Name: Ashleigh Wuestenenk Student ID: 4496228 Some questions to respond to: 1. The authors talk about ‘Teaching for Learning’ (2009, p. 20). They explain that 'teaching for learning' is part of VU's teacher education and project partnerships. What do you understand by this term? What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach.
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
• There is a need to package an answer in order to learn. • There is a need to design a method to teach learning. • There is a need to design our efforts to support learning at the expense of teaching. Click here to download MGT 527 Final Exam Answers 28) Why is the question more important than the answer during the learning and change process? • The way we ask questions answers who caused the problem.
Comparing Paulo Freire and William Brickman Terrance Jackson Northcentral University EDU5000-8 Marla Kelsey 06/22/14 This paper will be comparing two of the best educators in the world. These educators names are Paulo Freire and William Brickman. The paper will explain how they are similar and different. Also , I will talk about the challenges and contributions both of these educators. Freire and Brickman faced a lot of adversity throughout their lives before becoming two of the best educators.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
I agree wholeheartly that our students deserve the best of the best teaching our children. But has CPS done their 'best' in providing funding for training appropriate staff and creating tests that accurately assess the bilingual student? How invested in the ELL students are they? Or is it that the change in laws and policy 'look good' as they bid for the "Race to the Top" funding provided by the Department of Education? (Lazarin and Ortiz, 2012).
Standards Based Instruction Rationales and Objections The Elementary and Secondary Education Act, commonly known as No Child Left Behind, requires states to use academic content standards to benchmark federally mandated “adequate yearly progress”, in an effort to continually improve schools. Even though they remain controversial, state content standards have emerged as the most common way to meet this mandate. Regardless of our views about the future of the standards, one fact remains: there is definitely a higher content standards movement in U.S. education. (O'Shea, 2005) However, the question remains: how does this movement actually impacts schools and students? While it would be intuitive to assume that it is always good to have higher
| How should student success be measured relating to the vision of the school? | Various schedules and instructional strategies to maximize teacher’s talents and increase student learning. | Analyze and use data to create more effective instruction. | How challenging and physically stressful creating a vision for an effective school can be. | What is the most effective way to implement school culture change relating to the vision statement?
Supervision for Instructional Improvement Ebony A. Wilson Grand Canyon University Supervision and Instructional Leadership EDA 551 April 20, 2011 Supervision for Instructional Improvement Professional development is an essential tool in a movement towards greater success for all students and meeting the needs for school change in a society that is desperately in need of one. As stated by DeSimone (2011), "Teacher professional development is one of the keys to improving the quality of U.S. schools. Many education reforms rely on teacher learning— and the improved instruction that ideally follows — to increase student learning, so understanding what makes professional development effective is critical to understanding
These lenses correlate to processes of self-reflection, student feedback, peer assessment, and engagements with scholarly literature. Cogitating upon these processes provides the foundation for good teaching and the means to become an excellent teacher. The autobiographical lens, or self-reflection, is the foundation of critical reflection. Teachers may focus on their previous experiences as a learner, or on their experiences as a teacher in order to "become aware of the paradigmatic assumptions and instinctive reasonings that frame how we work" (30). By interrogating, for example, teaching journals, evaluations, student/peer feedback, personal goals/outcomes, and/or role model profiles, teachers can reveal aspects of their pedagogy that may need adjustment or strengthening.