Simeon Cowart
4-8-10
EDSS-530
1.As a future educator my vision for Secondary schooling in the 21st century is specific. For one I believe that teachers should infuse technology in to the classroom when ever appropriate. One way of achieving this goal is to simply utilize the types of technology that students use to communicate, and gather information on a daily basis ( i.e. phones, computers, blogs, twitter…). I believe that teachers must change the way information is presented and taught in the classroom as well. For example, the use of inter disciplinary thematic units are very useful to help students make connections between different content areas and better see the relevance of the subject matter they are studying. Educators need to provide a learning environment for children that are smaller, or at least feels smaller in size. One way teachers can achieve this goal is to simply break up large class sizes into smaller groups in which students can cooperatively work with one another. However, I am not just implying that students do group work, but instead stating that students need to be assigned specific groups roles and work cooperatively with their fellow classmates to achieve a common goal. In order to achieve this, teachers must train students with the necessary social and communication skills (i.e. wait time, taking turns when speaking, using positive criticism….)to achieve the goals in their lessons. Lastly, I believe that more schools in the 21st century need to embrace the idea that all students can learn and utilize SADIE teaching strategies to make content more accessible and culturally relevant.
2.
During my clinical practice I will aspire to make my lessons more relevant to students’ needs and challenges. To achieve this goal I believe it is vital to equip students to meet the challenges of current social problems and events, while utilizing the support of sociologists along with political scientists. One of the roles of a teacher is that of a social activist in that they inspire students to take responsibility for the world around them by making choices that will address concerns, find solutions and, therefore, better their lives (which I will aspire to do). Kids learn best when they can connect what they are learning to the experiences of their own lives. This is one reason that I will utilize a lot of “hand-on projects” and assignments when I become a middle school teacher. When listening is reinforced with doing, it becomes of far greater relevance to students. It has been asserted that self-esteem comes from accomplishment. I will insure that the students that I teach will certainly do their fair share “of doing,” and as a result, the successes gained from this should build self-confidence and make them more aware and concerned about the world around them.
3.
During my first two years of teaching I will aspire to infuse technology in the classroom by establishing a website for students and myself to communicate. Another goal is to learn more about my students’ disabilities (autism) so that I can provide the necessary differentiated instructional strategies to meet their specific needs. In the first week of my clinical practice I will set up a PREZI website and provide students with up to date homework assignments and games to play. Because my students generally prefer to work independently, this resource will hopefully better accommodate their learning needs.
4.
Later in my carrier I plan to create an ITU with my colleagues so that students make better connections between content areas. Before attempting to discuss an implementation plan for an ITU with the school Principal I would first conduct weeks of research to determine what established ITU’s made accessible to the public would best fit my school sites educational philosophy, and standards. Once I have located an acceptable ITU I would pilot it in my own classroom. During this trial period I would conduct research to determine the success of the ITU and areas in need of improvement. After all evidence is gathered the results would be presented to the principal and shown how the ITU was collaborative, connected to state standards, did not adversely affect test scores, and improved students’ cognitive, psychomotor, affective, and language abilities. Established research conducted by Learning theorist like Howard Gardner, and John Dewey would be presented to the principal and shown how it improves students’ ability to make connections between subject areas, and improve their ability to use higher order thinking skills. After this information has been presented and discussed with the principal I would explain to him/ her how utilizing my ITU plan would cost no more than typical unit. I would explain that if three teachers of different disciplines and I were provided a common prep period where all instructional planning could occur no additional money would be needed for establish meetings after school hours. All of the current resources and materials would be modified so that no additional cost for materials would be needed. The only money needed for the ITU would be for a school field trip would be money raised by me through Grant writing, and the school slush fund.
Because of my training I would explain to the principal that the teacher with whom I collaborate could be taught how to successfully coordinate with one another to establish an ITU. During our common prep period roles for each member, and rules of communication (i.e. wait time, not talking over one another, adding to thoughts not tearing them down …) would be established to improve group productivity. Once a common ITU is established it would be presented back to the principal for a final approval. Any modifications needed to be made to the ITU could be discussed after school hours through Google docs, or during our prep period (face to face).
Students would be trained how to utilize communication skills, and good behavior to perform all activities in ITU lessons (two school days would be taken to achieve this; similar games that were played in Dr. Keating’s class at CSUSM). During the time in which the ITU is being performed an Action research plan will be established and data will be collected to determine the success of the ITU. Daily observations will be recorded and student surveys will be conducted (pre and post surveys). Based on the results of theses assessments modifications will be made to improve the quality of the ITU.
