{"content":{"sharePage":{"page":0,"digests":[{"id":"65382088","dateCreated":"1386731012","smartDate":"Dec 10, 2013","userCreated":{"username":"emayo13","url":"https:\/\/www.wikispaces.com\/user\/view\/emayo13","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/65382088"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"Teaching Cycles-E. Mayo ","description":"My goals: to have my students feel as prepared and confident in their knowledge as possible, also to make learning this information fun! I know in most cases teachers have to follow a lot of rules given by the school to insure that students do well on tests. I want to make learning the material for these tests fun and engaging. I think working on practice questions in class would help students do well on the tests but wouldn't be something to look forward to.
\nI want to have the student get creative and work on projects, in groups and individually, that will excited them. I also want to make sure that all of my students are learning in the way that works best for them. I will create assignments that will gives students options for the way they want to complete the project. Students will learn from each other\u2019s projects and be tested after the projects to see if this was a good way for them to learn.
\nI will also try to plan class activities that will help the students stay focused and learn together. I think if we as a class practice the material that will be on the tests, the students will be less worried when they have to take the real test.
\nI will assign specific problems to students who need to improve in an area. This way they will get more practice the subjects they struggle with and improve their skills.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61091306","dateCreated":"1355428070","smartDate":"Dec 13, 2012","userCreated":{"username":"mgreathousemarshall","url":"https:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61091306"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"MGreathouse-Response","description":"What are some of the big goals you have for any teaching situation you might find yourself in? What would be one or two of the objectives for these goals?
\nWhat are some teaching plans you could make around these goals? What kinds of differentiation of instruction could you do? What kind of assessment would be logical to use in light of these goals? What kind of reteaching could you do?
\nMy main goal is help my students become better learners, whatever that may mean. For some it is simply helping them find out how they learn. It is also helping students become aware of their potential and cause them to understand that they can find the answers. No one needs to give the answer to them. The best way I can do this is to not teach my students but to instruct them. By instructing them, I guide them to the answer, not have them regurgitate the information to me. Studies have proven that students retain the information better when they work towards the answer and learn to solve problems instead of going through the motions.
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\nIn many settings, what and how a person teaches is restricted by various types of authorities. Suppose you are given a curriculum you must teach or a high stakes test your students must pass, or any other constraint on your teaching. How can you make the material applicable to students' lives despite the limitations you might have on your teaching? How can you fully use the plan, teach, assess cycle (including reteaching)? In other words, how can you make something you must teach relevant to students? What can you add that will help your teaching in this setting meet some of the larger goals that are implicit to the whole field of education (helping students to be resourceful, problem-solving, team-working, responsible adults)? This is one of those deep philosophical questions to which there is no one answer and therefore a lot of possibility for many valuable answers.
\nSince I am teaching the higher level science (chemistry, physics), I hear students say all the time that they will never use the information. The way I can help them is to give a real world example. My feel in love with Chemistry because we made peanut brittle in class. That is when I realized that we use Chemistry everyday of our lives, but we used scientific names for the ingredients. There was no way I would have known that was what we were making in class. Working towards this end, I have to find labs, or even lesson ideas that the students can correlate to their everyday life. Giving formulas and calculations are great, but I have to get the students to understand that what they are doing is learning. They are evolving their problem solving skills and learning how to apply the concepts that they learn. Pushing students to the point where they get upset with you is sometimes the best thing you can do. At that point they are either going to show you that they can do it (in frustration) or that they are just as stubborn as you.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61076464","dateCreated":"1355292508","smartDate":"Dec 11, 2012","userCreated":{"username":"ChristineAngi","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61076464"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"Christine Angiuoli-Response","description":"What are some of the big goals you have for any teaching situation you might find yourself in? What would be one or two of the objectives for these goals?
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\nIn my future I am hoping to working with special needs children either third grade or younger. One of my big goals for this situation would be for students to feel comfortable speaking out and expressing their own thoughts and feelings on any given topic we discuss in the class. I think its very important to have students feel comfortable and confident in my class and I believe strongly that that is a huge element in what students are able to accomplish. My objectives would be: Provide students with a comfortable atmosphere that is also encouraging. I want to be able to actively notice that each and every student is comfortable sharing and not fearing the idea of being wrong.
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\nWhat are some teaching plans you could make around these goals? What kinds of differentiation of instruction could you do? What kind of assessment would be logical to use in light of these goals? What kind of reteaching could you do?
