This document provides an overview of the EDUC 8P15 course. It introduces the instructor, Beth Carey, and outlines the various course topics, assignments, expectations and evaluation methods. The main assignments include an oral chronicle presentation, narrative of education essay, literacy narrative letters, and a field placement reflection paper. Key course concepts that will be examined include John Dewey's philosophy of experiential education and narrative inquiry as a way to understand teaching experiences through stories. Students are expected to complete assigned readings, actively participate in class, and adhere to academic integrity and professionalism standards. The document aims to fully prepare students for the course requirements and content.
Social Constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how culture and social interaction influence cognitive development. According to Vygotsky, culture provides children with cognitive tools like language, which are transmitted through social interactions with adults and peers. Knowledge is constructed through collaboration within social and cultural contexts. Constructivist classrooms encourage social learning activities like collaborative work, discussion, and problem-solving to help students build knowledge together.
This document discusses teaching students with special gifts and talents. It begins by defining special gifts and talents, noting a difference between the terms - gifted refers to academic ability while talent refers more to creative or artistic skills. It then outlines categories of special gifts, features of gifted students, barriers teachers face, and strategies for inclusion. Specifically, it recommends differentiating instruction through modifying processes, products and learning environments to meet gifted students' needs within inclusive classrooms.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses selecting an appropriate theme that addresses history/social science standards and common core standards. The theme should be engaging for students and allow exploration of concepts through activities like field trips. Lessons should integrate skills from multiple subjects and utilize primary sources. At least six lessons are required, with four fully developed, along with a final project-based assessment. Guidance is provided on developing lesson plans, a curriculum map, and assessments to document student learning of the key ideas of the unit.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students. The theme should integrate different subject areas and allow students to learn through hands-on experiences. Examples of potential themes for different grade levels are provided. The document outlines criteria for selecting lessons, activities, assessments and resources to develop the curriculum unit.
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
This document discusses differentiated instruction and provides an overview of key concepts. It defines differentiated instruction as adapting teaching methods to meet individual student needs. The document highlights that brain research shows students have varying readiness levels, interests, and learning profiles. Effective differentiated classrooms are responsive to these differences. The document also notes that differentiated instruction involves modifying content, processes, and products based on student readiness, interests, and learning profiles. Teachers should understand each student and offer choices to match their needs.
Social Constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how culture and social interaction influence cognitive development. According to Vygotsky, culture provides children with cognitive tools like language, which are transmitted through social interactions with adults and peers. Knowledge is constructed through collaboration within social and cultural contexts. Constructivist classrooms encourage social learning activities like collaborative work, discussion, and problem-solving to help students build knowledge together.
This document discusses teaching students with special gifts and talents. It begins by defining special gifts and talents, noting a difference between the terms - gifted refers to academic ability while talent refers more to creative or artistic skills. It then outlines categories of special gifts, features of gifted students, barriers teachers face, and strategies for inclusion. Specifically, it recommends differentiating instruction through modifying processes, products and learning environments to meet gifted students' needs within inclusive classrooms.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses selecting an appropriate theme that addresses history/social science standards and common core standards. The theme should be engaging for students and allow exploration of concepts through activities like field trips. Lessons should integrate skills from multiple subjects and utilize primary sources. At least six lessons are required, with four fully developed, along with a final project-based assessment. Guidance is provided on developing lesson plans, a curriculum map, and assessments to document student learning of the key ideas of the unit.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students. The theme should integrate different subject areas and allow students to learn through hands-on experiences. Examples of potential themes for different grade levels are provided. The document outlines criteria for selecting lessons, activities, assessments and resources to develop the curriculum unit.
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
This document discusses differentiated instruction and provides an overview of key concepts. It defines differentiated instruction as adapting teaching methods to meet individual student needs. The document highlights that brain research shows students have varying readiness levels, interests, and learning profiles. Effective differentiated classrooms are responsive to these differences. The document also notes that differentiated instruction involves modifying content, processes, and products based on student readiness, interests, and learning profiles. Teachers should understand each student and offer choices to match their needs.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. Themes should be developmentally appropriate and hook students' interests. Lessons should integrate different subjects and develop understanding. Sample California themes are provided for grades 3-6. Guidance is given for selecting themes, developing essential understandings, involving students, and assessing learning through authentic final projects. Lessons should incorporate a variety of activities, intelligences, and depth of knowledge levels.
The document describes La Scuola's journey into implementing the IB Primary Years Programme (PYP). It discusses key elements of the PYP framework including learner profile, attitudes, concepts, skills and themes. It provides examples of units of inquiry taught in Kindergarten and Grade 1-2 on the senses and celebrations. These units were taught transdisciplinarily, incorporating multiple subject areas like art, science, language and math. Assessment involved hands-on student experiments and projects to holistically develop understanding of central ideas.
Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docxDr. Shadia Banjar
The document provides information on teaching skills, translation skills, and evaluating teaching. It discusses critical thinking, elements of good teaching including scholarship, integrity and communicating with students. It also outlines teaching methods, course design principles, and techniques for evaluating one's own teaching, including self-monitoring, student feedback, and using outside observers. Translation is defined as both the process of translating and the translated text or product. Teaching translation should balance theory and practice.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
5, 4, 3, 2, 1... Launching the PYP! Tips, Strategies, and ResourcesStephanie Barrus
The document provides an overview of the timeline and process for launching the Primary Years Programme (PYP) at Belvedere Elementary School. It details the steps taken from 2013-2015, which included staff training, developing units of inquiry, and working towards authorization as a PYP school. Tips are also provided on organizing standards using PYP themes, identifying different types of standards, and creating a program of inquiry. The document concludes with recommendations for additional professional development, establishing a PYP pedagogical team, implementing the IB learner profile, and communicating with parents and the community.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
This document discusses strategies for inclusive education for college students and faculty. It begins by noting the diversity of students on college campuses, with many reporting various disabilities. It then discusses concepts like universal design for learning, diversity, inclusion, equity and equality in education. The document emphasizes that universal design benefits all students and helps reduce barriers to education. It notes students' perspectives that communicating needs is an ongoing process and some feel stigma around accommodations. Overall, the document advocates for universal design principles that make education accessible and inclusive for all.
The document discusses rethinking education in the digital age. It argues that learning must be active, engaging, and focus on metacognition. Visible thinking routines can support this by making the thinking process explicit and encouraging questioning, evidence-based reasoning, and reflection. Some example routines described are See-Think-Wonder, What's Going On?, Headlines, and Looking 10x2. When thinking is visible, students can analyze, assess, and improve their thinking.
Inquiry-based learning is an active learning method where students learn by posing questions and investigating them. It involves developing questions, gathering information, analyzing findings, and reflecting on what was learned. There are four levels of inquiry with levels 1 and 2 having more teacher guidance and levels 3 and 4 giving students more autonomy. Inquiry benefits students by allowing them to direct their own learning in a way that mimics real-world problem solving. Effective implementation requires the teacher to act as a facilitator who guides students through the inquiry process.
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are at least eight ways that humans understand and perceive the world, including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that instruction should appeal to different forms of intelligence and assessments should measure multiple forms. Adopting this approach could help create more personalized lessons and validate different ways students learn.
This document discusses the need for a paradigm shift in curriculum and instructional approaches. It notes that while curriculum planning has begun to change, incorporating new skills and content, instruction has not shifted from a traditional lesson-based approach. The challenges of the 21st century demand skills like problem solving, teamwork and adaptability, but there is not enough time in the school day to teach all the new demands using traditional instructional methods. It proposes shifting to a "structure-based" approach where curriculum is embedded within instructional activities and structures rather than separated into distinct lessons. This would make it possible to achieve both academic standards and teach 21st century skills without reducing time spent on core subjects. A structure-based approach has the potential
Week 3 Integration in the Middle Years Classroombgalloway
This document discusses curriculum integration and provides examples. It begins with an overview of the week's focus on integrating prior and new learning about curriculum integration. It then provides examples of integration, such as parallel disciplines design, interdisciplinary design, and field-based programs. Benefits and issues of integration are discussed. The document concludes with an example peace garden project that integrated objectives across subjects in a school community.
The document describes a project-based learning approach used in an early childhood development (ECD) classroom. It details how a topic on bamboo led the children to become interested in pandas, which then led them to questions about China. The phases of investigating China included reading books and enhancing the classroom with Chinese prints, currency, and flags. Children visited the zoo, made fans and clay objects, used technology, and had sensory experiences. They represented their learning through art and sketching. The approach allowed children's interests and questions to guide open-ended learning.
This document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are at least eight different ways that humans understand and perceive the world, including verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that instruction and assessment should appeal to and measure these different forms of intelligence. Adopting multiple intelligences in education could help create more personalized lessons and promote student self-motivation and understanding. Schools may eventually move towards apprenticeships, children's museums, and focusing more on what students truly need to know to be lifelong learners in a world of accessible information.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are at least eight different ways that humans understand and perceive the world, including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that instruction and assessment should appeal to and measure these different forms of intelligence to create more personalized and effective education that meets the needs of all students. Implementing multiple intelligences in schools may help move beyond traditional teaching methods and create a more inclusive learning environment.
The document provides an overview of the curriculum night agenda for parents. It includes introductions, an icebreaker activity, presentations on the literacy program, math program, units of inquiry, and homework. It discusses how learning is assessed and how parents can support their children's learning at home. The portfolio process is also explained as a way for students to reflect on their learning and for parents to engage with their child's progress.
Creative research methods for UoM PGCE Secondary 2012 13dkaneva
The document discusses creative methods for data generation in educational research, focusing on learning walks and learning journals, with learning walks described as informal interviews conducted while moving through a location, and learning journals presented as a way for child participants to reflect on their experiences in their own time through writing, drawing, and other activities. Examples are provided of how these methods were used in the author's research on the experiences of students with English as an additional language who recently arrived in England.
The document summarizes Ronald Barnett's discussion on the relationship between being a scholar and being a teacher in higher education. Barnett explores whether academics should view themselves primarily as scholar-teachers, with their scholarship directly informing their teaching, or teacher-scholars, with their pedagogy emerging from their scholarly work. Barnett argues that while individual academics may lean more towards one approach, pedagogical research benefits most from some interplay and relationship between teaching and scholarly work.
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
The document provides information and sample activities about perceptual learning styles and pre-writing tasks for visual, auditory, and kinesthetic learners. It defines key learning styles, references research findings on how styles influence teaching and learning, and gives examples of pre-writing activities tailored for different styles. The activities aim to generate ideas and organize information for writing through visual, auditory, and kinesthetic modalities.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. Themes should be developmentally appropriate and hook students' interests. Lessons should integrate different subjects and develop understanding. Sample California themes are provided for grades 3-6. Guidance is given for selecting themes, developing essential understandings, involving students, and assessing learning through authentic final projects. Lessons should incorporate a variety of activities, intelligences, and depth of knowledge levels.
