When I first came to this class I thought I know a little bit about technology, but after a few weeks in that class; I realize that I’m not up to date in technology. I took a class at Lindsey Hopkins technical education Center 7 years ago on computer technology, but I never thought that technology could go or upgrade that fast.
The first day I walked to the class and I read the syllabus online; I wanted to drop the class. I asked myself “How I’m going to keep up with the students because everything had to something to do with technology. I use computer in my job, but it’s just using Microsoft Word or Excel, I also check my email regularly; being to that class show me the lack of technology knowledge I have. The first assignment that I had issue with the handout presentation; by looking at the example, I couldn’t tell with Microsoft program was used. It took me 2 days to figure that it was Microsoft word that I use every day. I did the assignment I get a good grade, but also I’ve learned how to use so many features from Microsoft word that I never used before. When I got to the PowerPoint presentation, it was another nightmare. I couldn’t find any clip art needed or I didn’t know how to. When I’m looking at the example which looked like a mystery at first, I couldn’t figure out how they did a fine job. I worked late and hard to create mine. My grade was not the best, but I did think I would get that.
Using livetext was the best experience in the all process. How beautiful technology that is. Livetext makes teachers and students’ life easier. The first night I had to turn the first assignment on livetext, I felt so lost; I had to spend some good times to understand the features. After I understood some of the features, I felt in love with the website because it’s so easy and beautiful. Also, I was so surprised the first time I turn my reflection in turnitin.com, I got a 65%. I didn’t know what I did wrong. Not only the website tells you what part of your assignment is plagiarism, but also where you can find the exact sentence. After the teacher explained us about it, I got 5% and 0% all the way.
Learning from turnitin.com made be a better learner, where I can read what people have said before me and instead of copy or repeat what they said; I understand, grass the idea and come up with my own opinion about the subject studied. I’ll keep that for the rest of my education and pass that on to my students. I was also amazed of the student grade book, the digital story. I remembered that when I was getting married I wanted to do a digital story with all me and my wife’s pictures, but I didn’t know how to do it. I’ve asked somebody to do it for me and I asked me so much money that I had to give up the project. If only I took that class not only I would not have to spend any money, but also I would see everybody at the wedding enjoying my digital story.
What I’ve learned in this class didn’t make me a better student but also a better teacher. I’ll integrate technology in my teacher just like I’ve learned in that class. Mr. Mcnair has done a good job in helping the students, encouraging them in order for them to stay and understand the class. In the beginning, some students felt the same as me as “I cannot do that”. Some had dropped the class, but most of us stay and face it. I’m happy I did because I would learn that if I followed the one that dropped. From now on, I’ll do my best to stay up-to-date with the technology.
Wednesday, June 10, 2009
My Philosophy Education
I find that my philosophy of education to be a mix between progressivism, social reconstructions, and essentialism. Essentialism is going or starting with the basics. Essentialists put the emphasis in some intellectual and moral standards. The essentialists focus on the basis like teaching math, reading, writing, language. In this discipline, students should learn to respect elder, authority, discipline. Students progressively increase their basic academic knowledge from less complex skills to more complex ones.
Social deconstructionists believe in building a better society. Theodore Brameld was reacted against the realities of the life people was living after World War II and came up with the social reconstructions. Social Reconstructionist thinks that school should prepare students to change their environment, the society, the world. We could find six basic ideas in the social reconstruction education; the first one is for schools to teach students to emphasis the needs of the society not an individual. Second, school is to teach students to focus on reconstruction of the society. Third, students are responsible to start the change in the classroom. Fourth, teach students the moral of a modern society with some critical literacy. Fifth, teach students about culture in evolution, diversity which would help with better their communication. Last, schools need to help students become social problems solvers. My personal opinion is that school is responsible to create winner, leader of tomorrow. Students need to learn the skills not only to help themselves but also to change people round them.
Even though I believe in educator’s curriculum, I also think that students should take part of what they want to learn. Progressive education tends to include students into the design of the curriculum. Teachers don’t just prepare something and expect to learn and memorize it; they design the course with the students or sometimes with the students in mind. Progressive education also embraces industrial trainings, agricultural education, hands on training. Students learn best in their interest subjects. Progressive education focus on students experiences, problem solving skills, also in team work activities. Just like the collaborative learning, progressive education emphasis that students learn and develop social skills from working with others. Progressive education believes in community activities, responsibilities for others, diversity.
