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.
Lesson Plan #2, Day 1 of Unit 2
Subject: Spanish
Topic: Fashion
Time Allotment: 50 minutes
Grade Level: 9-12
Teaching Date
I. Instructional Goals
Students will be introduced to the unit concept with a youtube video. The video will engage and excite them.
II. Performance Objectives
Students will watch a video and discuss their opinions about it.
III. Unit 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)
Briefly introduce the video.
B. Teaching/Learning Activities (40 minutes)
Watch the “One Semester of Spanish Spanish Love Song”. Discuss the parts of the video that they like. Review a few of the basic adjectives used in the video; they will be used later in the unit to describe fashions. Highlight the false cognate “remembro”, used in the video, for discussion of false cognates later.
C. Closure
Wrap up the discussion. Give a teaser for tomorrow's lesson.
V. Materials/Media
Computer, video equipment if it is not permanent in the classroom.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
No homework.
VIII. Assessment
A. Informal (Describe)
Watch students' faces and body language to ensure they are engaged. 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 be introduced to the unit concept with a youtube video. The video will engage and excite them.
II. Performance Objectives
Students will watch a video and discuss their opinions about it.
III. Unit 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)
Briefly introduce the video.
B. Teaching/Learning Activities (40 minutes)
Watch the “One Semester of Spanish Spanish Love Song”. Discuss the parts of the video that they like. Review a few of the basic adjectives used in the video; they will be used later in the unit to describe fashions. Highlight the false cognate “remembro”, used in the video, for discussion of false cognates later.
C. Closure
Wrap up the discussion. Give a teaser for tomorrow's lesson.
V. Materials/Media
Computer, video equipment if it is not permanent in the classroom.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
No homework.
VIII. Assessment
A. Informal (Describe)
Watch students' faces and body language to ensure they are engaged. 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.
Wednesday, June 23, 2010
EDT 630 Post #1
Learning reflection.
In this portion of the course, I have learned some of the tenets of the behaviorist theory. Pavlov was the forerunner of this school of thought. He trained dogs to salivate when a bell was run. His theories said that operant conditioning was the proper way to teach students. When students do something right, they are rewarded. When they do not, they receive no reward. Behaviorist teachers use a system of rewards to give to their students as motivation for them to succeed. They may give candy, stickers, or other rewards.
I do not agree with this school of thought because it relies solely on extrinsic motivation directly contradicting modern ways of thinking that suggest intrinsic motivation is far more significant. For learning to be relevant, students need to see a purpose in their learning and they must want to succeed because of their success’s ties to their desire to reach their goals. If students are motivated by candy, stickers, etc, they are highly likely to be less successful in situations where those external motivators are not present.
In my research, I have found that the behaviorist approach can be useful when teaching younger children whose mental capacities are not developed enough to be able to have that intrinsic motivation. That does not mean that rewards should not be in place for older students, but a rewards system should not be the only means of motivating students. They should be shown relevance in regard to the course content to help bring their learning full circle, so that they see the reason they need the content and become intrinsically motivated to succeed in the course because of its relevance to their lives.
In this portion of the course, I have learned some of the tenets of the behaviorist theory. Pavlov was the forerunner of this school of thought. He trained dogs to salivate when a bell was run. His theories said that operant conditioning was the proper way to teach students. When students do something right, they are rewarded. When they do not, they receive no reward. Behaviorist teachers use a system of rewards to give to their students as motivation for them to succeed. They may give candy, stickers, or other rewards.
I do not agree with this school of thought because it relies solely on extrinsic motivation directly contradicting modern ways of thinking that suggest intrinsic motivation is far more significant. For learning to be relevant, students need to see a purpose in their learning and they must want to succeed because of their success’s ties to their desire to reach their goals. If students are motivated by candy, stickers, etc, they are highly likely to be less successful in situations where those external motivators are not present.
In my research, I have found that the behaviorist approach can be useful when teaching younger children whose mental capacities are not developed enough to be able to have that intrinsic motivation. That does not mean that rewards should not be in place for older students, but a rewards system should not be the only means of motivating students. They should be shown relevance in regard to the course content to help bring their learning full circle, so that they see the reason they need the content and become intrinsically motivated to succeed in the course because of its relevance to their lives.
Lesson Plan #1, Day 10 of Unit 2
Day 10, Dressed to Thrill
Subject: Spanish
Topic: Clothing/Body Parts
Time Allotment: 50 minutes
Grade Level: 9-12
Grade Level: 9-12
Teaching Date:
I. Instructional Goals
Students will be able to name and identify various parts of the human body and articles of clothing. They will use the word “llevar” to help describe what a person is wearing or what he wears on each part of the body. For beginning levels, we will work only with present tense, but for advanced levels, we will use imperfect and preterite as well. The students will be familiar with the vocabulary by this point and they will be able to identify cognates when they see them.