The document describes La Scuola's journey into implementing the IB Primary Years Programme (PYP). It discusses key elements of the PYP framework including learner profile, attitudes, concepts, skills and themes. It provides examples of units of inquiry taught in Kindergarten and Grade 1-2 on the senses and celebrations. These units were taught transdisciplinarily, incorporating multiple subject areas like art, science, language and math. Assessment involved hands-on student experiments and projects to holistically develop understanding of central ideas.
Practicum in language lane 462.- a brief summary , dr. shadia y. banjar.docxDr. Shadia Banjar
The document provides information on teaching skills, translation skills, and evaluating teaching. It discusses critical thinking, elements of good teaching including scholarship, integrity and communicating with students. It also outlines teaching methods, course design principles, and techniques for evaluating one's own teaching, including self-monitoring, student feedback, and using outside observers. Translation is defined as both the process of translating and the translated text or product. Teaching translation should balance theory and practice.
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses including relevant history/social science and Common Core standards. It emphasizes selecting an appropriate theme that interests and engages students, and can be explored in depth. It recommends organizing the curriculum around one of California's approved social studies themes for different grade levels. The document provides examples of potential activities and lessons, and stresses assessing student learning through authentic projects rather than tests.
5, 4, 3, 2, 1... Launching the PYP! Tips, Strategies, and ResourcesStephanie Barrus
The document provides an overview of the timeline and process for launching the Primary Years Programme (PYP) at Belvedere Elementary School. It details the steps taken from 2013-2015, which included staff training, developing units of inquiry, and working towards authorization as a PYP school. Tips are also provided on organizing standards using PYP themes, identifying different types of standards, and creating a program of inquiry. The document concludes with recommendations for additional professional development, establishing a PYP pedagogical team, implementing the IB learner profile, and communicating with parents and the community.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
This document discusses strategies for inclusive education for college students and faculty. It begins by noting the diversity of students on college campuses, with many reporting various disabilities. It then discusses concepts like universal design for learning, diversity, inclusion, equity and equality in education. The document emphasizes that universal design benefits all students and helps reduce barriers to education. It notes students' perspectives that communicating needs is an ongoing process and some feel stigma around accommodations. Overall, the document advocates for universal design principles that make education accessible and inclusive for all.
The document discusses rethinking education in the digital age. It argues that learning must be active, engaging, and focus on metacognition. Visible thinking routines can support this by making the thinking process explicit and encouraging questioning, evidence-based reasoning, and reflection. Some example routines described are See-Think-Wonder, What's Going On?, Headlines, and Looking 10x2. When thinking is visible, students can analyze, assess, and improve their thinking.
Inquiry-based learning is an active learning method where students learn by posing questions and investigating them. It involves developing questions, gathering information, analyzing findings, and reflecting on what was learned. There are four levels of inquiry with levels 1 and 2 having more teacher guidance and levels 3 and 4 giving students more autonomy. Inquiry benefits students by allowing them to direct their own learning in a way that mimics real-world problem solving. Effective implementation requires the teacher to act as a facilitator who guides students through the inquiry process.
The document discusses Howard Gardner's theory of multiple intelligences which proposes that there are at least eight ways that humans understand and perceive the world, including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that instruction should appeal to different forms of intelligence and assessments should measure multiple forms. Adopting this approach could help create more personalized lessons and validate different ways students learn.
This document discusses the need for a paradigm shift in curriculum and instructional approaches. It notes that while curriculum planning has begun to change, incorporating new skills and content, instruction has not shifted from a traditional lesson-based approach. The challenges of the 21st century demand skills like problem solving, teamwork and adaptability, but there is not enough time in the school day to teach all the new demands using traditional instructional methods. It proposes shifting to a "structure-based" approach where curriculum is embedded within instructional activities and structures rather than separated into distinct lessons. This would make it possible to achieve both academic standards and teach 21st century skills without reducing time spent on core subjects. A structure-based approach has the potential
Week 3 Integration in the Middle Years Classroombgalloway
This document discusses curriculum integration and provides examples. It begins with an overview of the week's focus on integrating prior and new learning about curriculum integration. It then provides examples of integration, such as parallel disciplines design, interdisciplinary design, and field-based programs. Benefits and issues of integration are discussed. The document concludes with an example peace garden project that integrated objectives across subjects in a school community.
The document describes a project-based learning approach used in an early childhood development (ECD) classroom. It details how a topic on bamboo led the children to become interested in pandas, which then led them to questions about China. The phases of investigating China included reading books and enhancing the classroom with Chinese prints, currency, and flags. Children visited the zoo, made fans and clay objects, used technology, and had sensory experiences. They represented their learning through art and sketching. The approach allowed children's interests and questions to guide open-ended learning.
This document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are at least eight different ways that humans understand and perceive the world, including verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that instruction and assessment should appeal to and measure these different forms of intelligence. Adopting multiple intelligences in education could help create more personalized lessons and promote student self-motivation and understanding. Schools may eventually move towards apprenticeships, children's museums, and focusing more on what students truly need to know to be lifelong learners in a world of accessible information.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that there are at least eight different ways that humans understand and perceive the world, including verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory suggests that instruction and assessment should appeal to and measure these different forms of intelligence to create more personalized and effective education that meets the needs of all students. Implementing multiple intelligences in schools may help move beyond traditional teaching methods and create a more inclusive learning environment.
