For achievement to be realized there should be an advancement on the programs used in teaching physics. This means that standards should be improved to ensure the quality and effectiveness of the method of teaching.
The content should be reviewed by the computer education advisory board to make sure that it meets the standards of the examining council.
The teaching staff should meet the professional requirements of computer-based technology in education. With knowledge and skills, teachers can comfortably give instructions to students using computer technology.
To ensure the effectiveness of computers in increasing student achievement, physics teacher preparation guides should be used alongside this method of teaching.
To improve student achievement, the classrooms, physics laboratory, and the library should be well equipped with the computer infrastructure and other learning resources.
Adequate expertise ought to be provided to provide technical support to students and teachers during learning.
Computer learning may involve a wide range of activities. Students’ concentration maybe diverted to some of these activities hence low achievement. To avoid this, the teacher should ensure students are engaged fully in the activity of the day. Also, the teachers should encourage students to consult during their time if there is a need.
Since computer learning was not very effective in increasing student achievement, high schools should supplement it with other methods such as books.
The effectiveness of computer learning can only increase student achievement in physics if only the students are computer literate. It is therefore recommended that all students be computer literate.
Achievement in physics may entail many factors. In this case, the use of computers in the classroom may have addressed the attitude factor only. They should therefore look into other things hindering the achievement.
Students should not only read on computers. They should write notes that can be used in the future for revision. Also, they should perform practically what they have learned in the lab to achieve maximum effectiveness.
Computer effectiveness in learning physics can be made more effective by providing more simplified versions using other teaching methods. For example, the diagrams on the computer may be difficult to interpret. The teacher can simplify it by giving a simpler version of the same.
The Need for Implementing Internet in High Schools
Recommendations
Internet is one of the best tools for learning and teaching. However, while implementing the internet in high schools internet safety curriculum should come in handy. This is because teens are vulnerable to potential dangers on the internet and thus they should be warned and taught on the appropriate use of the internet.
Implementing the internet in high schools will have a fiscal impact on the institutions and other concerned parties. This, therefore, means that a budget should be prepared and sufficient funds set aside for this activity.
Implementing the internet in high school will also be dependent on other factors such as computers and other infrastructures. They should thus be put in place to make the internet users in these institutions.
Implementation of the internet in high schools should achieve academic purposes. It should be used to find information and research that should aim at improving students’ grades. Other purposes may include finding information on current events.
The schools should come up with policies that would help in gatekeeping the information from the internet. Clear rules and regulations concerning the use of the internet will help in ensuring that the information improves the performance in high schools.
High school students should be taught how to identify the viability of internet information. Research and assignments should be done from reliable websites such as those from government and education institutions.
Staff in high schools should undergo training that will equip them on the importance and effective usage of the internet in the institution.
Computer literacy is recommended for all the students and staff in high schools before the implementation of the internet to make it a useful tool for learning and teaching.
Measures to curb the incidence of academic misconduct such as cyber plagiarism and cheating should come in handy with the implementation of the internet in high schools.
Implementation of the internet in high schools should not take away the core teaching and evaluation practices, it should act as a supplement source to teaching and learning.
Classes offering Computer concepts and other computer knowledge such as web page construction should be started with the implementation of the internet.
All the departments in the schools need to be upgraded and networked with the implementation of the internet. This will reduce cost, save time and energy hence improving performance by both students and the staff.
This comprehensive paper is a reflection on the supervision and observation process of two teaching candidates. In this paper, four comprehensive points will be covered. That is what I did with those candidates during observing them, what I have learned during my research, comprehensive evaluation for the whole process and, what I plan to do when I work in supervision with candidates in the future.
Introduction
It has become a reality that the objective of the teacher education program is to equip other educators in a manner that they produce qualified teachers who possess the disposition, skills, and knowledge required. Reflection and examination is the best method to develop the required skills and knowledge (Titone, Sherman, & Palmer, 1998). While there is much concentration on skills and knowledge today, crucial reflection based on real-life school observation is an important factor in motivating candidate teachers to develop skills in line with the belief of their education program (Yost, 1997). All over the education literature, there is a need for research on the difficulties of assessing candidate teacher disposition (Dee, & Henkin, 2002). Techniques for assessing professional disposition among teachers’ candidates are emerging (Beverly, Santos, & Kyger, 2006). Teacher candidates are evaluated by teaching faculty, rating scale, rubrics, and self-reflection to assess their dispositions. In case disposition issues are identified, suitable interventions and monitoring by the clinical supervisor in the field are made. Once these tolerable dispositions are developed, the process for intervening with the new dispositions to the candidate teacher is created.
The Observation Process
Firstly, I conducted an orientation to the teacher candidates on the school environment and introducing the program to the students. Secondly, I made sure that the candidate teacher plans are by the schedule during the observing process. As the lesson was going on I recorded every activity happening in the classroom mostly the student’s reaction to the new teacher. Note-taking is one crucial factor during observation as it is cost-effective and facilitates the provision of feedback (Dee & Henkin, 2002).
Feedback Provision
The Conferencing model in supervision has immense literature. Is important for the supervising teacher to make sure feedback is available to teaching candidates through conferencing after every observation or supervision. The purpose of the conference was to provide the candidates with an ongoing process regarding the strengths, weaknesses, opportunities, and threats they possess.
I also provided feedback through informal debriefing after every observation that took place with the candidate teachers. The main purpose of debriefing is to pinpoint the progress and areas they need improvement in the next observation. Furthermore, I provided feedback through lesson plans used by the candidate teacher and special forms for providing feedback. The written method was effective as the teaching candidates used to have much time in evaluating themselves.
Use of Valued Consultation
During a consultation with the teacher, we pointed out the areas that need improvement. We discussed various methods to demonstrate competencies in motivating the students, how to use instructional strategies, and how to follow the lesson plan. There were consultations with the teacher candidate on how to improve classroom practice, develop and grow as educators who will contribute to the learning community at large. The maths teacher acknowledges that teaching is an ongoing process where one needs to equip himself constantly and be advancing from one level to another. Finally, during the consultation time, I encouraged self-analysis and reflection of strategies for improving their weaknesses.