5.My response primarily fits under powerful teaching practices because I believe in utilizing technology, and cooperative learning in the classroom to better accommodate students’ learning needs. By researching and learning more about my students disabilities probably fits under knew professional roles because I am taking on an additional responsibility that your average teacher does not when typically designing a lesson.
Monday, March 8, 2010
Sunday, March 7, 2010
Reading Reflection 6 - *Simeon Cowart *: Change Agent
What does it mean to be an agent of change? Does it mean that the teacher stays up to date with the most recent strategies, philosophies, and technological resources to make the classroom a better place to learn or does it describe the connections that teachers make with students to inspire them to believe in themselves? I believe both of these thoughts to hold truth. As a future educator I strongly believe that connections must be made with every student in the classroom, and that “the DREAM begins with a teacher who BELIEVES in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called ‘truth’”(Dan Rather).
It is not easy to be an agent of change, sometimes in fact it means “ bucking the system, trying new methods, and sometimes discarding old ways of thinking. In order to be an agent of change we must educate ourselves as to how students become good learners. To teach students to be a good learner means providing them with explicit strategies, and methods to acquiring information and not expecting them- to just know.
As an educator, I value the importance of making education relevant to students’ needs and challenges. I believe that our nation’s schools should equip students to meet the challenges of current social problems and events, while utilizing the support of sociologists along with political scientists. One of the roles of a teacher is that of a social activist in that they inspire students to take responsibility for the world around them by making choices that will address concerns, find solutions and, therefore, better their lives. Kids learn best when they can connect what they are learning to the experiences of their own lives. This is one reason that I will utilize a lot of “hand-on projects” and assignments when I become a middle school teacher. When listening is reinforced with doing, it becomes of far greater relevance to students. It has been asserted that self-esteem comes from accomplishment. I will insure that the students that I teach will certainly do their fair share “of doing,” and as a result, the successes gained from this should build self-confidence.
Personally, it is about finding “meaning” to one’s life. Since I view teaching as a calling or mission and not just another profession which requires a college degree with credentials, I feel that this view point best provides a venue for this aspiration. My only hope is that when my work one day is done as an educator, I will be able to reflect on my career and know that what I have chosen to do has made a difference and that ”I was agent of change”.
It is not easy to be an agent of change, sometimes in fact it means “ bucking the system, trying new methods, and sometimes discarding old ways of thinking. In order to be an agent of change we must educate ourselves as to how students become good learners. To teach students to be a good learner means providing them with explicit strategies, and methods to acquiring information and not expecting them- to just know.
As an educator, I value the importance of making education relevant to students’ needs and challenges. I believe that our nation’s schools should equip students to meet the challenges of current social problems and events, while utilizing the support of sociologists along with political scientists. One of the roles of a teacher is that of a social activist in that they inspire students to take responsibility for the world around them by making choices that will address concerns, find solutions and, therefore, better their lives. Kids learn best when they can connect what they are learning to the experiences of their own lives. This is one reason that I will utilize a lot of “hand-on projects” and assignments when I become a middle school teacher. When listening is reinforced with doing, it becomes of far greater relevance to students. It has been asserted that self-esteem comes from accomplishment. I will insure that the students that I teach will certainly do their fair share “of doing,” and as a result, the successes gained from this should build self-confidence.
Personally, it is about finding “meaning” to one’s life. Since I view teaching as a calling or mission and not just another profession which requires a college degree with credentials, I feel that this view point best provides a venue for this aspiration. My only hope is that when my work one day is done as an educator, I will be able to reflect on my career and know that what I have chosen to do has made a difference and that ”I was agent of change”.
Sunday, February 28, 2010
Reading Reflection 5
This semester I have really enjoyed and have learned about group work. The first thing I learned is that group work must be collaborative to be truly effective, and second that groups should almost always have assigned roles to ensure that group work is evenly dispersed amongst its members ( ideas discussed in chapter 6 of Designing Group work). As a student teacher it has been very challenging for me to have groups run smoothly, impart because the group roles that I assign are not well understood by the kids, and also the fact that I had to manage over 65 students in one class, and 57 students in the other.