In conclusion, schools should the place where kids would go to learn how to live their kid’s life and prepare for a better adult life. Kids should learn the basic of education like math, science, reading, writing, but also learn to be real life problem solvers; take part of the reconstruction of the neighborhood, the society, the world.
Social deconstructionists believe in building a better society. Theodore Brameld was reacted against the realities of the life people was living after World War II and came up with the social reconstructions. Social Reconstructionist thinks that school should prepare students to change their environment, the society, the world. We could find six basic ideas in the social reconstruction education; the first one is for schools to teach students to emphasis the needs of the society not an individual. Second, school is to teach students to focus on reconstruction of the society. Third, students are responsible to start the change in the classroom. Fourth, teach students the moral of a modern society with some critical literacy. Fifth, teach students about culture in evolution, diversity which would help with better their communication. Last, schools need to help students become social problems solvers. My personal opinion is that school is responsible to create winner, leader of tomorrow. Students need to learn the skills not only to help themselves but also to change people round them.
Even though I believe in educator’s curriculum, I also think that students should take part of what they want to learn. Progressive education tends to include students into the design of the curriculum. Teachers don’t just prepare something and expect to learn and memorize it; they design the course with the students or sometimes with the students in mind. Progressive education also embraces industrial trainings, agricultural education, hands on training. Students learn best in their interest subjects. Progressive education focus on students experiences, problem solving skills, also in team work activities. Just like the collaborative learning, progressive education emphasis that students learn and develop social skills from working with others. Progressive education believes in community activities, responsibilities for others, diversity.
In conclusion, schools should the place where kids would go to learn how to live their kid’s life and prepare for a better adult life. Kids should learn the basic of education like math, science, reading, writing, but also learn to be real life problem solvers; take part of the reconstruction of the neighborhood, the society, the world.
What is a digital story?
A digital story is telling a story using the technology. Everybody loves telling stories, now they can make their story look alive with digital story. A digital story would include images that sometimes appropriate to the story, music in the background, the narrative, and voice. A digital story usually is a 3 to 5 minute digital video clip. Story telling has been one the ancient way to express the love for art, with digital story people has great way to combine their voice, images, and music together and express the same love of art.
To create a digital story, someone needs in a 3 to 5 minutes long to combine a personal or someone’s else narrative, some photo images or clip arts if desired, and some chosen music for the background soundtrack. Someone needs also some technology skills in order to use the computer to create the story. Some teacher would require student to create digital story in order to enrich their knowledge in communication. The advantages of creating the digital story is that students most likely to retain what they have learned, because whenever you are doing the work you have more chance of understand it better.
Also, creating a digital story increases student’s creativity skills. Students have to be really creative in finding photos and arranging them in a way to go with the story. Student’s time management skills are increasing because the student has only about 3 to 5 minutes to tell the story and arrange everything to look good. Students also are practicing their reading and writing skills. The writing skills are increasing because students have to make to story enjoyable to the readers. If the writing message is not correctly written, the delivery of the message will not be complete even the photos in music are put correctly or in harmony. When somebody is telling a story, they use different kind of tone depends of the event, action within the story; it is the same as digital story. The arrangement, photos, music have to express the author’s emotion, mood.
Students are encouraged to improve their knowledge in technology. Most of the students have events like graduation, party, and much more that they tell people about. With digital story, students will not only increasing their technology, reading, and writing skills, but also they can reach more people in special way with the story.
In conclusion, the digital story in telling a story that in a personal perspective, it is sharing your emotion with a story that also touches other people’s hearts using digital or the technology. A digital story is brief, but telling people about a journey, a lesson, a poem, something funny or sad, with the combination of words, photos, music, and your artistic skills.
