In this final week of our online class I hope to solidify some of the new ideas I have learned in this class. I feel like there is so much I want to integrate into my work.. although the three lessons were tough--especially during the revision process, I have learned so much about how to think about lessons and the repeated work helped me to remeber all the various points.
In this week I really want to make these ideas a solid foundation for my future planning.
Tuesday, June 23, 2009
Monday, June 22, 2009
My Philosophy
Here is my speech and powerpoint. No audio yet...waiting for my voice to come back since I have been sick. The audio will come in a few days :)
My philosophic beliefs regarding education are in line with the beliefs set forth by Swiss psychologist Jean Piaget and developmental-behavioral pediatrician Mel Levine. In his writing Levine (2002) suggests that “The growth of our society and the progress of the world are dependent on our commitment to fostering in our children, and among ourselves, the coexistence and mutual respect of many different kinds of minds” (p.13). Thus, it is essential that teachers and parents become aware and make appropriate accommodations knowing that all minds are vastly different and interact with the world in unique ways. Children are born innately motivated to interact and explore the world in order to make meaning. As infants, curiosity manifests itself in the form of kinesthetic movement such as throwing a rattle down the stairs to test the limits of the environment and of self. What sound will it make? What will happen? Will it happen again if all elements remain the same? These are the essential questions being answered by the infant in this stage of development. With age, the mode of interacting with the environment becomes increasingly more sophisticated and varied. Because the mind varies so greatly, deficits and strengths may develop as children grow. Teachers must be cognizant that “All students can be helped once we identify the strengths of their minds as well as the potholes that get in the way of their success or mastery” (Levine, 2002, p. 15). Teachers must truly believe that all areas of challenge can be managed and overcome with the right accommodation and attunement to the child’s needs. The task of the educator is to strengthen areas of deficit without taking away the uniqueness of that child’s mind.
Piaget (2005) suggests that children enter the world as little scientists whom without instruction test their surroundings and engage in sense making. However, this natural process is abruptly stopped when children enter school. For the first time, an external force is imposing a set of goals for the child and his experiments with the world. However, when teachers allow students to become co-creators of their curriculum and feel active in the process of their learning student motivation soars.
It is common knowledge that traditional education makes little effort to include all learners by using multiple modalities of instruction. Instead it prescribes one static form of learning modality to all, there is an over-reliance on the use of oral instruction or written word. Given that traditional education values linguistic learners, “…kids who are good with language are more likely to succeed throughout school. On the other hand, those poor souls with even the mildest (often unapparent) language inefficiencies are apt to suffer agonizing pain trying to make it in our schools” (Levine, 2002, p.32). Verbal acuity is a rare commodity in the special education classroom. My school, The Parkside School specializes in working with children with speech and language disorders. Due to late diagnosis of their language deficits, all of my students at one point in their academic career were placed within a typical education classroom. In these classrooms where linguistic language was most readily used, my students failed to acquire the basic principles and concepts required at their stage of cognitive development. It was assumed that these children were inept because they failed to mold to the traditional instructional style set forth by traditional educators. Their parents were told “Your son/daughter will never learn to read, write, or attain higher order thinking skills”. These students came to our school with battered self-esteem, acutely aware that something about their thinking was dysfunctional. As Levine suggests “Some price, modest, or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired” (Levine, 2002, p. 23). In order for children not to experience the undue stress of constant failure, teachers must be cognizant to make close and continuous observation to identify deficits earlier and provide the support needed at critical times in development.
Having come to The Parkside School, all of these so called “inept” children have been able to succeed and learn through the use of their preferred modalities of instruction. Thus, teachers must broaden their audience to include all students by presenting their lessons in a wide variety of ways such as the use of movement, music, art, role playing, and the like. Applying these principles only to the special education classroom is limiting. Instead, teachers can apply the principles of universal design and multiple intelligences so that accommodations are made for all learners (special or typical) who need them but do not distract or take away from those who do not.