In order to manage a class of 65 students it is essential that ground rules are established and upheld at all times. This however does not surely mean that the teacher has to take on the role of an authoritarian dictator to have control of the class but that the students should have a common understanding and respect for the rules. To achieve this, I believe that the teacher must introduce rules that are fairly and equitably enforced by to create structure and accountability. In order to take ownership of their own behavior I believe it is fundamental that rules be mutually created, and consistently upheld in the classroom.
Lastly, provide equitable instruction I firmly believe in applying expectation training in the classroom. Too many times students of lower status are talents and skills are not show cased in the classroom which is why I will provide such students the opportunities to take on leadership roles and teach their peers. As a result of including all students I believe it is possible to create a classroom that is a community of learners and not individuals.
In order to manage a class of 65 students it is essential that ground rules are established and upheld at all times. This however does not surely mean that the teacher has to take on the role of an authoritarian dictator to have control of the class but that the students should have a common understanding and respect for the rules. To achieve this, I believe that the teacher must introduce rules that are fairly and equitably enforced by to create structure and accountability. In order to take ownership of their own behavior I believe it is fundamental that rules be mutually created, and consistently upheld in the classroom.
Lastly, provide equitable instruction I firmly believe in applying expectation training in the classroom. Too many times students of lower status are talents and skills are not show cased in the classroom which is why I will provide such students the opportunities to take on leadership roles and teach their peers. As a result of including all students I believe it is possible to create a classroom that is a community of learners and not individuals.
Friday, February 26, 2010
Monday, February 22, 2010
Reading Reflection 4 - Groupwork ch. 4-5
Summary
Reading the section entitled “Training For Cooperation” many noteworthy ideas were addressed preparing children to work cooperatively with one another. Often times in school one of the major challenges in getting children to work cooperatively with one another is to get them to realize the importance of working with others who are not their close friends. One way to achieve teach children the importance of working with others outside their social network is explain to them that everyday professionals in the real world work cooperatively with others who they may not know very well or whom they are not compatible. When preparing children for cooperative group work it is essential to identify “the skills and norms that will be needed for the group work setting you have in mind”. In appendix A of this text there are many useful skill building activities that educators can use to increase students ability to learn the necessary skills and norms to achieve a given task. The activities contained in this appendix A should be viewed “as just a vehicle for new skills and norms,” to be acquired for future classroom activities,”and not an end in themselves.” When students are able to reflect on group work experiences that are meaningful they are more likely to understand and take with them the skills necessary to work with individuals who are or who are not their friends in the future.
In special education what this means
As a special educator one of the major challenges I will face in my clinical practice is to encourage children to work cooperatively with one another, especially those individuals who are not friends. The children I am primarily working with children diagnosed with autism. Many of these children appear to struggle with working in social settings and often times become very combative with adults and other children if they get too close to them. In order to teach my students the necessary skills and norms to perform group work it is important that I adapt the activities in appendix A in a manner that is specific to the needs presented in their individualized education plan (IEP).
What challenges will it pose me as a special educator?
As an educator I discovered that many of these students exhibit rule-violating behavior as a result of their fear s. Oftentimes, students reported that they feel frightened or intimidated when they are in large social settings. Many of them appear to have difficulty understanding the support and comfort that can be provided by talking with others - which may explain why many of them will choose to violate rules or suddenly lash out at adults and/or other children. As a result of this, encouraging my students to work collaboratively in groups may be challenging.
Reading the section entitled “Training For Cooperation” many noteworthy ideas were addressed preparing children to work cooperatively with one another. Often times in school one of the major challenges in getting children to work cooperatively with one another is to get them to realize the importance of working with others who are not their close friends. One way to achieve teach children the importance of working with others outside their social network is explain to them that everyday professionals in the real world work cooperatively with others who they may not know very well or whom they are not compatible. When preparing children for cooperative group work it is essential to identify “the skills and norms that will be needed for the group work setting you have in mind”. In appendix A of this text there are many useful skill building activities that educators can use to increase students ability to learn the necessary skills and norms to achieve a given task. The activities contained in this appendix A should be viewed “as just a vehicle for new skills and norms,” to be acquired for future classroom activities,”and not an end in themselves.” When students are able to reflect on group work experiences that are meaningful they are more likely to understand and take with them the skills necessary to work with individuals who are or who are not their friends in the future.