Observation Focus
Ruddock & Hopkins (1985) argued that examining a candidate teacher is the key element in teaching education programs and empowering them to become a knowledge generator and problem solvers in the education sectors. They maintained that self-reflection examining is connected to the strengthening of educator judgment and self-directed improvement.
Consequently, there are those skills that teachers must possess to enable them to become knowledge generators and problem solvers in their schools. The skills I was focusing on during my observation were multi-task skills and Communication skills. Were the teacher candidates able to ask the student question at the same time respond to queries to the student and by me?
The other skill was organization skills. Were the teachers able to organize their work plan and the lesson plan and follow what is laid down in the work plan throughout the lesson?
Management skills were also tested. How the teacher manages the student during debate and discussion
Teacher education programs offered in the classroom improve proficiency knowledge and skills (Totone, Sherman, & Palmer, 1998). He argued that there should be more than proficiency skills offered to teachers. He explained that, while experiences in school it’s important in equipping the new teachers, but the skills may as well become improper if it prevents growth in further learning. Dewey (1965) and Liston (1996) emphasized practical work be incorporated in the teacher education programs to make him/her thoughtful student of education instead of helping him/her acquire proficiency skills. He elaborated that, for a teacher to acquire teaching skills he/she must be a student in the practical field.
Thus, the math teacher was observed lacking management skills. He has required the focus on the following skills, taking initiative or leadership skills, and engage in professional development skills. I recommended the reading class teacher to focus on the following skills, communicating ideas skills, maintain eye contact, appropriate volume, and vocal variety of skills, and management in instruction skills.
What I have learned
Through this reflection paper, I have learned that the 21 century has brought many challenges to school. In response to the new society and changing technology, schools are required to produce a student who is diverse in many fields.
Zeichner (1996) noted that giving training in the classroom only, even though essential, does not equip teachers to take up their full responsibilities. He proposes that teachers should engage in examination during practicum. I have also learned that teaching is not a sequence of schedule, habitual, and repeated term after term. Rather, teaching is a versatile intellectual, decision making occupation, and creative. Teaching programs were therefore implemented to equip teachers in their progress in professional careers.
Skills and Experience Gained
In every area of this reflection, I have gained new skills or experience. The experiences I gained through post-conference were advantageous to me for future guide. I have gained more understanding of various aspects regarding supervisory styles. Giving feedback and the assessment process is always beneficial as one can be able to identify attributes, communication skills, and mistakes (Jukes, 1997). Also, I developed organizational skills and making a relevant judgment when I was conducting an interview.
A comprehensive evaluation of the whole process
The evaluation process will be conducted 2 times using formative assessment. The first assessment will cover skills and knowledge at midterm followed by communication skills at the end of the term.
Formative Assessment
Formative assessment is described as a written form that delivers communication to teachers and updates them on their progress. This is particularly done during the first term assignments after their placement. The percentage of the teacher candidate is expected to rise in the second the last assessment but this should not be the final result. Teacher candidates are supposed to continue seeking feedback from their supervisors.
The evaluation of the two candidates was as follows (conducted on the form below)
Writing skills=2, Grammar use= 2, Eye contact= 3, Clarity in ideas=2 and Use of appropriate Volume= 2. Total= 11
It’s noted that after the first observation and feedback the student-teacher improved. The improvement was as a result of discovering where they perform poorly and how to overcome those weaknesses.
Formative Evaluation Form (SAMPLE)
The student-teacher will be receiving feedback from their supervisor. You are requested to complete this form and submit it to your supervisor and discuss your comments.
————- Writing skills ————- Grammar use ————–Eye contact ————-Clarity in ideas ————–Use of appropriate Volume
DISPOSITIONS AND ATTITUDES
—–Have high expectation —–Time management —–Self-starter —–Is cooperative
——- Flexible ——-Ability to solve the problem ——- Demonstrate leadership ability ——– Professional appearance
Supervisor Teacher
Student Candidate / Date
My plan
The experience I have gained through this exercise will give me the ability to raise the question and improve myself as an instructor. Being a supervisor has helped me to be critical of myself as a way to improve. Finally, my experience in observing was of benefit as it shapes me as a future leader in school.
Conclusion
The paper was a reflection about the supervision and observation process on two teaching candidates. In this paper, four comprehensive points were covered which include, what I did with the candidate during observing them, what I have learned during my research, an evaluation for the two teacher candidate, and what I plan to do when I work in supervision with candidates in futures.
References
Dee, J.R. & Henkin, A.B. (2002). Assessing Dispositions toward Cultural Diversity among pre-service Teachers, US: sage.
Dewey, J. (1965). The relation of theory to practice in education. (M. Borrowman Ed.).NY: Teachers College Press.
Jukes, I. (1997). It’s not the Internet, it’s the information. Communicator, 28(2), 16–47.
Liston, D. Z (1996). Reflective Teaching. NY: Erlbaum.
Rudduck, J. & Hopkins, D. (1985).Research as a basis for teaching Readings from the work of Lawrence Sten-house. London, UK: Heinemann.
Totone, C., Sherman, S.J. & Palmer, R. (1998). Cultivating student-teacher disposition and ability to construct knowledge. Action in Teacher Education, 21 (4), 76-78.
Yost, D. S. (1997). The moral dimensions of teaching and pre-service teachers, can moral dispositions be influenced? Journal of Teacher Education, 48(4), 92-281.
The transfer to the environment of e-learning has opened a plethora of opportunities for instructors as far as the information retrieval, analysis and its provision to students are concerned (Sewel, Frith, & Colvin, 2010). The significance of online tests as a specimen of the above-mentioned tools can hardly be underrated; creating premises for a comprehensive assessment of students’ skills, these tests help teachers retrieve crucial information about the learners’ progress (McCracken et al., 2011). However, instructors may have issues using electronic tools. A training program aimed at improving the teachers’ skills in online tests design will help upgrade instructors’ skills successfully and promote a better educational environment.