It must be explicitly stated that no modality of learning (kinesthetic, music, linguistic) should be preferred or valued over another. Just as teaching through auditory and written language is limiting, so is teaching through the use of visuals as a sole means of conveying information. A holistic education is created when multiple modes of instruction are used simultaneously. Imagine for a moment that you are a young child learning how to tie your shoe laces. It would be difficult at best to learn this skill through oral directives without being able to try out each step oneself. Conversely it would also be difficult to understand the steps had you never seen them completed by another person. In this same vein, limiting instruction through the use of one modality will result in the concept/principle remaining continually in abstraction. As Dewey so aptly suggests, “All principles by themselves are abstract. They become concrete only in the consequences which result from their application” (Dewey, 1938, p.21). In order to increase comprehension it is the task of the teacher to facilitate these quality learning experiences that build upon one another. That is to say, that no experience is detached from another as this would lead to compartmentalized thinking towards the application of concepts. It is of equal importance to note that the quality of an experience should not be determined by the level of enjoyment the child shows. We know too well that children will happily sit and watch a video despite it having very little educational value in terms of increasing purposeful thinking. This example, clearly illustrates the complex process through which information is internalized and applied.
A staple of any classroom should be the process of reflection. However, reflection cannot supersede experience. Children will have a hard time reflecting on such abstract concepts as injustice without having experienced injustice through a socially constructed exercise created by the teacher. As Dewey suggests, “There should be brief intervals of time for quiet reflection provided for even the young. But they are periods of genuine reflection only when they follow after times of more overt action and are used to organize what has been gained in periods of activity in which the hands and other parts of the body beside the brain are used” (Dewey, 1938, p. 63).
Every lesson has multiple teaching points that are intrinsic to learning; every lesson has the capacity to increase the child’s self-worth, feelings of ability, and their understanding of themselves as a learner. Making sure that lesson plans are inclusive of all students is essential to the mastery of the material being taught.
Philosophical Quotes:
“All students can be helped once we identify the strengths of their minds as well as the potholes that get in the way of their success or mastery” (Levine, 2002, p. 15).
“The growth of our society and the progress of the world are dependent on our commitment to fostering in our children, and among ourselves, the coexistence and mutual respect of many different kinds of minds” (p.13).
“Some price, modest, or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired” (Levine, 2002, p. 23).
“…kids who are good with language are more likely to succeed throughout school. On the other hand, those poor souls with even the mildest (often unapparent) language inefficiencies are apt to suffer agonizing pain trying to make it in our schools” (Levine, 2002, p.32).
“All principles by themselves are abstract. They become concrete only in the consequences which result from their application” (Dewey, 1938, p.21).
“There should be brief intervals of time for quiet reflection provided for even the young. But they are periods of genuine reflection only when they follow after times of more overt action and are used to organize what has been gained in periods of activity in which the hands and other parts of the body beside the brain are used” (Dewey, 1938, p. 63).
“..the importance of the participation of the learner in the formation of the purses which direct his activities in the learning process… to secure the active co-operation of the pupil in construction of the purposes involved in his studying (Dewey, 1938, p. 67).
My Own Beliefs:
Respect for all minds uniqueness is essential
All areas of challenge can be managed and overcome with the right accommodation and attunement to a child’s specific needs.
Understanding a child’s strengths and weaknesses can help inform the way to best reach the child.
Teachers must create a balance between external imposition of their goals and curriculum and student’s freedom interests. Teachers provide experiences so that students feel it is a collaborative experience as opposed to one that was predetermined with little regard for their interests.
Reflection is essential but should not supersede experience
Experience must be built into the curriculum so that abstract concepts can be made concrete through application
Multiple modes of instruction (Gardner/multiple intelligences) should always be used to increase student understanding.
References:
Cole, M., Cole, S.R., Lightfoot, C. (2005). The development of children (5th ed). New York: Worth Publishers.
Dewey, J. (1938). Experience and education. London, UK: Collier Books.
Gardner, H., James, C & Weigel, M,(2009). Learning: Peering backward and looking forward in the digital era. [Electronic Version]. International Journal of Learning and Media, 1, (1). Retrieved June 5, 2009.
Levine, M. (2002). A mind at a time. New York, London, Toronto.
Paul, R. W & Elder, L (2002) Critical thinking: Tools for taking charge of your professional & personal life. Upper Saddle River, NJ. Pearson Education.