II. Performance Objectives
Students will participate in in-class discussions in which they repeat after me. (comprehension) They will practice the proper pronunciation of the vocabulary words while they are shown a photograph of the item being described by the vocabulary words. (comprehension) We will discuss whether or not they like each article of clothing or if they would wear it themselves. (analysis) They will then work in groups to complete an assignment showing they can match the parts of the body with the article of clothing worn on that part of the body. (evaluation)
III. ACOS Standards
I. Instructional Goals
Students will be able to name and identify various parts of the human body and articles of clothing. They will use the word “llevar” to help describe what a person is wearing or what he wears on each part of the body. For beginning levels, we will work only with present tense, but for advanced levels, we will use imperfect and preterite as well. The students will be familiar with the vocabulary by this point and they will be able to identify cognates when they see them.
II. Performance Objectives
Students will participate in in-class discussions in which they repeat after me. (comprehension) They will practice the proper pronunciation of the vocabulary words while they are shown a photograph of the item being described by the vocabulary words. (comprehension) We will discuss whether or not they like each article of clothing or if they would wear it themselves. (analysis) They will then work in groups to complete an assignment showing they can match the parts of the body with the article of clothing worn on that part of the body. (evaluation)
III. ACOS 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:
Describe the activities and strategies used to accomplish the lesson objectives. Include the time required for each activity in a column to the left of the activity.
Time Activity
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:
Describe the activities and strategies used to accomplish the lesson objectives. Include the time required for each activity in a column to the left of the activity.
Time Activity
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. Using PowerPoint (actual clothing will be used later in the unit), students will be shown a picture of each article of clothing. We will discuss the article of clothing and where/how it is worn. We will also discuss the parts of the body and where each article of clothing is worn. Students will repeat after me and work on pronunciation as I walk through the room and hear their pronunciations. (30 minutes)
2. Students will work together on an activity that requires them to be able to match the part of the body with the article of clothing that is worn on each part. They will finish this activity for homework. (10 minutes)
C. Closure
Briefly review the content we discussed prior to today. Then, conduct a short “remember what we talked about” session before class is dismissed and allow time for questions. Give a teaser for tomorrow's lesson. (5 minutes)
V. Materials/Media
No extraneous supplies are required for this lesson.
VI. Accommodations/Modifications
I will follow students’ IEPs.
VII. Assignments
Complete the activity outlined in class. Work may be started in groups, but must be completed by each student.
VIII. Assessment
A. Informal (Describe)
1. While teaching the vocabulary and drilling students, watch their faces, expressions, and participation during drills (movement of their mouths). Move around to stand near students who seem distracted.
2. While they are working in groups, move through the class and stand near students who seem to be off task.
B. Formal
To be completed at a later date.
IX. Professional Reflection
To be completed at a later date.
Dressed to Thrill (Spanish I and II Fashion Unit)
This unit will cover names of clothing, parts of the human body on which the clothing is worn, types of materials of which the clothing is made. We will also discuss the concept of cognates and how they can be useful in translating from Spanish to English. Other vocabulary that is necessary to teach the unit will also be introduced, to include words describing how clothing is worn, whether or not the students like the clothing, etc. The element of varied clothing worn by varied cultures will also be included. They will also be able to use context clues to describe the articles of clothing.
ACOS 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.
Teaching Context for Unit
This unit will be taught in a large public school with a diverse student body with varying degrees of parental/student participation and desire to succeed. It will be racially diverse, with minority students comprising most of the class. The genders are virtually balanced. The students' English reading level is irrelevant because I do not plan to use English in teaching. Due to the nature of the class, I anticipate zero to few special needs students. This unit can be taught to any level of L2 proficiency with only minor tweaking. The more advanced classes could be asked more specific and varied questions during drill. They could also be taught additional tenses of the verbs that are taught.
Unit Concept
Students in high school are generally fairly concerned with fashion and style, especially students whose role models are rappers and pop music singers. They will be interested in looking 'fly' or 'suave (in Spanish...a cognate)', so they will know what fashions they would like to wear. I intend for this to be more of a unit on fashion than just the droll naming of the articles of clothing. The cultural aspect of the clothing will also be discussed. They will learn about the various traditional attire of the Spanish-speaking culture.
Unit and Lesson Plans
Connect (Quadrant 1R)
For this section, we will watch the "One Semester of Spanish Spanish Love Song " to pique students' interest. This video is great because although the singer's accent is not perfect spanish, he sings slowly and clearly, which should help students be able to understand him better. His mispronunciations might exaggerate some of the mistakes they are making and help correct their errors. While no content is taught in this video, it is humorous and will get the students excited. I will highlight the singer's use of the word "remembro" to emphasize the concepts of false cognages later. The adjectives used to describe things in the video will also help students brush up before we use them in the unit. I will also point out that the singer's shirt is unbuttoned quite low, which is a style often worn by men in Spanish-speaking countries.
Attend (Quadrant 1L)
We will discuss the parts of the video they liked best and the parts they disliked.
