| concept |
definition |
example |
theory |
Standard
I: The teacher designs instruction appropriate for all
students that reflects an understanding of relevant content and is based on
continuous and appropriate assessment.
|
|
|
|
| Resources
1.17s: The beginning teacher is able to use technological
tools to promote learning and expand instructional options |
For
this resource standard, the teacher needs to be able to incorporate materials
and tools than just textbooks.
Technology in today’s society means computers, visual and audio media
resources, etc. |
One of the primary examples for
this is the use of the internet web pages to display the lesson plans for the
group. As one can see from the
various ways the groups did their pages, there is a vast amount of ways to
display the information. Besides educational links, there was also an
abundance of pictures and other graphics, animation, and other enhancements
to help demonstrate the concepts and make the page more interesting and
enjoyable. This helps keeps the reader’s interest, whether they be student,
or another teacher |
Though not really associated
with any theory, per se, this concept does go along with Vygotsky's concept
of zone of proximal development, (everyone can do with assistance what they cannot do alone) |
| Resource
1.23s: Provide students with opportunities to explore
content from integrated and varied perspectives Including: exploring content
by providing an integrated curriculum, employing play as one learning mode,
permitting student choice of activities when appropriate, involving students
in working on projects, designing instruction that supports students’ growing
ability to work cooperatively and to reflect upon other points of view. |
The beginning teacher should be
able to find a way to integrate some form of play into the lesson as one of
the learning modes. The lesson plan should incorporate such concepts as
choice of activities (when appropriate), student involvement on projects, and
making sure to get the students to start working together and cooperating as
a group. |
One
of the micro teach sessions concerned story books. In this lesson, the teacher read the story aloud (Brown Bear
Brown Bear, what did you see?). Once the story was completed, the students
each drew a picture and created their own phrase to go along with it. These were then combined to make their own
“book”. This session not only
encouraged the students to be imaginative and creative, but also help them
work together to create a book that was ‘theirs’. |
This concept is closely related
to the behaviorist concept that learning to read is a bottom-up
model: progressing from parts of language to whole.
In this case, going from word to sentence to story. |
| Standard
II: The teacher creates a classroom environment of respect
and rapport that fosters a positive climate for learning, equity and
excellence. |
|
|
|
| 2.9s: manage transitions to maximize instructional time; |
Schedule class activities so
that there is a 'flow' from one area of instruction to the next, thus
allowing more teaching and less wasted time. |
The primary example of this was
done in class, moving from one micro teach to the other. With each 'teacher'
set up in their own group, this allowed a quick transition from one lesson to
the next |
This concept goes along with the
7 principles that support Literacy Development. The micro teaches not only
incorporated the 'read to, read with, and read by' concepts, but also
integrated development of the reading to go with writing and composition. Most
of these lesson plans seemed to be based on a 'behavorist' type of theory
pushed by J. Watson, a stimulus-response based approach. The lessons were all
designed to get the student involved and working on learning, without
actually appearing to be doing lessons. |
| 2.18s: organize the physical environment to facilitate learning; |
The
beginning teacher should arrange and decorate the classroom so as to not only
provide a comfortable room that will put the student 'at ease' but also use
decorations and props that will encourage the student to learn. |
Several of the MicroTeaches were
set up as to show how to do wall hangings, story boards, etc. One of the
sessions was based on environmental printing. The students were encouraged to
bring pictures, cutouts from home of commercial products that symbolized what
the weeks lesson plan was about (eg, the letter "S"). |
A well established learning
environment allows a student to absorb the information being presented,
consciously and unconsciously. Environmental manipulation was a concept
developed by B.F. Skinner. This concept has been further developed by
'balanced literacy' advocates. They believe that there is a relationship
between classroom environments and literacy-related behaviors and learning. |
| Standard
III: The teacher promotes student learning by providing
responsive instruction that makes use of effective communication techniques,
instructional strategies that actively engage students in the learning
process, and timely, high-quality feedback |
|
|
|
| 3.1k: the importance of clear, accurate communication in the teaching
and learning process. |
To help students learn, the
teacher needs to effectively communicate with the students, providing not
only with instruction and information, but provide them with the necessary
feedback in such a manner that they, the students can see what they have accomplished,
missed or misunderstood, and correct themselves as necessary |
Unfortunately,
the best example I can show of how important this is, is this class. The
feedback and return of grades was not done in time for any of the students to
correct errors for the next assignment. Most of the grades were submitted 2-3
weeks before end of semester, and grades for one assignment not returned
before the next one was already turned in. This did not allow for mistakes to
be corrected, information to be included, etc. |
This
goes witl Vygotsky's theory of learning by interaction and internalization.
There needs to be a joint activity that creates a learning situation for the
student and teacher to interact. Another concept that is associated with this
idea is based on affective aspects of learning. Students learn better when
there is a postive attitude and belief about themselves and the lessons they
are learning. |
| 3.7k: the use of instructional materials, resources, and technologies
that are appropriate and engaging for students in varied learning situations; |
The
teacher should use every appropriate means and media availiable to get the
students to learn. |
Again,
thought this time fortunately, the best example of this is the course itself.
The microteaches were done to present the maximum amount of information in
the allotted time, gave the students a chance to be the teachers, presented
various different teaching methods, and allowed the students to brainstorm
and add their own ideas. The use of the computers and the interenet helped
present the new technology phase to the students, and introduce them to the
mass amount of teaching aids and information available. |
Again,
this goes along with Vgotsky's beliefs of
interaction and internalization. There was a great deal of interaction
and information exchange during the microteaches that allowed the students to
understand what was being demonstrated, and how this could be used in their
own classrooms. For most of the students in the class, this was also their
first introduction to the internet and the web. Though there was some
reluctance (afraid to learn new skills?) most seemed to be rather interested
and enthusiastic as new sites were
found. |
|
|
|
|