My philosophic beliefs regarding education are in line with the beliefs set forth by Swiss psychologist Jean Piaget and developmental-behavioral pediatrician Mel Levine. In his writing Levine (2002) suggests that “The growth of our society and the progress of the world are dependent on our commitment to fostering in our children, and among ourselves, the coexistence and mutual respect of many different kinds of minds” (p.13). Thus, it is essential that teachers and parents become aware and make appropriate accommodations knowing that all minds are vastly different and interact with the world in unique ways. Children are born innately motivated to interact and explore the world in order to make meaning. As infants, curiosity manifests itself in the form of kinesthetic movement such as throwing a rattle down the stairs to test the limits of the environment and of self. What sound will it make? What will happen? Will it happen again if all elements remain the same? These are the essential questions being answered by the infant in this stage of development. With age, the mode of interacting with the environment becomes increasingly more sophisticated and varied. Because the mind varies so greatly, deficits and strengths may develop as children grow. Teachers must be cognizant that “All students can be helped once we identify the strengths of their minds as well as the potholes that get in the way of their success or mastery” (Levine, 2002, p. 15). Teachers must truly believe that all areas of challenge can be managed and overcome with the right accommodation and attunement to the child’s needs. The task of the educator is to strengthen areas of deficit without taking away the uniqueness of that child’s mind.
Piaget (2005) suggests that children enter the world as little scientists whom without instruction test their surroundings and engage in sense making. However, this natural process is abruptly stopped when children enter school. For the first time, an external force is imposing a set of goals for the child and his experiments with the world. However, when teachers allow students to become co-creators of their curriculum and feel active in the process of their learning student motivation soars.
It is common knowledge that traditional education makes little effort to include all learners by using multiple modalities of instruction. Instead it prescribes one static form of learning modality to all, there is an over-reliance on the use of oral instruction or written word. Given that traditional education values linguistic learners, “…kids who are good with language are more likely to succeed throughout school. On the other hand, those poor souls with even the mildest (often unapparent) language inefficiencies are apt to suffer agonizing pain trying to make it in our schools” (Levine, 2002, p.32). Verbal acuity is a rare commodity in the special education classroom. My school, The Parkside School specializes in working with children with speech and language disorders. Due to late diagnosis of their language deficits, all of my students at one point in their academic career were placed within a typical education classroom. In these classrooms where linguistic language was most readily used, my students failed to acquire the basic principles and concepts required at their stage of cognitive development. It was assumed that these children were inept because they failed to mold to the traditional instructional style set forth by traditional educators. Their parents were told “Your son/daughter will never learn to read, write, or attain higher order thinking skills”. These students came to our school with battered self-esteem, acutely aware that something about their thinking was dysfunctional. As Levine suggests “Some price, modest, or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired” (Levine, 2002, p. 23). In order for children not to experience the undue stress of constant failure, teachers must be cognizant to make close and continuous observation to identify deficits earlier and provide the support needed at critical times in development.
Having come to The Parkside School, all of these so called “inept” children have been able to succeed and learn through the use of their preferred modalities of instruction. Thus, teachers must broaden their audience to include all students by presenting their lessons in a wide variety of ways such as the use of movement, music, art, role playing, and the like. Applying these principles only to the special education classroom is limiting. Instead, teachers can apply the principles of universal design and multiple intelligences so that accommodations are made for all learners (special or typical) who need them but do not distract or take away from those who do not.
It must be explicitly stated that no modality of learning (kinesthetic, music, linguistic) should be preferred or valued over another. Just as teaching through auditory and written language is limiting, so is teaching through the use of visuals as a sole means of conveying information. A holistic education is created when multiple modes of instruction are used simultaneously. Imagine for a moment that you are a young child learning how to tie your shoe laces. It would be difficult at best to learn this skill through oral directives without being able to try out each step oneself. Conversely it would also be difficult to understand the steps had you never seen them completed by another person. In this same vein, limiting instruction through the use of one modality will result in the concept/principle remaining continually in abstraction. As Dewey so aptly suggests, “All principles by themselves are abstract. They become concrete only in the consequences which result from their application” (Dewey, 1938, p.21). In order to increase comprehension it is the task of the teacher to facilitate these quality learning experiences that build upon one another. That is to say, that no experience is detached from another as this would lead to compartmentalized thinking towards the application of concepts. It is of equal importance to note that the quality of an experience should not be determined by the level of enjoyment the child shows. We know too well that children will happily sit and watch a video despite it having very little educational value in terms of increasing purposeful thinking. This example, clearly illustrates the complex process through which information is internalized and applied.