Imagine (Quadrant 2R)
Using PowerPoint slides, students will be introduced to the names of the articles of clothing, materials they are made of, and the body parts. Later, they will be shown pictures of current pop stars, and we will discuss the names of the articles of clothing, materials of which they are comprised, and the body parts on which they are worn. The students will have already learned the names of the colors, so they will be able to use those words to augment their descriptions.
Inform and Practice (Quadrants 2L and 3L)
Each day in this table is listed with the 2 Left activity and the 3 Left activity. At times, 2 Left activities are geared toward the 2 Right as well. When they are, they are indicated as such in parentheses. When teaching second language, it is important that direct translation be avoided as much as possible, so I will mostly teach with pictures and realia.
Extend (Quadrant 3R)
Students will be given options for their unit project. They will be allowed to choose from the following options:
1) Create a pamphlet or video for an exchange student from a Spanish-speaking country to help them adapt to the fashions we wear in the United States. To do this, they will choose the student's home country and then through internet research or web quests the kind of fashions that are popular in that student's country.
2) Make a video commentary of the fashions we discussed, including the fashions of Spanish-speaking countries, mentioning how these fashions developed according to the culture or geography of the area from which they came.
3) Choose a country and conduct a web quest to determine how terrain and geography affect the clothing of its culture. Write a script in Spanish that could be used by a docent in a museum to describe the geography and clothing of the culture. This script should be presented in bullet points on index cards.
4) Create your own project after receiving approval from the instructor.
In Q3R, they will be allowed to collaborate or work individually. Each student will choose how he wants to work and they will submit a work plan individually or in groups for their projects. If they know a person from another country who might be considered an expert on these topics, students can interview that person to get information for their project, but that person's credibility must be verified.
Refine (Quadrant 4L)
Students will spend two days working in class on their projects. They will do inquiry-based learning according to the topic they choose using web-based searches, interviews with credible sources, or other kinds of research to compare and contrast the culture and attire of Spanish speaking countries with that of the United States or discover how geography and terrain affect a culture's attire.
Perform (Quadrant 4R)
Students will perform the research that best suits their learning style (according to their choice) and complete the project they have chosen. The method of submission will coordinate with the option the students choose. Options 1 and 3 should be turned in while option 2 will be posted online. Students will later reflect on the projects their classmates submit online. Option 4's presentation will be proposed as part of the students' plan and will be approved by the teacher.
ACOS 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.
Teaching Context for Unit
This unit will be taught in a large public school with a diverse student body with varying degrees of parental/student participation and desire to succeed. It will be racially diverse, with minority students comprising most of the class. The genders are virtually balanced. The students' English reading level is irrelevant because I do not plan to use English in teaching. Due to the nature of the class, I anticipate zero to few special needs students. This unit can be taught to any level of L2 proficiency with only minor tweaking. The more advanced classes could be asked more specific and varied questions during drill. They could also be taught additional tenses of the verbs that are taught.
Unit Concept
Students in high school are generally fairly concerned with fashion and style, especially students whose role models are rappers and pop music singers. They will be interested in looking 'fly' or 'suave (in Spanish...a cognate)', so they will know what fashions they would like to wear. I intend for this to be more of a unit on fashion than just the droll naming of the articles of clothing. The cultural aspect of the clothing will also be discussed. They will learn about the various traditional attire of the Spanish-speaking culture.
Unit and Lesson Plans
Connect (Quadrant 1R)
For this section, we will watch the "One Semester of Spanish Spanish Love Song " to pique students' interest. This video is great because although the singer's accent is not perfect spanish, he sings slowly and clearly, which should help students be able to understand him better. His mispronunciations might exaggerate some of the mistakes they are making and help correct their errors. While no content is taught in this video, it is humorous and will get the students excited. I will highlight the singer's use of the word "remembro" to emphasize the concepts of false cognages later. The adjectives used to describe things in the video will also help students brush up before we use them in the unit. I will also point out that the singer's shirt is unbuttoned quite low, which is a style often worn by men in Spanish-speaking countries.
Attend (Quadrant 1L)
We will discuss the parts of the video they liked best and the parts they disliked.
Imagine (Quadrant 2R)
Using PowerPoint slides, students will be introduced to the names of the articles of clothing, materials they are made of, and the body parts. Later, they will be shown pictures of current pop stars, and we will discuss the names of the articles of clothing, materials of which they are comprised, and the body parts on which they are worn. The students will have already learned the names of the colors, so they will be able to use those words to augment their descriptions.
Inform and Practice (Quadrants 2L and 3L)
Each day in this table is listed with the 2 Left activity and the 3 Left activity. At times, 2 Left activities are geared toward the 2 Right as well. When they are, they are indicated as such in parentheses. When teaching second language, it is important that direct translation be avoided as much as possible, so I will mostly teach with pictures and realia.
Extend (Quadrant 3R)
Students will be given options for their unit project. They will be allowed to choose from the following options:
1) Create a pamphlet or video for an exchange student from a Spanish-speaking country to help them adapt to the fashions we wear in the United States. To do this, they will choose the student's home country and then through internet research or web quests the kind of fashions that are popular in that student's country.
