework is based on the Community of Inquiry model and is meant to guide educators in designing, developing, and implementing authentic online collaborative learning experiences within local, national, or international settings in partnership with other educational stakeholders. The framework provides a mechanism for collaborative knowledge construction through interdisciplinary online learning.
People Who Need People, Enhancing Student Engagement in Undergraduate Blended...
People Who Need People, Enhancing Student Engagement in Undergraduate Blended Delivery Environments (Melanie Peacock)
Learning spaces presentation
This document discusses how early childhood learning spaces should be designed and utilized. It advocates for a child-centered approach with distinct areas for different types of learning, including quiet and loud spaces, individual and group work, and indoor and outdoor exploration. Excursions beyond the classroom can further learning when they relate to current topics, extend projects, and provide new experiences. Technology like iPads and interactive whiteboards is suggested for educational use as a class, not just to occupy students. Active learning principles from theorists like Piaget, Vygotsky, and Dewey emphasize student interests and collaborative projects. The teacher's role is to organize engaging environments, record student work, and see each child as curious, capable, and a co
An Online Questionnaire For Evaluating Students And Teachers Perceptions Of...
This article describes the development and validation of the Constructivist Multimedia Learning Environment Survey (CMLES) questionnaire. The CMLES was designed to assess students' and teachers' perceptions of learning environments that combine the use of multimedia programs with constructivist and inquiry-based approaches. It was validated through a study of 221 high school students. The study found the CMLES scales to have high internal reliability and satisfactory validity. The questionnaire provides teachers with a tool for evaluating the extent to which their instruction integrates multimedia and constructivist learning approaches.
e-education: extended teaching and learning spaces
The document proposes a model for e-education that utilizes extended teaching and learning spaces enabled by technology. It defines e-education as an overarching term and discusses how technology can reconcile educational philosophies and the teacher-student dichotomy. The model suggests that technology allows for extended teaching spaces where teachers can execute, facilitate, and liberate learning, as well as extended learning spaces where students can acquire, apply, and construct knowledge through resources, collaboration and communities. Reflection and dialogue are important aspects of learning that extended spaces can support.
The teaching profession
Effective teaching involves providing opportunities for all students to learn, creating a supportive learning environment, and having clear instructional goals. An effective teacher has strong subject matter knowledge, uses appropriate teaching methods, and builds relationships with students. Research shows the most important influences on student learning are psychological, instructional, and home environment factors. Specifically, effective teachers create a supportive classroom climate, actively involve students in lessons, and provide immediate feedback.
TPRE Call for Articles for Special Issue on Co-Teaching
This document announces a call for manuscripts for a special issue of Theory & Practice in Rural Education on co-teaching in rural contexts. Co-teaching involves two teachers sharing responsibilities in a classroom and has been used to support students with special needs and teacher candidates. While research has found benefits of co-teaching for teachers and students, challenges remain regarding implementation and training. This special issue aims to explore co-teaching partnerships between universities and rural schools, models of co-teaching, and its impacts on students and teachers in rural areas. Submissions are due by May 17, 2019.
The Multicultural Classroom and E-Portfolios
Students will learn to use basic features of an e-portfolio tool to post and share their speech writing. They will practice and receive feedback on their oral presentations by viewing recordings of themselves present. Finally, students will analyze, revise and improve their speeches based on self-evaluation and viewing their recorded presentations.
Redmond lock2006
This document presents a framework for online collaborative learning called telecollaboration. The framework is centered on collaborative educational experiences where knowledge creation occurs through social, teaching, and cognitive presence based on the Community of Inquiry model. The framework is meant to guide educators in designing, developing, and implementing authentic online collaborative learning experiences locally, nationally, or internationally. The framework focuses on knowledge construction through online interactions between learners, educators, experts, and content from different locations.
Anthony Wilson poster Earli, 2015
Poster presentation from the EARLI Conference, August 2015, on the pedagogy of grammar for writing in primary education
Selected reading workshop by viv rowan
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
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Managing the classroom
- 1. “Deep, meaningful understanding occurs when children participate fully in their own learning...Active learning and full participation lead to deeper and richer understanding and use of knowledge” (Harris & Alexander, 1998, p.116).
- 2. This can be achieved in my classroom by... Enabling the students to have ownership over their classroom environment (Malmgren et al, 2005).
- 3. Developing pedagogy that is relevant to students “Learning is constructing meaning through experience” (Jadallah, 2000, p.221).
- 5. And building relationships with students, whanau, and communities (Hill and Hawk, 1998)
- 6. References: Malmgren, K., Trezek, B., & Paul, P. (2005, October). Models of Classroom Management as Applied to the Secondary Classroom. The Clearing House, 79(1), 36-39. Hill, J., & Hawk, K. (1998). Aiming for Student Achievement: How teachers can understand and better meet the needs of Pacific Island and Maori students? SET: Research information for teachers 2.Item 4. Retrieved from NZCER Journals Online Harris, K., & Alexander, P. (1998). Integrated, Constructivist Education: Challenge and Reality. Educational Psychology Review, 10(2), 115-127. Jadallah, E. (2000, September). Constructivist learning experiences for social studies education. The Social Studies, 91(5), 221-225.