Method
In order to carry out the training process successfully, one will have to utilize the ADDIE model. Defined as a “foundational instructional design process that represents five basic components of planning and designing instruction” (Management Association, 2011, p. 112), the model in question allows creating an elaborate plan, identifying the key goals, and carrying out the required training in a manner as efficient as possible.
Analysis
The analysis of the participants’ current command of e-technologies in general and e-assessment tools, in particular, will presuppose a test that will involve creating an online test in English language studies for seven-graders. The teachers will have to use the QuestBase tools (QuestBase, 2015) as the key resources.
Design
As it has been stressed above, the QuestBase resources will be used as the basis for developing the assessment mentioned above. The test will include ten questions with multiple-choice answers.
Development
The training process will be developed based on the identification of the learners’ needs and specifics, as well as the current standards for English language assessment in the UAE. The training programs will incorporate information, visual aids, and exercises (Grover, 2015).
Implementation
As it has been stressed above, the tests will be administered to the teachers after they receive the corresponding instructions. The teachers will complete tests in between the training sessions and will take the comprehensive final test at the end of their training.
Evaluation
The evaluation of the teachers’ skills will be carried out with the help of the aforementioned QuestBase tools. Particularly, the participants will have to create tests for their students with the help of the tool in question.
Training
The teachers will be provided with a set of training sessions, which will shed some light on the issues related to the creation of e-tests, the opportunities that e-tools in general and the above-mentioned tool, in particular, have to offer, and the methods of designing e-assessments. The instructors will take e-tests created with the help of the tool in question after each training session the final session will end with general online assessment.
Expected Outcomes
It is expected that the training course in question will allow for a significant increase in proficiency rates among the UAE English language teachers as far as the application of e-testing tools are concerned (Bataineh & Al-Muhansien, 2012). In other words, it is assumed that the training session will lead to a successful adoption of the skills required to plan, design and create efficient assessment tools to evaluate students’ progress.
Conclusion
Teaching English is fraught with numerous difficulties for UAE teachers; these issues primarily concern the differences between the Arabic and the English languages. When being transferred into the online environment, the process may become overly complicated unless teachers adopt the e-assessment tools, which will help them evaluate students’ performance adequately. Creating online courses supported by a series of assessments will help improve the qualifications of the UAE teachers significantly, thus, contributing to an enhanced learning process and numerous benefits for the learners.
Reference List
Bataineh, R. F., & Al-Muhansien, M. A. (2012). The pedagogical value of UAE English skills textbooks as perceived by supervisors and teachers in Al-ain educational zone in the United Arab Emirates. Journal of Educational & Psychological Sciences, 13(2), 12–36. Web.
Grover, V. K. (2015). Identification of best practices in transfer of training in teacher education as perceived by teacher educators. International Journal of Applied Research, 1(7), 204-209. Web.
Management Association. (2011). Instructional design: Concepts, methodologies, tools and applications (Vol. 1). New York City, New York: IGI Global. Web.
Sewel, J. P., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. MERLOT Journal of Online Learning and Teaching, 6(1), 297–305. Web.
STEM, which denotes Science, Technology, Engineering, & Math, is an education strategy for undergraduate learners. This strategy was developed to fill the gap between training and the actual practice, which was evident in undergraduate studies between kindergarten and college. The strategy has also been credited with the improvements in technological capabilities for students.
The concept is emphasized as being central to the development of an effective workforce and other policies that are important to the nation such as immigration and national security. Barr and Tagg (1995) reveal that STEM is an interdisciplinary approach to learning. It incorporates real-life experiences and lessons that are based on performance and problem solving in the real world.
The development of STEM was triggered by the observation of decreasing numbers of students taking up scientific and math-related courses. This situation was touted as a threat to the global leadership abilities. The strategy allows students to get used to problem solving early while helping them improve in math and other technical and scientific subjects (Seymour, & Hewitt, 1997).
Some of the subjects that are targeted in scientific literacy under STEM include chemistry, biology, and physics, with the technological literacy portion focusing on the development, the use and effects of technology to the United States and the world (Seymour, & Hewitt, 1997). For STEM to be successful, special teaching strategies and approaches are necessary. This research paper looks at some of the different approaches and strategies for teaching the STEM program.
Current Strategies
Some researchers describe the current teaching strategies in STEM as being inadequate to educate the math and sciences students (Seymour, & Hewitt, 1997). The studies investigated the differences between the students that had left Science, Math, and Engineering (SME) program and the reasons that they had left (Seymour, & Hewitt, 1997). There were no significant differences in the abilities of the two groups of students. Most of them cited some of the reasons that they left the program as being the poor learning environments and the “chilly climate” (Seymour, & Hewitt, 1997). These studies show that the application of the learning strategies in the program is not as effective as planned nationally and at the policy level.
The teaching strategies in the current STEM structures are not effective in linking the student to the real-world situations. The many students who drop out consider the poor climate in the classroom. The students have difficulties in adapting to the classroom climate. This situation has led to suggestions of change in the STEM classrooms.
Other authors such as Hersh, Merrow, and Wolfe (2005) observe that there is an observed decline in the degree of higher education, specifically in STEM program. Therefore, there is a need to change the existing STEM education teaching strategies to ensure that students get the most out of the classroom. The future of scientific innovation and technology in the country is assured.
The current teaching strategies that are applied in STEM are not effective. Teachers and other members of faculty in institutions where STEM is applied have not been adequately trained on the effective strategies. In most intuitions where STEM is to be applied, the classroom control is like most of the other traditional approaches. Hence, there is no significant difference with the conventional teaching of other non-scientific subjects. The instructors have often been described as not being hands-on in the training of students as required in the policy that brought STEM into existence.