2) Make a video commentary of the fashions we discussed, including the fashions of Spanish-speaking countries, mentioning how these fashions developed according to the culture or geography of the area from which they came.
3) Choose a country and conduct a web quest to determine how terrain and geography affect the clothing of its culture. Write a script in Spanish that could be used by a docent in a museum to describe the geography and clothing of the culture. This script should be presented in bullet points on index cards.
4) Create your own project after receiving approval from the instructor.
In Q3R, they will be allowed to collaborate or work individually. Each student will choose how he wants to work and they will submit a work plan individually or in groups for their projects. If they know a person from another country who might be considered an expert on these topics, students can interview that person to get information for their project, but that person's credibility must be verified.
Refine (Quadrant 4L)
Students will spend two days working in class on their projects. They will do inquiry-based learning according to the topic they choose using web-based searches, interviews with credible sources, or other kinds of research to compare and contrast the culture and attire of Spanish speaking countries with that of the United States or discover how geography and terrain affect a culture's attire.
Perform (Quadrant 4R)
Students will perform the research that best suits their learning style (according to their choice) and complete the project they have chosen. The method of submission will coordinate with the option the students choose. Options 1 and 3 should be turned in while option 2 will be posted online. Students will later reflect on the projects their classmates submit online. Option 4's presentation will be proposed as part of the students' plan and will be approved by the teacher.
Thursday, June 17, 2010
En Fajita the Night (Spanish I and II food unit)
In Fajita the Night (Spanish I and II Food Unit)
Unit Overview
This unit will teach students the names of meals, foods eaten by various cultures, and certain ingredients that make up each dish. The unit engages students by having them discuss their favorite foods and their eating habits before making their learning relevant when they go to a Mexican restaurant and order in Spanish.
Unit Content
In this unit, students will learn the names of meals, to include breakfast, lunch, tapas, and dinner. We will discuss the cultural association with tapas and Spain. They will learn the names of their favorite foods and various foods from Hispanic culture. They will know the components of various foods, to include names of fruits and vegetables, kinds of meats, etc. They will also learn the parts of a table setting and how to order food at a restaurant.
From ACOS:
6. Identify tangible and intangible products of a target culture, including symbols and expressive art forms.
Examples: tangible—food, clothing, paintings, flags;
intangible—national anthems, religion
Teaching Context for Unit
This unit will be taught in a culturally diverse classroom to juniors and seniors. There will be varying degrees of motivation, academic support at home, and demographics. Many of them will be below grade level in reading, so we will do a lot of work with spoken Spanish and pictorial representation of content. I think it will be interesting to see if the students with lower proficiency in reading their L1 will be able to learn well in L2 when it is presented in a different way than their L1 was.
Unit Concept
Nearly everyone these days has at least tried Mexican food and many people eat it quite frequently. I will show students that they can expand their boundaries by being able to order in Spanish to both ensure that their orders are correct and to realize that they do have people in their lives with whom they can converse in Spanish. They will be engaged because the end of the unit will be a field trip to a Mexican restaurant for lunch. They will also draw from their own experiences to discuss the foods that they like, which is at a very high level on Bloom's.
Unit and Lesson Plans
Connect (Quadrant 1R)
Students will write about interesting/preferred foods. They will have time to write about the foods and we will review them together.
Attend (Quadrant 1L)
Students will compare and discuss their writings in small groups. They will talk about what they like about the food and the environment in which it was served.
Imagine (Quadrant 2R)
Students will be given a stack of cards with vocabulary words (in Spanish) from which to choose. They will draw a picture of the food on the board for other class members to guess. To accommodate varied learning styles, they will also be able to describe the food in Spanish without using its name.
Inform and Practice (Quadrants 2L and 3L)
Each day in this table is listed with the 2 Left activity and the 3 Left activity. At times, 2 Left activities are geared toward the 2 Right as well. When they are, they are indicated as such in parentheses. When teaching second language, it is important that direct translation be avoided as much as possible, so I will mostly teach with pictures and realia.
Extend (Quadrant 3R)
In small groups, students will be allowed to choose the assignment they want to complete. They will be able to choose one of the following1) Create a page to go in a cookbook with a picture of the food they have chosen. The food they choose must be one that is indigenous to a Spanish-speaking country. 2) Choose a food and describe why it is part of the indigenous cuisine (i.e. Paella comes from the Mediterranean coast because seafood is easily accessible in that region) 3) Create a tri-board or youtube video instructing classmates how to make a dish from a Spanish-speaking country. 4) Create their own project with teacher’s approval.
Refine (Quadrant 4L)
Students will spend 2 days in class in groups working on their projects.
Perform (Quadrant 4R)
Students who decide on options 1 and 2 (the cookbook page or the research project) will be allowed to turn in their completed work or present it to the class. The students who choose option 3, tri-board will put their completed work up in the classroom and other students will have the opportunity to look at it in small groups. Students who choose option 3, youtube video will present to the class. Students who choose option 4 may be required to present at the teacher’s discretion. We will then go to lunch at a Mexican restaurant and all students will be required to order their food in Spanish (not using only the number on the menu). They will speak only Spanish during the lunch. When we return, they will reflect on the lunch.
