THE POWER OF EDUCATION phoenix.edu Bachelor of Science in Education The Bachelor of Science in Education/Elementary (BSEd/E) is an undergraduate degree program preparing candidates for teacher licensure. The guiding philosophy of the BSEd/E program is to provide students with the skills and knowledge that will allow them to become competent and effective educators. This program focuses on elementary student learning by developing the skills of the educator responsible for that learning. Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level.
I intend to train and guide my students in every aspect, even in other subjects. I persuade my students to perform excellently in anything they do. When there are upcoming tests or quizzes, I make sure that I tutor them beforehand. I engage them to let me know if there is something that they do not understand, and I also want them to support each other. I hope that my students use the skills that they learn in my classroom so I can help them progress their skills more.
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
Providing scouts with an additional year, should assist in investing in the right players. Ultimately, they can use college to filter out the players that are not likely to succeed without the financial penalty. Universities may benefit the most from this rule change. Requiring players to remain at the university level until the age 20, should translate into billions of dollars for colleges. In 2010, Turner Sports network and CBS network paid the NCAA $10.8 billion in order to televise the annual March Madness basketball tournament.
First of all, I am in light that colleges and universities should be preparing students for the workforce. This is because, character building education and life skills, should be taught at an early stage of education, which is the school. In colleges and universities, the students have become young adults and develop their own way of thinking. It is the role of colleges and universities to teach the students the skills required in their field for the workforce. During college and universities, students have opted the subject that they would like to pursue in their career.
Clinical Interview Self I. Introduction Teachers are consequential to the students’ future as they help educate children on important topics and skills necessary for their following academic years being the basis for the students’ knowledge and success. What students are taught in school by their teachers will eventually guide them in their future endeavors. A teacher’s main goal is for the students to succeed and master the course material. If a student can successfully complete the necessary assessment with a ‘good’ grade, the teacher assumes it portrays a student’s mastery over a topic.
It can be tricky to write a lesson plan that supports differentiated learning. It is very important that lessons are differentiated to allow for all students to understand and enjoy learning about new concepts. Science is a great area of the curriculum to explore the idea of differentiated instruction strategies. Below, you will find an example of a multi-lesson plan for science. An Example In this lesson plan I will use a number of differentiating strategies such as Blooms taxonomy, Multiple Intelligences and the 5 E’s, which is a scientific method to explore scientific concepts.
Identify the main key goals of teaching social studies and explain each. Choose any one and discuss how you would use it in teaching social studies to a grade level of your choice. Social studies can be defined as the integrated study of the social sciences and humanities to promote civic competence. Within the primary school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed
ESI 2000 There is specific subject knowledge and principles that teachers are required to use in good practice when planning for and teaching science, this is based on the constructivist principles from the work of Vygotsky and Piaget and the subject knowledge of a teacher identified by Schulman (1987). This assignment will analyse how the constructivist principles relate to teaching and learning in science and consequently how a teacher’s subject knowledge of these principles can affect children’s learning in science. The assignment will also take a brief insight into the lesson plan created (see Appendix 1) to support children’s learning in science looking at how this relates to the constructivist principles including the context and approaches required to effectively teach science. Many authors such as McGuigan (1987), Fisher (2005), Cakir (2008) and Watt (1998) describe the importance of the constructivist principles and how they relate to the learning and teaching processes in science. The constructivist theory of learning has two strands child’s prior knowledge identified by Piaget and social engagement identified by Vygotsky.
A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic and better way or form of education. Bloom’s six thinking levels provide a structure that allows teachers to present a lesson to a group of students who has different needs and abilities. This model supports the need to differentiate the curriculum so all students are able to participate in the same content area during a lesson. The structure allows the teacher to accommodate a variety of students’ needs by applying the appropriate questions and activities for students so that they can all participate in the lesson. For example, if the class is studying plants as part of a science topic, the teacher can develop activities at each level of Bloom’s Taxonomy to involve students related to their assessed needs and abilities.