To create a digital story, someone needs in a 3 to 5 minutes long to combine a personal or someone’s else narrative, some photo images or clip arts if desired, and some chosen music for the background soundtrack. Someone needs also some technology skills in order to use the computer to create the story. Some teacher would require student to create digital story in order to enrich their knowledge in communication. The advantages of creating the digital story is that students most likely to retain what they have learned, because whenever you are doing the work you have more chance of understand it better.
Also, creating a digital story increases student’s creativity skills. Students have to be really creative in finding photos and arranging them in a way to go with the story. Student’s time management skills are increasing because the student has only about 3 to 5 minutes to tell the story and arrange everything to look good. Students also are practicing their reading and writing skills. The writing skills are increasing because students have to make to story enjoyable to the readers. If the writing message is not correctly written, the delivery of the message will not be complete even the photos in music are put correctly or in harmony. When somebody is telling a story, they use different kind of tone depends of the event, action within the story; it is the same as digital story. The arrangement, photos, music have to express the author’s emotion, mood.
Students are encouraged to improve their knowledge in technology. Most of the students have events like graduation, party, and much more that they tell people about. With digital story, students will not only increasing their technology, reading, and writing skills, but also they can reach more people in special way with the story.
In conclusion, the digital story in telling a story that in a personal perspective, it is sharing your emotion with a story that also touches other people’s hearts using digital or the technology. A digital story is brief, but telling people about a journey, a lesson, a poem, something funny or sad, with the combination of words, photos, music, and your artistic skills.
Telecollaborative Lesson Plan
Telecollaborative lesson is an educational project that involves students and teachers from one place to different locations at anytime; different state, country, or continent in the world. Usually students would use the Internet tools to communicate with each other via e-mail, chat room, Web conferencing, sometimes audio and video conferencing to exchange information, shared documents, ideas, or reflect on their personal practices. The students benefit all the advantages of the cooperative and collaborative approach but also benefit the opportunity to visit some places that they never thought they would see in reality. The students have a chance to shared ideas with professionals, experts from everywhere in the world. The students learn from others student’s culture and promote global awareness. One the best benefits would be that students, educators have access to a variable of resources that would not be available to them in not using telecollaborative approach.
Dr. Judy Harris, a respected leader in technology integration had created eight step when create a telecollaborative lesson plan. The first step is to choose a curricular goal. In this step students are required to stay in the curriculum line. Usually, student would choose activities that cannot be done with tools from a normal classroom. The second step is to choose Activity’s structure. In this step students and teacher are to choose previously made online projects that other classroom created and shared through the web in order to ease the planning process. Once find those successful projects, students and teacher would explore those activities and create their own lesson plan; this is the third step called Explore examples previously made project. The fourth step is to determine the step of the project. Student would organize the tools available; create titles and subtitles, and all the details necessary to enter the project.
The fifth step is to invite all the students in which you intend to study with either send an email or use any other connection system you have available. The sixth step is forming the telecollaborative group in start detailing the project. The seventh step would be to communicate with each other, that’s when sharing ideas comes to life. The eight and last step is the closure, this is where usually a report, presentation is made to communicate sometimes to a larger group what has been done or learned.
In conclusion, the telecollaborative lesson is a way to expand the collaborative approach to a wider group either from building to building, state to state, country to country, or any part to the world.
Dr. Judy Harris, a respected leader in technology integration had created eight step when create a telecollaborative lesson plan. The first step is to choose a curricular goal. In this step students are required to stay in the curriculum line. Usually, student would choose activities that cannot be done with tools from a normal classroom. The second step is to choose Activity’s structure. In this step students and teacher are to choose previously made online projects that other classroom created and shared through the web in order to ease the planning process. Once find those successful projects, students and teacher would explore those activities and create their own lesson plan; this is the third step called Explore examples previously made project. The fourth step is to determine the step of the project. Student would organize the tools available; create titles and subtitles, and all the details necessary to enter the project.
The fifth step is to invite all the students in which you intend to study with either send an email or use any other connection system you have available. The sixth step is forming the telecollaborative group in start detailing the project. The seventh step would be to communicate with each other, that’s when sharing ideas comes to life. The eight and last step is the closure, this is where usually a report, presentation is made to communicate sometimes to a larger group what has been done or learned.