Unit Overview
This unit will teach students the names of meals, foods eaten by various cultures, and certain ingredients that make up each dish. The unit engages students by having them discuss their favorite foods and their eating habits before making their learning relevant when they go to a Mexican restaurant and order in Spanish.
Unit Content
In this unit, students will learn the names of meals, to include breakfast, lunch, tapas, and dinner. We will discuss the cultural association with tapas and Spain. They will learn the names of their favorite foods and various foods from Hispanic culture. They will know the components of various foods, to include names of fruits and vegetables, kinds of meats, etc. They will also learn the parts of a table setting and how to order food at a restaurant.
From ACOS:
6. Identify tangible and intangible products of a target culture, including symbols and expressive art forms.
Examples: tangible—food, clothing, paintings, flags;
intangible—national anthems, religion
Teaching Context for Unit
This unit will be taught in a culturally diverse classroom to juniors and seniors. There will be varying degrees of motivation, academic support at home, and demographics. Many of them will be below grade level in reading, so we will do a lot of work with spoken Spanish and pictorial representation of content. I think it will be interesting to see if the students with lower proficiency in reading their L1 will be able to learn well in L2 when it is presented in a different way than their L1 was.
Unit Concept
Nearly everyone these days has at least tried Mexican food and many people eat it quite frequently. I will show students that they can expand their boundaries by being able to order in Spanish to both ensure that their orders are correct and to realize that they do have people in their lives with whom they can converse in Spanish. They will be engaged because the end of the unit will be a field trip to a Mexican restaurant for lunch. They will also draw from their own experiences to discuss the foods that they like, which is at a very high level on Bloom's.
Unit and Lesson Plans
Connect (Quadrant 1R)
Students will write about interesting/preferred foods. They will have time to write about the foods and we will review them together.
Attend (Quadrant 1L)
Students will compare and discuss their writings in small groups. They will talk about what they like about the food and the environment in which it was served.
Imagine (Quadrant 2R)
Students will be given a stack of cards with vocabulary words (in Spanish) from which to choose. They will draw a picture of the food on the board for other class members to guess. To accommodate varied learning styles, they will also be able to describe the food in Spanish without using its name.
Inform and Practice (Quadrants 2L and 3L)
Each day in this table is listed with the 2 Left activity and the 3 Left activity. At times, 2 Left activities are geared toward the 2 Right as well. When they are, they are indicated as such in parentheses. When teaching second language, it is important that direct translation be avoided as much as possible, so I will mostly teach with pictures and realia.
Extend (Quadrant 3R)
In small groups, students will be allowed to choose the assignment they want to complete. They will be able to choose one of the following1) Create a page to go in a cookbook with a picture of the food they have chosen. The food they choose must be one that is indigenous to a Spanish-speaking country. 2) Choose a food and describe why it is part of the indigenous cuisine (i.e. Paella comes from the Mediterranean coast because seafood is easily accessible in that region) 3) Create a tri-board or youtube video instructing classmates how to make a dish from a Spanish-speaking country. 4) Create their own project with teacher’s approval.
Refine (Quadrant 4L)
Students will spend 2 days in class in groups working on their projects.
Perform (Quadrant 4R)
Students who decide on options 1 and 2 (the cookbook page or the research project) will be allowed to turn in their completed work or present it to the class. The students who choose option 3, tri-board will put their completed work up in the classroom and other students will have the opportunity to look at it in small groups. Students who choose option 3, youtube video will present to the class. Students who choose option 4 may be required to present at the teacher’s discretion. We will then go to lunch at a Mexican restaurant and all students will be required to order their food in Spanish (not using only the number on the menu). They will speak only Spanish during the lunch. When we return, they will reflect on the lunch.
Thursday, June 10, 2010
Coffee House
I met with Jada Burns, Nick Sourvelis, and Ashley Woods for our coffee house discussion. I loved that we had all chosen different philosophers with very different beliefs. I was grateful to have Ashley in the group because she loves psychology and in a lot of ways I do not. As my life progresses, topics I once hated frequently become less terrible. It is easier for me to learn things like psychology when they are verbally explained to me. Her explanation of operant conditioning helped me understand how behaviorism works and how it can apply to students in education. In some ways, it will be necessary to condition students, but it is not how proper learning should take place.We also discussed how little we had seen these theories practiced in our schooling. Nick mentioined that a veteran teacher he talked with said that all schools of education teach theory, but the administrators are always afraid to implement new things. We are also often told that we may not be 4MAT teachers, but I think that as we gain prowess in the use of 4MAT, we will be able to teach with it as second nature and that just a diagram of it on the wall will help us to remember to bring things full circle for our students.