Teaching Strategies to Implement
The design of problem-based learning and cooperative learning is not easy. The application of the two learning systems into practice is even harder. This observation may reveal why the STEM classrooms rarely apply these strategies in their teaching. Some of the proposed teaching strategies and those in place include encouragement of active learning and formal cooperative learning groups.
Active Learning
In this form of teaching and learning, the goal is to have students work together towards achievement of a common goal. According to Johnson, Johnson, and Smith (2000), teachers may have students working in temporary groups, which should last for a predetermined time during class work. In this form of teaching, the teacher also gets the opportunity to identify any gaps in understanding in an effort to correct them. It also allows for the personalization of learning experiences, and hence a faster improvement for students. This model can be applied, with students being asked to discuss what they have learnt on a particular subject.
The process of breaking up lectures into shorter processing times for students allows room for the reduction of lecture times. However, the benefits for students are better. They are allowed to organize materials, summarize them, and explain the whole process. The teacher may use focused discussions in the lecture. However, according to Fink (2003), these discussions should be held at the beginning or end of the lecture. The tutors and other staff people may use interactive learning where they request the learners to turn to their colleagues and answer specific inquiries. For those who do not get the answers right, the questions may be rephrased and/or asked again until the students get the answers.
This form of teaching allows students to understand what is being taught. They are reported to learn faster. Active learning has been applied in many fields including aeronautical engineering and fluid mechanics (Martin, Mitchell, & Newell, 2003).
Active learning has also been described as being a form of learning that incorporates informal cooperative learning groups, with many researchers stating the efficiency of the employed concepts (Martin, Mitchell, & Newell, 2003). Another advantage of this form of teaching is that it allows instructors to take time to compose themselves while teaching. Active learning allows instructors to move around the classroom, listen to each of the student’s discussion, and understand the problems of each of them in class.
Formal Cooperative Learning Groups
Unlike the informal groups discussed above, instructors can also apply temporary and longer lasting groups to teach the classroom. According to Smith, Douglas, and Cox (2009), these groups are more structured. They are given complex tasks to carry out by the instructor. The groups were first created based on the social interdependence theory and the results of the cooperative research (Smith, Douglas, & Cox, 2009). The collective interdependence presumption and the results of the research indicated five basic elements that are important to the accomplishment of these groups. The five elements include group processing, face-to-face promotive interaction, teamwork skills, individual accountability and responsibility, and positive interdependence (Smith, Douglas, & Cox, 2009).
Positive Interdependence
Positive interdependence occurs where instructors teach students that their group members must also be successful for them to be successful in their studies. This exposition encourages students to work together to attain the common goals that they have set with the help of the instructor. An example of the use of this concept in the formal cooperative groupings is where the instructor tells students in each group to first agree on the answers to questions before they give them out (Smith, Douglas, & Cox, 2009).
Each of the group members should be able to explain how the group got the answer. This strategy enhances the understanding of each group member. Another way that may be used to structure or enhance positive interdependence in a group is structuring similar rewards for all group members. Instructors may award the same grade for an assignment that the group carried out together.
One-on-one Promotive contact
After accomplishing positive interaction, the next step is making sure that learners in a group are able to help each other attain their tasks’ objectives. In this concept, students are expected to explain to their fellow students the route that they took to attain the solution to a particular problem (Smith, Douglas, & Cox, 2009). This strategy contributes to the students’ learning, with the silent students being encouraged to interact with their counterparts in the class and group.
Individual Accountability and Responsibility
The steps above are supposed to make each of the students in the class stronger as an individual. Working in groups can lead to some of the students becoming lazy. Therefore, there is the need to ensure that each of the students is held accountable for his or her learning (Smith, Douglas, & Cox, 2009).
Under this concept, the students are assessed on individually, with their performance being scrutinized. Students in groups are also held accountable. They are required to do their own share of the group work (Smith, Douglas, & Cox, 2009). The group members are encouraged to recognize the individual members who require greater attention and time. Each of the groups is instructed not to allow hitchhikers, with measures being put in place for any violation.
Teamwork Skills
Teamwork skills are necessary in any strategy in the education sector. For the STEM policy, instructors should teach skills such as conflict management, leadership, and communication as any other academic skills (Smith, Douglas, & Cox, 2009). In teamwork skills, the teacher encourages students to cooperate in their learning. He or she assigns different roles for individuals within each of the groups (Smith, Douglas, & Cox, 2009). The teamwork skills that are required of the students are those that may be beneficial to their future interaction with their colleagues at workplaces and/or in the society. These skills help the students to coexist while at the same time developing their individual capacities.
Group Processing
Instructors in any classroom need to encourage students in special groups to discuss how effective the learning interventions in use are in terms of helping them achieve their goals. Teachers and other faculty members are also expected to evaluate how effective the group strategies are in ensuring improvements for students in their respective groups. The actions that are helpful and/or unhelpful to the attainment of the goals are discussed in groups, with the students giving their feedback. The teachers and other members of staff should engage on a fact-finding mission on a regular basis. This plan should be aimed at establishing the effective methods of developing each student in his or her respective groups.
Problem-based Learning
Problem-based learning is important as a learning strategy in STEM just like in other disciplines such as medicine. Problem-based learning is applied where the teacher or any other faculty member presents a problem for students to solve. The path taken to develop the solution to the problem is supposed to be educative to the participants (Smith, Douglas, & Cox, 2009). This form of learning allows students to develop confidence and problem-solving skills (Smith, Douglas, & Cox, 2009). The skills that the students use in their problem solving are usually relatively new to them. Therefore, they learn how to solve future problems based on this strategy.
According to Smith, Douglas, and Cox (2009), problem-based learning allows students to solve problems that are new to them. These researchers view it as “an important skill since few STEM professionals are paid to formulate and solve problems that follow from the material presented in the chapter, or have a single right answer that one can find at the end of a book” (Smith, Douglas, & Cox, 2009, p. 29).
