This course has taught me a lot about the differences in various kinds of lesson plans based on different approaches to education. In this class, we have done a lot of the work online, which tends to be difficult for me because Blackboard is so slow that I do not log on as often as I should, so I miss critiquing until everyone else has said the things that I would like to say. On the other hand, the anonymity associated with not knowing any of the people in the class makes it easier to be objective in critiquing their work. In many ways, it seems that this class is more difficult to accomplish online based on the varied methods of technology. All the participants did not create their work in the same programs and some things were at times incompatible. I think that online discussions can be an effective learning tool, but at times, the instructions in this class were difficult to understand, so that frustrated me as well. It seems that a good alternative to this is to post questions for students to discuss and leave them the option of discussing their own questions so that the points that the instructor finds important are discussed. These will probably strike students as the most interesting points as well. Students will then be more intrigued and interested to discuss things with one another. It seems that the discussions in this class are a bit forced and represent the result of graduate students who are motivated to finish all of their assignments. In a high school, I anticipate that students will not do the work they see as dull or boring and online discussions may be considered of that ilk if they are not presented properly. Additionally, I think that students need appropriately outlined requirements. Another class I took was not outlined properly and I had a hard time because I did not know what the expectations for the class were. Since I did not know the requirements, I became frustrated and probably did learn as much because I was frustrated. The focus of my concentration became trying to adhere to an undefined standard rather than learning the material. I will try not to do that to my students.
Overall, I enjoyed learning the theories of the various schools of thought and how they apply to my classroom and the construction of my lesson plans. I can see validity in all of them in various situations. It seems appropriate to have as many approaches available to me so that if one approach fails, I have at my disposal another one that may be more appropriate. In teaching foreign language, I think that I will be able to use some of the repetition that is taught in the behaviorist view and maybe some aspects of the cognitivist approach. In more advanced stages, I will also be able to use some of the student-guided aspects of the constructivist approach, but research has shown that I should always build on prior knowledge and make lessons relevant to my students.
Sunday, August 8, 2010
EDT 630 Blog #3
It seems to me that the cognitivist approach is a more applicable approach to education because it works on a more significant plane than the other approaches. It is important for students to see meaning in what they are learning. Cognitivists are proponents of this as well. Students who see that the topics they study are relevant will be more likely to gain and retain the knowledge we want them to gain and retain. To that end, teachers should strive to build on students’ prior knowledge and life experience in every lesson while bringing the topic full circle and making the information relevant to the student. This can be accomplished in a variety of ways. The most meaningful to me as a student is through the integration of technology and in having an interest-piquing video or song at the beginning of a lesson. The video gets my attention without teaching anything and I enjoy the small break from instruction. I think that is part of what gets me motivated to learn the content. The end, coming full circle with the lesson and making me apply the knowledge I have gained is also crucial to me. I will be experiencing that this fall as I begin to teach. All of the suggestions and hints I have had will be so strongly reinforced as I teach. I will recognize the parts of theory that seem effective to me and distinguish them from the ones that do not work for me. I am excited and ready to learn everything that I can learn and put my learning to use as I will expect my students to.
Wednesday, July 14, 2010
EDT 630 Post #2
In the past weeks, I have learned a lot about educational theory and how it applies to my development of lesson plans. We moved on from behaviorism, a simple stimulus and response system, to cognitivism, which is a teacher-centric approach that uses repetition to teach. I guess what’s pertinent to this class, though, is the question: How can technology be used to support a cognitivist approach to teaching? The answer to this question is probably most closely tied to the way teachers teach with technology. Powerpoint, flash, and other computer softwares can be used to help relay and repeat the information to students until they are comfortable with it. We have learned that graphic organizers are a good way to teach in a cognitivist way. To increase technology’s role in graphic organizers, teachers can use computers to help them design worksheets or they can use them to create games that allow students to draw words from a word bank and pair them with the category to complete their graphic organizers.