Foundations of Education Scholar
William Bagley, whose background is strongly rooted in an environment of progressivism, is the founder of essentialism. “Essentialism, in its most stripped down meaning refers to the belief that people and/or phenomenon have an underlying and unchanging 'essence'.” (Twine, 2001) They believe that people are the way they will be and that there is no way to change them. As this applies to education, they believe that “students should not be taught to radically reshape society.” (Paris 2005) They say 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 agree with this theory. It is important for us to teach students more abstract concepts that transcend the content we will teach them. Personally, I believe that we should instill in our students a love of learning and a desire to learn. We should also instruct them to hone their judgment and research skills to go along with that love of learning so that they can be judicious in their learning. Bagley's ideas of teaching students abstract ideas like perseverance, fidelity, and practicality align perfectly with my philosophy of education. I find it immensely disappointing, for example, that high school graduates are required to do higher-level algebra and they are not taught to balance a checkbook or create a budget. Part of the cycle of failure in our schools may be due to the fact that we're teaching the wrong things. Since we as teachers cannot dictate what the curriculum should be, it is important to teach the desire to learn so that our students can prepare themselves after they have left us. This approach will also help them when they get to college.
Essentialism was common in American education from the beginning, but it was criticized in the early twentieth century. People thought it was too rigid. Then, a renewed interest came about when the President's Commission on Education published their A Nation at Risk report in 1983. (Paris 2005) it seems to me that a lot of the essence of being American is having a love for your country and your country's history. Essentialism supports that belief. These days, with the increased levels of diversity, it is still not impossible to teach nationalism. Lack of acceptance of diversity is somewhat fascinating too. From the beginning, this nation was a melting pot. Then, it transformed to a country in which we were all Americans and now it seems to be moving back to a state of melding. Teachers can still teach their students the social aspects of community in education while teaching content. This will produce students who are educated and know how to work together as a team.
The essentialist classroom teaches traditional academic content and steers away from any vocational courses. This does not allow for much diversity in learners, but perhaps a modified essentialist classroom is the best. It does, however, encourage creativity in all students. One particular quality that I really liked was the fact that students must master the material to be moved to the next grade. When I was in school, if I could have finished all my work to leave at noon, I would have done it. Instead, I spent time in study halls, listening to a teacher say, “be quiet” and I lost valuable time in which I could have been learning other things.
One of the flaws of the essentialist classroom is that it “should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students”. (Paris, 2005) To teach better, we should facilitate and accommodate the learning instead of standing at the front of the room and lecturing. As a whole, though, I agree with the urgency of education for our students and I have formed my educational philosophy around some of its tenets.
Essentialism was common in American education from the beginning, but it was criticized in the early twentieth century. People thought it was too rigid. Then, a renewed interest came about when the President's Commission on Education published their A Nation at Risk report in 1983. (Paris 2005) it seems to me that a lot of the essence of being American is having a love for your country and your country's history. Essentialism supports that belief. These days, with the increased levels of diversity, it is still not impossible to teach nationalism. Lack of acceptance of diversity is somewhat fascinating too. From the beginning, this nation was a melting pot. Then, it transformed to a country in which we were all Americans and now it seems to be moving back to a state of melding. Teachers can still teach their students the social aspects of community in education while teaching content. This will produce students who are educated and know how to work together as a team.
The essentialist classroom teaches traditional academic content and steers away from any vocational courses. This does not allow for much diversity in learners, but perhaps a modified essentialist classroom is the best. It does, however, encourage creativity in all students. One particular quality that I really liked was the fact that students must master the material to be moved to the next grade. When I was in school, if I could have finished all my work to leave at noon, I would have done it. Instead, I spent time in study halls, listening to a teacher say, “be quiet” and I lost valuable time in which I could have been learning other things.
One of the flaws of the essentialist classroom is that it “should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students”. (Paris, 2005) To teach better, we should facilitate and accommodate the learning instead of standing at the front of the room and lecturing. As a whole, though, I agree with the urgency of education for our students and I have formed my educational philosophy around some of its tenets.
Annotated Bibliography
Paris, N. (2005). Educational philosophies. Retrieved from http://ksuweb.kennesaw.edu/~nparis/educ7700/EDUCATIONAL%20PHILOSOPHIES%20(Major)_.doc
**** I rated this document as 4 stars because it was a fantastic source for an overview of all the pertinent educational philosophies with the exception of classical education. The link opens directly into a Word document, but I was not able to find another way to link to it. It was written by a member of the education faculty at Kennesaw State University. It discusses essentialism, progressivism, perennialism (not pertinent to this course), existentialism, behaviorism, and reconstructionism (also not pertinent to this course but still valuable). It outlines the philosophies and then compares and contrasts them to the other philosophies, appealing to both left- and right-brain learners. Essentialism, a traditional view on education, tends too avoid changing students' natures but instead prefers to instill in them a desire to be a better citizen. The training seems to be socially geared instead of academically geared. The behaviorists were led by Pavlov, who showed that dogs can be trained to salivate when a bell is rung. We as educators do not want our students to respond merely to operants. We want them to be engaged and to see purpose in the lessons we teach. Existentialism says that humans determine their own nature. As this applies to education, the content takes a backseat to the student's journey in finding himself. While John Dewey's theories of progressivism seem like they would work, they are taught in many schools of education without being practiced in many schools. He suggests varied instruction and teaching methodology, which is certainly a more effective way to teach.