Students are also assisted to develop models to solve problems in problem-based learning. They are able to understand the problems, explain how they occur, and even predict them in the future (Smith, Douglas, & Cox, 2009). When the instructors endorse schooling through the face-to-face interpersonal contact, the learning that comes up is superior to what would be achieved through any other training technique.
In problem-based learning, students work in the direction of understanding the problems and the possible solution. This learning method has a predetermined cycle that is followed by the students as they seek to find solutions to the problems. The cycle starts with the problem being posed to the learners. Afterwards, the learning issues are identified after which individuals or small groups are identified to solve the problems (Smith, Douglas, & Cox, 2009). The next step after identification of groups or individuals is the application of learning, with this step being followed by a reformulation of the problem (Smith, Douglas, & Cox, 2009).
Problem-based learning is part of the broader challenge-based strategy of learning and teaching in institutions. Some of the other components include “case-based learning, inquiry-based learning, and project-based learning” (Smith, Douglas, & Cox, 2009, p. 29). These teaching strategies have been the subject of numerous studies. They have been described as being effective in the implementation of the policies in the STEM disciplines (Bransford, Vye, & Bateman, 2002).
Conclusion
The teaching of math, science, and technical subjects for undergraduates is considered important to the growth and development of the United States and other parts of the world. As a result, policy makers developed the Science, Technology, Engineering, and Math (STEM) policy that is to be applied in the teaching of undergraduates between kindergarten and college.
The paper finds that although the policy is in place, there is inadequate use of effective teaching strategies and approaches to facilitate its operation. Some of the effective strategies and approaches to apply in STEM have been described in the paper. They include trouble-based education, the support of vigorous learning, and the development of recognized mutual learning groups. The application of these strategies will ensure that STEM is successful in the respective institutions.
Reference List
Barr, R., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(1), 12-15.
Bransford, J., Vye, N., & Bateman, H. (2002). Creating High-Quality Learning Environments: Guidelines from Research on How People Learn. In P. A. Graham and N. G. Stacey (eds.), The Knowledge Economy and Postsecondary Education: Report of a Workshop. Washington, D.C.: National Academy Press.
Fink, D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco, SA: Jossey-Bass.
Hersh, H., Merrow, J., & Wolfe, T. (2005). Declining by Degrees: Higher Education at Risk. New York, NY: Palgrave Macmillan.
Johnson, D., Johnson, R., & Smith, K. (2000). Constructive Controversy: The Power of Intellectual Conflict. Change, 32(1), 28–37.
Martin, J., Mitchell, J., & Newell, T. (2003). Development of a Concept Inventory for Fluid Mechanics. In FIE 2003 Conference Proceedings. Boulder, Colo: Foundation Coalition.
Seymour, E., & Hewitt, M. (1997). Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, Colo: Westview.
Smith, K., Douglas, T., & Cox, M. (2009). Supportive Teaching and Learning Strategies in STEM Education. New Directions for Teaching and Learning, 1(117), 19-32.
For very many years, teaching science has been a major challenge for academicians and educationists. Most of the class readings explore some of the best concepts for teaching “Integrative Science” in classrooms today. Integrative Science is a new approach whereby teachers embrace the elements of both Western Sciences and Indigenous Sciences. From a personal perspective, I have found these analyses and readings meaningful because they can help teachers deliver the best concepts and ideas to their learners.
The approach is relevant because it ensures there is no assimilation or any form of knowledge domination (Frideres 49). The Two-Eyed Seeing Approach, as described in the class readings, embraces a holistic approach whereby teachers can embrace both the Aboriginal and Western cultures. The approach is relevant because it helps learners appreciate the elements of the two sciences.
The readings also explain how teachers can embrace these fields in order to ensure their learners acquire relevant skills and scientific knowledge. The acquisition of ideas and information is something counterintuitive and symbolic. That being the case, it was necessary to build a bridge between indigenous ideas and western sciences. From a personal perspective, I believe it has been possible to have a new way of “knowing” from these two sciences. The approach has made it easier to teach Integrative Science (Frideres 43).
The readings encourage future educationists and scholars to embrace these two sciences because they will help learners have a better understanding of science. People should embrace Integrative Science because it presents crucial elements such as co-learning and Aboriginal pedagogy. This approach will connect individuals to their cultures thus making learning safe and enjoyable.
The second part touches on the issue of Residential Schools. Most of the historical facts about Residential Schools are quite astonishing. Although the purpose of these schools was to promote education in Canada, the saddening fact is that they treated the learners in an unfair manner. Most of the students were laborers. This explains why the schools did not emphasize much on academics. The new development was against the cultural practices of the First Nations.
The schools were also against any indigenous language in the country. The class readings also examine how the learners encountered poor conditions (Frideres 58). Most of the survivors have explained how they remained hungry and lived in substandard conditions. As well, the students experienced sexual, emotional, mental, and physical abuse. Most of the children lost their “birthrights” and others were unable to practice their culture. Reports also indicated that more children died during the time.
The class readings expose the dark side of these Residential Schools. Most of the children encountered numerous obstacles and challenges. Corporal punishment was also common in these schools. Efforts to form a commission of inquiry succeeded in 1991. The commission would help address most of the mistreatments. The involved parties encountered numerous challenges in an attempt to seek justice. Although the government had compensated some of the complainants by 2010, this historical past shows clearly how many people and children suffered in these schools. The students in the Residential Schools lost their happiness and opportunities.
People should read these class materials because they help us examine the darker sides of Canadian history (Frideres 69). This knowledge is necessary because it makes people make better decisions and understand why their situations are as they are today. Most of these facts offer a new image of the history of the Aboriginals in Canada.
Works Cited
Frideres, James. First Nations in the Twenty-First Century. Oxford: Oxford University Press, 2011. Print.
