Wednesday, September 17, 2008
Post Your Papers Here!
Hi fellow teachers! I have realized that the way I post is probably different from the way you can post! However, you can easily post your papers by cutting and pasting them into the comment field. (Click on the comment link at the bottom of this post to do so). You shouldn't need a gmail address to do this. Happy posting!
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37 comments:
Name - Fran Wilson
Date – 9/12/08
EDU 614/615
TITLE OF CHAPTER – #1-Models of Teaching & Developing as a Teacher.
1. This method will affect my teaching because/by allowing me:
• To meet teaching standards & personal goals
• Furnish alternative examples for students (other than what is in textbooks)
• Review INTASC & NBPTS
2. This method of instruction could be used when I teach:
* I will use alternative methods of instruction according to students needs.
* I have notices that some students seem to “shut down” during certain subjects. This is where I will need imput from my fellow teachers. Everyone notices that some students are more intone with certain subjects. The ones they know are the ones they will participate in class discussions. The trick will be to guide the “knowers” with the “need to Knows” – I know this is not the Queens English but my thoughts.
3. Modifications/adjustments needed to achieve student success would include
* I will need to also remember not to assume students understand or know subject/topic. As Amber’s demonstration illustrated, I need to be prepared to dissect lessons.
4.One pro and one con regarding this method of instruction include:
Pro- by having standards to follow, you have a device to measure success
Con – State standards that are not clear or hard to translate to the classroom.
Chpt 1 Pg 2
5.Other ideas/opinions/epiphanies regarding this method
I love looking for the newest, latest methods. Many long time teachers seem to be surprised when I bring in an internet article or idea. I am not sure if it’s because they have been beaten down by the system or they have tried and they are tired of fighting the administration.
Name Fran Wilson
Date: 9-9-08
EDU 614/615
TITLE OF CHAPTER -2-Learning, Motivation, & Models of Teaching
1. This method will affect my teaching because/by allowing me :
* To integrate principles of cognitive learning theories. Teachers working in inner city schools will have a different method than more private schools. Students experiences effect learning styles and how they access and process information.
2. This method of instruction could be used when I teach :
• I will need to make lessons relevant to my students. Example: I was trying to explain friction – in younger students, rubbing their hands together quickly was funny. They have always had hands. They have probably rubbed them together during cold months. When they connected the learning concept to their experience, it was magic.
• I have also used simple items to illustrate text ideas. We were studying how early man built large structures. I would ask my class to think about what it takes to create a building. They would list machines, items that required electricity and others. I would point out that the early builders did not have these things. I would use a ruler and pencils to show how early man could move large objects.
3. Modifications/adjustments needed to achieve student success would include:
• Students must be reminded of the basics.
• Basics like how to study, take notes and take a test are key. What is my style? I might give a practice test just to let them know my expectations of a correct answer if other than multiple choice or fill in the blank.
Chpt 2 Pg 2
4. One pro and one con regarding this method of instruction include
• A pro and con could be the student’s and teacher’s experiences. Positive experiences = positive results
Negative experiences could equal negative results.
I have trouble with math so I can identify with a students anxiety.
5. Other ideas/opinions/epiphanies regarding this method:
* I remember a Pink Palace exhibit that I loved/hated. It was a hollow log with holes all along its side. You were to place your hand in the hole and touch whatever was inside and guess what it was. It terrified me but also made me very curious. It was a great sensory exercise.
Name Fran Wilson
Date: 9/14/08
EDU 614/615
TITLE OF CHAPTER 3 – Essential Teaching Strategies& the Teaching of Thinking.
1. This method will affect my teaching because/by allowing me:
• make sure students use correct terminology
• Connect the lesson to discussions
• Understand why topics are relevant
• Keep their lesson/work organized
2. This method of instruction could be used when I teach:
• Students love to veer off course topics and this will help me stay focused.
• I will try to create surprising questions that they have not read in material that will challenge them.
3. Modifications/adjustments needed to achieve student success would include:
• I may have to give some students additional time or make other arrangements.
I would like to know if other teachers give a “leg up” to students that may have difficulties. This could be to let them in on what surprise question you may have the following day. I am struggling with this one. I don’t want them to depend on this aid and not try their best but I want them to have confidence also.
4. One pro and one con regarding this method of instruction include:
Pro: This could help keep the flow and order to a classroom.
Con: Sometimes the best laid plans go awry…… Some are inherently different. It could be a fire alarm drill or bad weather. Order is not always possible.
Chpt – 3 pg 2
5. Other ideas/opinions/epiphanies regarding this method:
*I love the demo Amber gave the other night. I think this could be repeated to keep students on their toes. They would be reminded to use the correct terms and description words.
Chapter 3 Overview
Rachel Massey
EDU 614/615
Reading chapter 3 in the Eggen text brought to light a few concepts that one must recognize and act on as an effective teacher. One must utilize teaching strategies that are effective. These include organization, communication, aligning instruction, ensuring focus, providing feedback, monitoring, questioning, reviewing, providing closure, and acknowledging teacher characteristics. Classroom Management is also key in creating a productive learning environment for students. Students must feel safe, supported, and structured in order to become successful throughout instruction. An effective teacher also must also teach students how to become critical thinkers. Students should be allowed to think aloud freely and share thoughts with others. Critical thinking involves drawing conclusions based on evidence and should be practiced in the classroom on a regular basis.
I will place more thought on emphasis on teaching critical thinking skills as a result of reading this chapter. Many times throughout my teaching career, I have taught a skill at a knowledge level and have not advanced the teaching to any other depth of knowledge.
I can foresee teaching critical thinking in math. By adding multiple step procedures into the make-up of a word problem, students are required to think deeper and to build upon concepts and deduce what function to carry-out the problem to completion.
Some students with attention issues would need extra help when multi-step problems are given. Flip charts with the steps required or other fact charts/memory aids might need to be provided in order to help particular students on these higher-level thinking problems.
One advantage of teaching critical thinking in the area of math would be that lower-level problems would almost feel automatic to many students or “easy”. A disadvantage of teaching critical thinking in math is that many students get easily frustrated in this subject. Requiring critical thinking on a problem might cause frustration.
Rachel Massey
Christian Worldview
Class 3
EDU 614/615
Romans 5:1-8 offers insight into the eternal rewards one can receive from earthly suffering. God allows circumstances in our lives in order to grow us for His glory. These circumstances teach us perseverance. Perseverance can only truly be learned when one has to “pick himself up” again and again and keep going toward the same goal. Many times in teaching students, we have to teach the same lesson. Sometimes we get tired of teaching that same lesson. This does, however, teach us perseverance and models perseverance to our students. We can find joy through struggles because of the hope that we are developing character through perseverance.
Another scripture that has helped me see the joys of struggling through difficult circumstances is Philippians 4:4-7. When we petition God about our struggles, we can find peace – His peace – which will never be truly understandable in the human mind. Hebrews 12:1 also lets us know that we are to throw off the distractions of the world and focus on the race. We should persevere – keep going, even if we fall – until we reach the finish line. This truly applies to our teaching! We should throw out all distractions – disabilities, emotions, lack of money for supplies – and continue the race that we have chosen to run until we reach the finish line of teaching that lesson!
Mollie Gratz
Greetings Folks! I will submit all of my items later. However, I was just wondering if we needed to submit our Christian worldview items on the blog. See ya'll tonight. ~ Mollie
Hey Mollie,
I haven't posted my Christian Worldviews so far but will do so later so don't stress. Fran
I was prepared to return to a class of third graders on Friday after our last class. I was pulled aside, by the principal, and asked to take control of a rowdy 5th grade room. I went in and posted NO TALKING on the board and gave out morning desk work. Many have had me as a teacher before and thought they could still talk. I "put the hammer down" and didnt' let anyone say a word until we reviewed the class rules. About 11:00 am the principal stuck her head in the door and commented on how this must be different class. After she left, I told them the reason for the lockdown. They had caused our Art teacher to almost have a nervous breakdown the day before with another sub. I explained how lucky they were to have such a talented woman willing to teach elementary students. She currenlty has one of the decorated horses on display at Poplar and Germantown Rd. It took 3,500 pennies to complete. I also used an exercise I recalled from an earlier class. I picked up a new piece of paper. I told the class this was how each student begins. Then I would say hurtful comments and tear a piece each time. I asked the class if the paper would look the same if I taped it or glued it back together. They sat stunned. The rest of the day was more relaxed and very productive. It was picture day and I made sure everyone looked good for their photos. They knew I cared. At the end of the day, I received three pictures and many hugs. I just wanted to share. Fran
CWV for Psalm 33:1-12
God has a plan for each one of us; He has in his plan not only what is best for us, but what is the best for His overall plan. We need to be still and listen to what He has for our individual life and be blessed in the fact that our God never falters or changes. Our prayers are always answered according to His will and not ours. His love for us is unconditional and He has a "Master's plan" that is beyound all our dreams.
Jennifer
CWV Romans 5:1-8
"Because of our faith, Christ has brought us into this place of undeserved privilege where we now stand, and we confidently and joyfully look forward to sharing God’s glory." There is no way I will ever be deserving of the love Christ has for me. Only by my child-like faith and I able to claim the fact that I am a child of God. He died on the cross for me.
This passage also shows us that we are going to fail at things and we will struggle; even as teachers, we are going to have our own failures. However, when we feel we are helpless, we can stand firm in the fact that our Father is by our side with His loving arms wrapped tightly. We are able to work through our failures and/or disappointments and learn from them. These tings will help us to grow as an individual and as a Christian. Look at Job, God allowed Satan to literally torment him. His eyes stayed on Jesus; he faith never faltered as Satan took everything he had and even made him ill. I feel We have misfortunes to help us remember that God is capable of handling anything in our lives if we only allow Him total control.
opps forgot to sign CWV
Jennifer
CWV John 10:7-18
God is our Shepherd, and in a small since we are the leader for our students. For some, we may be the only example they see of the life Christ wants for them to have. We have the opportunity to lead many of our students down the "right" life path; as well as, steer the ones that wander away, back to the class. We are not without blemish like our Father, but we are the leader and our students look up to us for guidance. Mathew 20:28 tells us we are not here to be served, but to serve and this is our job as teachers is serving.
Jennifer
Name: Jennifer Collard
Date: 9/13/08
EDU 614
Chapter four
Group interaction strategies …place students in groups where group goals reward cooperation. Collaborative skills are interaction abilities that students learn to utilize in groups. (p.84)
• This idea will affect my teaching because/by allowing me
This will help me continue to give groups their opportunity in the classroom. Many times I get frustrated with groups because they use this as a time to discuss other things other than science.
• I will utilize this information in my classroom by (or this is how I plan to use this)
I had not considered before the other skills learned from groups like taking turns, listening to others, and people skills. Many of these skills are learned best in group setting and not learned with individual work.