A staple of any classroom should be the process of reflection. However, reflection cannot supersede experience. Children will have a hard time reflecting on such abstract concepts as injustice without having experienced injustice through a socially constructed exercise created by the teacher. As Dewey suggests, “There should be brief intervals of time for quiet reflection provided for even the young. But they are periods of genuine reflection only when they follow after times of more overt action and are used to organize what has been gained in periods of activity in which the hands and other parts of the body beside the brain are used” (Dewey, 1938, p. 63).
Every lesson has multiple teaching points that are intrinsic to learning; every lesson has the capacity to increase the child’s self-worth, feelings of ability, and their understanding of themselves as a learner. Making sure that lesson plans are inclusive of all students is essential to the mastery of the material being taught.
Philosophical Quotes:
“All students can be helped once we identify the strengths of their minds as well as the potholes that get in the way of their success or mastery” (Levine, 2002, p. 15).
“The growth of our society and the progress of the world are dependent on our commitment to fostering in our children, and among ourselves, the coexistence and mutual respect of many different kinds of minds” (p.13).
“Some price, modest, or substantial, must be paid any time a mind is forced or attempts to learn or perform something in a way for which it is not wired” (Levine, 2002, p. 23).
“…kids who are good with language are more likely to succeed throughout school. On the other hand, those poor souls with even the mildest (often unapparent) language inefficiencies are apt to suffer agonizing pain trying to make it in our schools” (Levine, 2002, p.32).
“All principles by themselves are abstract. They become concrete only in the consequences which result from their application” (Dewey, 1938, p.21).
“There should be brief intervals of time for quiet reflection provided for even the young. But they are periods of genuine reflection only when they follow after times of more overt action and are used to organize what has been gained in periods of activity in which the hands and other parts of the body beside the brain are used” (Dewey, 1938, p. 63).
“..the importance of the participation of the learner in the formation of the purses which direct his activities in the learning process… to secure the active co-operation of the pupil in construction of the purposes involved in his studying (Dewey, 1938, p. 67).
My Own Beliefs:
Respect for all minds uniqueness is essential
All areas of challenge can be managed and overcome with the right accommodation and attunement to a child’s specific needs.
Understanding a child’s strengths and weaknesses can help inform the way to best reach the child.
Teachers must create a balance between external imposition of their goals and curriculum and student’s freedom interests. Teachers provide experiences so that students feel it is a collaborative experience as opposed to one that was predetermined with little regard for their interests.
Reflection is essential but should not supersede experience
Experience must be built into the curriculum so that abstract concepts can be made concrete through application
Multiple modes of instruction (Gardner/multiple intelligences) should always be used to increase student understanding.
References:
Cole, M., Cole, S.R., Lightfoot, C. (2005). The development of children (5th ed). New York: Worth Publishers.
Dewey, J. (1938). Experience and education. London, UK: Collier Books.
Gardner, H., James, C & Weigel, M,(2009). Learning: Peering backward and looking forward in the digital era. [Electronic Version]. International Journal of Learning and Media, 1, (1). Retrieved June 5, 2009.
Levine, M. (2002). A mind at a time. New York, London, Toronto.
Paul, R. W & Elder, L (2002) Critical thinking: Tools for taking charge of your professional & personal life. Upper Saddle River, NJ. Pearson Education.
Sunday, June 21, 2009
Teaching Philosophy
Teaching Philosophy
View more OpenOffice presentations from chloer.
Chloe's Teaching Philosophy
Philosophy of Education
My teaching philosophy is based on my beliefs about children as well as my role as a teacher. First and foremost teachers should promote an environment in which community is valued. According to CEC Standard #5, “Special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world (2008, p. 26).” It is important to ensure that students and teachers alike are treated with the utmost level of respect regardless of differences. Additionally, as a progressive educator I agree with Dewey’s philosophy in which he discusses instilling an inherent desire to become a lifelong learner, which I truly value and strive to achieve in my students. Dewey (1938) states, "For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of a desire to go on learning (p. 48)." This can be achieved through providing students with an opportunity for hands-on learning in which they are actively engaged with the concepts and materials and therefore further their thinking. Children learn best through experiential and hands-on learning which fosters a sense of enthusiasm and enjoyment.