The document provides an overview of the curriculum night agenda for parents. It includes introductions, an icebreaker activity, presentations on the literacy program, math program, units of inquiry, and homework. It discusses how learning is assessed and how parents can support their children's learning at home. The portfolio process is also explained as a way for students to reflect on their learning and for parents to engage with their child's progress.
Creative research methods for UoM PGCE Secondary 2012 13dkaneva
The document discusses creative methods for data generation in educational research, focusing on learning walks and learning journals, with learning walks described as informal interviews conducted while moving through a location, and learning journals presented as a way for child participants to reflect on their experiences in their own time through writing, drawing, and other activities. Examples are provided of how these methods were used in the author's research on the experiences of students with English as an additional language who recently arrived in England.
The document summarizes Ronald Barnett's discussion on the relationship between being a scholar and being a teacher in higher education. Barnett explores whether academics should view themselves primarily as scholar-teachers, with their scholarship directly informing their teaching, or teacher-scholars, with their pedagogy emerging from their scholarly work. Barnett argues that while individual academics may lean more towards one approach, pedagogical research benefits most from some interplay and relationship between teaching and scholarly work.
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
The document provides information and sample activities about perceptual learning styles and pre-writing tasks for visual, auditory, and kinesthetic learners. It defines key learning styles, references research findings on how styles influence teaching and learning, and gives examples of pre-writing activities tailored for different styles. The activities aim to generate ideas and organize information for writing through visual, auditory, and kinesthetic modalities.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
The document provides information and activities for visual, auditory, and kinesthetic learners to help with pre-writing tasks. It discusses learning styles and defines them. Example activities are presented that incorporate different learning styles, such as using a voice recorder for auditory learners or forming groups to move around for kinesthetic learners. The document aims to show the connection between pre-writing activities and accommodating different learning styles.
This document discusses personal and professional qualities of teachers as well as different philosophies of education including essentialism, perennialism, existentialism, progressivism, reconstructionism, behaviorism, and constructivism. It provides descriptions of each philosophy's aims of education, the role of education, focus in the curriculum, and curriculum trends. The document also discusses the teacher's philosophy of education and includes samples of teaching philosophy statements. It poses questions to test understanding of the different educational philosophies.
This document discusses current trends in teaching literature and approaches to improving student interest. It notes a loss of interest in studying literature among secondary students due to laziness, a shift to electronic chatting, and competing media. The value of literature is described, including developing various senses and exposing students to human experiences and judgment. Factors hindering the study of literature include laziness, competing media like social media, and ineffective teaching methods. The document recommends using themes, styles, group work, integrating literature with language teaching, and active learning methods like discussions, projects and dramatization to make literature classes more engaging.
This class covered narrative inquiry and assumptions in teaching and learning. It discussed Dewey's views on freedom and social control. Students presented oral chronicles and the class analyzed literacy narratives using the three Rs framework of narrative reveal, revelation, and reformation. The class also examined Dewey's ideas on curriculum organization and the progressive development of subject matter through experience. It addressed identifying biases and assumptions about students. The discussion looked ahead to the next class's readings on professional development and well-being.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
This document discusses the key principles and recommendations of the National Curriculum Framework (NCF) 2005 regarding language education and teaching at the elementary level. Some of the main points covered include:
- Shifting away from rote learning methods and making education more holistic, learner-centered, and connected to students' lives outside of school.
- Integrating subjects and incorporating local/traditional knowledge. Facilitating active learning, critical thinking, and learner autonomy.
- Emphasizing the development of language skills like listening, speaking, reading and writing in an integrated manner. Adopting a "language-across-the-curriculum" approach.
- Implementing the three language formula and
The document discusses different perspectives and models of curriculum. It begins by defining curriculum as a plan for learning that organizes teacher-student interactions and content. It then outlines traditional and progressive views of curriculum. Traditional views see curriculum as a body of subjects prepared by teachers, while progressives emphasize learner needs and experiences.
The document also describes three curriculum design models: subject-centered focuses on content divided into subjects; learner-centered considers student interests; and problem-centered integrates related content across subjects. Finally, it notes the Philippines uses a subject-centered structure in schools and discusses strengths and weaknesses of different approaches.
1) The document summarizes research being conducted by the Lesson Study Research Group at the University of Leicester to evaluate the quality of learning opportunities and explore student perspectives in "research lesson seminars" using a lesson study approach.
2) Lesson study is being used as a collaborative tool to understand and extend student learning on an MA International Education course. It involves teaching research lessons, observing students, and conducting student interviews and evaluation meetings to continuously refine pedagogy.
3) Initial insights from two projects exploring international student learning and the role of study skills indicate benefits of lesson study in breaking down "pedagogic solitude" and issues of literacy, technology, and developing an academic community.
The document discusses pedagogical approaches used in the K to 12 curriculum in the Philippines, specifically constructivism. It provides information on constructivism including key thinkers like Piaget, Bruner, and Vygotsky. Characteristics of a constructivist classroom are presented, which emphasize active, collaborative, reflective, and inquiry-based learning. The roles of teachers in a constructivist environment include facilitating discussion and helping students construct their own understandings. Approaches like problem-based learning and strategies like Predict-Observe-Explain modeling promote constructivism. Assessment in a constructivist classroom can involve anecdotal records, portfolios, rubrics and other authentic methods.