• I agree/disagree with this statement because
The group goal needs to really demand cooperation to get the full benefit of group work. Letting one or two students do the work does not benefit the group but the individuals themselves.
Name: Jennifer Collard
Date: 9/20/08
EDU 614
Chapter five
Inductive model helps students acquire a deep and thorough understanding and develops critical thinking abilities. (p.138)
• This idea will affect my teaching because/by allowing me
To constant find more and new experiment even simple demonstrations to apply the knowledge. Small demonstrations have the same dynamics for some ideas as a long experiment would.
• I will utilize this information in my classroom by (or this is how I plan to use this)
I want to constant show my students how and why science works, and allows them the hands on experience even if those around me choose not to use this method of teaching.
• I agree/disagree with this statement because
I love to use this model of teaching in the science class. Some of my co-workers do not use experiments in the classroom; however I feel that the students seems to relate and grasp ideas at a different level than if I just instruct or lecture every day.
• Other ideas/opinions/epiphanies regarding this idea
Some of the demonstrations can even be spur of the moment, when you see the glazed looks over their little eyeballs. They do not have to be costly and elaborate either. What ever it takes to help them graps the main idea.
Name: Beth Gardner
Date: September 13, 2008
EDU 614/615
Chapter 1 p19
• The cognitive method will affect my teaching because/by allowing me the ability to strengthen my consciencousness of each child’s knowledge in the classroom. This will enable me to see how the students apply their knowledge in their everyday work.
• This method of instruction could be used when I teach during all math classes. Science projects can be assigned for group work to demonstrate the student’s achievement for an objective.
• The great part of searching for the child’s cognitive ability is that you can clearly see the child’s ability. But sometimes the child can do the work, and not understand why it was done.
Name: Beth Gardner
Date: September 13, 2008
EDU 614/615
Chapter 1 p20
• The affective method will affect my teaching because I dwell on the emotional state of each of my students. I want to know that their well being is in the best of hands.
• This method of instruction could be used when I teach so that I am sensitive to how I remediate, or watch for the need of remediation. I should watch for those students who I know come from unstable homes and provide them a safe environment to learn in as they enter my class.
• I have to be very careful not to let my emotions for each child get the best of my teaching. I must allow for teaching to come first and only be sensitive as I teach.
• One of the things that I enjoy is being a part of the students’ lives and enjoying them be happy or being sad with them when they are sad. The con to that is that is when I get very close to them, it is so hard to be tough on them when they need it. I know it’s best, and I do it, but MAN, it is hard.
Name: Beth Gardner
Date: September 13, 2008
EDU 614/615
Chapter 2
“Learning Depends on the Learner’s Experiences. For example, the more experience a student has with reading, the beter readers they will become, and the more experiences they have with solving word problems, the better they will become at solving word problems” (27).
• This method will affect my teaching by allowing me to see the need for repetition in my work. I feel that sometimes if I repeat exercises over and over, I am wasting time. This obviously is not the case. Practice makes perfect.
• This method of instruction could be used when I teach most definitely during math for many occasions. For example, basic multiplication. The students are struggling with their simple facts. The more we practice the better they will become.
• The only thing I should watch for is that if they are practicing, that they are practicing correctly. Practice makes perfect only if you are practicing correctly.
• Teaching in repetition is good for those students who really need that extra push they need the extra practice. You can always find enriching activities that go along with a remedial lesson. The problem is finding the time for all of the repetition. There is only so much time in a teaching day.
Name: Beth Gardner
Date: September 13, 2008
EDU 614/615
Chapter 2
“Teachers set the emotional tone for the classroom, design and implement learning activities and assess student learning. Their personal characteristics strongly influence both learning and motivation. Student motivation is virtually impossible if teachers model lack of interest or even distaste in the topics they teach”(38)
• This method already affects my teaching greatly. I realize when I don’t like a topic that I am teaching my enthusiasm drops. When my enthusiasm drops, so does my students’. I must keep my attitude in check and remember that I have fifty children’s educations in my hands. I cannot afford not to enjoy a topic. I can always make it fun.
• This method of instruction could be used when I teach by researching ways of making a topic interesting. When I struggle with how to stretch a topic into an appealing one, someone else most likely already has. All I have to do is go online and find it!
• The only modifications that are needed would be my attitude toward some of the subjects being taught. Particularly in Social Studies.
Name: Beth Gardner
Date: September 13, 2008
EDU 614/615
Chapter 3
It is important for a lesson to have a focus point. Students with special needs usually do better during a lesson if they have a place to point their focus (63).
• This method will affect my teaching because I have inclusion students in my classroom. I usually try to keep their attention through various methods. Through this statement, I should find one or two things for a student to focus on and stick with it instead of lecturing without a focus tool.
• This method of instruction could be used when I teach during all subjects. I could use the SmartBoard to find a picture or website that goes with our lesson that would help to teach the skills. This would be an easy way to incorporate a focus factor.
• I need to be sure not to give the students material and focus on it for too long. Their attention span is very short; therefore, I must keep the enthusiasm in the room going.
Name: Beth Gardner
Date: September 13, 2008
EDU 614/615
Chapter 3
The lesson discusses how important critical thinking is in each of our lessons. Each child must learn how to invest in these skills and will only be able to invest in them with proper prompting from a teacher (73-75).
• This method will affect my teaching by allowing me not only to quiz those students who are higher level but those who are also special needs. All students must know how to think critically for information. It is a lifelong skill that is not taught strongly enough.
• This method of instruction could be used when I teach all subjects, especially in math and science. Math is a subject that now requires the students to understand the operations and how they function. Critical thinking skills are required for the students to master the objectives in Mississippi.
• As a teacher I can differentiate how each student receives the lesson and thinks critically about what is being taught. It is important that each child is pushed to their limits when learning.
• It is great when students are learning and they are thinking and understanding why and how. The con to this, once more, is that it takes much time and preparation from the teacher to prepare a differentiated lesson of this type.
Name: Beth Gardner
Date: September 20, 2008
EDU 614/615
Chapter 4
Think-pair-share requires each member to participate and reduces the amount of students who get the “free ride” which is such a problem in group work activities (p85).
• This method will affect my teaching by allowing my students an opportunity to work more effectively in groups. They enjoy the groups but we seem to have such a difficult time getting all of the information in for a days lesson and involving everyone. This will eliminate some of this dilemma.
• This method of instruction could be used when I teach any of the subjects where heavy reading is involved such as science or social studies. It would be easy to pair the students together and each student read a section, then the students reflect together on what they read to make a complete picture of the chapter or lesson that the class had read as a whole.
• Modifications/adjustments needed to achieve student success would include is to be sure that I am challenging the students who really need the enrichment and not forgetting that they enjoy the stretch.
• One pro and one con regarding this method of instruction include that it could be great for those who have a difficult time reading a large passage and pulling out the important parts, but we are also leaving out all of those small details that some students THRIVE off of.
Name: Beth Gardner
Date: September 20, 2008
EDU 614/615
Chapter 4
In summary, cooperative learning strategies encourage face to face interaction with students which promotes social skills, supports responsibility and the sharing of ideas with other students (p124).
• These methods will affect my teaching by allowing me to see how my students interact with one another and how they teach each other. The way that they teach each other is a good clue on how I should modify my lessons as a teacher so that they can grasp what they need to understand as a fourth grader.
• This method of instruction could be used when I teach any of my subjects. I love using this in math because my students are so creative with numbers and how to create an answer.
• Modifications/adjustments needed to achieve student success would include being sure that the correct students are paired together. I also would not want to rely to heavily on this method.
Name: Beth Gardner
Date: September 27, 2008
EDU 614/615
Chapter 5
Planning a lesson using the inductive model involves three essential steps; identifying the topic, specifying the learning objective, and identifying examples and non examples (p 143).
• This method will affect my teaching because my students not only need to know that I have a plan, but they need to know what that plan will be. This helps them to be prepared as well.
• This method of instruction could be used when I teach every topic. I should label my objectives daily on the board for my students to see where they are headed each day. I should also discuss the topic before we dive in. Last, I should identify examples of each topic and some ways to do or not to do what I am teaching. This last step is sometime where all of us teachers fall short.
• Modifications/adjustments needed to achieve student success would include being sure to focus on the last step of showing ways not to complete a task. This cannot be forgotten.
• One pro and one con regarding this method of instruction include allowing me to stay on task while keeping my students on task. This skill is essential for teachers to be the best they can be and teach their students to be superb.
Name: Beth Gardner
Date: September 27, 2008
EDU 614/615
Chapter 5
Technology is such a powerful tool that can be utilized in the classroom. “Teachers can use software to capitalize on the power of simulations…”(p148).
• This method will affect my teaching if I allow technology to be intertwined with my everyday lessons. It is such a powerful wealth of knowledge that can be used for any subject at any time of day. What a great way to show demonstrations of projects or skills that cannot be recreated in the classroom!
• This method of instruction could be used when I teach EVERY SUBJECT!! There are faucets of technology everywhere for everything. There is no excuse for not using it all the time.
• Modifications/adjustments needed to achieve student success would be to always have a backup plan when using technology. Sometimes technology fails.
• One pro and one con regarding this method of instruction include that sometimes technology takes time to learn for some of us that are older and haven’t been born with a keyboard in our hands. For others, it is more than natural, even more so than paper and pencil.
Name: Beth Gardner
Date: October 3, 2008
EDU 614/615
Chapter 6
This page discusses identifying specific learning topics before you begin to teach them (P179).
• This method will affect my teaching by allowing my students to prepare before the lessons begin.
• This method of instruction could be used when I teach any of the subjects. It is important for any student to know the direction in which their teacher will be guiding them.
• Modifications/adjustments needed to achieve student success would include is to be sure each student follows along with the class in the same direction as we journey through these objectives and learning goals together.
• One pro and one con regarding this method of is that it does prepare everyone and It will keep me organized. I cannot think of a con of preparing my students and mentioning the objectives prior to the lessons.
Name: Beth Gardner
Date: October 3, 2008
EDU 614/615
Chapter 6
Selecting non examples help your students differentiate the concepts that you are trying to teach from those that are closely related ( p 181)
• This method will affect my teaching by allowing my students more examples of how not to do a problem. I know that I like plenty of examples when I learn.
• This method of instruction could be used when I am presenting a project proposal to my students.
• Modifications/adjustments needed to achieve student success would include being VERY specific with my students. Clarification is a key in communication.
• A pro for this type of skill is that it gives light to most students. A con is that if you aren’t very careful to clarify that it is a NON example, you will confuse your students.