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\nSome teaching plans I could make around this goal could be to talk to the class in a way that makes everyone feel involved. Much like in the Socratic teaching method I would asking questions at the beginning of each class that could get everyone involved and maybe ask a question that could be tailored to each students different interests and have them write it down and are given the opportunity to share if they feel comfortable. Along with this we could focus on sharing with a partner of choice then pair those into a group of four, the other two the students not maybe knowing as well. This would all be working towards getting students to be comfortable sharing with everyone. As this is a different kind of goal I could assess this by tracking how often students participate and assess based on progress over each quarter and assessing effort to be involved in each class.
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\nIn many settings, what and how a person teaches is restricted by various types of authorities. Suppose you are given a curriculum you must teach or a high stakes test your students must pass, or any other constraint on your teaching. How can you make the material applicable to students' lives despite the limitations you might have on your teaching? How can you fully use the plan, teach, assess cycle (including reteaching)? In other words, how can you make something you must teach relevant to students? What can you add that will help your teaching in this setting meet some of the larger goals that are implicit to the whole field of education (helping students to be resourceful, problem-solving, team-working, responsible adults)? This is one of those deep philosophical questions to which there is no one answer and therefore a lot of possibility for many valuable answers.
\nI believe that even given restriction that we as future and current teacher have so many resources in technology alone that these no excuse not to put a positive spin on a not so fun topic. A way I could incorporate this material into the everyday lives of students is by choosing to create an experience out of each lesson. I could turn learning boring material into fun games or the stuff you just need to memorize into a game of one side of the class against the other to answer more correct and be to winner. In addition to games you could make a scavenger hunt of sorts of riddles that you need the content knowledge to answer and by this you could work on team building and can put students in situation where they may be trying to think a little harder and dig a little deeper to find that answer that\u2019s in their head somewhere. Finally something you could do with a class to learn something such as standardized test material is to have the students earn stars for every element\/skill they master. Based on stars the students could be rewarded with an ice cream party after the big test has been given or even watch a movie that relates to students favorite subject they had learned about.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61076446","dateCreated":"1355291895","smartDate":"Dec 11, 2012","userCreated":{"username":"kleitschuh","url":"https:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61076446"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"Teaching Cycle ","description":"What are some of the big goals you have for any teaching situation you might find yourself in? What would be one or two of the objectives for these goals?
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\n\u2022 As a triple major I found myself confused with what I wanted my profession to be but I knew I wanted the profession I have to focus around children. With this I have so many goals for the teaching situations that I will find myself in. First and foremost I think the biggest goal I have, as any teacher should is having your students reach their full potentials as the young minds of the future. Objectives for this goal would just know your students and the best ways to make the information stick best for them. I also want to be a life coach and best role model I can be for my students. In education 311 we discussed how important your actions in and out of the classroom are important for you could always be setting a good example for someone. I guess the objective for this could be to show the students that their say matters and have some sort of freedom or choice of say in the classroom.
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\nWhat are some teaching plans you could make around these goals? What kinds of differentiation of instruction could you do? What kind of assessment would be logical to use in light of these goals? What kind of reteaching could you do?
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\n\u2022 With my first goal of having a strong teacher student relationship to help them reach their full potential would be focusing activities around student\u2019s interests as well as fitting the curriculum. Some differentiation of instruction that I would do is having multiple activities for different learners making sure everyone has the same opportunity to learn. As for assessments, I would feel like I would assess harder on myself than the children. Just like standardized testing, I would have the assessments of my students as a grade card for myself. If I was truly being a good role model for my students and teaching them to my full potential. If my students aren\u2019t reaching their potentials I will have to use my goal of having a strong teacher student relationship to better teach the subject the second time around.
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\nIn many settings, what and how a person teaches is restricted by various types of authorities. Suppose you are given a curriculum you must teach or a high stakes test your students must pass, or any other constraint on your teaching. How can you make the material applicable to students' lives despite the limitations you might have on your teaching? How can you fully use the plan, teach, assess cycle (including reteaching)? In other words, how can you make something you must teach relevant to students? What can you add that will help your teaching in this setting meet some of the larger goals that are implicit to the whole field of education (helping students to be resourceful, problem-solving, team-working, responsible adults)? This is one of those deep philosophical questions to which there is no one answer and therefore a lot of possibility for many valuable answers.
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\n\u2022 When talking about making material acceptable in students lives I could focus the activities on common interest or real life events. For example teaching math concepts through money, or early literacy by having them write journals of their days. As stated in the earlier questions I believe the best teaching is the teaching that comes from a set curriculum and following the lesson plan but being able to adjust to different types of students interests as well as their developmental stages. I can use the assess cycle with my students through formative and summative assessments. For my students to meet some larger goals of education I can teach them responsibility and the importance in making right choices.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60912744","dateCreated":"1353865331","smartDate":"Nov 25, 2012","userCreated":{"username":"karibradley","url":"https:\/\/www.wikispaces.com\/user\/view\/karibradley","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60912744"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"Kari Bradley Response","description":"What are some of the big goals you have for any teaching situation you might find yourself in? What would be one or two of the objectives for these goals?