The primary task of an educator is to teach a student through making the information understandable and rather easy to learn and use. Thus, Domain A – Making Subject Matter Comprehensible of the teaching program is designed to improve educators’ skills in developing instructions that are correlated with the state academic standards and address the students’ needs regarding the comprehension of the material. Domain A is associated with approaches that should be used by educators to develop the knowledge of the subject matter in students and make the material understandable and easy to follow. In this context, much attention is paid to such a teaching performance expectation (TPE) as TPE1 – Specific Pedagogical Skills for Subject Matter Instruction that is divided into Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments (TPE 1-A) and Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments (TPE 1-B).
TPE 1 is connected with the development of educators’ skills in selecting, formulating, differentiating, and adapting instructions for students that should contribute to their successful learning and comprehension of the task and material. Therefore, to guarantee the comprehension of the subject matter, an educator should focus on developing effective instructions that can direct and motivate students.
While teaching English Language Arts, it is reasonable to apply Domain A across TPEs to achieve high results. The focus on adapting the subject matter for students to enhance their learning is the key to achieve high-level performance. Thus, the application of Domain A is observed when an educator concentrates on understanding the subject, correlating it with state standards, and formulating the instruction appropriate for the concrete group of students, depending on their prior knowledge, achievements, and environment as the framework for the instruction. In this context, the teaching strategy that is relevant to implement TPE 1-A is the differentiation through the use of interest groups. In this case, the instruction becomes appropriate for the concrete group of students who can understand the material easier because they are focused on their preferences and specific interests.
Domain A is extremely important in the context of education because the success in learning depends on the students’ abilities to comprehend the subject matter. Thus, if the subject matter is presented with the focus on the instruction that is inappropriate for the concrete students who are different in their backgrounds and abilities, students become deprived of the opportunity to understand the material and develop a set of skills. That is why effective instruction is the guarantee that students understand what an educator tries to teach them. The appropriate instruction is the first step toward understanding the subject matter and to efficient learning. From this point, an educator should direct students on their path to comprehending the material with the help of adequate instructions and strategies.
The first artifact to support the significance of Domain A is the lesson plan in English Language Arts. During the lesson, children are taught three English words in different contexts and sentences to understand how it is possible to use different simple words in a variety of situations. The key focus is on the active manipulation of words and their usage in sentences. This lesson is required because it helps students understand, interpret, and then use different simple words in many various sentences. A student learns different aspects of the words and comprehends how it is possible to use them in their daily life. From this perspective, the lesson plan demonstrates how it is possible to help students understand words and apply their knowledge to practice, that is the evidence of comprehension. At this stage, comprehension is possible as a result of the educator’s use of differentiation, adaptation, and accommodation strategies that are effective in improving the instruction during the lesson. The properly-developed instruction helps students comprehend the material and develop their usage of the learned words and communication skills.
The second artifact is the lesson plan in English Language and Literature. During this lesson, students are expected to learn about contemporary cultural dilemmas and analyze the sources related to the book Slam! And the movie in this context and with the focus on comparing and contrasting the elements of the original work and the interpretation provided in the movie. The artifact is selected because the lesson plan is organized to stimulate the students’ comprehension, and it also demonstrates what strategies the teacher can use to improve the instruction and make the task more comprehensible. The lesson plan includes the description of strategies such as the provision of the context, work with the vocabulary, and the careful work with the script to adapt the material for students who have different learning styles and backgrounds. As a result, the lesson demonstrates how it is possible to enhance comprehension improving the instruction and addressing the needs of the diverse class.
The included artifacts illustrate what personal competencies and abilities are developed in the context of Domain A and what approaches were used to improve skills in developing the instruction to influence the students’ comprehension to guarantee their academic success.
My understanding of teacher’s role and duties has greatly evolved with time passing. Now when I am pursuing a career in this field, I think that an educator should achieve a great number of objectives and none of them can be disregarded. The key goal which I try to attain is to give students the knowledge and skills that help them become excellent professionals and morally responsible people. Furthermore, I believe that learning should not be limited only to school, college or university since it must be a life-long activity and I always try to foster such attitude in my students. These tasks are of the highest priority to me and I try to accomplish them on an everyday basis.
Being a supporter of such educational approach as progressivism, I usually view myself as a guide, rather than some taskmaster or supervisor who continuously oversees the activities of the students. This theory emphasizes the importance of those activities which are directly related to the development of student’s skills (Ornstein & Levine 2007, p 180). This is why while teaching the students I usually try to give them those assignments that can be applicable to real-life situations.
The supporters of progressivism stress the fact that learning becomes much more effective when peers are able to share one’s ideas with each other (Martin & Loomis, 2007). They should not be regarded as separate entities, who interact only with the teacher but not with one another. This idea significantly impacted my teaching practices. In particular, I encourage them to work on group projects that require cooperation and teamwork.
Additionally, the theory of progressivism postulates that students must always see the usefulness of knowledge (Martin & Loomis, 2007); in other words, they must know how it can be applied. So, I set students those tasks which are connected with problem-solving. Only in this way learners will see that education is not some obligation imposed on them from outside; more likely, it is a necessity. Most importantly, such an approach allows them to derive enjoyment from learning; they no longer view it some tedious or monotonous activity.
Another part of my teaching philosophy is the necessity to question the opinion of others. In my opinion, it is of the crucial importance that students are able to critically evaluate the ideas and views, expressed by other people. For instance, while conducting group discussions with my students I urge them to evaluate the arguments of one another in terms of their validity, relevance to the topic of discussion. This is an inherent part of progressivism educational theory.
Apart from that I always warn learners against making foregone conclusions. For example, when they conduct any form of research, I always tell them that they should not twist in order to suit the initial hypothesis or theory. I hope that this approach to learning will avail them in the course of their lives. Finally, this mindset will enable them to act as explorers who are willing to discover new things.