Cognitivism is strictly not student-centered, so during this approach, we should not do webquests or inquiry-based learning. The teacher is the source of all knowledge in the cognitivist classroom. Videos could also be incorporated into the classroom in the interest of adding technology, but the environment is still not student-centered. It sees the student as a sort of sponge that absorbs everything without regard to its significance, meaning, etc. This approach has been adapted in recent years to become a more student-centered approach.
Cognitivism is strictly not student-centered, so during this approach, we should not do webquests or inquiry-based learning. The teacher is the source of all knowledge in the cognitivist classroom. Videos could also be incorporated into the classroom in the interest of adding technology, but the environment is still not student-centered. It sees the student as a sort of sponge that absorbs everything without regard to its significance, meaning, etc. This approach has been adapted in recent years to become a more student-centered approach.
Wednesday, June 30, 2010
Observation Reflection
During the summer of 2007, I spent a week as a chaperone working with high school students at a church camp. This trip was immensely educational for me; I learned a lot dealing with the students in that kind of environment. While we did not teach, I got the opportunity to watch others teach and observe both good and bad qualities. The students sat in the sanctuary for the nightly instruction time. They were shown videos to keep them interested, but I noticed that a lot of the time they had trouble paying attention when they were not actually doing something. It is interesting to note that the time of day when these activities took place (early evening after dinner) may have had something to do with the fact that the students were disinterested and all seemed to be falling asleep. It could be that they were just sleepy because they had just eaten. These services also followed days of physical exercise and playing that may also have contributed to the students exhaustion. The camp leaders had outlined activities in which the students broke into groups and did various activities to use to compete with the other teams. The students worked well in smaller groups and they enjoyed the hands-on activities they were assigned. The camp was set to a pirate theme and the students had time to make flags and do various other activities together. They would then come back together and present their work to the group. This seemed to be the part that they liked most, so it would probably be a good idea to do more of this and less of the other teaching that was so similar to lecture.
The time that the students spent outside varied between large group and small group activities. The variations on these themes was useful because it kept the students from getting bored with the activities. The competition helped to keep them focused, but sometimes the best representative was sent forth, which may not always be the best for the other team members' self esteem.
Beyond the educational methodology, I learned that students need attention. They all need to feel loved, welcomed, and accepted. This transcends many of the other aspects of instruction. I tried really hard to include all of my students in the activities and to help the ones who did not understand. I played the role of burgeoning classroom manager, moving closer to students who seemed distracted and I spent more time with the students who seemed left out.
Another interesting thing about the camp was the way the counselors were given instruction. It was just like a typical Sunday school and did not include videos or hands-on activities like the activities for the students. It seems to me that sometimes people assume that the varied learning styles are only more appropriate for kids because of the fact that they are accustomed to faster-paced input, but in actuality, adults can also benefit from lessons that are geared to different learning styles.
The time that the students spent outside varied between large group and small group activities. The variations on these themes was useful because it kept the students from getting bored with the activities. The competition helped to keep them focused, but sometimes the best representative was sent forth, which may not always be the best for the other team members' self esteem.
Beyond the educational methodology, I learned that students need attention. They all need to feel loved, welcomed, and accepted. This transcends many of the other aspects of instruction. I tried really hard to include all of my students in the activities and to help the ones who did not understand. I played the role of burgeoning classroom manager, moving closer to students who seemed distracted and I spent more time with the students who seemed left out.
Another interesting thing about the camp was the way the counselors were given instruction. It was just like a typical Sunday school and did not include videos or hands-on activities like the activities for the students. It seems to me that sometimes people assume that the varied learning styles are only more appropriate for kids because of the fact that they are accustomed to faster-paced input, but in actuality, adults can also benefit from lessons that are geared to different learning styles.