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\nAs I have mentioned in several of my previous posts, I may find myself teaching about mental illnesses someday. One of my big goals for this situation would be for students to have the ability to apply their knowledge to real life experiences. If students are presented with an individual with a mental illness, they should be able to diagnose their illness. My objectives would be: Provide students with information regarding all of the various mental illnesses, Provide students with the necessary tools to diagnose mental illnesses, and Provide students real life examples of mental illnesses.
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\nWhat are some teaching plans you could make around these goals? What kinds of differentiation of instruction could you do? What kind of assessment would be logical to use in light of these goals? What kind of reteaching could you do?
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\nWhen it comes to teaching students about mental illnesses, I would use lecture and many videos and case studies. I do not believe using an online course (such as this one) would be effective on its own. It may work to have some sort of online course available for students if they need extra help or examples. I have found myself struggling with this course, which is why this would not be my primary teaching tool. I believe that my assessment would be tests, but they would be short answer. Students would be given a variety of cases, and they would have to figure out what mental illness the individual is suffering from. If students are have issues, or get problems wrong on the test, I would then reteach. I would help students find the answer by giving them things to think about that they might have missed, and I\u2019d be sure not to give them the answer. (It\u2019s always nice when a professor will just give you the answer, but I believe that no learning is done that way.)
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\nIn many settings, what and how a person teaches is restricted by various types of authorities. Suppose you are given a curriculum you must teach or a high stakes test your students must pass, or any other constraint on your teaching. How can you make the material applicable to students' lives despite the limitations you might have on your teaching? How can you fully use the plan, teach, assess cycle (including reteaching)? In other words, how can you make something you must teach relevant to students? What can you add that will help your teaching in this setting meet some of the larger goals that are implicit to the whole field of education (helping students to be resourceful, problem-solving, team-working, responsible adults)? This is one of those deep philosophical questions to which there is no one answer and therefore a lot of possibility for many valuable answers.
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\nI believe that, even if there is a specific curriculum, teachers can find ways to make the material interesting and applicable to students\u2019 lives. If I were to teach, it would be in a college or university, and hopefully not a general education class, so I would assume students would already be interested in the material. I would hope that students would not sign up for a class about mental illnesses if they had no interest in mental illnesses. More than likely my students would be going into a field that has to do with mental illnesses, so this is how the material would be applicable to their lives. If this was not the case, I would use some of the tactics I learned from the \u201cImaginative Education\u201d unit. I think there is always a way to make something interesting.","replyPages":[{"page":0,"digests":[{"id":"58782062","body":"I think you raise a really good point. A course like this is a convenience when it becomes impossible to get everyone together into a classroom. A hybrid course might be what you are looking for, where you, as teacher, would have students learn the material outside of class using some of the techniques as in this class, but then get together in a classroom to apply what is being learned.","dateCreated":"1354394090","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60828088","dateCreated":"1352857768","smartDate":"Nov 13, 2012","userCreated":{"username":"cbpries","url":"https:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60828088"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"Carly Pries - Response","description":"
\nWhat are some of the big goals you have for any teaching situation you might find yourself in? What would be one or two of the objectives for these goals?
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\n\u2022 Some of the big goals that I have for any teaching situation I might find myself in is to help students do their best in their academics and reach their full potential and to really know my students in order to help figure out what ways I can help them succeed. As a special needs teacher my goal is to positively change the learning experiences of my students and help discover what learning methods work best for them. Objectives that could be used for this specific goal could be to know each student individually especially their learning styles, their home life and any obstacles that may cause a roadblock in their academic success. A second objective would be to find any methods of teaching, assistive devices, or other tools that change the way a student learns, anything I can do to help a student succeed is important.
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\nWhat are some teaching plans you could make around these goals? What kinds of differentiation of instruction could you do? What kind of assessment would be logical to use in light of these goals? What kind of reteaching could you do?
\n\u2022 To achieve these goals in a special needs classroom teaching plans will have to be individualized and most of the instruction will be differentiated. Some of the lessons can be very hands on and use active learning whereas for other students a less hands on approach may work better for their learning. Assessment that would probably work best would be an interactive assessment where it is not as much a written test as much as it is a student-teacher interaction to see if the student portrays the skills that were to be learned. Reteaching could be done by helping the students recall the information frequently as it is important to continuously remind them of the information so they do not let it go.