One of the most crucial questions which I often ask myself is how to assess my work and the performance of my students. In the majority of cases, teachers use standardized tests to evaluate students’ progress. Very often I also use this method, it does not seem to be quite reliable to me, since it often fails to measure critical or analytical skills and ability to apply knowledge. Therefore, while assessing their work, I assign them the tasks that urge them to display creativity and analytical thinking. The most important thing for me is integrity. If I believe that a student underperforms, I will always tell him/her about it. The point is that the achievement of this person largely reflects my own effort. So, if I am dishonest to this person, I will be eventually dishonesty to myself.
Nonetheless, the most important question that every teacher has to answer eventually is why he/she has chosen this particular field of activity. In other words, what are the rewards of being an educator? In my opinion, a person, who has never taught students, cannot fully understand the most gratifying aspects of this job. For me the moment which makes which makes it all worthwhile is the idea of challenge. The thing is that when I give instructions to the students and tell them how they should learn or how they should behave, I have to set some example for them or even act as such an example.
I cannot say that this assignment is an easy one, but when I am able to do, I think that I am becoming a better person. To some degree, educational process is based on a dialogue where interlocutors are on equal terms. A teacher, who actually cares to listen to the students, is surely able to broaden his/her horizon. Finally, the thought of being able to help other people is rewarding in itself, especially at those points when I see that a student is really making progress.
Reference List
Coppola, B.P. (2002). Writing a statement of teaching philosophy. Journal of College Science Teaching, 31(7), 448-453.
Martin D. & Loomis K. (2007). Building teachers: a constructivist approach to introducing education. NY: Cengage Learning.
Ornstein A. & Levine D. (2007). Foundations of Education. NY: Cengage Learning.
Students will be able to identify helpful services people provide to each other.
Students will be able to utilize graphic organizers while creating their story.
Children will be able to create a story with a plot, characters, and setting.
Materials
Sketchbook
Drawing paper
Cardstock
Felt-tipped pens
India ink
Calligraphy pens and nibs
Watercolors
Paintbrushes
Water cups
Palette
Colored pencils
Markers
Bone folder
Rubber/ straight edge
Waxed thread
Needle
Awl/Needle tool
Comic strips and political cartoons
Graphic organizers for planning
Anticipatory Set
I will call the pupils in front of the classroom. I will then sets the expected activities. “How are you friends! Today we will be learning about helping people. Yesterday we talked how we can help our friends when they are in need” then I will ask the students if they have ever helped anyone and how it made them feel to help out. “Today we will read the book, Berenstain Bears Lend a Helping Hand. Let us read and see what happens,” I will show the children pages 16 and 17. After showing them, “where do you think the children are and who are they with? Let us read and see what happens”. After drawing out scenes that were favorite from the book, I will then build oral vocabulary consisting of; spine, plot, symbolism, theme, and tone. This will take nearly 5 minutes.
Body of the Lesson
Direct Instruction & Guided Practice
I will then sends the children to their table and have my assistant distribute to them colored pencils. The assistant will set up four categories of chart paper. I will label each category of the chart as Home, School, town, and friends. “Now I want us to write about how we have helped our friends, family or people in town. Has anyone ever helped anybody? Think of the fun you have been having in church activities, community and with your families. Draw a picture or write about that time you helped someone, or someone helped you. How did that day make you feel? I know you friends will love your story. You can draw images or write as many words or less as you can. I will come and help you with some letters you want to say.” I will draw pictures from exercises to help students recall the importance and objective of the lesson. Specifically, I will draw my story then show it to the students.
Closure/ Assessment
I will use a formal assessment approach to evaluate children’s learning. I will collect the works done by each group of students, and then assess the following: Illustration, block, spine, plot, symbolism, theme, and use of tone.
Art-Story development: helping out
Teacher name:
Student name:
Advance
Proficient
Basic
Student able to use plot, symbolism, illustration, and theme
The Student can describe three or four of the assessed dimensions.
Student can describe less than three of the assessment tools
Classification & Modifications
During this lesson, their children are advanced learners than others. Consequently, these children will mostly complete the assignment before others. They will be allowed to partake in independent practice. Also, there are those children who are slow learners. These children will need to work with me so as to understand the topic. I will disclose to the students that they are going to consider approaches to help their family, individuals around the local area, their friend, and their school. While the slow learning children are working, I will stroll around the room, watching them and helping them compose words.
I will stress target objectives, character development, drawing, story outline, and coloring. In case the children appear to have comprehended the purpose, I will guide them through composing longer syllable words. In the hope to illustrate to my student a variety of interactive activities so as to cater to a diverse kind of children and to create efficient and engaged learning. The children will be autonomous to speak, write, draw, and listen so as enhance their structural skills.
Working in a group is a significant aspect of the teaching pedagogy, as children need to build on their social communication skills in order to study how to work cooperatively with their peers in an inclusive classroom environment. Working in groups will support children’s participation and communication within the classroom by building a better understanding of the subject matter, promoting engagement, and developing social skills.
Independent Practice
When the children are doing the assignment, I will be playing the song “wheels on the bus goes Round and Round”. If some of the children in their small groups have completed the assignment, I will direct them to play with colors to paint with the named pattern. For instance, if a name has red, they will paint the pattern red. This will go on till each group has completed the assignment. When the group has completed the task, the last child to finish the work in a group will call four children to a group from those painting.
Then afterward, they will run the class with their hands stretched like airplanes till the following group finishes working at the assigned table. When two groups complete the task, I will stop the music to allow the children to turn to the chart that follows until all the groups have added ideas to each chart.
Closing activity
When ending the lesson, I will ask the children a question to discuss outside the classroom. “When you go home today, ask you parents or friends how they felt when they helped someone? Goodbye, friends. See you tomorrow.”
Special education and low-achieving students often demonstrate poor results in mathematics tasks and activities. The problem is in the fact that students with difficulties in mathematics can experience additional problems with basic calculation.
Instructional and Skill Area
The areas of mathematics and calculation skills were identified as the areas in which it is necessary to use the effective evidence-based strategy to improve the students’ results. It was found that typical students’ errors in mathematics tasks were connected with calculation, and it is important to pay more attention to the development of students’ calculation skills.
