Microsoft Word Teaching Philosophy 2009
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Todd Orchard teaches fine art and believes in a hands-on approach to art instruction. He finds that students learn best through doing rather than just listening to lectures. Orchard works closely with each student as they work on projects, giving feedback and encouragement. He has seen students have "Ah Ha!" moments when they grasp a new concept, like linear perspective, and then want to share their new knowledge with others. Orchard also believes critiques are important, where students learn to describe visual phenomena and analyze artworks using their own words. His goal is for students to develop problem-solving skills through experimenting with techniques like color mixing rather than just following scripts. Orchard finds teaching rewarding when students have moments of personal
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This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theories
Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to various theories. It covers:
1) Bruner's concept of scaffolding, where teachers actively help and encourage learners to solve problems independently over time.
2) Piaget's stages of cognitive development from sensorimotor to formal operations between ages 0-15. The theory emphasizes hands-on learning and using props appropriate to students' developmental levels.
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This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
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This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
Creating a Positive Learning Environment
The document provides tips for effective classroom discussion and student engagement. It recommends that instructors encourage all students to participate, maintain control of discussions but allow different viewpoints, address students by name, give feedback to students, and respond clearly to questions without sarcasm or humor. It also suggests setting expectations for respect and avoiding issues that divide students.
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This document discusses several intelligent behaviors that teachers should model, teach, and promote in students, including critical thinking, creativity and innovation, persistence, listening with empathy, applying knowledge to new situations, and finding humor. For each behavior, examples of how to demonstrate it in the classroom are provided, such as using open-ended questions, multiple intelligence assignments, stories of persistence, debates, interviews, problem-solving activities, jokes, and humor. The goal is for students to develop these skills that will help them succeed in school and beyond.
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Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theories
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This document discusses the role of teachers in intellectual development according to various theories. It covers:
1) Bruner's concept of scaffolding, where teachers actively help and encourage learners to solve problems independently over time.
2) Piaget's stages of cognitive development from sensorimotor to formal operations between ages 0-15. The theory emphasizes hands-on learning and using props appropriate to students' developmental levels.
3) Vygotsky's sociocultural theory where language and culture shape cognitive development, and teachers should encourage students to problem solve beyond their current abilities within their "zone of proximal development".
Teachers as transformers workshop at podar college nawalgarh on 7sept11 by tk...
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This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
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This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
Creating a Positive Learning Environment
The document provides tips for effective classroom discussion and student engagement. It recommends that instructors encourage all students to participate, maintain control of discussions but allow different viewpoints, address students by name, give feedback to students, and respond clearly to questions without sarcasm or humor. It also suggests setting expectations for respect and avoiding issues that divide students.
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This document is a student paper for a MED/560 class that discusses characteristics of intelligent behavior. It defines intelligent behavior as the ability to acquire, retain, and apply knowledge to solve problems and cope with new experiences. It provides examples of how students can demonstrate intelligent behavior, such as using case studies and simulations to apply knowledge, finding humor in situations, thinking creatively, listening empathetically, and managing impulses before reacting. The document emphasizes modeling behaviors as an educator and having fun while sparking thinking in students.
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This document discusses several intelligent behaviors that teachers should model, teach, and promote in students, including critical thinking, creativity and innovation, persistence, listening with empathy, applying knowledge to new situations, and finding humor. For each behavior, examples of how to demonstrate it in the classroom are provided, such as using open-ended questions, multiple intelligence assignments, stories of persistence, debates, interviews, problem-solving activities, jokes, and humor. The goal is for students to develop these skills that will help them succeed in school and beyond.
Methods of teaching mathematics | Heuristic method | Matehmatics
Slide2: What is this method?