In special education what this means
As a special educator one of the major challenges I will face in my clinical practice is to encourage children to work cooperatively with one another, especially those individuals who are not friends. The children I am primarily working with children diagnosed with autism. Many of these children appear to struggle with working in social settings and often times become very combative with adults and other children if they get too close to them. In order to teach my students the necessary skills and norms to perform group work it is important that I adapt the activities in appendix A in a manner that is specific to the needs presented in their individualized education plan (IEP).
What challenges will it pose me as a special educator?
As an educator I discovered that many of these students exhibit rule-violating behavior as a result of their fear s. Oftentimes, students reported that they feel frightened or intimidated when they are in large social settings. Many of them appear to have difficulty understanding the support and comfort that can be provided by talking with others - which may explain why many of them will choose to violate rules or suddenly lash out at adults and/or other children. As a result of this, encouraging my students to work collaboratively in groups may be challenging.
Sunday, February 14, 2010
Reading Reflection 3 - Groupwork ch. 1-3
Chapter one discussed the importance of children conversing in small groups and carrying out tasks without direct supervision. By allowing students to struggle, and make mistakes during group work fosters an environment conducive for creativity and engagement. Students must be given opportunities to communicate with one another using non-verbally and verbally. As a result, students begin to learn how to solve problems in a collaborative manner and solve problems in abstract ways.
In my experiences with small groups I have learned that utilizing the strategies discussed in chapter one has enabled me to think more creatively and has enabled me to offer and show case my strength while relying on others to solve problems.
Chapter two
By encouraging students to analyze, discuss, discover solutions to solve difficult problems provides (“with no clear, right answer”) them the opportunity to think creative ways that traditional educational methods are unable to do. By verbally discussing problems students are able to “fill in the gaps of their understanding” while all the long developing friendly ties with one another. As a result, students not only break down interracial barriers but are able to foster lasting friendships with one another in positive ways.
My experiences in the credentialing program has offered many opportunities to collaborate with peers to solve challenging problems and as a result I have gained many lasting friendships which is why I believe the statements in the above paragraph to be valid.
Chapter three
Group segregation is a significant problem that teachers must address and understand when utilizing small group activities in the classroom. Unfortunately, “small groups tend to develop hierarchies” and as a result students who are not popular, not academically skilled (reading, math…) ideas and thoughts are not accepted (they are perceived as inferior) while the students who have high standings in these areas dominate the group.
As a student with learning disabilities reading has always and remains to be challenging for me. Because of members in groups would often perceive my ideas and contributions to be inferior to their own due to my lack of success in school. However, by providing group assignments and roles that students are responsible to carry out for the group to succeed decreases segregation and increases inclusion.
In my experiences with small groups I have learned that utilizing the strategies discussed in chapter one has enabled me to think more creatively and has enabled me to offer and show case my strength while relying on others to solve problems.
Chapter two
By encouraging students to analyze, discuss, discover solutions to solve difficult problems provides (“with no clear, right answer”) them the opportunity to think creative ways that traditional educational methods are unable to do. By verbally discussing problems students are able to “fill in the gaps of their understanding” while all the long developing friendly ties with one another. As a result, students not only break down interracial barriers but are able to foster lasting friendships with one another in positive ways.
My experiences in the credentialing program has offered many opportunities to collaborate with peers to solve challenging problems and as a result I have gained many lasting friendships which is why I believe the statements in the above paragraph to be valid.
Chapter three
Group segregation is a significant problem that teachers must address and understand when utilizing small group activities in the classroom. Unfortunately, “small groups tend to develop hierarchies” and as a result students who are not popular, not academically skilled (reading, math…) ideas and thoughts are not accepted (they are perceived as inferior) while the students who have high standings in these areas dominate the group.
As a student with learning disabilities reading has always and remains to be challenging for me. Because of members in groups would often perceive my ideas and contributions to be inferior to their own due to my lack of success in school. However, by providing group assignments and roles that students are responsible to carry out for the group to succeed decreases segregation and increases inclusion.
Wednesday, February 10, 2010
Guajome Park Academy
Sunday, February 7, 2010
Reading Reflection 2 - BPHS
3 – Of the variety of practices you learned about at BPHS, identify 3 that you think had the most impact on the school. Of course, please say a little bit why you think this may be true.
Of the variety of practices I read and learned about BPHS I believe the three practices that had the greatest impact on its success are listed as follows: a small environment, an integrated curriculum, and the freedom to allow students to take part in the academic decision making process.