First Philosophy
I am the oldest of three children from a single-parent home in Mississippi. I love the South, but I also love to travel and have new experiences. My mother always encouraged us to get a good education so that we could have better jobs. The strong emphasis she put on education has instilled in me a strong desire to have a good education. In my pursuit of education, I developed a strong ideal of what a good teacher should be and do, based on the failures and successes that I saw in the teachers who taught me. My bachelor's degree is in Spanish, so enrolled in the AMP program in the spring of 2010 to pursue teaching certification in Spanish.
I believe that teachers are far more significant than just purveyors of information. The teachers that I remember vividly were the ones who were really excited about what they taught and clearly enjoyed teaching. I want to be that teacher, encouraging my students and helping them learn while I show them the significance of the things I teach them. While I do not remember specifically the content that these teachers taught, I still remember the excitement that I had for the subject. Spanish is a perfect example. My high school Spanish teacher was very enthusiastic and we all spoke Spanish to each other when we were not in Spanish class. Out of 12 students, 5 of us majored or minored in the language.
A good teacher should instill in his/her students a love for learning and not just teach facts. The theory of education that most closely aligns with what I believe is still the essentialist theory. Essentialists believe that students should be taught “traditional American virtues such as respect for authority perseverance, fidelity to duty, consideration for others, and practicality.” (Paris 2005) I do agree that these ideals should be taught to our students, but my alignment with this theory is more because of the essentialists' presentation of a more global ideal of what should be taught. The typical educational theory seems to be concerned with a more myopic view of education, concerning themselves with the way students are taught, disciplined, and motivated. I propose that motivated teachers create motivated students. Motivated students who are excited about education will be easier to discipline. Their excitement will enhance their learning. The 4MAT system supports these beliefs. The first goal in the 4MAT approach to teaching is to get the students engaged. This excitement that the students have will be a huge part of their success in education. My goal in my classroom is to keep my students excited by keeping the class fun and engaging.
I worked for many years for the Air Force in an organization that claimed to have the ability to teach monkeys. The attrition rate in this organization was less than 1 percent. There, I learned how to teach using the same theories that the Air Force used with such resounding success. I have been eliciting emotional response before beginning instruction, so it is nice to have a class that teaches the same methodology. For many of the topics I taught, there was no real way to make the content relevant to the people I taught, so that will be something that I have to work on.
Without saying that 4MAT is the final word in teaching methodology, I will say that I like it very much. While it may not be feasible to do a wheel for each unit, it is certainly beneficial to start students with an emotional experience, avoid too much lecture, and end with a relevant project that gets them out of textbooks and into actual learning. Another tenet of my philosophy is that students should be taught to think critically to help them ascertain which information is reliable and which is not. While the 4MAT system does not actively purport that it teaches this ability, the teachers who use it will ultimately be able to teach their students how to distinguish reliable information.
I will implement my philosophy in my classroom through the use of videos, songs, and other non-standard instruction methods to keep students excited and engaged. My excitement will transfer to my students, keeping them interested in the subject matter. I will try to make students see the meaning and relevance of the content and how it applies to their lives.
Work Cited:
Paris, N. (2005). Educational philosophies. Retrieved from http://ksuweb.kennesaw.edu/~nparis/educ7700/EDUCATIONAL%20PHILOSOPHIES%20(Major)_.doc
I believe that teachers are far more significant than just purveyors of information. The teachers that I remember vividly were the ones who were really excited about what they taught and clearly enjoyed teaching. I want to be that teacher, encouraging my students and helping them learn while I show them the significance of the things I teach them. While I do not remember specifically the content that these teachers taught, I still remember the excitement that I had for the subject. Spanish is a perfect example. My high school Spanish teacher was very enthusiastic and we all spoke Spanish to each other when we were not in Spanish class. Out of 12 students, 5 of us majored or minored in the language.