Slide3: Definitions of Heuristic method
Slide4: Principles of Heuristic method
Slide5: Steps of Heuristic method
Slide6: Heuristic method steps in simple words
Slide7: key words for teachers which helps in this approach
Slide8: Role of Teacher
Slide9: Merits of heuristic method
Slide11: Demerits of Heuristic method
Slide 13: Example for Heuristic method
Slide 14: Conclusion
Anecdotal Records
• Description of the performance or events or activities going on in the school hour or may be starts from bus stop, in the assembly, classroom, playground, pair/group activity, laboratory, dining hall or performance that a learner has completed ---- anything, any time , anywhere
• We need keen eyes to observe our students, a lot of practices to write the “ observational learning and attitudinal, behavioral, traits, characteristic fact” of students…………….we need continuous and comprehensive observation, evaluation & assessment of a student for the welfare of student--------------any time -------------anywhere,----------------------anything
'How To Motivate Students’
First, teachers should attract students' attention using humor, engaging questions, and visual aids like pictures to make the learning more interesting. Second, teachers should provide achievable tasks and activities that allow students to feel a sense of accomplishment through positive feedback. Finally, relating lessons to students' experiences and allowing some freedom and fun can further increase motivation by meeting their needs and making the learning process more successful and long-lasting.
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How to become a good teacher
To be a good teacher, one should:
1) Be relaxed yet professional, as students respond best to confident teachers who maintain appropriate conduct.
2) Have strong subject knowledge and a passion that inspires students, staying up-to-date on the topic through continued learning.
3) Recognize that students learn in different ways and allow them to develop understanding through various methods like reading, listening, and making mistakes without pressure or bullying.
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WHAT EFFECTIVE TEACHERS DO IN THE CLASS
Effective teachers reflect positive energy in the classroom to engage students. They use humor, varied vocal tones when needed, and maintain enthusiasm. Lesson planning should account for different learning styles and connect curriculum to real life. Establishing rapport by being available to students and showing tolerance for differences also helps teachers be more effective. A positive attitude from the teacher guides students' learning and effective teaching.
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Purpose of asking question in the classroom
This document discusses the purpose and benefits of asking questions in the classroom. It states that asking questions enhances the teaching and learning process, helps motivate students to learn, develops students' thinking abilities, checks their understanding, and discovers their interests in the subject. The document provides guidelines for effective questioning techniques such as addressing the whole class, allowing time for students to think, nominating students to answer, and providing feedback.
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- Bright learners succeed in school through effort and enjoy learning. Their education can provide enrichment and individual projects.
- Average learners make up most students and do well with discovery of interests and complex questions.
- Slow learners have IQs below 90 and struggle with attention, memory, skills, and tests. Their education requires repetition, concrete lessons, motivation, and avoiding criticism.
Teaching
The document discusses the craft of teaching and effective teaching strategies. It outlines the PAH continuum model of pedagogy, andragogy, and heutagogy. It emphasizes the importance of intellectual excitement, interpersonal rapport, understanding how students learn, starting lessons from the student perspective, and facilitating self-managed learning. The document also identifies exemplary teaching traits like subject expertise, clarity of communication, and enthusiasm, and warns against practices like inadequate preparation, boring lectures, and disrespecting students.
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This document discusses ways to improve student motivation for learning physics. It identifies that motivation and interest in physics declines for many students. Several approaches are proposed to enhance motivation, including cooperative learning, real-world experiments and simulations, visits to institutions that apply physics, and assignments that allow student choice and research. A survey of 40 students found that hands-on activities, group work, and relating content to applications increased interest and understanding, while lectures alone made physics seem difficult. The document recommends teachers consider different motivational approaches and tailor their methods to sustain student engagement in physics.
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Methods of teaching mathematics | Heuristic method | Matehmatics
Slide2: What is this method?
Slide3: Definitions of Heuristic method
Slide4: Principles of Heuristic method
Slide5: Steps of Heuristic method
Slide6: Heuristic method steps in simple words
Slide7: key words for teachers which helps in this approach
Slide8: Role of Teacher
Slide9: Merits of heuristic method
Slide11: Demerits of Heuristic method
Slide 13: Example for Heuristic method
Slide 14: Conclusion
Anecdotal Records
• Description of the performance or events or activities going on in the school hour or may be starts from bus stop, in the assembly, classroom, playground, pair/group activity, laboratory, dining hall or performance that a learner has completed ---- anything, any time , anywhere
• We need keen eyes to observe our students, a lot of practices to write the “ observational learning and attitudinal, behavioral, traits, characteristic fact” of students…………….we need continuous and comprehensive observation, evaluation & assessment of a student for the welfare of student--------------any time -------------anywhere,----------------------anything
'How To Motivate Students’
First, teachers should attract students' attention using humor, engaging questions, and visual aids like pictures to make the learning more interesting. Second, teachers should provide achievable tasks and activities that allow students to feel a sense of accomplishment through positive feedback. Finally, relating lessons to students' experiences and allowing some freedom and fun can further increase motivation by meeting their needs and making the learning process more successful and long-lasting.