Name: Beth Gardner
Date: October 11, 2008
EDU 614/615
Chapter 7
When creating matrices, a teacher must be sure that the information in the matrix is factual and also presented in a way that is easy to draw conclusions from (217).
• This method will affect my teaching by allowing my students to see the information that I teach visually instead of only hearing it for the auditory learners.
• This method of instruction could be used when I teach Science lessons. The lessons are packed full of knowledge that is difficult to relay to the children. Creating a matrix would help relay this heavy information and make it much easier to read.
• Modifications/adjustments needed to achieve student achievement would be to modify the matrix every time that I teach. Sometimes, I will need to modify it fo the students that I am teaching.
Name: Beth Gardner
Date: October 11, 2008
EDU 614/615
Chapter 7
When students are using the matrix to build their matrix, they are building it using schemas. They must use their critical thinking skills to perform these tasks (p243).
• This method will affect my teaching because/by allowing my students to dive deeper into critical thinking. The school that I work in is really working towards Depth of Knowledge. This will push the children towards this way of thinking.
• This method of instruction could be used when I teach science or social studies. This will be helpful especially in group work because they can work off of each other schemas.
• Modifications/adjustments needed to achieve student success would be that some students will need to work in peer tutoring groups to begin with until they understand the idea.
• One pro and one con regarding this method of instruction include that this takes much time and effort on all peoples parts.
John 10:7-18
7Therefore Jesus said again, "I tell you the truth, I am the gate for the sheep. 8All who ever came before me were thieves and robbers, but the sheep did not listen to them. 9I am the gate; whoever enters through me will be saved.[a] He will come in and go out, and find pasture. 10The thief comes only to steal and kill and destroy; I have come that they may have life, and have it to the full.
11"I am the good shepherd. The good shepherd lays down his life for the sheep. 12The hired hand is not the shepherd who owns the sheep. So when he sees the wolf coming, he abandons the sheep and runs away. Then the wolf attacks the flock and scatters it. 13The man runs away because he is a hired hand and cares nothing for the sheep.
14"I am the good shepherd; I know my sheep and my sheep know me— 15just as the Father knows me and I know the Father—and I lay down my life for the sheep. 16I have other sheep that are not of this sheep pen. I must bring them also. They too will listen to my voice, and there shall be one flock and one shepherd. 17The reason my Father loves me is that I lay down my life—only to take it up again. 18No one takes it from me, but I lay it down of my own accord. I have authority to lay it down and authority to take it up again. This command I received from my Father."
The blessings that I receive as a sheep of the Good Shepherd are incomparable to any other goodness. I find that no matter where I am in life, I realize that Christ is always right by my side directing me through it all. I may not understand the trails that He leads me through but He allows me to use them for teaching others. At times I am able to use my experiences in the classroom.
I look back upon my past five years and wonder how I would have ended up as a teacher without His provision upon me. I had no intensions of ever being here, but am so thankful that this is where He has led me and will be used here until he moves me somewhere else.
Matthew 18:1-6 (New International Version)
1At that time the disciples came to Jesus and asked, "Who is the greatest in the kingdom of heaven?"
2He called a little child and had him stand among them. 3And he said: "I tell you the truth, unless you change and become like little children, you will never enter the kingdom of heaven. 4Therefore, whoever humbles himself like this child is the greatest in the kingdom of heaven.
5"And whoever welcomes a little child like this in my name welcomes me. 6But if anyone causes one of these little ones who believe in me to sin, it would be better for him to have a large millstone hung around his neck and to be drowned in the depths of the sea.
Pride is a daily sin that keeps me from living the best for Christ. Pride is what keeps me from admitting my faults and failures to myself, coworkers, and most of all Christ. God cannot help me if I do not ask for it. Pride always comes before a fall, and it most definitely has on several occasions for me.
Proverbs 11:2 (New International Version)
2 When pride comes, then comes disgrace,
but with humility comes wisdom.
Proverbs 16:18 (New International Version)
18 Pride goes before destruction,
a haughty spirit before a fall.
Matthew 20:20-28
20 Then the mother of James and John, the sons of Zebedee, came to Jesus with her sons. She knelt respectfully to ask a favor. 21 “What is your request?” he asked.
She replied, “In your Kingdom, please let my two sons sit in places of honor next to you, one on your right and the other on your left.”
22 But Jesus answered by saying to them, “You don’t know what you are asking! Are you able to drink from the bitter cup of suffering I am about to drink?”
“Oh yes,” they replied, “we are able!”
23 Jesus told them, “You will indeed drink from my bitter cup. But I have no right to say who will sit on my right or my left. My Father has prepared those places for the ones he has chosen.”
24 When the ten other disciples heard what James and John had asked, they were indignant. 25 But Jesus called them together and said, “You know that the rulers in this world lord it over their people, and officials flaunt their authority over those under them. 26 But among you it will be different. Whoever wants to be a leader among you must be your servant, 27 and whoever wants to be first among you must become your slave. 28 For even the Son of Man came not to be served but to serve others and to give his life as a ransom for many.”
As a teacher, I should be a servant to my students. I have more than just a job as a teacher. My heart should be warmed by the needs of my students. There are some students who need even more than others, as Christ deals with his believers. Christ came to Earth to be our servant, and I should follow in his example in my career.
A teacher is called to be a(n):
1. instructor
2. counselor
3. doctor
4. friend
5. listener
6. life long learner
7. facilitator
8. parent (at times)
and so much more.
Psalm 33:1-12
1 Let the godly sing for joy to the Lord;
it is fitting for the pure to praise him.
2 Praise the Lord with melodies on the lyre;
make music for him on the ten-stringed harp.
3 Sing a new song of praise to him;
play skillfully on the harp, and sing with joy.
4 For the word of the Lord holds true,
and we can trust everything he does.
5 He loves whatever is just and good;
the unfailing love of the Lord fills the earth.
6 The Lord merely spoke,
and the heavens were created.
He breathed the word,
and all the stars were born.
7 He assigned the sea its boundaries
and locked the oceans in vast reservoirs.
8 Let the whole world fear the Lord,
and let everyone stand in awe of him.
9 For when he spoke, the world began!
It appeared at his command.
10 The Lord frustrates the plans of the nations
and thwarts all their schemes.
11 But the Lord’s plans stand firm forever;
his intentions can never be shaken.
12 What joy for the nation whose God is the Lord,
whose people he has chosen as his inheritance.
I have received many blessings over the past few months. God has been so good. I will begin with my blessings at home. Family has been a touchy situation, and thoroughly bathed in prayer by my church family, friends, and so many people. God has mended a marriage that I thought would never be mended. He has changed the heart of my husband that I thought was only cold and black. Not only has my husband’s heart changed, but mine had to change as well. I have been so hurt that I knew only the Lord could fix my wounds. Thank God for his rich mercy, He has. I am very joyful.
I am overwhelmed with gladness for a wonderful school year. I have great children and parents. As a teacher I could not ask for more. The God I serve knows the plans for me and serves them well. His plans do stand forever (Pslams 33:11).
I am most grateful for my salvation and how God has changed my life. I could not see His goodness without it. His love surely endures forever.
Psalm 68:1-8 (New International Version)
1 May God arise, may his enemies be scattered;
may his foes flee before him.
2 As smoke is blown away by the wind,
may you blow them away;
as wax melts before the fire,
may the wicked perish before God.
3 But may the righteous be glad
and rejoice before God;
may they be happy and joyful.
4 Sing to God, sing praise to his name,
extol him who rides on the clouds —
his name is the LORD—
and rejoice before him.
5 A father to the fatherless, a defender of widows,
is God in his holy dwelling.
6 God sets the lonely in families,
he leads forth the prisoners with singing;
but the rebellious live in a sun-scorched land.
7 When you went out before your people, O God,
when you marched through the wasteland,
Selah
8 the earth shook,
the heavens poured down rain,
before God, the One of Sinai,
before God, the God of Israel.
I am so thankful that God is my Father when I feel I need that comfort. I am so much more fortunate than so many of my students that do not understand this kind of love and affection. I feel that as a teacher in a public school, I have so much to offer the students that I encounter. God has placed me there for such a time as this.
I am there to be a parent to the parentless. There are so many children that need a shoulder to cry on and with. They need an adult who cares and loves. They need someone to defend them when times are scary or tough. That is what I desire to be for these children.
Matthew 18:33 (New International Version)
33Shouldn't you have had mercy on your fellow servant just as I had on you?'
Isaiah 40:11 (New International Version)
11 He tends his flock like a shepherd:
He gathers the lambs in his arms
and carries them close to his heart;
he gently leads those that have young.
Romans 5:1-8
1Therefore, since we have been justified through faith, we have peace with God through our Lord Jesus Christ, 2through whom we have gained access by faith into this grace in which we now stand. And we rejoice in the hope of the glory of God. 3Not only so, but we also rejoice in our sufferings, because we know that suffering produces perseverance; 4perseverance, character; and character, hope. 5And hope does not disappoint us, because God has poured out his love into our hearts by the Holy Spirit, whom he has given us.
6You see, at just the right time, when we were still powerless, Christ died for the ungodly. 7Very rarely will anyone die for a righteous man, though for a good man someone might possibly dare to die. 8But God demonstrates his own love for us in this: While we were still sinners, Christ died for us.
The Word of God teaches to persevere in the days of trials and difficulty. They are the days when our character is molded and formed. We can have hope because Christ gave us salvation. He is the same one who is in charge of our destinies and will allow our hearts to be filled with hope and love and joy if we allow Him to do this (Romans 5: 3-5).
Another great scripture to help me hang in when I feel like giving up is
28"Come to me, all you who are weary and burdened, and I will give you rest. 29Take my yoke upon you and learn from me, for I am gentle and humble in heart, and you will find rest for your souls. 30For my yoke is easy and my burden is light" Matthew 11:28-30.
Psalm 29:11 reads “11 The Lord gives strength to his people; the Lord blesses his people with peace.” This gives me ease when my days begin to rise with pressure. I know that the Lord will bring strength and peace to me if I ask and need it.
Hey everyone. I am making sure I remembered my password with this post. I hope this note finds you well. Fran
Rachel Massey
EDU 614
Chapter 1
This chapter increased my knowledge in the role that teaching models should play in the planned instruction of a teacher. I learned that increasing my own knowledge as a teacher, becoming effective in my instruction, providing alternative instructional activities, and using models are all necessary in order to make my students successful.
I plan, as the chapter suggests, to use a variety of the teaching models learned to present instruction. I will also make sure that I have “back-up” activities that alter the instructional method in the event that my students do not receive the lesson as presented initially.
In looking at developing myself as a teacher, I must take into account the variety of levels of students in the classroom. I must also consider particular needs of children and the backgrounds from which they come. These considerations do require more time and planning, but the reward of teaching knowledge is far greater.