A good teacher should instill in his/her students a love for learning and not just teach facts. The theory of education that most closely aligns with what I believe is still the essentialist theory. Essentialists believe that students should be taught “traditional American virtues such as respect for authority perseverance, fidelity to duty, consideration for others, and practicality.” (Paris 2005) I do agree that these ideals should be taught to our students, but my alignment with this theory is more because of the essentialists' presentation of a more global ideal of what should be taught. The typical educational theory seems to be concerned with a more myopic view of education, concerning themselves with the way students are taught, disciplined, and motivated. I propose that motivated teachers create motivated students. Motivated students who are excited about education will be easier to discipline. Their excitement will enhance their learning. The 4MAT system supports these beliefs. The first goal in the 4MAT approach to teaching is to get the students engaged. This excitement that the students have will be a huge part of their success in education. My goal in my classroom is to keep my students excited by keeping the class fun and engaging.
I worked for many years for the Air Force in an organization that claimed to have the ability to teach monkeys. The attrition rate in this organization was less than 1 percent. There, I learned how to teach using the same theories that the Air Force used with such resounding success. I have been eliciting emotional response before beginning instruction, so it is nice to have a class that teaches the same methodology. For many of the topics I taught, there was no real way to make the content relevant to the people I taught, so that will be something that I have to work on.
Without saying that 4MAT is the final word in teaching methodology, I will say that I like it very much. While it may not be feasible to do a wheel for each unit, it is certainly beneficial to start students with an emotional experience, avoid too much lecture, and end with a relevant project that gets them out of textbooks and into actual learning. Another tenet of my philosophy is that students should be taught to think critically to help them ascertain which information is reliable and which is not. While the 4MAT system does not actively purport that it teaches this ability, the teachers who use it will ultimately be able to teach their students how to distinguish reliable information.
I will implement my philosophy in my classroom through the use of videos, songs, and other non-standard instruction methods to keep students excited and engaged. My excitement will transfer to my students, keeping them interested in the subject matter. I will try to make students see the meaning and relevance of the content and how it applies to their lives.
Work Cited:
Paris, N. (2005). Educational philosophies. Retrieved from http://ksuweb.kennesaw.edu/~nparis/educ7700/EDUCATIONAL%20PHILOSOPHIES%20(Major)_.doc
Thursday, June 24, 2010
Lesson Plan #4, Day 8 of Unit 2
Subject: Spanish
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will use the vocabulary they have learned to earn various clothing items out of a chest at the front of the room. With this clothing, they will be able to put together outfits that will be critiqued by their classmates.
II. Performance Objectives
Students will use the vocabulary they have learned to collect clothing items for their groups. (understanding) They will work in groups to create a product (applying) that will be judged by their classmates. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
When students arrive, they will see the chest at the front of the room. They will go to their groups as I introduce the game we are going to play.
B. Teaching/Learning Activities
1. Students in groups will send one representative at a time to the treasure chest to draw an article of clothing. They must take turns and not send the same representative each time. When the representative draws the article, he must name it in Spanish to be able to take it back to his group. (30 minutes)
2. When all of the items are drawn, students will go to their groups to discuss how they want to put their outfit together. (10 minutes)
C. Closure
Have students put all their materials in a bag to keep them together and tell them about the fashion show we will have the next day. (5 minutes)
V. Materials/Media
Treasure chest of various clothing.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While conducting the game, walk around and ensure students are participating without telling answers to others.
2. While they are working in groups, move through the class and stand near students who seem distracted. Provide help as needed.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will use the vocabulary they have learned to earn various clothing items out of a chest at the front of the room. With this clothing, they will be able to put together outfits that will be critiqued by their classmates.
II. Performance Objectives
Students will use the vocabulary they have learned to collect clothing items for their groups. (understanding) They will work in groups to create a product (applying) that will be judged by their classmates. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
8. Identify similarities and differences between words in the target language and in English, including pronunciation, intonation, stress patterns, and simple written conventions of language.
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
When students arrive, they will see the chest at the front of the room. They will go to their groups as I introduce the game we are going to play.