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\nIn many settings, what and how a person teaches is restricted by various types of authorities. Suppose you are given a curriculum you must teach or a high stakes test your students must pass, or any other constraint on your teaching. How can you make the material applicable to students' lives despite the limitations you might have on your teaching? How can you fully use the plan, teach, assess cycle (including reteaching)? In other words, how can you make something you must teach relevant to students? What can you add that will help your teaching in this setting meet some of the larger goals that are implicit to the whole field of education (helping students to be resourceful, problem-solving, team-working, responsible adults)? This is one of those deep philosophical questions to which there is no one answer and therefore a lot of possibility for many valuable answers.
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\n\u2022 I can make something I have to teach relevant to students by relating the topics to things that go on in their lives (assuming I have done my job and took time to get to know my students) whether it is sports, culture, extracurricular activities I can relate it to or even their academic interests. Helping relate content to students can also help them use their current knowledge on that particular subject to problem solve and continue to build off of their preexisting knowledge. Making the content relevant to a student really helps to keep the interest of the students whereas if you just spew off the content you will find a lot of disinterest because there is nothing grabbing the students\u2019 attention.","replyPages":[{"page":0,"digests":[{"id":"58782048","body":"Connecting students' personal lives with what you are doing in school is a powerful teaching method!","dateCreated":"1354393975","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60465268","dateCreated":"1349827472","smartDate":"Oct 9, 2012","userCreated":{"username":"arutsky","url":"https:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60465268"},"dateDigested":1532724463,"startDate":null,"sharedType":"discussion","title":"Andrew Rutsky Response","description":"What are some of the big goals you have for any teaching situation you might find yourself in? What would be one or two of the objectives for these goals?
\n\u2022 I have many goals for the teaching situations that I will find myself in as a teacher in the future. First of all, I want to be able to aid students in reaching their full potentials as learners. The objectives for this goal could be to utilize different teaching methods, get to know each one of my students, or provide insightful and effective lesson plans. Another goal that I have is to be a good role model for each one of my students, and lead through example. Some objectives for this goal could be to display polite behavior, treat each and every child equally, and use person first language.
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\nWhat are some teaching plans you could make around these goals? What kinds of differentiation of instruction could you do? What kind of assessment would be logical to use in light of these goals? What kind of reteaching could you do?
\n\u2022 Some plans I could make for my first goal of helping my students reach their full potential would be to have extra learning objectives\/activities for those students who are accelerated or need additional help. Also, I could have additional activities\/plans to add or replace my planned lesson plan in case the students aren\u2019t responding or I can\u2019t obtain the correct materials for some reason. Some differentiation of instruction that I could do would be providing mediums of learning for different learners. For example I could explain a concept to oratory learners, and represent the concept through a graph or diagram for any visual learners. In addition, I could provide tactile activities for hand-on learners. To make sure that my students are reaching their full potentials as learners I can use ongoing assessments over the material we are learning in order to see if they are improving and learning the material to the best of their ability. Also, I could use the standardized state tests to see if my students score compared to the state\/school goal. To assess whether I am being a good role model for my students I would need to observe their behavior and see if it is appropriate. If my students aren\u2019t reaching their potentials I could re-teach lessons in different ways to see if my students can better understand the information. If my students aren\u2019t acting appropriately, I will need take a look at my behavior and see if there is anything I need to improve on.
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\nIn many settings, what and how a person teaches is restricted by various types of authorities. Suppose you are given a curriculum you must teach or a high stakes test your students must pass, or any other constraint on your teaching. How can you make the material applicable to students' lives despite the limitations you might have on your teaching? How can you fully use the plan, teach, assess cycle (including reteaching)? In other words, how can you make something you must teach relevant to students? What can you add that will help your teaching in this setting meet some of the larger goals that are implicit to the whole field of education (helping students to be resourceful, problem-solving, team-working, responsible adults)? This is one of those deep philosophical questions to which there is no one answer and therefore a lot of possibility for many valuable answers.
\n\u2022 To make material applicable to students lives I could provide them with real life examples in questions. For example I could teach math concepts through sports or money, and science concepts through outdoors topics. I could also use technology such as movies and videos to expose students to things they would not normally get to visually see, I can use the teaching cycle by planning lesson plans that will cover necessary material and engage my students. I can teach by following the lesson plan and adjusting it to different types of students and how well they are doing with certain concepts. I can asses my students through formative and summative assessments and well as informal assessments\/ongoing assessments. To help my students meet some larger goals of education I can teach them teamwork by allowing them to work in groups or I could teach them responsibility by giving them some freedom to make their own decisions.","replyPages":[{"page":0,"digests":[{"id":"57192346","body":"You are going to be a fabulous teacher. You really "get" the importance of getting kids excited about what is happening in the classroom.","dateCreated":"1349886575","smartDate":"Oct 10, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}