The document discusses the development and implementation of a creative curriculum at various schools. It describes how one primary school developed new curriculum themes centered around works of art. Other schools incorporated projects like Man: A Course of Study to promote cross-cultural understanding and examine human behavior. Developing a creative culture requires a shared vision, collaborative teaching, and organizational structures that provide time and resources for innovation. Teachers and students benefit from a more engaging, meaningful learning experience.
The document outlines Nic Carlson's philosophy of education based on progressivism. It discusses progressivism's view that the purpose of education is to develop critical thinking and problem solving skills to prepare students for an uncertain future. Under this approach, the teacher acts as a facilitator rather than expert, and students learn through active participation, group work, hands-on experiences, and following their interests. Nic aims to incorporate these progressivist strategies, such as inductive thinking, collaborative projects, and technology resources, into his high school biology curriculum.
Building Informational Reading Skills in Elementary GradesMay Pascaud
Informational reading skills are essential for long term student success, but teachers often lack the resources and curriculum materials to effectively teach these skills.
In this free webinar Match Fishtank English Language Arts Curriculum Director, Anne Lyneis will explain how you can use Match Fishtank’s free resources--including engaging elementary science and social studies units--to build your students' informational reading ability.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
The document discusses the constructivist approach to teaching and learning. Some key points include:
- Constructivism views learning as an active process of building knowledge based on personal experiences. The learner constructs mental models to make sense of new information.
- Teachers take on facilitator roles like modeling, coaching and scaffolding rather than direct instruction.
- Learning is an active, social process where students explore concepts, ask questions, and reflect on interactions and experiences.
- National policies like the NCF 2005 emphasize a constructivist approach with a focus on conceptual understanding over rote learning and helping students learn how to learn.
Poverty, intersectionality & youth success case studies to eradicate sy...Beth Carey
The document discusses poverty and its intersectionality with various factors that impact youth success and access to education. It presents research showing that poverty negatively influences academic achievement through various mechanisms like limiting access to resources and opportunities, perpetuating stereotypes, and impacting mental health and well-being. The document proposes a 3R narrative framework and a 3-pillar framework of opportunity to help educators address inequities, overcome deficit perspectives, and collectively support all students and community members.
Narrative inquiry is an approach to understanding experiences through stories. It views experiences as lived and told, and examines them through three common lenses: temporality, sociality, and place. Temporality provides context by considering the past, present, and future of events. Sociality explores the influence of relationships and norms. Place examines the impact of physical location. Together, these lenses offer a rich framework for analyzing experiences narratively.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of technology access and inflexible scheduling; 2) Educators broke rules to support students' mental health and connection; 3) Relationships between teachers and students are important for a caring "lived curriculum"; 4) Streaming practices often disadvantage marginalized students and their voices are needed for reform; 5) Resilience is linked to identity and breaking down barriers, not just lessons, for student success. Recommendations focus on enhancing equity training, building a culture of care, and developing community partnerships.
Narratives of systemic barriers & accessibility summary of article 1Beth Carey
The document discusses narratives from educators on systemic barriers faced by vulnerable students during the COVID-19 pandemic. Key findings include: 1) The pandemic highlighted longstanding issues like lack of access to technology and inflexible scheduling; 2) Relationships between teachers and students are important for resilience but undermined by streaming and biases; 3) Students and educators called for reforming streaming practices and increasing student voice in academic pathways. Recommendations focus on enhancing teacher training, building a culture of care, and developing community partnerships.
This document provides an overview of the 8P15 Teaching and Learning: Schools and Communities course at Brock University. It outlines the course topics, expectations, assignments, and evaluations. The main assignments are oral chronicle presentations, weekly literacy narratives posted to an online forum, and a final narrative of education paper. Students are expected to actively participate in class discussions, submit assignments on time, and demonstrate professionalism. The course aims to help students develop a practical and collaborative knowledge of teaching through exploring personal experiences and relating theory to virtual field observations.
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ways to structure them and what to focus on regarding the teacher, learners, curriculum and environment.
This document provides an agenda for Week 11 activities which includes watching a movie called "Freedom Writers" and writing a comment about an aspect of the movie that spoke to the reader. It asks readers to complete their bio poem and comment about the movie by April 2nd, 2020. It also reminds readers to finish any outstanding assignments and letters of recommendation by the deadline.
This document provides an agenda for a session that includes: an overview of upcoming weeks, discussions of short stories and poems about identity and bias, presentations on oral histories, and group work time. The session will explore how others define our identities, consider whose opinions shape our self-perceptions, and discuss the influence of groups on individual actions. Presentations will be given on "The Bear that Wasn't" about labels and identity, a biography poem, and "The Sneetches" about social hierarchies and exclusion.
This document provides an agenda for a diversity training session focusing on diversity in schools and communities. The session includes:
- A review of key issues related to diversity such as culture, language, religion, gender, mental health, social capital, and economy.
- Interactive games and videos to explore LGBTQ2 inclusion and Indigenous culture.
- A gallery walk where participants explore Anishinaabe art representing ethical standards of care, respect, trust, and integrity.
- Presentations from participants and work in triads.
- An overview of the next session which will focus on revelation, reformation, curriculum, and equity issues.
