AED 200 Week 5 Appendix B - Educational Philosophies Use the Educational Philosophies Table in Appendix B. Classify each philosophy as either student-centered or teacher-centered and describe the characteristics of each philosophy. Compare the behaviorist and constructivist learning theories. In what situations do you think either theory will be more effective in the classroom? Why? AED 200 Week 6 Assignment - Classroom Management Paper View the “Classroom Management” video clip from Chapter 11 on the textbook companion website
Historical foundations, professionalism, the role of technology, and trends and issues in education are introduced. Students will examine personal reasons for wanting to teach and will create a personal philosophy of education. (3 credits) Prerequisites: GEN 200 and EDU 300. EDU 305 Child Development This course explores the development of the child from birth through eighth grade. Physical, cognitive/intellectual, social/ emotional, and moral development will be examined.
The Leap test research design is developed with strategies of scientifically-based research that addresses strengths and weaknesses of targeted students. Seven strategies are used to develop the design of the standardized test, According to Louisiana Department of Education (2012), Data-Driven Decision Making is described as,” collecting, analyzing, and using numerous types of data effectively are important components of Accountability and School Improvement.” Curriculum alignment is a testing tool used to ensure accurate content that is aligned with curriculum instruction, age appropriate learning, and knowledge based instruction. The Professional development model
In this assignment, I will examine the importance of classroom based research (CBR) and discuss its effectiveness when implemented in teaching. Research is defined broadly throughout the academic field. Hitchcock and Hughes (1995, p.5) define research as the means of attaining and interpreting “information and data”. According to Lambert (2012, p.12), “research is purposeful investigation, aimed at finding out things we did not know before”. As shown by Wilson (2013, pp.4-7), CBR identifies information by means of “empirical and theoretical work” based on different aspects of the classroom.
Through my personal experiences of education both in early childhood and primary and due to large amounts of critical reflection, I have been able to identify two key conceptual frameworks, these being social reconstruction and humanism, which guide my own teaching and learning. This essay will describe the ideologies that underpin them, and how each implies different approaches to teaching and to children’s learning. It will also critically analyse and examine the ethical impact of both, in relation to learning and teaching. In addition, it will also explore and illustrate the strengths, limitations, and/or drawbacks of social reconstruction and humanism in a practical context. Humanism is a conceptual framework that is part of the liberal ideology, it is a political theory that stresses individualism by rejecting an authoritarian government, and defending and advocating individual freedom (Rathgen & Hulston, 2004, Issues in Curriculum course reader, pg.
The Nature of a Community of Inquiry. The Nature of a Community of Enquiry Approach. The community of inquiry is widely known through Mathew Lipmans philosophy for children programme P4C. Lipman an American professor of Philosophy who developed his method in the 1960s in order to teach children to think critically, creatively, and democratically through philosophical dialogue asserts that: When children are encouraged to think philosophically the classroom is converted into a community of enquiry, such a community is committed to procedures of inquiry to responsible search techniques that presuppose an openness to evidence and to reason .It is assumed that these procedures of the community when internalised become the reflective habits of the individual (Lipman, M. et al.1980p.85) Lipmans statement is verified when we examine that the aim of a community of enquiry which is an approach to learning that develops children’s and adults ability to enhance:  Creative thinking  Listening skills.  Speaking skills.
Team B Code of Ethics Christine Aumoitte {text:bookmark-start} Gisella Ortiz {text:bookmark-end} Katrina Moore Carlos Romero Armonda Whitehead University of Phoenix EDU/ 301 Louise Ball Ed.D September 14, 2009 Team B Code of Ethics A code of ethics is an important tool to possess when entrusted with the well being and education of students. A group of educators working towards the same goal must have a centralized idea of what is ethically most important for the teaching profession. When comprising a common code of ethics between future educators, many factors must be taken into consideration. Individuals may have different ideas and opinions as to what is most ethically important to this profession. Each participating
Running Head: EDUCATION PHILOSOPHY AND RATIONALE Education Philosophy and Rationale Antoinette Abrams Grand Canyon University Valerie Veen EDU 215 Abstract Different educational philosophies are something that can be a useful tool for us to make a better foundation for education to stand on, and that same tool will help us as a nation to leave a better mark on education for future generations. All philosophies, when it comes to education, are unique and based on our own experiences we have had going through the educational process ourselves. In this essay, I will not only discuss my own unique educational philosophy, but I will compare and contrast my philosophy with the theories and philosophies of others from the past. My Educational Philosophy and Rationale on today’s Education. My Educational Philosophy is to educate the whole child.
Constructivist Theory and Best Practices: Secondary Education November 17, 2008 Learning Design of the Constructivist Theory In the twenty first century it is clearly evident that the traditional teaching style must be changed to adapt to technology and teaching and learning issues of this time period. The learning design of the constructivist theory is about the various styles of teaching among different teachers that promotes learning in the classroom. According to Gagnon and Collay, “the CLD (Constructivist Learning Design) is a guide to organizing for learning, using six elements: Situation, Groups, Bridge, Task, Exhibit, and Reflection” (Gagnon & Collay, p.17, 2006). All six elements of the Constructivist Learning Design that Gagnon and Collay describe have been developed to promote educators to implement the constructivist theory in the classroom. It is highly important to keep the students engaged while teaching.
In this essay I will discuss the definitions of the concept “curriculum” and this will be done by describing the different ways of understanding curriculum and how these different understandings related in some ways to each other. Definitions of Curriculum Definition 1: Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that best embody essential knowledge. Definition 2: Curriculum is those subjects that are most useful for living in contemporary society. Definition 3: Curriculum is all planned learnings for which the school is responsible. Definition 4: Curriculum is all the experiences learners have under the guidance of the school.