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Null, J. (2007). William c. bagley and the founding of essentialism: an untold story in. Teachers College Record, 109 number 4, Retrieved from http://vnweb.hwwilsonweb.com/hww/results/results_common.jhtml;hwwilsonid=X3BPGKL1LNAVXQA3DILCFGGADUNGIIV0
*** This source got three stars. It was written by a member of the faculty at Baylor University, so the information is credible. While it includes some biographical data, the biographical data shows how Bagley's background formed his opinions on education. I appreciated it for its description of the events that formed Bagley's opinions, but it was not the best source for actual information regarding his theories. For whatever reason, the link I have will not work to retrieve the document, so I also saved a .pdf version to keep in case it needs to be referenced. I am also posting it here. This is the article from which I got the bulk of the information for the section on my chosen scholar.
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Twine, R. (2001). What is Essentialism. Retrieved from http://www.lancs.ac.uk/staff/twine/ecofem/essentialism.html
*** This source gets three stars. The information is concise and discusses essentialism in a sort of overview. It was written by a member of the faculty at Lancaster University and focuses to a degree on how essentialism applies to feminism. It discussed the integral parts of the theory without being too lengthy. It can be accessed by clicking the link above. I liked the way essentialism was synopsized. I quoted it at the beginning of my scholar paper.
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Bauer, Susan Wise & Wise, Jessie. (Date). Classical Education. In The Well Trained Mind: A Guide to Classical Education at Home.
Retrieved from: http://www.welltrainedmind.com/classical-education/
****Rating. I would give this article 4 stars because this book was rated as the “Best Book on Education” according to Capitalism Magazine. It also recently celebrated its ten year anniversary reprint. This article clearly and concisely summed up classical education for me, and I enjoyed the short read. While it was written about home schooling, it described key tenets of classical education like the trivium for me to learn about.
**** I rated this document as 4 stars because it was a fantastic source for an overview of all the pertinent educational philosophies with the exception of classical education. The link opens directly into a Word document, but I was not able to find another way to link to it. It was written by a member of the education faculty at Kennesaw State University. It discusses essentialism, progressivism, perennialism (not pertinent to this course), existentialism, behaviorism, and reconstructionism (also not pertinent to this course but still valuable). It outlines the philosophies and then compares and contrasts them to the other philosophies, appealing to both left- and right-brain learners. Essentialism, a traditional view on education, tends too avoid changing students' natures but instead prefers to instill in them a desire to be a better citizen. The training seems to be socially geared instead of academically geared. The behaviorists were led by Pavlov, who showed that dogs can be trained to salivate when a bell is rung. We as educators do not want our students to respond merely to operants. We want them to be engaged and to see purpose in the lessons we teach. Existentialism says that humans determine their own nature. As this applies to education, the content takes a backseat to the student's journey in finding himself. While John Dewey's theories of progressivism seem like they would work, they are taught in many schools of education without being practiced in many schools. He suggests varied instruction and teaching methodology, which is certainly a more effective way to teach.
~~~~~~~~~~~~~~~~~
Null, J. (2007). William c. bagley and the founding of essentialism: an untold story in. Teachers College Record, 109 number 4, Retrieved from http://vnweb.hwwilsonweb.com/hww/results/results_common.jhtml;hwwilsonid=X3BPGKL1LNAVXQA3DILCFGGADUNGIIV0
*** This source got three stars. It was written by a member of the faculty at Baylor University, so the information is credible. While it includes some biographical data, the biographical data shows how Bagley's background formed his opinions on education. I appreciated it for its description of the events that formed Bagley's opinions, but it was not the best source for actual information regarding his theories. For whatever reason, the link I have will not work to retrieve the document, so I also saved a .pdf version to keep in case it needs to be referenced. I am also posting it here. This is the article from which I got the bulk of the information for the section on my chosen scholar.
~~~~~~~~~~~~~~~~~~~~
Twine, R. (2001). What is Essentialism. Retrieved from http://www.lancs.ac.uk/staff/twine/ecofem/essentialism.html
*** This source gets three stars. The information is concise and discusses essentialism in a sort of overview. It was written by a member of the faculty at Lancaster University and focuses to a degree on how essentialism applies to feminism. It discussed the integral parts of the theory without being too lengthy. It can be accessed by clicking the link above. I liked the way essentialism was synopsized. I quoted it at the beginning of my scholar paper.
~~~~~~~~~~~~~~~~~~~~
Bauer, Susan Wise & Wise, Jessie. (Date). Classical Education. In The Well Trained Mind: A Guide to Classical Education at Home.