In conclusion, the telecollaborative lesson is a way to expand the collaborative approach to a wider group either from building to building, state to state, country to country, or any part to the world.
Cooperative Lesson Plan
Cooperative learning focuses in the achievement of a group of students. In the cooperative learning, student is main focus, but the teacher still has full control of the class. In a cooperative approach the teacher will present the problem or pose the question which usually requires some higher order thinking skills; and encourage students in a small group usually of 4 individuals to use any resources like surfing the net, read book or articles. Then, the group will analyze and come up with answers will be shared with the whole class. this cooperative technique helps student reducing racial conflict among them with building knowledge and skills. Students develop some learning skills and helping each other while promoting better learning.
This technique helps with student’s motivation and makes learning a fun experience. The cooperative learning is that students learn from building, using their experience usually forming a smalls group. Students will not focus in their learning ability or the skills learned but focus also on the progress the group or the other students are making. The basic is that students learn while doing something, but not when the same thing is doing to them like the teacher telling and doing everything. The cooperative learning was born from the constructivist epistemology.
The collaborative learning is not much different from cooperative. the collaborative learning focuses on networking. Collaborative learning also requires student to collect tools to assist with his/her own learning experience and others. students are responsible to assemble the sufficient materials such as internet, videos, and much more in order to come to a conclusion or an answer to the question asked. Also, in the collaborative learning just like the cooperative the teacher in not at the center of attention; but would offer assistance to facilitate or assist with any conflict resolution.
The collaborative and Cooperative Learning are great techniques to assist student in developing a higher level of thinking skills. While working as a group, students learn to develop very good social interaction skills and build their self esteem. Student would not wait for a class learning curriculum, but be involve in the development. Student would learn from the class presentation of the solution of the problem posed how to criticize the other student’s ideas but not the student. Finally, the collaborative and cooperative learning help student be a great team work while achieving a higher levels of thoughts.
This technique helps with student’s motivation and makes learning a fun experience. The cooperative learning is that students learn from building, using their experience usually forming a smalls group. Students will not focus in their learning ability or the skills learned but focus also on the progress the group or the other students are making. The basic is that students learn while doing something, but not when the same thing is doing to them like the teacher telling and doing everything. The cooperative learning was born from the constructivist epistemology.
The collaborative learning is not much different from cooperative. the collaborative learning focuses on networking. Collaborative learning also requires student to collect tools to assist with his/her own learning experience and others. students are responsible to assemble the sufficient materials such as internet, videos, and much more in order to come to a conclusion or an answer to the question asked. Also, in the collaborative learning just like the cooperative the teacher in not at the center of attention; but would offer assistance to facilitate or assist with any conflict resolution.
The collaborative and Cooperative Learning are great techniques to assist student in developing a higher level of thinking skills. While working as a group, students learn to develop very good social interaction skills and build their self esteem. Student would not wait for a class learning curriculum, but be involve in the development. Student would learn from the class presentation of the solution of the problem posed how to criticize the other student’s ideas but not the student. Finally, the collaborative and cooperative learning help student be a great team work while achieving a higher levels of thoughts.
Inquiry Lesson Plan
Inquiry means a seeking for information or truth by questioning. Inquiry based learning is not different from the constructivist model, it is requires critical thinking skills. In the inquiry based learning, teachers are like facilitators. The teacher may start with questions just to stimuli the students. The student work individually or as team with other students to solve any problems or present situation.
Inquiry based learning increases student’s motivation, it can provide an active involvement of student in the learning process. Students may get a better understanding about the own concept of learning and become better independent learners. The inquiry based learning is like a circle in which the student usually asks some questions; the questions asked drive the desire for finding answers or solution to the questions asked. The answers result to construction of new knowledge, the obtained knowledge leads to more questions.
There are several steps in the inquiry based learning: the first step would be “Authenticity”. In the authenticity steps the inquiry starts with an exclamation statement which provides many opportunities to create meanings or answers to the questions. The second step is “Academic Rigor” which encourages the student in developing some habits of asking questions evidence, pattern and connection, supposition, and much more. The next step is “Assessment” which encourages a timely descriptive of feedback like self-evaluation. In this step, students set goals, prepare for next steps in develop new learning strategies. We have “Beyond the school” which also encourages students the use team work in order to reach a high performance work organization. Next step is the “Use of digital technologies”; this step encourages students to make great use of digital resources. The students will use the internet, databases, and any other resources for assistance in sharing information, making communication with other audiences.