Critcial thinking and open minded
Critical thinking involves evaluating information from various sources by analyzing, questioning, understanding, and synthesizing it to form a well-informed idea. It is an important skill to learn as it helps remove biases. There are 7 ways to integrate critical thinking skills in the classroom, such as asking open-ended questions, encouraging decision-making, group work, considering different viewpoints, connecting ideas, inspiring creativity, and brainstorming. Open-mindedness means being willing to listen to new ideas and consider different opinions and perspectives. It is good to be open-minded as it helps with learning and growth.
How to become a good teacher
To be a good teacher, one should:
1) Be relaxed yet professional, as students respond best to confident teachers who maintain appropriate conduct.
2) Have strong subject knowledge and a passion that inspires students, staying up-to-date on the topic through continued learning.
3) Recognize that students learn in different ways and allow them to develop understanding through various methods like reading, listening, and making mistakes without pressure or bullying.
Teacher effectiveness
I hope this will helpful for all, those who are working with educational institution and those who are working with students.
Effective Questioning
A presentation about how to improve your questioning strategies in the classroom taken from a range of sources.
LASC FOOD FOR THOUGHT | October 27 | mbronoso
The skillful art of questioning
“Sometimes questions are MORE important than answers” – Nancy Willard
WHAT EFFECTIVE TEACHERS DO IN THE CLASS
Effective teachers reflect positive energy in the classroom to engage students. They use humor, varied vocal tones when needed, and maintain enthusiasm. Lesson planning should account for different learning styles and connect curriculum to real life. Establishing rapport by being available to students and showing tolerance for differences also helps teachers be more effective. A positive attitude from the teacher guides students' learning and effective teaching.
Inclusive math classroom Schettino 2017
This was a revision of a talk I gave last summer - more research integrated, a better discussion of the connections of how PBL adds to inclusion.
Effective questioning
Effective questioning is a teaching method that uses questions to drive classroom lessons rather than direct telling. It has several benefits, including stimulating student thinking, assessing progress, checking teacher clarity, and motivating attention. For questions to be effective, teachers should recognize the question's purpose, direct it to the whole class initially before specifying individuals, and probe student responses through follow up questions to uncover their full understanding and allow for analysis. Shifting interaction between students by rewarding responses and encouraging others to answer facilitates learning. In conclusion, questioning provides feedback, increases learning, forces thinking, and enables whole class participation.
Purpose of asking question in the classroom
This document discusses the purpose and benefits of asking questions in the classroom. It states that asking questions enhances the teaching and learning process, helps motivate students to learn, develops students' thinking abilities, checks their understanding, and discovers their interests in the subject. The document provides guidelines for effective questioning techniques such as addressing the whole class, allowing time for students to think, nominating students to answer, and providing feedback.
So You’re a New Teacher??
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“Every teacher must understand the importance of promoting a positive class atmosphere. Each school is a microcosm of our society with its positives and negatives, and the importance
of respect, kindness and
honesty among students
should NOT be minimized”
- Lindberg and Swick, 2005
What I learned from 20 years of Student Journals
This is a revised presentation of the one given at NCTM 2018 in Washington DC. For documents that add to the presentation go to my website carmelschettino.org
Creating positive class atmosphere
Creating a positive classroom atmosphere requires managing student behavior through positive attitudes. The teacher should be passionate about teaching, provide clear expectations and meaningful lessons, and give encouraging feedback and respect to students. Getting feedback from students through reflection journals allows them to take responsibility for their learning, set goals, and improve. Regular reflection helps students and teachers understand progress and how to enhance the learning experience.
