Date of publication: 2017-09-06 09:14
The fundamental requirements for proficient teaching are relatively clear: a broad grounding in the liberal arts and sciences knowledge of the subjects to be taught, of the skills to be developed, and of the curricular arrangements and materials that organize and embody that content knowledge of general and subject-specific methods for teaching and for evaluating student learning knowledge of students and human development skills in effectively teaching students from racially, ethnically, and socioeconomically diverse backgrounds and the skills, capacities and dispositions to employ such knowledge wisely in the interest of students (NBPTS, 7557, p. 7, What Teachers Should Know section, para. 7).
In 7559, Psychological Science in the Public Interest commissioned cognitive psychologists Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork to evaluate the research on learning styles to determine whether there is credible evidence to support using learning styles in instruction. They came to a startling but clear conclusion: “Although the literature on learning styles is enormous,” they “found virtually no evidence” supporting the idea that “instruction is best provided in a format that matches the preference of the learner.” Many of those studies suffered from weak research design, rendering them far from convincing. Others with an effective experimental design “found results that flatly contradict the popular” assumptions about learning styles (p. 655). In sum,
Frankly, I 8767 m finding that 8775 pressure 8776 of one kind or another is becoming more necessary as my boy gets older he 8767 d rather be playing with his beloved Legos. It would be a lot harder to do now what we did when he was one or two years old. When the little ones get a better idea in mind how they want to spend their time, persuading them to do anything else becomes more difficult. When they 8767 re tiny, they don 8767 t care so much, they 8767 re 8775 easy 8776 or mine was, anyway. Same way with my 8-month-old. He just loves interaction, of any kind.
Readers get bored with the five-paragraph essay because after the blank, blank, and blank "thesis" (which is really a statement, not an argument), there's no point in reading. They just gave away the ending.
Hi Larry, thanks for sharing the video and your essay. It is quite an easy task to teach your kids to read if you yourself love to read. As the saying goes, you teach by example. If your kids see you read or even hold a book few minutes a day, then they would be interested in doing the same.
Instead of asking the student to complete the entire chapter in one night, the teacher and the student worked together to chunk the assignment into more manageable pieces.
Here they are again, although you have blown them off several times now so I don't really know why I am bothering (except maybe that your obvious uncomfortableness with being challenged is entertaining- I know a lot of teachers who have been in the saddle too long who have this disease of being defensive and dismissive of challenges that they are unprepared for.)
According to Art Costa and Bena Kallick (.), A Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known (para. 7). Such habits include, but are not limited to the following:
Ignatz, if we're not preparing student for real life, we should just turn off the lights, close the doors, and go home. The five-paragraph essay is useless outside of the classroom. There are so many other ways to teach persuasion--and to persuade.
And one more question- is it OK if I 8767 ll translate some of your power point presentations into Hebrew and use it for my son and publish it on my blog? (with credit ofcourse )
The student, who is visually impaired, relies on several different forms of accessible instructional materials in order to access her printed textbooks. She prefers to use a Braille format in the classroom and an audio format at home.
I agree, Kristi. As we teach our students to read, write, and think, we need to also teach them (and remind ourselves) how to listen. Thanks for posting.
To help build your confidence in teaching, understanding student behavior and learning styles, and classroom management, consider the following resources:
People all over the world know these things about children and learning, and interestingly, they are as workable for learning how to design software or conduct a scientific experiment or write an elegant essay as they are for learning to hunt caribou or identify medicinal plants in a rainforest.
Aristotle called the last part of the persuasive event the epilogue. Unlike the five-paragraph essay that begins with "As you can see..." and leaves the reader thinking, "Why are you telling me what you told me a couple minutes ago? I'm not stupid," Aristotle, in The Rhetoric , tells us a good writer should do this in the conclusion: "make the audience well-disposed towards ourselves and ill-disposed to our opponent." One way to achieve this is to explain the benefits if the audience accepts our view. It's a good opportunity for students to make inferences or predictions.