One of the steps is “Active Exploration” that requires hands on activities that includes field work, studio work, etc. the following step is “Connecting with Experts” which encourages student to interact and learn from experience peers. The last step would be “Elaborated Communication” which is not to different from the reflection of the Constructivist. The step encourages students to communicate the information learned with other students.
In conclusion, inquiry learning can help student not only understand better the information, but also keep and explore the learning experience. Teachers, educators need to know that memorization would never overcome demonstration.
Inquiry based learning increases student’s motivation, it can provide an active involvement of student in the learning process. Students may get a better understanding about the own concept of learning and become better independent learners. The inquiry based learning is like a circle in which the student usually asks some questions; the questions asked drive the desire for finding answers or solution to the questions asked. The answers result to construction of new knowledge, the obtained knowledge leads to more questions.
There are several steps in the inquiry based learning: the first step would be “Authenticity”. In the authenticity steps the inquiry starts with an exclamation statement which provides many opportunities to create meanings or answers to the questions. The second step is “Academic Rigor” which encourages the student in developing some habits of asking questions evidence, pattern and connection, supposition, and much more. The next step is “Assessment” which encourages a timely descriptive of feedback like self-evaluation. In this step, students set goals, prepare for next steps in develop new learning strategies. We have “Beyond the school” which also encourages students the use team work in order to reach a high performance work organization. Next step is the “Use of digital technologies”; this step encourages students to make great use of digital resources. The students will use the internet, databases, and any other resources for assistance in sharing information, making communication with other audiences.
One of the steps is “Active Exploration” that requires hands on activities that includes field work, studio work, etc. the following step is “Connecting with Experts” which encourages student to interact and learn from experience peers. The last step would be “Elaborated Communication” which is not to different from the reflection of the Constructivist. The step encourages students to communicate the information learned with other students.
In conclusion, inquiry learning can help student not only understand better the information, but also keep and explore the learning experience. Teachers, educators need to know that memorization would never overcome demonstration.
The Contructivist Lesson Plan
The constructivist requires the students to solve problems using the past and present experiences. They also expect students to involve in active learning. In the constructivist lesson plan the teacher is not the main focus, but the students are. The constructivist believes that the student learn better hands on than memorization of a subject. A constructivist teacher would likely use the technology more than any other because the technology gives the students a large source of information in order to build their understanding. The constructivist lesson plans is base on six elements which are Situation or Engage, Groupings or Explore, Bridge or Explain, Questions or evaluate, Exhibit, and Reflections.
In the situation elements, the students are involved or engaged in the process of learning in using the past and present experiences. In this element the teacher and the students are required to develop some goals. The teacher needs to anticipate some activities to catch student’s attention or to fully engage students in the current activities. Students needs to define all the questions necessary, and I the end come up with their own meanings.
The grouping element requires team work where small groups may be formed of two, three or more student according to the material using which also needs to be grouping according to students needs. Teamwork is important to build knowledge base in sharing information.
The bridge requires some activities in order to identify what was learned and can be learned. It is a connection between the prior knowledge and experiences to the present related concepts. In this element the student is giving for example an exercise to use their problem solving skills, also apply their understanding.
The question element purpose is to elevate the understanding and mistaken notion. This element can be found in each other element in order to create a relation between the activities and students understanding during the process. Student will ask questions and teacher will encourage them to come up with the own explanations.
The exhibit element creates the opportunity for others to understand one’s work in either explanations or model sample. The student could be asked to do a verbal presentation or make a play a role model in order demonstrate the switch from memorization to demonstration.
The reflection is the process of self evaluation. In this element, students focus on what they’ve learned and will keep with them when they leave the class. They also set goals for future learning.
In conclusion, the constructivism is a big part in our education today. Constructivist encourages teachers to know that learning styles are inconsistent between learners and they need to create different way of teaching in order to meet the needs of different level of understanding.