Rachel Massey
Chapter 2
EDU 614
Studying the cognitive learning theory has enlightened me to several concepts. One of these concepts is the statement that one does not passively record what is seen, heard, or read. Many times teachers have assumed that students “got” what was taught just because it was mentioned in the lesson. Students must learn the material through understanding its relational value with what is already known. This knowledge becomes experiential as it is applied, therefore creating a deeper understanding of the concept being taught. Teachers that are enthusiastic about the material, motivate students, and care about the students are more likely to enforce learning in the classroom.
I plan to use this new-found knowledge in my teaching as I try to actively engage every learner to an understanding of the lesson. I must ensure that each student is not expected to learn any material that is passively stated or applied within a lesson.
This plan will require me to focus on the various levels of students within my classroom as well as recognize and deliver lessons through the various modes of multiple intelligences and diversified learning styles. Feedback within a lesson will be crucial to obtain from every student. Each student should also expect construction on the skill from the teacher.
The advantage of teaching based on the cognitive learning theory is that more students will be likely to grasp the information presented. One thing that might be difficult to overcome is the experiential differences between the varieties of cultures from which students come. For example, relational value may not be established as easily when discussing an engine if a student does not have a car within the family unit.
I feel enlightened about teaching to diverse students after studying this chapter. I am trying to “replan” many of my lessons to incorporate building relationships between lessons and experiences.
Rachel Massey
EDU 614
Chapter 4
The Group Interaction Models have allowed me to understand the importance of social interaction in the grand scheme of learning. Peers will learn from each other. As teachers, we play an integral part in guiding these minds through the learning process. It is natural that a teacher would use the peer influences to aid in learning experiential knowledge. I plan to use more group-work using all cooperative learning models taught to me: Student Teams Achievement Divisions, Jigsaw II, and Group Investigation.
Group Investigation could be helpful to my students in the area of science and social studies. I would also like to try to use it when teaching long division and geometrical concepts. The students could discuss how they achieved the answers, justify the answers, and discuss orally and written the processes through which they went.
I would need to adjust groups so that all were evenly leveled – with each group having at least one higher learner and one lower learner. This way no group would outrank another and groups would have peers to help guide and keep focus.
The advantage of using a group model to teach is that students help each other with the new concepts. Some students feel less intimidated by peers rather than teachers. This also gives the teacher time to listen to all groups and to assess where each group stands individually on learning the material presented. One disadvantage to this approach would be the time required to implement some of these ideas.
I would like to continue to study and find ways to implement group models into my teaching into all subject areas. This could ensure some students’ success by helping students relate more to the subject matter.
Rachel Massey
EDU 614
Chapter 5
The Inductive Model is one that I have practiced but not known what it was called. This model teaches through examples being derived into a generalization or concept to be applied. I have used the inductive model in the past when teaching various vocabulary lessons. I plan to further use this model in the area of mathematics. The text gave explicit ideas on formulation lesson plans using the Inductive Model with which I plan to use as a resource.
This model would require extensive planning and foresight in order to correctly get the students to grasp the planned objective. One might need to consider “back-up” examples if the concept is not grasped through the initial trials.
The advantage of this model is its ability to use experiential knowledge regardless of the background of the learner. Through discussion, experiences can be gained and knowledge then becomes relational. The extensive planning of examples could be considered a disadvantage.
I hope to use this model more to encourage critical thinking in my classroom. The performance-based assessments that I plan to use could benefit from this model of instruction.
Rachel Massey
EDU 614
Chapter 6
The Concept Attainment Model encourages critical thinking in an environment where students feel free to share concepts. Right and wrong examples are given to learners. The learners then have to come up with hypotheses of what the criteria could be. The teacher guides the learners on the path until the conclusion is reached and the concept is attained.
I have never used this model in my teaching before, so I am eager to formulate some of my lessons using Concept Attainment. This model could especially be useful when teaching English to my students. Examples could be given of “action” and “not an action” while teaching action and other verbs.
Special consideration would need to be given for the types and number of examples used. This model also uses experiential knowledge on which to build. Some learners of diversified backgrounds might have trouble with some of the exemplars.
The advantage of this model is the heightened sense of critical thinking and deductive reasoning that is practiced. Some students might feel at a disadvantage and therefore not want to participate if their experiences do not give way to relating the knowledge presented.
I look forward to incorporating this model into my teaching, especially of English. I want to try to find other areas that this model could bring about success to my students as well.
Rachel Massey
Chapter 7
EDU 614
The Integrative Model makes use of data to help students draw conclusions about a concept. The teacher guides the students through the organization and analysis of the data. Students learn to critically think and justify reasoning about what is happening and why they think that.
This form of teaching is not one that I have much experience with. I plan to integrate this model into teaching Science and Social Studies. I think this model could also be helpful in trying to explain some mathematical concepts to students.
In preparing lessons in any subject with this model, I believe that data would have to initially be presented in a pictorial fashion until more experience with charts, graphs, maps, etc. has been obtained.
One advantage in using this model is its ability to promote higher thinking skills such as analysis and synthesis of information. The disadvantage that might occur is how some students lack the background knowledge of charts, graphs, maps and other data sources.
This model interests me especially in the areas of science and social studies. This model has helped me become more excited about the subject matter and has helped me to relate the knowledge to an experience in my own mind. I look forward to preparing the same lesson for my children at school.
Rachel Massey
Chapter 8
EDU 614
Problem-based Learning Models present students with a problem or a challenge. Students are then given the goal to solve this problem using various resources. Various strategy approaches are encouraged within the classroom, and the teacher is a facilitator of the process by guiding students and providing support.
This method could be used when I teach mathematical concepts through word problems. This method encourages the students to think about the initial problem, the information they need to solve it, the steps involved, and why they completed it in that manner. This also teaches them to weed out the irrelevant information. This method will be used in my classroom as collaboration initially – using groups to find the solutions to problems. It will progress into individual efforts with written justifications as performance-based assessments.
Special consideration does need to be given to the amount of research that students have had to do beforehand. Some students have not had to “look-up” much material before. I need to accommodate those needs with care and not overload the students initially with too much responsibility. It should be a building process.
One advantage is that the student in primarily responsible for his own learning in this model. The student must make a choice to rise to the challenge of the problem and overcome it. This could also be a disadvantage as some students are not motivated by the reward of knowledge.
I can’t wait to plan out a lesson using this particular model. This will let me see performance-based activities that can eventually be used in assessing student learning.
Rachel Massey
EDU 614
Chapter 9
The model of Direct Instruction is the model that I am most familiar with in my teaching experiences. This is the model that I use even when teaching piano lessons to my students. It builds on prior knowledge systematically to reach a goal. It also focuses on dialogue and social interactions. It places importance on modeling correct concepts and skills as a teaching strategy.
I plan to continue use of this model in all areas of teaching. I plan to place a bit more emphasis on the review stage of the model than I have in the past. I also will try to build on personal experiences to tie lessons to real-world knowledge in the review stage of the lesson.
Student success would only come in accommodating specific needs of students in the guided practice and independent practice phases of this model. I need to get feedback from each student to learn whether the skill is being learned or is frustrating the student.
The advantage of this type of learning is that it is what many effective teachers do. It has been proven in many states as the most effective way to teach language arts subjects such as reading. One disadvantage is that the model must be tweaked in order to teach higher learning generalizations and academic rules. It can be done, but it does require more thought and planning.
I enjoy using the Direct Instruction model in my classroom. It gives me a chance to review, model, and get feedback (in groups and individually). This has been my most successful teaching style to date. I look forward to integrating several models into my lesson plans so that the students are not bored by the same format everyday. I want my students to look forward to the unexpected that I bring to the classroom.
Rachel Massey
Chapter 10
EDU 614
The Lecture-Discussion Model is verbal instruction given on a particular topic. It allows the teacher to guide the learning process about concepts and how they are related. It involves organizing thoughts, using student background knowledge of the subject matter, and structuring content. Comprehension of the lecture must be assessed many times in order to ensure that the students are not being required to learn passively.
I plan to use Lecture-Discussion Model in my reading class. I would like to prepare the class with a graphic organizer of what they know about a particular subject matter (that is discussed in the passage). Then I want to have them discuss areas of interest about this subject that they don’t know about and what they might like to learn about that is of relevance. This model will be helpful in showing the background variations in my classroom climate.
Accommodations will need to be made so that all students participate and not just the eager, easily-motivated learners. The subject matter might need to be modified to fit a lecture-discussion style of learning.
One advantage of this model is that it is easy to plan and is flexible in time and content constraints. One disadvantage is that one must be careful not to just lecture without the discussion. The learner must remain an active participant in the model, not passive.
I look forward to using this model with the numerous graphic organizers that teachers have access to these days. This will help the students be involved, relate experiences, and have a visual reminder of the discussion that took place.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 1 Problem Based Learning
This method will affect my teaching because/by allowing me
This method will affect my teaching by allowing me to remain focused on becoming a better teacher. I must continue to be a learner as I teach.
This method will help me as I teach? I can use this method with all subjects. It is very important that I stay current on the issues and subjects that I teach. I think this is best seen in professional development that the state and my district requires me to participate in each year.
Modifications/adjustments needed to achieve student success would include
The only modification of this method is to be careful to weed out what is not effective and keep and pass on the things that I learn will help myself and my fellow teachers.
One pro and one con regarding this method of instruction include
The pro of this concept is that it will keep me sharp as I teach. I tell my students I want them to become life long learners. This concept is built on that very idea.
The only con of this is the time consumption of this concept. i wish parents and students realized the countless hours we wpend as teachers to prepare fro the classroom.
Other ideas/opinions/epiphanies regarding this method
I am grateful for the opportunities that our county give us to continue to grow and become better educators.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 2 Learning Motivation and Models of Teaching
This method will affect my teaching because/by allowing me
This process includes times when we are awqare of our own responses. This will help me as a teacher to realize that due to circumstances beyond their control my students may not be as attentive and responsive as the need to be in class.
This method will help me a I teach? As an example is a student comes to my class sleepy or hungry they will not be as apt to learn and retain what is being taught in class. Meet their needs then teach.
Modifications/adjustments needed to achieve student success would include
I have made adjustments to my teaching schedule to simply include snacks early in the day to help keep students more attentive.
One pro and one con regarding this method of instruction include
I feel this is the sensative part of being a teacher. Move a student
closer to the front so they can see. Give a snack to a child who never has one.
Teach with a heart.
Other ideas/opinions/epiphanies regarding this method
The only con with this style of teaching is a time constraint. I feel rushed and concerned about trying to meet the physical needs of students when I need to be teaching then I remember the words of Christ. If you give a cup of cold water to the least of these you have given it to me.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 3 The Teaching of Thinking
This method will affect my teaching because/by allowing me
As stated in the text teacher’s effectiveness describes patterns of teacher actions that result in increased student achievement.