No More Clock Watchers
The document discusses student engagement and disengagement in learning. It describes how engaged students learn at high levels, retain information, and can transfer skills to new contexts. Disengaged students show compliance, ritual compliance, or non-compliance. Compliant students learn but superficially. Ritually compliant students learn at low levels and forget quickly. Non-compliant students do not participate and learn little. The document also discusses Csikszentmihalyi's theory of flow and provides examples of lessons that demonstrate engaged learning through challenge, skill-building, choice, collaboration, and celebration of student strengths.
Welcome To Teaching
This document provides an overview and introduction for new teachers. It discusses ground rules for presentations and group work, emphasizing punctuality, participation, and respect for others. It also explores definitions of teachers from various sources, highlighting that teachers encourage individual strengths, look beyond surfaces, and make a positive difference in students' lives. Qualities of best teachers include seeing the potential in every child and affecting families. While teaching has challenges like low pay, it also has great rewards in helping students learn and knowing the important impact of the role.
Types of Learners
The document discusses different types of learners:
- Fast/gifted learners have exceptionally high IQs above 130, rank high academically, and learn quickly through creativity and leadership. Their education should challenge and develop their talents.
- Bright learners succeed in school through effort and enjoy learning. Their education can provide enrichment and individual projects.
- Average learners make up most students and do well with discovery of interests and complex questions.
- Slow learners have IQs below 90 and struggle with attention, memory, skills, and tests. Their education requires repetition, concrete lessons, motivation, and avoiding criticism.
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The document discusses the craft of teaching and effective teaching strategies. It outlines the PAH continuum model of pedagogy, andragogy, and heutagogy. It emphasizes the importance of intellectual excitement, interpersonal rapport, understanding how students learn, starting lessons from the student perspective, and facilitating self-managed learning. The document also identifies exemplary teaching traits like subject expertise, clarity of communication, and enthusiasm, and warns against practices like inadequate preparation, boring lectures, and disrespecting students.
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This document discusses ways to improve student motivation for learning physics. It identifies that motivation and interest in physics declines for many students. Several approaches are proposed to enhance motivation, including cooperative learning, real-world experiments and simulations, visits to institutions that apply physics, and assignments that allow student choice and research. A survey of 40 students found that hands-on activities, group work, and relating content to applications increased interest and understanding, while lectures alone made physics seem difficult. The document recommends teachers consider different motivational approaches and tailor their methods to sustain student engagement in physics.
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- Findings that through art interventions Scott showed improved focus, independence, peer interactions, and completion of projects.
Research proposal
1. Art is subjective and difficult to define, as each person has their own perspective and interpretation of beauty. Producing art requires both talent and ability, with talent being innate and ability being learned.
2. This study focuses on visual arts like painting, sculpture, and photography. Learning visual arts from a young age can help children develop skills like creativity, critical thinking, and appreciation for beauty.
3. The study aims to allow children freedom in art creation without restrictions from adults, while also nurturing an appreciation for art. This can help children's cognitive and physical development as well as confidence and social skills.
Bernadith s...onlinepass.docx...final
The document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in the classroom. It explains that students learn in diverse ways and possess different combinations of intelligences. The theory identifies eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The author discusses using various methods in their own teaching to engage students with different intelligences, such as kinesthetic learning in math or using various artistic mediums. The conclusion emphasizes that teachers should get to know each student's individual strengths and allow multiple ways for students to demonstrate understanding.
Bernadith s...onlinepass.docx...final
The document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in the classroom. It explains that students learn in diverse ways and possess different combinations of intelligences. The theory identifies eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The author discusses using various methods in their teaching to engage students with different intelligences, such as kinesthetic learning in math class. They believe teachers should get to know each student's individual strengths and use multiple ways of assessing understanding.
Bernadith s...onlinepass.docx...final
The document discusses Howard Gardner's theory of multiple intelligences and how it can be applied in the classroom. It explains that students learn in diverse ways and possess different combinations of intelligences. The theory identifies eight types of intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The author discusses using various methods in their teaching to engage students with different intelligences, such as kinesthetic learning in math class. They believe teachers should get to know each student's individual strengths and use various assessments to allow students to demonstrate their understanding in different ways.