In the situation elements, the students are involved or engaged in the process of learning in using the past and present experiences. In this element the teacher and the students are required to develop some goals. The teacher needs to anticipate some activities to catch student’s attention or to fully engage students in the current activities. Students needs to define all the questions necessary, and I the end come up with their own meanings.
The grouping element requires team work where small groups may be formed of two, three or more student according to the material using which also needs to be grouping according to students needs. Teamwork is important to build knowledge base in sharing information.
The bridge requires some activities in order to identify what was learned and can be learned. It is a connection between the prior knowledge and experiences to the present related concepts. In this element the student is giving for example an exercise to use their problem solving skills, also apply their understanding.
The question element purpose is to elevate the understanding and mistaken notion. This element can be found in each other element in order to create a relation between the activities and students understanding during the process. Student will ask questions and teacher will encourage them to come up with the own explanations.
The exhibit element creates the opportunity for others to understand one’s work in either explanations or model sample. The student could be asked to do a verbal presentation or make a play a role model in order demonstrate the switch from memorization to demonstration.
The reflection is the process of self evaluation. In this element, students focus on what they’ve learned and will keep with them when they leave the class. They also set goals for future learning.
In conclusion, the constructivism is a big part in our education today. Constructivist encourages teachers to know that learning styles are inconsistent between learners and they need to create different way of teaching in order to meet the needs of different level of understanding.
The Behaviorist Lesson Plan
The behaviorist lesson plan by Madeline Cheek Hunter has the same learning objective as the Constructivist, but with different models. The behaviorist lesson plan has about 7 elements that I’ve always defined in my lesson plan reflection. In the behaviorist lesson plan, the teacher’s input is very important and can be place into three categories; 1) we have the “Content Category” where the teacher needs to decide what’s need to be taught. 2) Learning Behavior Category, in which the teacher as the leader needs to know what information that the student is going to acquire in the set of time and through some evaluations method knowing if the lesson was learned. 3) Teaching Behavior Category, this category also makes puts emphasize in the teacher because it requires that that the teacher know what needs to be done in order to assist the student’s progress and increase that intensity of learning.
In those three categories, we find the 7 element of the behaviorist plan. The behavior objective indicates what the student should learn at the end of the lesson. The behavior standard indicates the expectations most of the time according to the school curriculum for the benefits of the student. The behavior anticipatory is design to sustain the student’s concentration. The modeling is just an example of a finish work. The guide practice element requires the teacher to use material, exercises to lead the student. Checking for understanding is part where the teacher uses some types of measurable tools to evaluate the student. In the independence practice the student has time to work on his/her own. The closure resumes what has been taught. In details that is the behaviorist plan.
The constructivist philosophy is that learners should be able to learn from their personal experiences and from learning together. The constructivist lesson plan is base on six elements which are Situation, Groupings, Bridge, Questions, Exhibit, and Reflections.
In the situation elements, the students are involved or engaged in the process of learning in using the past and present experiences. The grouping elements required team work where small groups may be formed of two, three or more student according to the material using which also needs to be grouping according to students needs. The bridge requires some activities in order to identify what was learned and can be learned. The question element purpose is to elevate the understanding and mistaken notion. The exhibit element creates the opportunity for others to understand one’s work in either explanations or model sample. The reflection is the process of self evaluation.
In conclusion, the behaviorist lesson plan main focus is on the teacher work in order to assist the student better, while the constructivist lesson plan’s main focus is on the student own learning abilities through personal experiences.
In those three categories, we find the 7 element of the behaviorist plan. The behavior objective indicates what the student should learn at the end of the lesson. The behavior standard indicates the expectations most of the time according to the school curriculum for the benefits of the student. The behavior anticipatory is design to sustain the student’s concentration. The modeling is just an example of a finish work. The guide practice element requires the teacher to use material, exercises to lead the student. Checking for understanding is part where the teacher uses some types of measurable tools to evaluate the student. In the independence practice the student has time to work on his/her own. The closure resumes what has been taught. In details that is the behaviorist plan.