This method will help me as I teach? The various methods discussed in this chapter are the base for this entire course. It covers essential teaching strategies, classroom management and creating a learning friendly environment. All these elements help to promote thinkers among our students.
Modifications/adjustments needed to achieve student success would include:
The teacher sets the daily tone of the classroom.
Essentials of teaching must be over learned to the point of auto pilot. Meaning teachers can apply them with little or no effort.
Once these essentials are automatic, you can move into teaching for critical thinking and offer an environment where learners are free to offer ideas.
One pro and one con regarding this method of instruction include
The pro of this concept is that teaching for thinking increases learner motivation. It continues a love for learning beyond the walls of a classroom.
The only con of this is staying organized. My room is not the most organized. When this was pointed out in the text, I knew the spirit had a right to convict me of my organizational skills.
Other ideas/opinions/epiphanies regarding this method
The new buzz words in education are Depth of Knowledge. I think if we as educators teach thinking skills. Depth of knowledge will be endless.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 4 Group Interaction Models
This method will affect my teaching because/by allowing me
I use group and STAD in various units of Science. I also employ group work on Chapter Books in reading. It allows students to discuss and develop their thoughts and ideas freely.
This method will help me as I teach? I used this method a great deal during the year as I taught Social Studies. It taught students to work as a team and still be responsible for their own learning.
Modifications/adjustments needed to achieve student success would include:
The modifications to this model are made according to the over all make up of the students and their individual personalities. Groups must be structured so that they are fair and as equally structured as possible.
One pro and one con regarding this method of instruction include:
The pros of this interactive concept are many: The main pro of this model is Student involvement increases. Students who may not speak out in a large group will open up in smaller groups.
The main con of this is not allowing a dominate personality take over the learning of the entire group. Teachers must monitor these groups for total involvement.
Other ideas/opinions/epiphanies regarding this method
As a teacher I love groups working and exploring concepts together. I see the various personalities of my students develop over the year. The group interaction model is the fun of teaching.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 5 Inductive Model
This method will affect my teaching because/by allowing me
This is the model that I can best identify with when I consider the various models I use in my class.
This method will help me as I teach? This model can be used when teaching any subject. It can be used as a whole group or in one on one as with tutoring. This is a teacher’s ability to “think on your feet.” If you realize that your students do not understand the concept you are trying to teach, you must come up with another way of teaching the concept.
Modifications/adjustments needed to achieve student success would include:
As stated in the text this model is all about adjusting to the need of the learner.
One pro and one con regarding this method of instruction include:
The pros of this model is the emphasis on high quality examples and the depth of understanding that can be attained by the learners.
The main con of this is having the ability to come up with examples on the spot that achieves the quality of learning you want to give to the students.
Other ideas/opinions/epiphanies regarding this method
I do not see myself as the most creative. However, I will beg, borrow or steal ideas from other educators. If the example I give did not reach a student but I know Mrs. Johnson has a better example I will use her idea. It is our responsibility to use whatever means available to help our students have successes.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 6 Concept Attainment Model
This method will affect my teaching because/by allowing me
This is the model is best used when giving students experience with the scientific model or method of discovery. I teach science as one of my main subjects. This model is used in my class almost daily.
This method will help me as I teach? This model can be used when teaching any subject. In any subject you must impart knowledge which is basic fact. This is the best model to use when giving facts concerning a topic.
Modifications/adjustments needed to achieve student success would include:
This method is great for teaching a well-defined set of concepts much like the inductive model. The main modification is to have a set of characteristics to help students formulate the concept being taught.
One pro and one con regarding this method of instruction include:
The pro of this model, it is great for teaching well-defined concepts.
The main con not every thing we teach has well-defined concepts. In abstract ideas this is not the most user friendly/student friendly model to employ.
Other ideas/opinions/epiphanies regarding this method
I like this model for giving basic concrete facts to my students. It also helps me check for prior knowledge of a particular topic.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 7 Integrative Model
This method will affect my teaching because/by allowing me
This is the model will be used in both areas of science and reading because it will help me learn prior knowledge from my students.
This method will help me as I teach? This model can be used when teaching any subject. In any subject you must assess prior knowledge of your students. It will help you know where you need to start with a subject matter or concept. Questions also help spark interest.
Modifications/adjustments needed to achieve student success would include:
The main modification would be to adjust for the various learning styles in a classroom. There are several ways to assess prior knowledge and spark interest. KWL charts, or quiz show questions can spark interest in students who do not realize they are learning and showing what they already know about a topic.
One pro and one con regarding this method of instruction include:
The pro of this model, it helps students develop critical thinking skills.
The main con with this model as discussed in the text was modifying it for younger learners. I disagree with the authors of our text. You can ask questions of younger learners with pictures or having them draw what they know about a subject.
Other ideas/opinions/epiphanies regarding this method
I like this model for giving basic concrete facts to my students. It also helps me check for prior knowledge of a particular topic.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 8 Problem Based Learning Model
This method will affect my teaching because/by allowing me
I use this model in the area of science more than any other subject.
I introduce content (i.e., vocabulary for the unit) then I pose a question concerning one of the words given for the unit. Very often a student will pose a question that we can explore and develop the answer as a class.
This method will help me as I teach? In reading the chapter I have discovered how I can use problem-based learning in reading. For example each story has a problem or conflict that must be resolved. Why not pose the question to the students, “How would you solve the problem in this story?” I can also use this to introduce genre.
Modifications/adjustments needed to achieve student success would include:
The main modification would be to use this model as an imagination builder. I am amazed at the lack of imagination of my students. It delights me when they think through a problem to discover a solution.
One pro and one con regarding this method of instruction include:
The pro of this model, it helps students develop critical thinking skills.
The main con with this model as discussed in the text this model is less effective at teaching content-based material.
Other ideas/opinions/epiphanies regarding this method
I like this model because it inspires students to think outside a box. It causes them to reach within themselves to develop a solution to a given problem. It is life learning they must develop to find success in today’s world.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 9 Direct Instruction Model
This method will affect my teaching because/by allowing me
I use this model in any area of teaching. You and I were taught by direct instruction model. The students were to respond to questions and then given an activity to show they understood the concept being taught. It is what most people understand as teaching.
This method will help me as I teach? Any subject or concept can be driven by this model. It is well grounded in research. It has worked well for decades.
Modifications/adjustments needed to achieve student success would include:
The main modification would be to use this model and supplement it,
with other great ideas in teaching. You can’t do it all by direct instruction.
One pro and one con regarding this method of instruction include:
The pro of this model, it is proven. We do not need to reinvent the wheel.
The main con with this model is it is not the only way to teach. It can be very habit forming for teachers to instruct and give an activity and never going into other methods of instruction. This method will not reach all your learning types.
Other ideas/opinions/epiphanies regarding this method
I like this model because it is proven and research based. I must not become a slave to this model. There are so many good ideas to include when teaching a concept.
Name Janet Sweeting
Date Sept 2008
EDU 614/615 Chapt 10 The Lecture Discussion Model
This method will affect my teaching because/by allowing me
I use this model very carefully. In my first year of teaching I found that I would tend to lean to this model. In upper grades this may prepare your students for college. However, in fifth grade you will loose your students if all you do is a lecture. They tend to turn you off.
This method will help me as I teach? I do use this model. In teaching I am just very careful not to get caught up in the lecture part. I like the discussion it can cause to explode in a classroom.
Modifications/adjustments needed to achieve student success would include:
The main modification would be to use this model with a time constraint on the amount of the lecture. I would include more discussion among the students.
One pro and one con regarding this method of instruction include:
The pro of this model, it is an excellent way to give basic facts about a concept to students who will be tested on the concepts. (Cut and Dry)
The main con with this model is to not lean too heavily in the lecture of a topic. Students will respond better to hands on learning than just lecture.
Other ideas/opinions/epiphanies regarding this method
As I stated earlier, this is not the best way to reach elementary students. Fifth grade students need to be engaged and active to learn. Even the most attentive students will turn off a lecture after a point.
Blessings
Janet T. Sweeting
Belhaven College
Blessed is the nation whose God is the Lord the people he has chosen as his own inheritance. (Holy Bible Psalms 33:12) As I read this passage it causes me to reflect over the past week. My many trials, parents who think we require to much from their babies. Fifth graders who do not really want to be back in the classroom.
It causes me to pause and smile that there is a Holy loving father who has chosen us as his inheritance. When I think of the many ways I am blessed, we all are blessed. I think of my favorite Psalm . I have the verses memorized of Psalms 100. It is truly not a cliche when I say that we are to blessed to be upset or stressed. In Psalms 100:5 it sums up how I feel about my many blessings. For the Lord is good and his love endures forever; his faithfulness continues through all generations. (Holy Bible Psalms 100:5)
When we pause to realize our many faults it is a miracle that this loving God cares enough to shower us with his blessings. Are there days when I would love to throw my hands up and run out of my class room? Yes, then I remember how very blessed I am to have the privilege to deal with parents and their children. The privilege it is to work along side these parents. The awesome responsibility of teaching the future of our country.
I am blessed way beyond what I could write in this paper. His love is everlasting and his mercy endures through all generations.
A father to the fatherless, a defender of widows. (Holy Bible Psalms 68:5) When I began to research these scriptures I was honestly at a loss. What could these verses have to teach me about strategies in teaching. My students are loved and secure and most of them have both parents. I was at a loss as to where to begin this paper. Then John came to my class.
It is just like God to show you right when you need to see how the verse will change your life. John came to my door with Mrs. C. our school counselor. He was all smiles but something in her tone told me that the smile hid many hurts. John joined us and seemingly fit in great. Then I began to see BIG differences in John and my other boys. I went to Mrs. C. and inquired of his background. John’s dad was very abusive and his mom had finally gotten the nerve to leave and find shelter. They were in hiding and John was home schooled until now. I walked back to my room and for the first time in a week this scripture had full meaning. God is a father to the fatherless which for me had a name and a sweet smile.
I have found a special place in my heart and my room for John. I linger a little longer when I help him. I have to brag on my other children. One day at lunch John spilled a red drink all over his shirt. I was trying to think of a way to purchase him a school shirt and not embarrass him. One of his classmates seeing his plight took off the extra shirt he was wearing and offered it to John. The smile returned and a friendship was formed. The boys did not need their teacher’s help.
I do not know how long we will have John in our class. I searched the scripture to pray over John and his mom. The Lord was gracious to show me Psalms 10:18. To do justice to the fatherless and the oppressed, so that man, who is of the earth may not terrify them any more. (Holy Bible Psalms 10:18
Pride in yourself is what the world says you should have at all times. I try daily to instill pride in my students. They need to be confident in their ability. Pride in the right things is not a bad quality to teach. However, pride can also cause you to turn away from the God who has blessed you with the talent or ability that you are so very proud you possess.
