5. According to Thelma Roberson
(2000), most prospective
teachers confuse their beliefs
with the ideas of teaching.
Education philosophies, then,
are not what you want to do in
class to aid learning, but why
you do them and how they work.
6. Students proposed to use cooperative
learning techniques in their classroom.
-WHY???
*Is cooperative learning a true philosophy or is
it something you do in the classroom because
of your belief about the way children learn?”
7. Philosophies need to translate
ideas into action – if you want to
use certain techniques, then you
need to understand how they
are effective in the classroom to
create that portion of your
education philosophy.
8. Philosophies of Education have travelled
down a tree of branches.
The first four support branches of philosophy
are:
Idealist school
Realist school
Pragmatist school
Existential schools of thought
9. Idealism - focuses on a subject-matter
curriculum emphasizing the great ideas of
the culture. You must ponder ideas to make
them whole.
Realism - A subject-matter curriculum
stressing objective knowledge and values.
Reality is objective, meaning everyone
should obtain the same results regardless of
what he does or how he consider concepts.
10. Perennialism - Focuses on human concerns
that have caused concern for centuries,
revealed through 'great works‘.
Essentialism - Rooted partially in Idealism, as
well - Emphasizes skills and subjects that
demonstrate the cultural heritage and
contribute to society.
11. Pragmatism - Instruction is organized around
problem-solving following the steps of the
scientific method - emphasizes the need to
act on concepts by testing them.
Progressivism - Instruction features problem
solving and group activities - The instructor
acts as a facilitator as opposed to a leader.
12. Social Reconstructionism - Instruction that
focuses on significant social and economic
problems in an effort to solve them.
Existentialism - Classroom dialogue
stimulates awareness - each person creates
an awareness gleaned from discussion and
encourages deep personal reflection on his or
her convictions
13. Perennialists are instructors who feel that
the knowledge that has been passed through
the ages should be continued as the basis of
the curriculum, like the classic works of
Plato and Einstein.
14. Perennialists base their teachings on reason,
logic, and analytical thought. Only
information that stood the test of time is
relevant. They do not illicit student input.
The classes most likely to be considered
under this approach would be history,
science, math, and religion classes
15. The instructors whose teaching philosophies
are based on documented facts and tangible
truths are normally those who would be in
the math and science departments.
These teachers do not feel that religion and
the supernatural should be a part of the
thinking process. The idea of uncertainty and
the unknown is considered illogical.
16. Behaviorists believe in rewards and
punishments as an approach to controlling
the teaching environment due to their belief
in the intrinsic nature of humans to react to
internal or external stimuli.
17. This teacher-centered system ultimately
allows the students to be controlled by the
educator, who makes the environment
pleasant or unpleasant depending on the
students' behavior .
18. Essentialists believe that there is a universal
pool of knowledge needed by all students.
The fundamentals of teaching are the basis
of the curriculum:
math, science, history, foreign language, and
English
Vocational classes are not seen as a
necessary part of educational training.
19. Classrooms are formal, teacher-centered,
and students are passive learners.
Evaluations are predominately through
testing, and there are few, if any, projects or
portfolios.
These instructors easily accept the No Child
Left-Behind Act because test scores are the
main form of evaluation.
20. This is a student-centered form of instruction
where students follow the scientific method
of questioning and searching for the answer.
Evaluations include projects and portfolios.
Current events are used to keep students
interested in the required subject matter.
21. Students are active learners as opposed to
passive learners.
The teacher is a facilitator rather than the
center of the educational process. Student
input is encouraged, and students are asked
to find their interpretation of the answer.
22. This student-centered philosophy strives to
instill a desire to make the world a better
place.
It places a focus on controversial world issues
and uses current events as a springboard for
the thinking process.
23. These students are taught the importance of
working together to bring about change.
These teachers incorporate what is
happening in the world with what they are
learning in the classroom.
24. Active participation is the key to this
teaching style.
Students are free to explore their own ideas
and share concepts with one another in
nontraditional ways. “Hands on activity […] is
the most effective way of learning and is
considered true learning”.
25. Also a student-centered philosophy, this
educational method is based on the idea that
the students should be presented with
choices about the learning process.
The student is engaged in all aspects of
learning and works together with the teacher
and her peers to develop a curriculum and
evaluation system that allows for individual
interests and abilities
27. News
is an oral or written report of a past,
present, or future event.
It should be factual, truthful, accurate,
unbiased, and interesting.
*But what is interesting to one is not always
interesting to another.
28. 1. CONFLICT
2. IMMEDIACY OR TIMELINESS
3. PROXIMITY OR NEARNESS
4. PROMINENCE
5. SIGNIFICANCE
6. NAMES
7. DRAMA
8. ODDITY OR UNUSUALNESS
9. ROMANCE AND ADVENTURE
10. SEX
30. I. FORMING YOUR IDEA
1. Get familiar with the type of article you
want to write.
2. Brainstorm your topic.
3. Choose something you’re passionate
about.
4. Conduct preliminary research.
5. Find a unique angle.
6. Hone your argument.
31. II. RESEARCHING YOUR IDEA
1. Learn about your topic and argument.
2. Gather supporting evidence.
3. Use reliable sources.
4. Be sure to use a range of sources.
5. Keep track of your research sources.
6. Avoid plagiarism.
32. III. OUTLINING YOUR IDEA
1. Decide on the article’s length.
2. Consider your audience.
3. Outline your article.
4. Choose quotes and other evidence to
support your points.
33. IV. WRITING YOUR ARTICLE
1. Write your introduction.
2. Follow your outline.
3. Give proper context.
4. Show with description.
5. Include transitions.
6. Pay attention to style, structure and
voice.
7. Write a compelling conclusion.
8. Think about adding supplemental
material.
34. V. FINALIZING YOUR WORK
1. Edit your work.
2. Comb through for grammatical errors.
3. Read your article out loud to yourself.
4. Have someone else read your article.
5. Write a headline.