This document provides an agenda and notes for a teaching and learning session focused on assumptions, poverty, and challenging biases. The session includes an activity where participants choose who they would sit next to on a plane based on descriptions of different people, followed by a discussion about assumptions. The notes then discuss narratives of poverty, deficit-based language, identifying biases, collective responsibility, and using science as a guide for growth in judgment. The agenda includes presentations by students, triad discussions, and a look ahead to the next session.
The document summarizes the key topics and activities from a class on assumptions of teaching and learning, and poverty seen through narratives. It included an activity where students chose who they would sit beside on a plane based on brief descriptors of other passengers, which revealed unconscious biases. The class discussed challenging assumptions, experiences that shape views of poverty, and reframing deficit-based language. Presentations were given on oral chronicles, and the class discussed using science and problem-solving to organize knowledge and foster understanding.
This document outlines an agenda for a teaching and learning session that focuses on assumptions of teaching and learning as well as mental health in the classroom. The agenda includes sharing experiences, reviewing theories of teaching and narrative inquiry, examining a classroom situation through different perspectives, and presenting on a topic of narrative inquiry. The session aims to help educators learn from each other's experiences and consider classroom situations in light of educational theories.
This document contains the agenda and notes from an education class. The agenda includes topics like the relationship between living experiences and storytelling, biases that can be uncovered through re-telling stories, and a discussion of Summerhill School which takes a democratic approach. The notes provide more context on these topics, such as how re-telling experiences can help uncover biases and influence future retellings. They also discuss Dewey's views on freedom in education and the importance of reflection for teachers. The document aims to prepare students for upcoming observations by suggesting ideas for organizing their notes and reflecting on readings.
This document summarizes a class on narrative inquiry and commonplaces. It discusses Dewey's view of social control in learning communities, the Ontario College of Teachers' ethical standards of trust, respect, integrity and care. It reviews the 3 commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality and place. Schwab's 4 commonplaces of the teacher, learner, subject matter and milieu are also examined. The objectives of the next class are to further discuss the ethical standards and examine educational theories in relation to personal philosophy of education.
This document outlines the agenda for a teacher training session. It includes reviewing educational frameworks, introducing teaching standards, connecting the frameworks to the standards, and group activities. Key topics covered are the four commonplaces of learning according to Schwab, the Standards of Practice from the Ontario College of Teachers, and how to cultivate an inclusive classroom environment.
This document provides an agenda and notes for an education course. The agenda includes topics like constructivism, narrative inquiry, classroom management, and field placements. Notes cover ideas from various theorists and provide examples and activities to understand concepts like the four commonplaces of curriculum (teacher, learner, subject matter, milieu). It emphasizes using experiences and stories to make meaning and create broader understandings.
Copy of week 2 lesson notes creating insight (1)Beth Carey
This document outlines the agenda and content for a teacher education course on narrative inquiry. It discusses John Dewey's views on experience and education, and how those influence narrative inquiry. It also introduces the three commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality, and place. Temporality refers to the past, present and future context. Sociality considers relationships and norms. Place examines the impact of physical location. The document provides examples and activities to help understand applying these concepts.
This document provides an overview and agenda for an education course. It introduces the instructor and course coordinator and acknowledges the traditional lands where the university is located. The agenda includes welcoming remarks, introductions, and an outline of course expectations, assignments, and topics to be covered. Assignments include an oral chronicle, narrative of education paper, literacy narratives, and field placement reflection. Students are expected to attend regularly, participate actively, submit assignments on time, and respect others' views. The course aims to understand teaching through a narrative inquiry approach and explore what it means to be a teacher through sharing life experiences.
This document contains the agenda and notes for an education class. The agenda includes attendance, a lecture, student presentations, group work, and looking ahead. The notes cover topics like narrative inquiry, Dewey's views on experience and education, Connelly and Clandinin's three commonplaces of narrative inquiry (temporality, sociality, place), and constructivism. Readings discussed include works by Ciuffetelli Parker, Connelly, Clandinin, and Dewey. Students will present oral chronicles and work in literacy groups. The class aims to help students learn about creating insight through narrative inquiry.
This document provides an overview and outline for an education course called "Teaching and Learning: Schools and Communities". It introduces the course coordinator, instructor, and agenda. It outlines expectations for attendance, participation, assignments including an oral chronicle, narrative of education, literacy narratives, and field placement paper. Evaluation criteria and due dates are provided for assignments worth 100% of the grade. The document discusses narrative inquiry as a way to understand experiences through stories and shares ideas about what it means to be a teacher.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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2. EDBE 8P15
TEACHING AND LEARNING: SCHOOLS AND COMMUNITIES PJI
Course Co-ordinator/Professor:
Dr. Darlene Ciuffetelli Parker/Nancy Gallacher
Instructor: Eileen Elizabeth Carey (Beth)
E-mail: ecarey@brocku.ca
3. Class Agenda
• Welcome
• Introductions
• Outline course expectations, assignments,
etc
• What shapes us as teacher candidates?
• Model Oral chronicle
• Assignment Sign Up
4. Getting to Know You
NAME
FAMILY
EDUCATION & CAREER
SPORTS/CRAFTS/
LEISURE ACTIVITIES
SOMETHING NOT
MANY PEOPLE KNOW
ABOUT YOU!