It is a struggle for mankind to not become to prideful in their accomplishments. I must admit that I have had to guard against pride. I have felt my head swell when I am commended for going back to school to get my degree. I must be very careful not to touch the glory that alone belongs to God. He has given me this opportunity and pointed me in the direction that I should go each step of this journey. And your ears will hear a word behind you, saying, This is the way, walk in it, when you turn to the right hand when you turn to the left. (Holy Bible Isaiah 30:21) Pride is something that we must all guard against in this life.
The one thing that keeps me in check against pride is the scripture found in Proverbs 3:34. For God sets himself against the proud, but gives grace to the humble. (Holy Bible Proverbs 3:34) This verse is one that I will commit to memory. I know that God has planned for each day that I am a teacher. It is by his grace and favor that I am where I am doing what I love. There is no room for pride in this blessing. It is another picture of God’s faithfulness in my life.
References
Holy Bible 1998 New International Version Grand Rapids, Michigan
Zondervan Corporation
Name Jennifer Collard
Date 9-23-08
EDU 614
Chapter Seven
• This idea will affect my teaching because/by allowing me
This model very much ties in with science and how I learn. I like to compartmentalize information. It organizes the information and helps me to remember it better, much that in chapter 10.
• I will utilize this information in my classroom by (or this is how I plan to use this)
I can have my student use this for much of the information we have in class. Making the matrix not only helps the student grasp the information, but it also helps them to work on other levels of thinking like reading charts. Many middle school students have trouble with this concept.
• I agree/disagree with this statement because
I like this, and could even be used for a note taking in class. It helps to see if the student really understands the information
And can they draw conclusions from the material they have in front of them.
Name Jennifer Collard
Date 10-1-08
EDU 614
Chapter Eight
“Problem-based learning models can be effective for increasing student motivation because they capitalize on the motivating effects of curiosity, challenge, authentic task, involvement, and autonomy, all factors that increase students’ motivation to learn.” Pg 272
• This idea will affect my teaching because/by allowing me
I like the idea that sparking the students’ interests will help to spark their motivation outside the classroom. It will help to work in the higher levels of the depths of knowledge that our student need.
• I will utilize this information in my classroom by (or this is how I plan to use this)
I would like to use this more in the class in developing my students to think in ways that are not the norm-look outside their realm of thinking to answer questions.
• I agree/disagree with this statement because
I agree with the method, although it is one that is much harder to use in large classroom setting, but would be good for group work so that students could build on each others’ knowledge.
Name Jennifer Collard
Date 10-5-08
EDU 614
Chapter Nine
• This idea will affect my teaching because/by allowing me
This model is how I learned through most of my education. We introduce, then present the material, then help the students with problems and finally we let them work on their own. This is how I coach children, and work at home with my own children.
• I will utilize this information in my classroom by (or this is how I plan to use this)
I try to use this when I am showing the students how to do their experiments. It is a great model for this type of activity.
• I agree/disagree with this statement because
I agree with this model for certain types of activities in the classroom; however this is not the model I use for all the teaching in the middle school setting of science.
• Other ideas/opinions/epiphanies regarding this idea
The guided practice is very important not to leave out, and many times if we leave out a step this is the one not to skip.
Name Jennifer Collard
Date 10-12-08
EDU 614
Chapter Ten
“ After learning objectives for the lesson have been identified, the content must be structured so that it can be presented in an organized way.” Pg. 320
• This idea will affect my teaching because/by allowing me
I had not really stopped in my lectures before to compartmentalize concepts for my students. I just went thinking well I covered the topic, not stopping to simplify it along the way. It also helped me to bring my wandering students back to class and giving them a smaller chart in case they did miss a point while in la la land.
• I will utilize this information in my classroom by (or this is how I plan to use this)
I love the flow chart idea-it helps me to package the material in smaller chunks even though I have covered a large amount of material.
• I agree/disagree with this statement because
After stopping to look at my class presentations, I realized I was covering too much and not taking the time to go back and make the bulk information smaller and easier to retain. I really agree with this idea and I have already implemented it in with my lectures.
• Other ideas/opinions/epiphanies regarding this idea
I use this model for the introduction and then I get into the hands on in the experiments in the class.
CWV Psalm 68: 1-8
Jennifer Collard
We as Christian teachers have a role to follow from our Father; he was there no matter the circumstances our Father was there for His flock. We as Christian teachers may be the only ray of sunshine for some of our students. Many of our students have situations at home that are going to require they might need extra understanding. That does not mean we lower our class standards for them to skirt by without trying, but it does offer the idea that we have compassion and understanding when no one else may. Give that child a small ray of sunshine so that they may see our Father in us. We too are the helper to the fatherless (Psalms 10:14). We need to be there for our students, be there for council, understanding and building up our students. Through love we are to serve each other (Galatians 5:13)
CWV Matthew 18:1-6
Jennifer Collard
Pride is a very difficult issue for me to deal with even though I know that we are told “pride cometh before the fall…” in Proverbs 16:18. I t is difficult for me to take criticism, especially when it is about something I have put in so much hard work. We as Christians have to step back and realize that we are who we are because our Father loved us enough to die on the cross for us. We are not perfect and we have to set aside our pride and learn from our mistakes; let them make us a better person. We have to allow God to help us because He was truly the only perfect One. This is one area I have struggled with and I work on all the time and that is also realizing I really do have a lot to learn and I have to allow others to help me. Proverbs 16: 25 shows that the ways of man (ourselves) may seem right, but they will lead to death. We have to be willing to put away our pride and ask God others for help and wisdom.
Rachel Massey – CWV for Session 2
20 Then the mother of Zebedee's sons approached Him with her sons. (A) She knelt down to ask Him for something. (B) 21 "What do you want?" He asked her.
"Promise," [a] she said to Him, "that these two sons of mine may sit, one on Your right and the other on Your left, in Your kingdom." (C)
22 But Jesus answered, "You don't know what you're asking. Are you able to drink the cup [b] that I am about to drink?" (D) [c]
"We are able," they said to Him.
23 He told them, "You will indeed drink My cup. [d] But to sit at My right and left is not Mine to give; instead, it belongs to those for whom it has been prepared by My Father." (E) 24 When the 10 [disciples] heard this, they became indignant with the two brothers. 25 But Jesus called them over and said, "You know that the rulers of the Gentiles dominate them, and the men of high position exercise power over them. 26 It must not be like that among you. On the contrary, whoever wants to become great among you must be your servant, (F) 27 and whoever wants to be first among you must be your slave; 28 just as the Son of Man did not come to be served, but to serve, (G) and to give His life—a ransom for many." (H)
A teacher must serve students in many ways. Many acts of sacrificial giving will be required in order to reach some students that are needy. Some acts may include: donating supplies, filling the shoes of the parent, helping with homework, helping the student understand hygiene that may not have been taught/enforced at home, or giving extra energy to a child that won’t get attention of any kind at home. Matthew 20:20-28 invites followers to become a servant in order to be great in the Kingdom of Heaven. We can also become great in a child’s eyes if we become a servant to him. Matthew 26:7 depicts the woman that sacrificially gave her most prized possession – the oil in the alabaster box – just to wash Jesus’ feet. As teachers, we should also give our most prized possession away daily – our knowledge. Luke 10:30-35 also shows a wonderful scene of giving when the Samaritan helps the stranger that has been beaten and robbed of all he had. We must help strangers as teachers. Our giving should never stop with people with whom we are familiar.
Rachel Massey – CWV for Session 3
Psalm 33
Praise to the Creator
1 Rejoice in the LORD, you righteous ones;
praise from the upright is beautiful. (A)
2 Praise the LORD with the lyre;
make music to Him with a ten-stringed harp. (B)
3 Sing a new song to Him; (C)
play skillfully on the strings, with a joyful shout. (D)
4 For the word of the LORD is right,
and all His work is trustworthy. (E)
5 He loves righteousness and justice; (F)
the earth is full of the LORD's unfailing love. (G)
6 The heavens were made by the word of the LORD, (H)
and all the stars, by the breath of His mouth. (I)
7 He gathers the waters of the sea into a heap; [a]
He puts the depths into storehouses. (J)
8 Let the whole earth tremble before the LORD;
let all the inhabitants of the world stand in awe of Him. (K)
9 For He spoke, and it came into being;
He commanded, and it came into existence. (L)
10 The LORD frustrates the counsel of the nations;
He thwarts the plans of the peoples. (M)
11 The counsel of the LORD stands forever,
the plans of His heart from generation to generation. (N)
12 Happy is the nation whose God is the LORD—
the people He has chosen to be His own possession! (O)
The past year has been excruciating in many ways. Bless the Lord that He has brought my family through! We have experienced police brutality, financial hardship, pregnancy issues, family strife, job insecurity, and other trying issues. God has brought us safely through each and every mountain that seemed insurmountable. God has provided with peace, love, security, food, shelter, family, laughter, and many more blessings that are too numerous to name. I am reminded of the verse in Isaiah that speaks about waiting on the Lord and mounting on wings like eagles. Because of God’s goodness, He allows me to soar as an eagle, feeling the awesome power of being lifted up!
Rachel Massey – CWV for Session 5
Passage John 10:7-18:
The Good Shepherd
7 So Jesus said again, " I assure you: I am (A) the door of the sheep. (B) 8 All who came before Me [a] are thieves and robbers, but the sheep didn't listen to them. 9 I am the door. If anyone enters by Me, he will be saved and will come in and go out and find pasture. 10 A thief comes only to steal (C) and to kill and to destroy. (D) I have come that they may have life and have it in abundance.
11 "I am the good shepherd. (E) The good shepherd lays down his life for the sheep. (F) 12 The hired man, since he is not the shepherd and doesn't own the sheep, leaves them [b] and runs away when he sees a wolf (G) coming. The wolf then snatches and scatters them. 13 [This happens] because he is a hired man and doesn't care about the sheep.
14 "I am the good shepherd. I know My own sheep, and they know Me, 15 as the Father knows Me, and I know the Father. (H) I lay down My life (I) for the sheep. 16 But I have other sheep (J) that are not of this fold; I must bring them also, and they will listen to My voice. Then there will be one flock, one shepherd. (K) 17 This is why the Father loves Me, (L) because I am laying down My life (M) so I may take it up again. 18 No one takes it from Me, but I lay it down on My own. I have the right to lay it down, and I have the right to take it up again. I have received this command from My Father." (N)
A teacher must be a good shepherd to the flock of students that is handed to her. She must know them, love them, protect them, and teach them. God has blessed me with this same security and peace as a good shepherd. I can share Christ in my classroom as I give as Christ gave, teach as Christ taught, and love as Christ still loves me. Psalm 23 also depicts the peace we can have through Jesus through the symbolism of the shepherd and the flock. How much more we can teach if our students feel safe and loved!
