Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
Babies and scientists “think, observe, formulate theories, make predictions, and do experiments. They also change their theories as they accumulate counter-evidence to their predictions” (Gopnik, 237). One of the prominent weaknesses is the conclusion of Gopnik’s essay. Throughout the whole essay, she uses science and experience to strengthen her
Cognitive Coaching Anjanette L. Briggman EDL/531 February 10, 2011 Shana Henry Barton Cognitive Coaching This paper will include information regarding application of cognitive coaching in the current climate of education and how it relates to educators consistently growing in their role. The word coaching can have multiple meanings based upon the content in which it is being used. As it relates to this paper the coach will be noncritical, create an environment for reflective practice, and encourage self-directed learning. The coach will maintain a clear purpose for the coaching sessions by asking exploratory questions will push the limits of the mentees thinking, self-awareness, opinions, and idea of norm. The intended outcome is to
The vital abilities that each child must pick up are to understand necessary instructions. This is an important age that children are attempting to guess who they are. Educators will have to help the students if they need it because certain circumstances that students will rely on the teacher more than their own parents. I am certain that Ron’s conduct has a lot to do with the new surroundings. When a student is in new surroundings they will search and test the grounds on which they can and cannot do.
Human Development and Learning FHT4: 601.2.1-02 Piaget and Vygotsky – Two Approaches to Cognitive Development Jean Piaget and Lev S. Vygotsky are two of the greatest psychologists associated with the development of the human mind. Both developed theories that are still in use today, regarding how the developing minds of children are affected by their environment, and how educators can best use these theories to more effectively instruct their students. This paper will discuss both theories and how they compare. But first, we need to start with a definition. What is Cognitive Development Theory?
In How Adults Learn, Marcia says, “people can learn from the moment of birth. Learning can and should be a lifelong process. Learning shouldn't be defined by what happened early in life, only at school. We constantly make sense of our experiences and consistently search for meaning. In essence, we continue to learn”.
Below, you will find several arguments that may be included into essays on being a teacher. I want to become a teacher because I want to be a part of the process of upbringing new generations In order to back up this argument, give real life examples of how immoral modern children and teens are. In your essay on Why I Want to Become a Teacher, give reasons for this problem and tell how it can be solved. I want to become a teacher because I enjoy spending time with children Do you have a younger sibling? Or, maybe you have a nephew who always asks you to play with him?
Wayson also spoke about teacher student relations and how to open your classroom for more effective learning. He talked about not embarrassing a student, but in turn seeking alternate ways of getting your message across. This is something that we have touched on throughout the course, but something I feel to be very important. I think its imperative that as teachers we think about what our actions have the power to do. At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives.
Promoting Literacy and Comprehension The ways of traditional teaching are a thing of the past. In today’s classrooms teachers are working hard to find new and exciting ways to engage the students, promote learning, comprehension and writing. However, even with the stimulating activities and lessons students will continue to ask the same question, “Why do I have to learn this? When will this ever be a part of real life?” Teachers must be prepared to explain to their students exactly how math, reading, science, and history will all be a used outside of a classroom setting and in the real world. For example, teachers should shine light on how studying algebra actually develops stronger problem solving skills and leads students into a deeper level of thinking.
It is through these theories that we will gain more insight into the issues associated with school system-wide leadership (Knapp, et al, 2008, p. 35). This study will use these learning theories to illuminate the reasoning for educational reform, and inform the research obtained from the focus groups and interviews. These theories are vital to the study, because they are the basis for change and adaptability of people within professional environments. Organizational change refers to the learning of a collective, and how students