One of the most notable characteristics regarding BPHS is its unified belief that students should take part in the academic decision making process. As a result of allowing students to serve this essential role, school curriculum becomes more relevant, and specific to the student population it serves.
The integrated curriculum design of the school is another contributing factor to the school’s success. At BPHS, students are taught a variety of skills that cross different subject matter with a common theme. However, it is not just the fact integrated curriculum is taught that makes BPHS successful, it’s the way that it is taught. The integrated curriculum at BPHS offers hands on activities that engage students in collaborative group work where topics that relate to the real world -which is a likely reason why students care, so much!
One of the most impacting factors attributing to BPHS’s success is its small, student centered environment. At BPHS students are “known, appreciated, and included in a, diverse collaborative community.” This is effort to make the school environment feel this way is the foundation of its success and only supports CSUSM Department of Education’s shared philosophy regarding the circle of courage (Belonging, Mastery, Independence, Generosity).
2 – Identify 2 practices at your CP 1 high school that match the vision in the Second to None document. Describe the affordances and constraints each of these practices seem to have had on the school environment.
At my clinical school site I had many wonderful experiences that deepened my understanding of why it is such a great place for children to learn. Like BPH, Guajome Park Academy (GP) has frequent team meetings where house leaders collaboratively share ideas, approaches, and practices to make GP a more supportive environment for students, families, and staff. During these house meetings each teacher within the group is given a role to better facilitate and organize how the decision making process is carried out. As a result of this systematic approach to conducting meetings the staff rapport, and understanding of the school community is greater.
Like BPHS the 85 min block schedule at GP is very effective. As a physical education teacher this schedule allowed me to spend more reinforcing information, and enable students to engage in meaningful lessons that have a direct connection with what the students are being taught and allow for more planning, and staff meetings as well. I would absolutely recommend a schedule like BPH and GP to school site.
1 – Identify 1 practice suggested in the Rethinking High School text that you predict will no longer be in practice at the school. Why?
In the Rethinking High School text it suggested that suggested that school should create small, student centered environments for students to learn in however with budget cuts this desire is one that is very bleak in a growing population, and suffering economy.
Of the variety of practices I read and learned about BPHS I believe the three practices that had the greatest impact on its success are listed as follows: a small environment, an integrated curriculum, and the freedom to allow students to take part in the academic decision making process.
One of the most notable characteristics regarding BPHS is its unified belief that students should take part in the academic decision making process. As a result of allowing students to serve this essential role, school curriculum becomes more relevant, and specific to the student population it serves.
The integrated curriculum design of the school is another contributing factor to the school’s success. At BPHS, students are taught a variety of skills that cross different subject matter with a common theme. However, it is not just the fact integrated curriculum is taught that makes BPHS successful, it’s the way that it is taught. The integrated curriculum at BPHS offers hands on activities that engage students in collaborative group work where topics that relate to the real world -which is a likely reason why students care, so much!
One of the most impacting factors attributing to BPHS’s success is its small, student centered environment. At BPHS students are “known, appreciated, and included in a, diverse collaborative community.” This is effort to make the school environment feel this way is the foundation of its success and only supports CSUSM Department of Education’s shared philosophy regarding the circle of courage (Belonging, Mastery, Independence, Generosity).
2 – Identify 2 practices at your CP 1 high school that match the vision in the Second to None document. Describe the affordances and constraints each of these practices seem to have had on the school environment.
At my clinical school site I had many wonderful experiences that deepened my understanding of why it is such a great place for children to learn. Like BPH, Guajome Park Academy (GP) has frequent team meetings where house leaders collaboratively share ideas, approaches, and practices to make GP a more supportive environment for students, families, and staff. During these house meetings each teacher within the group is given a role to better facilitate and organize how the decision making process is carried out. As a result of this systematic approach to conducting meetings the staff rapport, and understanding of the school community is greater.
Like BPHS the 85 min block schedule at GP is very effective. As a physical education teacher this schedule allowed me to spend more reinforcing information, and enable students to engage in meaningful lessons that have a direct connection with what the students are being taught and allow for more planning, and staff meetings as well. I would absolutely recommend a schedule like BPH and GP to school site.
1 – Identify 1 practice suggested in the Rethinking High School text that you predict will no longer be in practice at the school. Why?
In the Rethinking High School text it suggested that suggested that school should create small, student centered environments for students to learn in however with budget cuts this desire is one that is very bleak in a growing population, and suffering economy.