8. Readings
• Assigned readings – Sakai*
• Ontario College of Teachers – Foundations of
Professional Practice (www.oct.ca)
• Experience and Education- John Dewey
• Connelly & Clandinin (2006)
• Visual Texts and Picture Storybooks in Class
* it is the student’s responsibility to access
readings and come prepared with readings
completed for each class
10. Evaluation
Evaluation % Due Date
Oral Chronicle Presentation 20% Sign up basis
Narrative of Education 15% 2 weeks after Oral Presentation
Related Literacy Narratives 20% Session 8 (weekly on SAKAI)
Field Placement Reflection 35% By session 9
Professionalism 10% Ongoing
See Rubrics in Syllabus
11. Expectations
• Attend class regularly and actively
participate. (Makeup assignments are
required for missed classes)
• Adhere to punctuality for class sessions
and submission of assignments
• Respect views of others as they pertain to
the qualities of teaching
• Participate in a learning community of care
with positive professional thinking
13. Oral Chronicle 20%
• Oral presentation of your educational life as it
relates to both family stories (educational
experiences of family and community) and
school stories (educational school stories).
• Following the 15-20 minute presentation, 5
minutes will be devoted to oral feedback and
discussion. Peers will provide written feedback
at the conclusion to the presenter.
• Presentations can take various formats.
• Please be accurate in your time allotment; have
a peer keep time and advise you for cut off
•
14. Narrative of Education 15%
• Final essay (written 5-8 pages double
spaced). References must be APA
• A detailed narrative which represents your
personal professional educative
experience as it relates to course
discussions, readings, theories etc and
the significance to your future goals as a
teacher/educator.
• Due 2 weeks post Oral Chronicle
16. Related Literacy Narratives cont’d
• A group hard copy in chronological order
is due Session 7
• Each letter should be a minimum of 2-3
pages double spaced
• Refer to rubric for evaluation
• You may use any reading from Session 1
through Session 10- find something of
interest to you to write about!
17. Dates for letter exchange submission to instructor on
SAKAI:
• Letter 1 – posted on SAKAI prior to Session 2
• Letter 2 – posted on SAKAI prior to Session 3
• Letter 3 – posted on SAKAI prior to Session 4
• Letter 4 – posted on SAKAI prior to Session 5
• Letter 5 – posted on SAKAI prior to Session 6
• Letter 6 – posted on SAKAI prior to Session 7
19. Field Placement Reflection 35%
• 12-15 hours (minimum) of observation time
• Observational only not a volunteer or instructional
placement!!!
• Valid Police Check Required!!!!!
• Location needs to be in place by Session 2
• Placement is student responsibility
• 8 page double spaced field placement paper about your
field placement outlining what you observed, using
Schwab’s 4 Curriculum Commonplaces. what you learned
about teaching and how it relates to the course’s theory.
Due Session 9 (with grace period if necessary).
• Evaluate how theory works in practice and the outcomes
for students and teachers ☺
20. Professionalism
• Respect is Key!
• Co-operative generation of criteria…..
• Personal self evaluation will be a
component
• Final assignment of grade will be the
instructor’s discretion
22. Who has helped to shape your
story?
Think-Pair-Share – Who have been some of your
favourite or most impactful teachers, in life? What was
it about them that made them stand out?
23. Understanding Ourselves, as
Educators, through Narrative
Inquiry
Narrative Inquiry is a way of
understanding experiences as
lived,
and as told through stories.
Experience is told as story.
Education is experience. (Dewey)
24. Understanding Ourselves, as
Educators, through Narrative
Inquiry
Narrative Inquiry is a way of
understanding experiences as lived,
and as told through stories.
Experience is told as story.
Education is experience. (Dewey)
25. John Dewey, father of
educational philosophy (1859-
1952)
• “Education is life itself .”
• - John Dewey
“Arguably the
most influential
thinker on
education in the
twentieth century.”
–(Smith, 1997)
26. Dewey was ahead of his time.
• Dewey believed…
• Curriculum should be based on students’ interests and
should involve them in active experiences (Brewer, 42).
• Active curriculum should be integrated, rather than
divided into subject-matter segments (Brewer, 43).
• Teachers are responsible for achieving
the goals of the school, but the specific
topics to be studied to meet those goals,
cannot be determined in advance
because they should be of the interest of
the children (Brewer, 43).
27. A Little History…
• Dewey believed that learning was active and schooling was
unnecessarily long and restrictive (Neill, 2005).
• He believed that students should be actively involved in real-life
tasks and challenges.
• “Dewey's education philosophy helped forward the progressive
education movement, and spawned the development of experiential
education programs and experiments” (Neill, 2005).
• Dewey: interaction + reflection and experience + interest in
community and democracy= a highly suggestive educative form-
Informal education (Smith, 1997).
• Dewey embraced the Progressive Education movement, and
shared the belief that education is based on the idea that humans
learn best in real-life activities with people (wikipedia.org).
• The Progressive education movement was unpopular with
Traditionalists because it “rejects methods involving memorization
and recitation and provides more active and engaging experiences
for learners” (Brewer, 513).
28. The Progressive Education Association, inspired by
Dewey’s ideas, later organized his doctrines as follows:
• 1. The conduct of the pupils shall be governed by themselves,
according to the social needs of the community.
• 2. Interest shall be the motive for all work.
• 3. Teachers will inspire a desire for knowledge, and will serve as
guides in the investigations undertaken, rather than as task-
masters.
• 4. Scientific study of each pupil’s development, physical, mental,
social and spiritual, is absolutely essential to the intelligent direction
of his development.