Evidence-Based Strategy
To improve the students’ skills in the calculation, the verbalization or ‘think-aloud’ strategy was selected as a type of the actively used Self-Instruction strategy. The group of Self-Instruction strategies includes approaches oriented to teach students how to use verbal cues to help them with calculating and solving equations (Mitchell, 2008, p. 112; Montague, 2008, p. 38). The verbalization or ‘think-aloud’ strategy depends on monitoring the thinking process and actions orally. ‘Think-aloud’ are effective to be used in the areas of calculation and mathematical problem solving because they demonstrate what steps to take while solving the problem following the teacher’s example of thinking aloud and then stating orally the individual’s thoughts regarding the task (Bosson et al., 2010, p. 14).
Using such Self-Instruction strategy as verbalization, a student can set a goal, choose a strategy to cope with a task, monitor his or her progress, analyze success, and correct mistakes. As a result, students become able to remember and use many different strategies, to regulate themselves while choosing and using the strategies, and to take responsibility for their learning process and the result (Moos & Azevedo, 2008, p. 272; Rosenzweig, Krawec, & Montague, 2011, p. 508). Finally, a student learns the particular mathematical problem-solving strategy and uses verbal prompts while coping with different mathematical tasks. Researchers state that this strategy is appropriate for any study level if students are with disabilities and difficulties in learning mathematics (Bosson et al., 2010; Montague, 2008).
Implementation of the Strategy
The verbalization strategy is planned to be used for working with groups of special education students, low-achieving students, and students with difficulties in mathematics. The strategy is effective to be used several times during a lesson as the part of the preliminary mathematical problem-solving activities; as the strategy to help in learning new types of equations; and as the independent strategy to review calculation methods. To implement the verbalization strategy effectively, it is necessary to identify steps necessary to solve the equation; to demonstrate the model of self-instruction and verbalization for students while solving the concrete task; to encourage students to think aloud while solving the task; to provide the feedback for students.
Evidence to Document the Effects
To document the effects achieved with the help of using verbalization in mathematics lessons for low-achieving students and students with special needs or with difficulties in learning, it is appropriate to collect such types of evidence as pre-tests and post-tests. Pre-tests will be used to determining the levels of the skill’s development before using the verbalization strategy actively in lessons, and post-tests or tests of achievements in the area of calculation will be used to demonstrate changes in the students’ results. While completing post-tests, students are expected to be separated and work individually, while having an opportunity to whisper steps for solving equations (use verbal cues), if it is necessary.
References
Bosson, M., Hessels, M., Hessels-Schlatter, C., Berger, J. L., Kipfer, N., & Büchel, F. (2010). Strategy acquisition by children with general learning difficulties through metacognitive training. Australian Journal of Learning Difficulties, 15(1), 13-34.
Mitchell, D. (2008). What really works in special end inclusive education: Using evidence-based teaching strategies. New York, NY: Routledge.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.
Moos, D. C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: the role of prior domain knowledge. Contemporary Educational Psychology, 33(2), 270–298.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520
Sensory experiment with respect to teaching and learning
At first, it was quite easy to convert the words into the numbers, but as they grew bigger, the conversion has become challenging. Through this experiment, it is possible to see what your brain is capable of doing and what its informational capacity is. Johnstone writes that the “working space” processes that lead to memorizing of information and its storage in the long-term memory are limited (Johnstone 261). To remember something, a person to think and rearrange information. However, due to the limited capabilities, the brain cannot manage the excessive quantity of information, as the result, a person fails to memorize.
As the outcomes of the experiment demonstrate, the efficient learning implies the ability to discern the key points in texts. In this particular case, it is true that the less is more.
Information processing model
The external events and objects are first perceived by the human consciousness. The perceived information then is exposed to the interpretation and rearranging processes. At this stage, the information is prepared to be placed in the long-term memory storage where it is kept, and from where it can be retrieved by demand. From the memory storage, the data can be retrieved through the thinking and interpretation processes, i.e. when inference needs to be made, or it can pass these processes and be perceived as a sudden flashback.
Curve of best fit: Complexity of Questions vs. Correctness of Answers
Difficult means unfamiliar. The students tend to match and arrange the new information according to the knowledge they already have. The knowledge thus is formed in a certain pattern. However, in this way the learned things may be prone to misinterpretation. The development of the ability to comprehend new knowledge the way it enriches and expands the mind is crucial in the learning process.
As Johnstone observes, the skill of making notes supports remembering and helps the students to pass their exams successfully (Johnstone 265). The students need to understand which style of learning is best for them and design the appropriate learning plans to improve their performance.
Note-taking and reviewing
Accurate and complete note-taking leads to success in learning. When I make note, I try to abstract the lectures’ crucial points without missing any important thing that may contribute to the total comprehension of the subject. Then, it is important to question oneself. Working with the perceived information through questions, inference, and deduction helps to absorb new material and operate it later on.
Repetition supports memorizing as well. It is good to reread the notes once in a while, i.e. once a week. In this way, the new information will be understood better. And repetition also helps to detect and correct the previous mistakes.
Commandments of Learning
Understand what learning style is best for you. Are you a visual, auditory, or kinesthetic learner? For example, I understand the visual information well. Therefore, my learning plan will be based on this.
Do not try to remember everything. Emphasize the important elements in readings. As soon as the crucial ideas are grasped, one becomes capable of making the sound arguments in the field of the learned knowledge.
Make notes, and organize them in a consistent and readable manner. Poor organization provokes confusion.
Repetition facilitates comprehension.
It is better to begin studying from the themes you find difficult and then move to the things that are easier to understand – there will be less stress and more efficiency.
Your attitude is essential. When a person finds studying exciting rather than daunting, learning becomes a motivated and creative process.
Works Cited
Johnstone, Alex. “Chemistry Teaching ̶ Science or Alchemy?” Journal of Chemical Education 74.3 (1997): 262-268. Print.