Rachel Massey – CWV for Session 6
Psalm 68
God's Majestic Power
For the choir director. A Davidic psalm. A song.
1 God arises. His enemies scatter,
and those who hate Him flee from His presence. (A)
2 As smoke is blown away,
so You blow [them] away.
As wax melts before the fire,
so the wicked are destroyed before God. (B)
3 But the righteous are glad;
they rejoice before God and celebrate with joy. (C)
4 Sing to God! Sing praises to His name.
Exalt Him who rides on the clouds [a] —
His name is Yahweh [b] —and rejoice before Him. (D)
5 A father of the fatherless
and a champion of widows
is God in His holy dwelling. (E)
6 God provides homes for those who are deserted.
He leads out the prisoners to prosperity, [c]
but the rebellious live in a scorched land. (F)
7 God, when You went out before Your people,
when You marched through the desert,
Selah
8 the earth trembled, and the skies poured down [rain]
before God, the God of Sinai, [d]
before God, the God of Israel. (G)
How mighty is our God! God’s power amazes me in ways that are indescribable. I recently have truly experienced God as King. He is my friend, but He is most certainly reigning in the world today. He is already victorious. He is a God of peace, yet He wages war to protect His Kingdom and His people. He is a just God, who hates sin, yet loves the sinner. He loves the sinner so much that He embodies fulfillment for any need that arises. He is a “father to the fatherless”, and because he fills needs in order to teach the sinner, a teacher should follow the same pattern.
I recently have had to be a mother to a student whose mother left him with his father. I was never asked to give him lunch money or shoes, but I always needed to show him love, encouragement, discipline, safety, and how to take pride in himself. This is the second year that I have had this student, and I can see the growth he’s made. It is not because of me but because of what God did through many people including me. If we want our students to learn, we must first meet their needs. Mark 6:30-44 shows Jesus meeting the needs of His learners. He wanted them to absorb His teachings, but they were hungry. He, therefore, performed the miracle that fed the 5,000.
Rachel Massey – CWV for Session 7
Matthew 18
Who Is the Greatest?
1 At that time (A) [a] the disciples (B) came to Jesus and said, "Who is greatest in the kingdom of heaven?" (C)
2 Then He called a child to Him and had him stand among them. 3 " I assure you," He said, "unless you are converted [b] and become like children, (D) you will never enter the kingdom of heaven. (E) 4 Therefore, whoever humbles himself like this child—this one is the greatest in the kingdom of heaven. 5 And whoever welcomes [c] one child like this in My name welcomes Me.
6 "But whoever causes the downfall of one of these little ones who believe in Me—it would be better for him if a heavy millstone [d] were hung around his neck and he were drowned in the depths of the sea! (F)
Pride has been an issue in my life. I became comfortable with the way I lived and often considered myself to be a “good Christian”. The Lord gave me a chance to correct my errored thinking. He allowed me to fall. Only when I was in submission could He reveal to me that I was in complete sin in my thoughts and actions. Proverbs 16:18 tells us that pride comes before destruction. Prideful people can destroy themselves and other people through their arrogant actions and words. As teachers, we must be careful to not become proud of what we have done or to think that we are above those that we teach or the backgrounds from which they come. God will let us fall, so that His children are not harmed.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 1
(The influence of standards on your work…. Page 6)
• This method will affect my teaching because/by allowing me to be better prepared to provide students with quality instruction. This will be accomplished because I am better prepared to teach quality information after thoroughly reviewing the Standards for my given subject of instruction.
• This method of instruction could be used when I teach my children math and science. The standards that are provided in these subjects give any educator the foundation for what they need to teach. Considering that standards are created by experts it is important to use what experts deem as essential to instruction.
• Modifications/adjustments needed to achieve student success would include improvements to standards as the world of technology grows and our knowledge of these two subjects evolves. When we learn more about math and science the standards must be modified to help improve our future knowledge.
• One pro and one con regarding this method of instruction include the major high point to this method is the fact that education is presented from a professional blue print of what should be taught. The major downfall to this method is the standards sometime eradicate the instruction of information that is important but not essential as labeled by the standards.
• Other ideas/opinions/epiphanies regarding this method are the fact that this method uses the standards created by the experts of education to provide students with quality learning. This method is the best because it takes what must be taught and allows the teacher to use it as a cross-reference material to get the lesson to the students.
• Christian World View for this chapter is the scripture Matthew 20:20-28. This scripture tells of the duties of a leader to be a servant. As teachers we are leaders that must serve to ensure that our duties as an education are carried out in a Christian way. Just as Jesus came to serve as the sacrificial Lamb for the sins of the world, we are also sacrificial in that we must endure the hardships of education to ensure that students are educated the correct way. Two scriptures that provide support are Numbers 18:6 and Romans 6:23.
• Questions
1. What is a good way to motivate students to excel in their studies? To allow the instruction to be interesting and relevant to them allowing the students to see the importance of the skill in their lives.
2. Do you believe that the standards promote teaching students to the test? I think it does promote teaching to the test, but I am an advocate of teaching to the test because the material on the test is considered the most important for that grade level.
3. Are standard good enough to base instruction on? Yes, because my teaching last year was based on standards and my students out performed the state and district in all phases of mathematics. So the standards are definitely the right blueprint to use for instruction.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 2
(Although individuals construct their own understandings, the process is enhanced by social interaction…. Page 29)
• This method will affect my teaching because/by allowing me to provide students with an environment that promotes social interaction for educational enhancement. In providing this environment my teaching will be more effective.
• This method of instruction could be used when I teach my children math and science. The social interaction that is associated with math and science discussions provide an environment more conducive to learning.
• Modifications/adjustments needed to achieve student success would include research to determine the best way for students to be grouped to maximize the social interaction experience and allow for quality learning to take place.
• One pro and one con regarding this method of instruction include a major pro is social interaction promoting high level thinking and discussion in groups. One con is that students may leach off of their classmates by copying work and not doing the work themselves.
• Other ideas/opinions/epiphanies regarding this method are the fact stands that when people work together toward a common goal the outcome is usually success because of the level of effort being put forth. Students also are challenged to rise to the level of learning that their peers are on when social interaction takes place in the classroom. Therefore, classroom achievement is present rather than individual achievement.
• Christian World View for this chapter is the scripture Psalms 33:1-12. This scripture tells of the goodness of God’s blessings. I must say that I have been greatly blessed personally to have a job that I love to come to daily. Also I am blessed because God has allowed me to be successful at my profession by having a 0% failure rate on my student’s state test scores. God is certainly good and his Grace and Mercy is amazing. Two scriptures that provide support are Genesis 24:65 and I Samuel 18:22.
• Questions
1. How should social interaction be organized? Social interaction should be organized to give students comfort and a way to discuss topics dealing with instruction to promote better understanding.
2. How does social interaction promote student achievement? Social interaction promotes student achievement by allowing students to have discussions about classroom topics. This in turn, allows students to engage in critical thinking conversations that promote higher level thinking.
3. How can I promote student achievement and overall enjoyment with the instruction? Student achievement and classroom enjoyment can be promoted by allow students to be apart of the lesson instead of being taught the lesson. A group discussions is one way to make students think and understand without conventional pen and paper worksheets.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 3
(Questioning is the most effective strategy teachers have for promoting this interaction…. Page 65)
• This method will affect my teaching because/by allowing me to provide students with a teaching strategy that promotes active engagement in classroom instruction.
• This method of instruction could be used when I teach my children math and science. Questioning can be used in both mathematics and science as a tool of inquiry to get students thinking in depth about skills and objectives at hand.
• Modifications/adjustments needed to achieve student success would include research to determine the best questions to ask in a given lesson to maximize student achievement.
• One pro and one con regarding this method of instruction include a major pro of allowing students to engage in critical thinking. Questioning gives lead to extended thinking for students. One con to questioning is it limits repetition with skills, especially in subjects such as mathematics where repetition is essential to mastery.
• Other ideas/opinions/epiphanies regarding this method are that presenting a question at the beginning of a lesson allows students to think beyond the parameters of ordinary lecture style instruction. This type of instruction gives students the opportunity to engage in extended thinking and create inquiries about the subjects being studied.
• Christian World View for this chapter is the scripture II Timothy 2:3. This scripture tells of the endurance that we must have in our Christian walk as well as our professions as teachers. I am currently faced with a class that has about 20% of the class with learning disabilities, but despite the hardships I know that I must endure teach to the best of my ability.
• Questions
1. How should question based learning be implemented in a classroom? Questioning is a great method that can be implemented in a conventional or unconventional classroom. This method should be implemented using questions that are relevant to student’s lives and the subject matter.
2. How does question based learning promote student achievement? Question based learning promotes student achievement by engaging students in extended thinking by presenting them with a question to guide the exploration of there studies.
3. Can question based learning be beneficial in all subjects? This teaching method can be implemented in any class in which a question can be asked. Questioning can be used in math, science or even language arts classrooms.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 4
(Group Interaction Models are strategies that involve students working collaboratively to reach common goals…. Page 82)
• This method will affect my teaching because/by allowing me to provide students with an environment that promotes group interaction and collaborative work to solve problems. This method will impact the way that I conduct guided practice. Guided practice conducted by the teacher will deleted because the time that I typically spend on guided practice will be reallocating to peer collaborative efforts.
• This method of instruction could be used when I teach my children science especially. Considering that the scientific method is included in my curriculum this year, Group collaboration and interaction is the perfect setup to promote the scientific method during research and experiments.
• Modifications/adjustments needed to achieve student success would be dependent on a grouping strategy that promotes overall student achievement. Student achievement in this setup relies on how the group work is facilitated. The group facilitation is conducted by the teacher in this instance, therefore I must ensure that group work is correctly distributed and that group dialogue is being conducted for the best understanding of each student.
• The cons of group interaction are usually handicaps for students that don’t have the best social skills. Students that are soft spoken or shy may experience trouble in conducting dialogue with group members due to their lack of social skills. The pro to this method is the peer to peer interaction gives students an opportunity to receive peer mediation and peer teaching on a level that may be better for them to understand, compared to the explanation given my the instructor.
• Other ideas/opinions/epiphanies regarding this method are group interaction prepares students for real world problem solving situations. Problem solving situation usually are composed of several individuals with different views and opinions. This method gives students experience with group problem solving and helps to improve social skills that are needed to work in groups.
• Christian World View for this chapter is the scripture Proverbs 25:9. This scripture gives instructions to debate with your neighbor. Debating with your neighbor relates to the way students will discuss problems with each other and find solutions to challenges their group may be faced with. Therefore, this scripture promotes group dialogue and group problem solving.