Retrieved from: http://www.welltrainedmind.com/classical-education/
****Rating. I would give this article 4 stars because this book was rated as the “Best Book on Education” according to Capitalism Magazine. It also recently celebrated its ten year anniversary reprint. This article clearly and concisely summed up classical education for me, and I enjoyed the short read. While it was written about home schooling, it described key tenets of classical education like the trivium for me to learn about.
Friday, June 4, 2010
Make Content Relevant to Students' Lives
http://www.colorincolorado.org/educators/content/cooperative
This site shows some options for cooperative learning in second/foreign language instruction. The tea party option was my favorite because I believe that when students reiterate things they have learned in their own words, they reinforce it in their own minds while teaching it to their peers at the same time. Having students do projects about things that interest them makes them work harder and learn more than if they were assigned something. For foreign language instruction, it might be fun to have students translate their favorite song to the target language. This would allow them to learn new vocabulary while keeping them interested at the same time. Students should always be told how and why the course content is relevant to their lives, and that is one way to go about making it relevant to them.
This site shows some options for cooperative learning in second/foreign language instruction. The tea party option was my favorite because I believe that when students reiterate things they have learned in their own words, they reinforce it in their own minds while teaching it to their peers at the same time. Having students do projects about things that interest them makes them work harder and learn more than if they were assigned something. For foreign language instruction, it might be fun to have students translate their favorite song to the target language. This would allow them to learn new vocabulary while keeping them interested at the same time. Students should always be told how and why the course content is relevant to their lives, and that is one way to go about making it relevant to them.
Integrate Technology as Much as Possible
http://twitter.com/teach24_7
This is the website of a second grade teacher in East Palo Alto, CA. He teaches in a fully integrated classroom that includes Special Ed students and ELLs. He has created a Google Documents account for his students to be able to collaborate and share their work. Those of us who are technologically minded should forge new methods for students to access the information they need in a way that is most convenient to them. I have always believed that technology is one of our greatest tools. There is so much information available at just the click of the mouse, but we all need to know how to access it. Teachers should also teach students how to discern true and reputable sources for information.
This is the website of a second grade teacher in East Palo Alto, CA. He teaches in a fully integrated classroom that includes Special Ed students and ELLs. He has created a Google Documents account for his students to be able to collaborate and share their work. Those of us who are technologically minded should forge new methods for students to access the information they need in a way that is most convenient to them. I have always believed that technology is one of our greatest tools. There is so much information available at just the click of the mouse, but we all need to know how to access it. Teachers should also teach students how to discern true and reputable sources for information.
Set Realistic Goals
http://foreignlanguagecoach.blogspot.com/2009/10/learning-strategies-and-short-term.html
The establishment of realistic and attainable goals is also important. In core subjects, teachers have a concrete set of standards they they must meet, but foreign language teachers have more wiggle room. Goals are a great way to motivate students, making the material seem less daunting as it is broken up into smaller chunks. When the students do not feel as though they are expected to learn everything so quickly, they will be more likely to see the endeavor as something they can accomplish as opposed to a problem that is insurmountable.
The establishment of realistic and attainable goals is also important. In core subjects, teachers have a concrete set of standards they they must meet, but foreign language teachers have more wiggle room. Goals are a great way to motivate students, making the material seem less daunting as it is broken up into smaller chunks. When the students do not feel as though they are expected to learn everything so quickly, they will be more likely to see the endeavor as something they can accomplish as opposed to a problem that is insurmountable.
Teach Students to Think in the Foreign Language
http://foreignlanguagecoach.blogspot.com/2009/09/thinking-in-foreign-language.html
Another huge part of my philosophy is that language learners should learn with as little use of the native language as possible. Pictures and realia should be used as much as possible to help the learners establish a mental path from concept to the second language as opposed to taking a detour through their first language and then translating to the second language. When they begin to start speaking in realtime, they will find that it is much too difficult to speak quickly and efficiently if they are unable to think in the foreign language.
Another huge part of my philosophy is that language learners should learn with as little use of the native language as possible. Pictures and realia should be used as much as possible to help the learners establish a mental path from concept to the second language as opposed to taking a detour through their first language and then translating to the second language. When they begin to start speaking in realtime, they will find that it is much too difficult to speak quickly and efficiently if they are unable to think in the foreign language.
Teach Communication Strategies
Antonio Graceffo emphasizes teaching communication strategies when teaching foreign language. This is hugely important because I believe that educators should teach students how to learn and educate themselves, in addition to teaching them the facts they need to complete their exams. He begins describing this process at 3:33 in the video. He tells his ESL students that there are over a million words in English and explains that there will be many times that they do not know the word for what they want to describe, but they can use other words to describe what they are trying to say. This tenet of teaching the learner how to learn is a huge part of my philosophy, but I am curious to know how it applies to teaching foreign language.
I also like the way he brings himself to their level by speaking Chinese to show that he is human and also makes mistakes. This way, he brings himself down to the level of a learning facilitator, making the students more comfortable making mistakes and helping them practice and perfect the second language.
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