• 5. Greater attention is paid to the child’s physical needs, with
greater use of out-of-doors.
• 6. Cooperation between school and home will fill all needs of the
child’s development such as music, dancing, play and other extra-
curricular activities.
• 7. All progressive schools will look upon their work as the laboratory
type, giving freely to the sum of educational knowledge the results
of their experiments in child culture.
(Novack, 2005)
29. Memorable Dewey Quotes
• “Education is a social process. Education is growth.
Education is, not a preparation for life; education is life itself.”
Think-Pair-Share – What do you think Dewey means by this?
• “The belief that all genuine education comes about through
experiences does not mean that all experiences are genuinely
or equally educative.”
• What kinds of experiences might not be educative, or might
be mis-educative?
• Mis-educative – arresting or distorting the growth of further
experience
• Non-educative – watching re-runs
• Mis-educative – getting lost
30. Dewey’s Experience &
Education
• Intro/Chapter One – Contrast between traditional and progressive education
• Traditional – education as preparation for life; students as docile, receptive,
obedient; teacher as agents for conveying knowledge and skills; imposes
learning adult standards, subject matter and methods on developing minds
and bodies
• Progressive, or ‘new’ education – based on learners’ impulses and current
issues; cultivation of individuality; learning through experience; involvement
with community and the changing world
• “Each is mis-educative because neither of them applies the principles of a
carefully developed philosophy of experience.” ( John Dewey, p.3)
• Education as scientific inquiry to further extend an existing and well-
researched foundation of learning and understanding – education builds on,
and connects to, other learning
• Experiences are considered to be educative only if they affect the learner,
modifying or ‘modulating’ his outlook, attitude and skill. (Editorial Foreword,
Alfred L Hall-Quest)
31. Dewey’s Experience & Education
• Chapter two – Experience does not equal education
– Mis-educative experiences can generate callousness or a lack of sensitivity,
negatively influencing future experiences
– Disconnected experiences – not linked, cumulatively, to one another; not
purposeful or directed; pleasant, but pointless; “Energy is then dissipated and a
person becomes scatter-brained.” (Dewey, p.8)
– The consequence of habitually having disconnected experiences is an inability
to control future experiences, living a reactive, instead of a proactive way of life
– Traditional education offers students the ‘wrong kind’ of experiences, ultimately
having a negative effect on learners – limiting their power of judgement and
self-reliance; creating a sense of drudgery or ennui; conditioned responses
– Quality of an experience has 2 aspects:
• 1. Immediate – it’s either agreeable or disagreeable
• 2. Its influence on later experiences – every experience lives on in future
experiences
– Experiential continuum – the continuity of experience
– Philosophy of Educative experience– “The more definitely and sincerely it is
held that education is a development within, by and for experience, the more
important it is that there shall be clear conceptions of what experience is.”
(Dewey, p.9)
32. Dewey, Chapter 2 (con’t)
• The traditional system could rely on customs and established
routines to inform its philosophy of education, using abstract
words like culture, discipline and cultural heritage to guide its
principles.
• Progressive education requires a philosophy of education
based on experience; very challenging to work out the kinds
of materials, methods and social relationships appropriate to
the new education.
• The new education system is simpler in principle than the old;
– Traditional system is artificial and unnecessarily complex
– New system is in harmony with principles of growth
• Simpler doesn’t mean easier
• “Organization” – because the term has a familiar connotation,
it’s often rejected, but empirical sciences offer intellectual
organization, so a conception of organization on the empirical
and experimental basis is possible.
33. WHAT DOES IT MEAN
TO BE A TEACHER IN
ONTARIO TODAY? IN THE
WORLD AS WE KNOW IT?
34. Narrative Inquiry
• Narrative is a way of understanding experiences as
lived and as told through stories
• The life of teaching is a process…always with new
learning ☺
• How will the study of personal experiences in
education benefit you? Consider both your informal
(outside of school) and formal (inside school)
experiences
• The 3 R’s which we will be studying form a part of all
assignments (reflect, reveal,reform)
Experience is told as story. Education is
experience (Dewey)
35. Who am I?
Retired
Classroom
Teacher
Retired Itinerant
for Gifted
Education
Board Member
Masters
Swimming
Artist
Mother, Partner, Friend
My Personal Professional Life:
Images of Teaching
Retired Social Justice Elementary Chair
Athlete
Clerk of Session
8P15 and 8P20
Instructor
44. Who are you…as a beginning teacher?
RECAP: Do you understand the course content?
NEXT CLASS:
1.Complete first letter
2.Read Dewey Chapters 1 and 2
3.Read Connelly & Clandinin Narrative Inquiry
4.Read Ciuffetelli Parker (2010 and 2011)
5.Bring notepaper for chronicle feedback
6.Bring a sentence from Chapter 1 or 2 that
intrigued, puzzled., confused, or affirmed a belief
you have held.
7.Get your Placement Organized!
Editor's Notes
Take one of the cards and place your first name in large letters on the front of one side. Inside the card fill out what you see on the screen
Hand out syllabus and go through….
Comment on pre-submission and/or meeting to review chronicle etc…..
Talk about professionalism breifly
NOTE= Mandatory attendance……This is key! If you miss more than two classes your credit is in jeopardy
Reassure that I will do one today as a sample
Refer persons without police check and/or issues to Michelle –
Record a list of items – call on some using alphabet at random….ie. one that starts with C to involve all students not just ones who volunteer answers!!