I also believe that all voices of children should be heard. This can be accomplished through providing students with the opportunity to write and/or discuss their thoughts. It is important for students not to feel a sense of pressure when asked to share. A supportive environment should be created where students feel comfortable enough to speak their mind. This idea is in line with my belief about a classroom community. I am a firm believer that children need to feel as if their class is their community and it is a safe place in which learning and growing can occur. Building a classroom community provides the two elements every teacher seeks to achieve, which includes student achievement and fewer behavioral problems. I am aware that a classroom community is not built overnight, therefore its construction must begin within the first days of school. When the time is taken to build a community with a clear sense of self-worth, well-being, and pride, a safe environment will be created in which optimal learning can occur (Charney, 2002, p. 23). There are countless community-building activities that set the stage for establishing a sense of trust, respect, and support. In terms of support I believe teachers serve as a support system that fosters learning. This support system is established through the teacher’s clear understanding of his or her students as various types of learners. According to CEC Standard #3, “Individualized decision-making and instruction is at the center of special education practice (2008, p. 25).” Such individualized attention is critical to the success of each student in my classroom. CEC Standard #8 also discusses the idea of individualization and its benefits on the learning process. CEC Standard #8 states, “Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as adjust instruction in response to ongoing learning progress (2008, p. 27).”
Additionally, teachers must establish set routines and behavioral expectations to maintain a well-run classroom. According to CEC Standard #5, “Special educators actively create learning environments for individuals with exceptional learning needs that foster positive social interactions and active engagement (2008, p. 26).” These routines and expectations must be established at the beginning of the school year and remain consistent throughout the year. This can be accomplished through set classroom rules and corresponding consequences as well as explicitly stated expectations.
The teacher must also establish a classroom environment that is conducive to learning. The classroom environment should be bright, with adequate colors, a variety of resources, and accessible to all students with and without exceptional learning needs. According to CEC Standard #5, “Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptional learning needs (2008, p. 26).” A productive classroom environment promotes this level of independence. One such way to increase this sense of independence is by developing a skill in using the available resources and references in the classroom (Pinnell and Fountas, 1998). Such resources include charts created by the teacher, dictionaries and other reading materials, as well as other students. In terms of independence and empowerment children should be aware of their learning strengths, weaknesses, goals, and strategies in order to progress. This can be accomplished through effective conferencing and note-taking on the teacher’s part. Taberski (2000) notes that when conferencing with a student it is critical to start with a positive remark about his or her learning since it sets the tone for the child. It is critical to not discourage your students from using the strategies talked about during the conference. After a conference, my students should have a more clear idea of a strength, a struggle, and a strategy in order to address their particular area of weakness.
References
Charney, R.S. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.
Council for Exceptional Children. (2008). What every special educator must know: Ethics, standards, and guidelines (6th ed.). Arlington, VA: Author.
Dewey, J. (1938). Experience and education. London, UK: Collier Books.
Pinnell, G. & Fountas, I. (1998). Word Matters. Portsmouth, NH: Heinemann.
Taberski, S. (2000). On Solid Ground: Strategies for Teaching, Reading, K-3. Portsmouth, NH: Heinemann.
Teaching Manifesto
References:
---Au, W., Bigelow B., & Karp, S. (2007). Rethinking our classrooms: Teaching for equity and justice (Vol. 1).
--Dewey, J. (1938). Experience and education. New York: Touchstone.
--Levine, M. (2002). A Mind at a Time. New York, NY: Simon & Schuster.
--Paul, R.W., & Elder, L. (2002). Critical Thinking: Tools for taking charge of your professional and personal life. Upper Saddle River, NJ: Pearson Education.
--Taberski, S. (2000). On Solid Ground : Strategies for Teaching Reading K-3. Chicago: Heinemann.
--Weigel, M., James, C. & Gardner, H. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1-18.
p.s. I'm pretty sure google is taking over the world.
Saturday, June 20, 2009
Eva Broder: Link to my speech
http://www.slideshare.net/Evabroder/eva-broder-speech
I had to do my sound separately. I used a four track to record and upload my speech. I will try to post it on this blog.
Enjoy!
Eva
I had to do my sound separately. I used a four track to record and upload my speech. I will try to post it on this blog.
Enjoy!
Eva
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