Art & Aesthetics power point presentation
This document discusses the meaning of art and aesthetics, and the significance of art in secondary level education. It defines art as the expression of human creativity and imagination, and aesthetics as the philosophical study of beauty. The document outlines several aims and objectives of incorporating art into education, including increased engagement, improved learning, boosting creativity, and developing motor, visual, and cognitive skills in students. It argues that art can help students enhance collaboration, accountability, problem solving, and personal development. Overall, the document advocates for integrating art across the curriculum to reap these benefits.
Similar to Microsoft Word Teaching Philosophy 2009 (20)
Arts presentation Bachelor of Elementary Education
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Allison Schellenger: Changing the Internal Conversation
Allison Schellenger: Changing the Internal Conversation
Microsoft Word Teaching Philosophy 2009
- 1. Todd Christopher Orchard 58 West 200 South American Fork, Utah 84003 (801) 492-4197 · toddorchard@msn.com Teaching philosophy Instructor of Fine Art Reaching for the AAh Ha!@ My first experience with teaching was both eye-opening and mentally exhaustive. My failed attempts at humor (and a room full of silent staring students) made me question my ability to express procedures I knew so well. I realized that I could not act as a fountain of empirical knowledge, not only because of the subjective aspect of art, but the difficultly of wielding language in an ideal manner. It has been said that Atalking about art is like dancing about architecture.” I still find this true! To overcome the confusing lexicon of art terms, I opt to practice less talk and more do. This is not to say I remain silent; I utilize visual supports such as digital slides, master artist images, personal demonstrations, and printed material to make the elements at hand visibly clear. I also get involved as students work on projects. They respond favorably when I am working closely, hands on with each individual, encouraging them to struggle, giving gentle criticism and course corrections to foster their personal creative spark. A beginning drawing class can be very dull for students when faced with rudimentary drawing drills. It is critical that this essential skill become relevant to either art or non- art students alike. Regardless of my persuasiveness, inspiration cannot be forced; it must start with a moment of “Ah Ha!” Knowledge discovered by effort, is rewarded with satisfaction and even joy. I have seen this breakthrough in moments of simple comprehension, such as a student grasping the nuts and bolts of linear perspective. Once they “get it” that intelligence becomes their own. Students often share these educational moments with their peers, magnifying their command of the new skill as they inadvertently become the educator. The excitement spreads to other aspects of their studies, and if fostered, this “Ah Ha!” will become an enduring habit long after they leave the academic setting. As a teacher I find there are various things I can nurture in a student to promote his educational development. These include technical artistic ability and a confident mental attitude. An expectation of discipline in the studio is also indispensable. I have developed my lectures, student critiques, and demonstrations to give a student simple tools of visual articulation. These exercises in color mixing, value rendering, and applicable technique are helpful to foster confidence. In color theory class we learn that three primary colors plus black and white can be combined to create unlimited hues. Similarly, the elements of color, value, and composition can be combined (in limitless ways) to maximize individual expression. It is beneficial to students for me to demonstrate how this might be done, but more important for them to “mix on their own palette,” so to speak. Both my demonstration and their experimentation are needed for this objective: Students will develop an instinctive proficiency with a variety of responses to visual problem solving, rather than a scripted response or a stock solution. I find student critiques challenging but enjoyable. I am able to ascertain if students are regurgitating my words and views, or if they are searching their own minds to
- 2. intimately connect with the visual experience received from their eyes. The eye/brain/mouth nature of the critique is in contrast to the eye/brain/hand responses of painting and drawing. Critique compels both teacher and student to search for applicable nomenclature which is so lacking that made-up words are permissible and even encouraged. The mental exertion used to describe complex visual phenomena and make judgments about artistic creations, whether it be their work or another=s, is invaluable to enrich learning minds. I include this important discussion in all the courses I design and teach. The necessity of generating my own class content and assignments has been a process that has been rewarding; it helps me focus on what I believe and value. This continual self examination and careful observance of “practice what you preach,” helps me to better hone my skills as an artist and teacher. I have learned to enjoy the challenges poised both in the classroom and advising students privately. I share in the fulfillment of the moment of personal discovery experienced by my students. This is a most gratifying reward. I hope it continues throughout my teaching career.