Monday, February 1, 2010
Reading Reflection 1 - Rethinking High School
In this reflection, think in terms of what resonated with you and expand on why that was so.
After reading chapter one in the book entitled Rethinking High School: Best Practice in Teaching, Learning, and Leadership many interesting topics and concerns were addressed. What I particularly enjoyed about reading this chapter was that it told a compelling story about a small high school that started from the “ground up”. Although Best Practice High School (BPH) did not have all the answers or all the resources to meet everyone’s needs it was one that sought “change”. What I found compelling about this school was that it was willing to experiment with “new programs, schedules, courses, models, and structures” to provide students with an educational environment that was conducive to learning. BPH understood the importance of experimenting with “new programs, schedules, courses, models, and structures”.
Like BPH, I to believe that the nature of school should be democratic, and “embrace different thinking styles, cultural traditions, and learning needs.” Also, like Best Practice High school I believe that schools should replace standardized tests with local performance assessments and make over sized schools be divided into houses to create a smaller more supportive environment for children. One reason why BPH was so successful was because they were highly effective at networking with other schools to discover what models and practices work best which I happen to believe is very important to evoke quality change in our schools.
What didn't seem like a great measure of reform?
CPESS’s perception of the “student as worker” did not seem to be a quality measure of school reform simply because it only perpetuates the traditional models perception of the student in school. In order for there to be quality reform believe that the students should be perceived as citizens in the educational process. I believe there to be true reform “the classroom should be a model of community” as students practice and learn what it means “to live as citizens of the school.”
What Second to None 'components of reform' did you find in the chapter?
I believe the most quality components of reform to infuse in school is to make students experiences more authentic and meaningful. I believe that high schools should provide students with hands on materials, lessons, and activities that connect to “the real world”. Lessons should not be “watered down” but help students discover answers to challenging questions. Also, I believe that school should be student centered. To achieve this, it is important that educators perform authentic assessment of their students’ abilities, and needs so that they can modify curriculum accordingly. As a result of this, the teacher will be better able to infuse interesting topics in instruction that is a meaningful part of students’ lives.
What idea or concept from the chapter would you like to investigate further?
One concept from the chapter I would like to investigate further is to learn more strategies, and activities that I can make a part of my instruction that coincides with CPESS’s curriculum standards.
After reading chapter one in the book entitled Rethinking High School: Best Practice in Teaching, Learning, and Leadership many interesting topics and concerns were addressed. What I particularly enjoyed about reading this chapter was that it told a compelling story about a small high school that started from the “ground up”. Although Best Practice High School (BPH) did not have all the answers or all the resources to meet everyone’s needs it was one that sought “change”. What I found compelling about this school was that it was willing to experiment with “new programs, schedules, courses, models, and structures” to provide students with an educational environment that was conducive to learning. BPH understood the importance of experimenting with “new programs, schedules, courses, models, and structures”.
Like BPH, I to believe that the nature of school should be democratic, and “embrace different thinking styles, cultural traditions, and learning needs.” Also, like Best Practice High school I believe that schools should replace standardized tests with local performance assessments and make over sized schools be divided into houses to create a smaller more supportive environment for children. One reason why BPH was so successful was because they were highly effective at networking with other schools to discover what models and practices work best which I happen to believe is very important to evoke quality change in our schools.
What didn't seem like a great measure of reform?
CPESS’s perception of the “student as worker” did not seem to be a quality measure of school reform simply because it only perpetuates the traditional models perception of the student in school. In order for there to be quality reform believe that the students should be perceived as citizens in the educational process. I believe there to be true reform “the classroom should be a model of community” as students practice and learn what it means “to live as citizens of the school.”
What Second to None 'components of reform' did you find in the chapter?
I believe the most quality components of reform to infuse in school is to make students experiences more authentic and meaningful. I believe that high schools should provide students with hands on materials, lessons, and activities that connect to “the real world”. Lessons should not be “watered down” but help students discover answers to challenging questions. Also, I believe that school should be student centered. To achieve this, it is important that educators perform authentic assessment of their students’ abilities, and needs so that they can modify curriculum accordingly. As a result of this, the teacher will be better able to infuse interesting topics in instruction that is a meaningful part of students’ lives.
What idea or concept from the chapter would you like to investigate further?
One concept from the chapter I would like to investigate further is to learn more strategies, and activities that I can make a part of my instruction that coincides with CPESS’s curriculum standards.
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