• Questions
1. Which way is the best way to group students for an interactive group? Students should be group in a way that group responsibility will be properly delegated to each group member. Usually students are responsible enough to choose their own groups but the teacher must oversee group work to ensure that the experience is conducted correctly. This sometimes means the teacher must group the students.
2. How does Group Interaction promote student achievement? Group interaction will allow students to discuss problems with their peers and in turn hear their peer’s views on the given problems. Hearing other views will sometimes give others more understanding and insight into an objective.
3. What subjects can benefit from the use of Group Interaction? Subjects that deal with problem solving such as Science and Math are great for Group Interaction but social studies, language arts and other subjects can be manipulated to incorporate Group Interaction.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 5
(The Inductive Model, which is often described as guided discovery, is a straightforward but powerful strategy designed to help students acquire a deep and thorough understanding of well-defined topics…. Page 129)
• This method will affect my teaching because/by allowing guided discovery to be my principle form of instructional delivery. This will allow my teaching to be more interesting for the students by allowing them to explore learning from a more personal point of view.
• This method of instruction could be used when I teach my children math and science. A guided discovery approach will allow my students to experience learning and discover learning on a more personal level. This will allow students to be more engaged considering they are conducting the exploration into the new skills.
• Modifications/adjustments needed to achieve student success would include the instructor providing students with a good foundation to begin their exploration into new objectives and skills.
• The pros to this instructional method are the fact that students are guided through instruction by their own exploration. Therefore student’s interest level in the material is much higher and they are more enthusiastic about learning because it is so personal and hands-on.
• Other ideas/opinions/epiphanies regarding this method is that allowing students to be in position to guide their instruction, makes them more engaged in the lesson.
• Christian World View for this chapter is II Corinthians 5:17 which is any man that is in Christ is a new creature, old things are passed away all things are new. This is a new method for allowing students to learn and discover education.
• Questions
1. How should guided discovery be implemented? This method should be implemented using student groups that allow for students to experience a lesson as a collective group using exploration.
2. How does guided discovery promote student achievement? Guided discovery promotes student achievement by engaging students in the lesson and allowing them to guide their learning experience with one another.
3. Can guided discovery be beneficial in all subjects? Yes, because guided discovery is a method that allows students to take an active part in the exploration of an objective or skill. This method will benefit student achievement and student interest in any subject.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 6
(The Concept Attainment Model is an inductive teaching strategy designed to help students of all ages reinforce their understanding of concepts and practice hypothesis testing…. Page 167)
• This method will affect my teaching because/by allowing me to provide students reinforce their understanding of skills that they have learned. This method will affect my teaching by promoting hypothesis testing in my mathematics class.
• This method of instruction could be used when I teach my children math especially. This model promotes hypothesis testing which is a great tool to use in mathematics. Testing a hypothesis is important in algebra because it requires students to use the guess and check method with a more orthodox approach.
• Modifications/adjustments needed to achieve student success in this model will require students to think of logical hypothesizes to use in their hypothesis testing. The logic used for this decision making will reinforce the skills that the students have covered and make them for familiar with the problem solving process.
• One pro and one con regarding this method of instruction include a major pro of allowing students to logical thinking for hypothesis testing. The con that results from this model is hypothesis testing sometimes causes students to randomly select possible answers without using any logical reasoning. In order to counter the con the teacher must make sure that the students implement logical thinking instead of random guesses for their hypothesis testing.
• Other ideas/opinions/epiphanies regarding this method are that I like how this method requires students to use logical reasoning to make quality hypothesizes. The repetition involved with this method will allow students to use logical reasoning in different aspects of life.
• Christian World View for this chapter is the scripture is II Timothy 2:3. This scripture gives encouragement to those who labor for the work of the Lord. This concept is true in students striving to achieve in school. The concept attainment model requires students to use hypothesis testing and logical thinking to solve problems. This scripture along with I Thessalonians 5:17 and I Thessalonians 5:21 also give encouragement to those that labor for Good.
• Questions
1. How should concept attainment method be implemented? This method should be implemented when students use logical reasoning to devise hypothesizes to test.
2. How does the concept attainment method promote student achievement? This method promotes student understanding and logical reasoning. Both of these skills are beneficial in everyday life.
3. Can the concept attainment method be beneficial in all subjects? Yes, but especially in mathematics and science where hypothesizes are sometimes used to guide instruction.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 7
(The Integrative Model is designed to help students develop a deep understanding of organized bodies of knowledge while simultaneously developing critical thinking skills…. Page 201)
• This method will affect my teaching because/by allowing me to provide students an opportunity to use critical thinking skills to solve problems.
• This method of instruction could be used when I conduct any kind of instruction. By using this method I can force students into deep understanding with extended thinking to solve problems they may be presented with.
• Modifications/adjustments needed to achieve student success in this model are a good foundation for exploration provided by the teacher. Such as, when teaching about integers the teacher should provide a word problem that deals with real world situations. The real world situation should utilize the components of integers like money in a checking account being added and subtracted as transactions are conducted.
• The major benefit for this model is the fact that students are engaged in deep though thinking processes that promote understanding. Extended thinking gives students the ability to rationalize and develop an understanding for the material.
• Other ideas/opinions/epiphanies regarding this method are that requiring that students use extended thinking will promote them to use reasoning when answering questions. The use of logic and reasoning are sometimes better methods of solving problems than computation. Therefore, teaching students with this method will allow them to be better thinker in all aspects of life.
• Christian World View for this chapter is the scripture Proverbs 24:4. This scripture details the importance of knowledge in life. The acquisition of these skills increases the knowledge of our students. Therefore, better preparing them for the challenges that life will throw at them.
• Questions
1. How should integrative learning be implemented? This method should be implemented using questions that are relevant to student’s lives and promote extended thinking to solve.
2. How does integrative learning promote student achievement? Integrative learning promotes student achievement by engaging students in extended thinking by presenting them with a question to guide the exploration of there studies.
3. Can integrative learning be beneficial in all subjects? Yes, because integrative learning is the presentation of a question to guide instruction and extended thinking. Extended thinking can be beneficial any subject.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 8
(Problem-based learning models begin with a problem or question…. Page 278)
• This method will affect my teaching because/by allowing me to provide students with problem at the beginning of the classroom instruction. This approach to teaching starts student extended thinking and allows students to become actively engaged in classroom instruction. The problem that students are posed with allows them think of solutions to the problem. In thinking of solutions the students use logical reasoning and extended thinking to think outside the box. Thinking outside the box promotes students to be great reasoning thinkers and great problem solvers.
• This method of instruction could be used when I teach my children math and science. The problem-based learning method is essential to my science instruction simply because it is part of the scientific method. The scientific method gives step to guide exploration of scientific problems. Providing the problem allows students to pose a hypothesis and go through certain procedures to solve the problem.
• Modifications/adjustments needed to achieve student success would include research to determine the best questions to present to students before a particular lesson. Such as, what type of question to ask students when teaching algebra or life science.
• One pro and one con regarding this method of instruction include a major pro of allowing students to engage in critical thinking. Critical thinking makes students ask questions and seek answers and this is instrumental in promoting enjoyable class instruction for students.
• Other ideas/opinions/epiphanies regarding this method are that presenting a problem at the beginning of a lesson allows students to think beyond the parameters of ordinary lecture style instruction. This type of instruction gives students the opportunity to explore school lessons for themselves instead of hearing someone else talk about it.
• Christian World View for this chapter is the scripture Psalms 33:1-12. This scripture tells of the goodness of God’s blessings. I must say that I have been greatly blessed personally to have a job that I love to come to daily. Also I am blessed because God has allowed me to be successful at my profession by having a 0% failure rate on my student’s state test scores. God is certainly good and his Grace and Mercy is amazing. Two scriptures that provide support are Genesis 24:65 and I Samuel 18:22.
• Questions
1. How should problem-based learning be implemented? This method should be implemented using questions that are relevant to student’s lives.
2. How does problem-based learning promote student achievement? Problem-based learning promotes student achievement by engaging students in extended thinking by presenting them with a question to guide the exploration of there studies.
3. Can problem-based learning be beneficial in all subjects? Yes, because problem-based learning is the presentation of a question to guide instruction. Therefore, any subject can have a question that guides the direction of the way the information is taught by the teacher, and discovered by the student.
Bernard Chandler
September 11, 2008
EDU 614/615
Chapter 9
(Direct-Instruction Model is a model that uses teacher explanation and modeling combined with student Practice and feedback…. Page 292)
• This method will affect my teaching because/by allowing me to be conscious of when I utilize this model of teaching. Personally, I do not like this model because it subtracts from student exploration and enjoyment.
• This method of instruction could be used when I teach my children a subject that is less interactive such as health. This method requires the teacher to do the instruction and requires students to listen. Subjects such as math and science will not be very effectively taught with this method because students are not hands on and very involved in this teaching method.
• Modifications/adjustments needed to achieve student success would good guided and independent practice by students. In addition to good practice habits by students, this model also requires excellent teacher modeling of skills and objectives to get students started on practice using the correct procedures.
• This methods has and outstanding pro as well as one con. The pro this method of instruction provides is the direct instruction from the teacher eliminates some of the confusion that would otherwise come from independent exploration of a skill. Another pro is that students have a lot of practice, which leads to better skill in the given objectives. The con is there is not an opportunity for students to have exploration, which is a good motivating tool because it gets students actively engaged with lessons.
• Other ideas/opinions/epiphanies regarding this method are that the direct instruction method is most commonly used in classrooms today. To ensure that this method maximizes the student’s learning experience, the teacher must ensure that the modeling for the students is precise and clear. The students must in turn make sure they use good practice habits to gain a full understanding of the lesson with guided and independent practice.
• Christian World View for this chapter is the scripture Matthew 18: 1-6. This scripture explains the problems that pride can cause in our lives. As educators we must be open to criticism and critique to ensure that our teaching practices are being improved for student understanding. Two scriptures that provide support are Psalms 59:12 and II Samuel 1:19.
• Questions
1. How should direct instruction method be implemented? This method should be implemented with excellent and precise teacher modeling. Students must also be taught the correct procedures to practice in a guided and independent setting to ensure that the teacher modeling is practiced on until mastery is reached.
2. How does direct instruction promote student achievement? This method allows for the teacher to present the most important aspects of a lesson to the students and then have the class work on extensive practice until the objective has been mastered. This promotes student achievement because it promotes student perfection through lots of practice.
3. Can the direct instruction method be beneficial in all subjects? Yes, because all subjects can be better mastered when students practice on the material. This method would be beneficial to any subject that requires students to practice or study, which is all subjects taught in today’s classrooms.
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