B. Teaching/Learning Activities
1. Students in groups will send one representative at a time to the treasure chest to draw an article of clothing. They must take turns and not send the same representative each time. When the representative draws the article, he must name it in Spanish to be able to take it back to his group. (30 minutes)
2. When all of the items are drawn, students will go to their groups to discuss how they want to put their outfit together. (10 minutes)
C. Closure
Have students put all their materials in a bag to keep them together and tell them about the fashion show we will have the next day. (5 minutes)
V. Materials/Media
Treasure chest of various clothing.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While conducting the game, walk around and ensure students are participating without telling answers to others.
2. While they are working in groups, move through the class and stand near students who seem distracted. Provide help as needed.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Lesson Plan #3, Day 7 of Unit 2
Subject: Spanish
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will learn the words to the song “Head, Shoulders, Knees, and Toes” in Spanish and we will sing it together.
II. Performance Objectives
Students will repeat after me in learning the words to the song. (comprehension). We will stand and sing the song until they all know the words. (comprehension). They will complete a concept map with the body parts in the song. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
Review what we have discussed regarding the vocabulary, verb tenses, descriptive adjectives. Then, I will briefly talk about the questions they will be asked about the pictures/clothing they see.
B. Teaching/Learning Activities
1. In PowerPoint, students will be shown the parts of the body that are listed in the song “Head, Shoulders, Knees, and Toes.” They should be familiar with these words already, so we will work mostly on reviewing that vocabulary and teaching them the words to the song. We will stand up and sing while pointing to the part of the body the song mentions. (25 minutes)
2. Students will work together to complete a concept map with the vocabulary from the song. (15 minutes)
C. Closure
Briefly review the students' completed concept maps and discuss them. Allow time for questions. Give them a teaser for tomorrow's lesson and get them excited about what it will be. (5 minutes)
V. Materials/Media
Blank concept map for students to complete.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While teaching the vocabulary and drilling students, watch their faces, expressions, and participation while we stand and sing the song.
2. While they are working in groups, move through the class and stand near students who seem distracted.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will learn the words to the song “Head, Shoulders, Knees, and Toes” in Spanish and we will sing it together.
II. Performance Objectives
Students will repeat after me in learning the words to the song. (comprehension). We will stand and sing the song until they all know the words. (comprehension). They will complete a concept map with the body parts in the song. (evaluation)
III. Standards
1. Recognize target language words and phrases spoken in context.
Examples: basic commands, classroom objects, cognates
Using the target language in oral and written form in the present time frame, including salutations, farewells, expressions of courtesy, likes, dislikes, feelings, emotions, agreement, disagreement, requests, descriptions, sequenced information, and cultural references where appropriate to interact in a variety of situations
2. Interpret basic oral and written information in the target language on a variety of topics in the present time frame.
Identifying main ideas with some details
Guessing words and phrases based on context
Responding to basic instructions and questions
IV. Teaching/Learning Procedures:
Activity Time
A. Motivation/Introduction (5 minutes)
Review what we have discussed regarding the vocabulary, verb tenses, descriptive adjectives. Then, I will briefly talk about the questions they will be asked about the pictures/clothing they see.
B. Teaching/Learning Activities
1. In PowerPoint, students will be shown the parts of the body that are listed in the song “Head, Shoulders, Knees, and Toes.” They should be familiar with these words already, so we will work mostly on reviewing that vocabulary and teaching them the words to the song. We will stand up and sing while pointing to the part of the body the song mentions. (25 minutes)
2. Students will work together to complete a concept map with the vocabulary from the song. (15 minutes)
C. Closure
Briefly review the students' completed concept maps and discuss them. Allow time for questions. Give them a teaser for tomorrow's lesson and get them excited about what it will be. (5 minutes)
V. Materials/Media
Blank concept map for students to complete.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
None.
VIII. Assessment
A. Informal (Describe)
1. While teaching the vocabulary and drilling students, watch their faces, expressions, and participation while we stand and sing the song.
2. While they are working in groups, move through the class and stand near students who seem distracted.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
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