The constructivist philosophy is that learners should be able to learn from their personal experiences and from learning together. The constructivist lesson plan is base on six elements which are Situation, Groupings, Bridge, Questions, Exhibit, and Reflections.
In the situation elements, the students are involved or engaged in the process of learning in using the past and present experiences. The grouping elements required team work where small groups may be formed of two, three or more student according to the material using which also needs to be grouping according to students needs. The bridge requires some activities in order to identify what was learned and can be learned. The question element purpose is to elevate the understanding and mistaken notion. The exhibit element creates the opportunity for others to understand one’s work in either explanations or model sample. The reflection is the process of self evaluation.
In conclusion, the behaviorist lesson plan main focus is on the teacher work in order to assist the student better, while the constructivist lesson plan’s main focus is on the student own learning abilities through personal experiences.
What is a lesson plan?
A lesson plan is developed by a teacher in order to guide the instruction. it is a well organized outlines that specify the subject matter to be covered mostly according the curriculum of the school. All details should be written down to assist the smooth delivery of the content. A lesson plan is a great tool to insure the successful day of class. Having a highly detail lesson plan will help someone becomes a better teacher and help student in getting a better understanding of the courses.
There might be many different styles of planning a lesson, but the elements have the same objectives which are providing a better understanding. We will develop 3 types of lesson planning models: The Behaviorist, Constructivist, and the Transpersonal.
Madeline hunter did create some basic lesson plan outlines about 20 years ago which became popular by the name of “Madeline Method”. The first element was “Objectives” where the teacher need to identify what the student is able to do in a time table, their understanding according of the result of his lesson plan. The second element is “Standards” where the teacher usually has to planning according to the school curriculum for the benefits of the student. The third element is “Anticipatory set” which is design to catch the student’s attention just before the class begins. The fourth element is “modeling’ which shows the student an example of the finish work. The firth element is “Guide Practice” which the student has to work on some exercises or activities with the teacher leading with some necessary steps. We also the “Checking for Understanding” as the sixth element which requires a method of evaluation to make sure the student understood the lesson. One of the element is “Independent Practice’ where the student work on their own according to previously learn lesson. The last element is “Closure” is used to reinforce the key points and knowing what has been accomplished.
The Constructivist Model stated with Barlett. The Constructivist model started with Barlett in 1932. The Constructivist believes in promoting individual creativity and also team work. The Constructivist also believes that students should learn from each other in exchanging ideas. In this model, students have to use any resources, their personal live experiences, to compile the information needed. Contrary to the Behaviorist model, the constructivist model focus more on collaborative effort and personal current and/or past knowledge.
The Transpersonal lesson plan is not much different from the previous model which are the behaviorist and the constructivist model, but just a few differences. The transpersonal model focuses on one ‘self or one’s identity looks behind a thing to learn everything about it; communication skills, peer counseling, and much more.
In conclusion, Lesson Plans are the meat and potatoes of a teacher’s career. By explicitly determining the lesson's purpose and how the instruction will meet that objective, a teacher increases the students' chances of success every hour of each day. Whatever, the style or format a teacher chooses to apply in his/her planning, lesson planning will make you a better teacher and benefit in the students success.
There might be many different styles of planning a lesson, but the elements have the same objectives which are providing a better understanding. We will develop 3 types of lesson planning models: The Behaviorist, Constructivist, and the Transpersonal.
Madeline hunter did create some basic lesson plan outlines about 20 years ago which became popular by the name of “Madeline Method”. The first element was “Objectives” where the teacher need to identify what the student is able to do in a time table, their understanding according of the result of his lesson plan. The second element is “Standards” where the teacher usually has to planning according to the school curriculum for the benefits of the student. The third element is “Anticipatory set” which is design to catch the student’s attention just before the class begins. The fourth element is “modeling’ which shows the student an example of the finish work. The firth element is “Guide Practice” which the student has to work on some exercises or activities with the teacher leading with some necessary steps. We also the “Checking for Understanding” as the sixth element which requires a method of evaluation to make sure the student understood the lesson. One of the element is “Independent Practice’ where the student work on their own according to previously learn lesson. The last element is “Closure” is used to reinforce the key points and knowing what has been accomplished.
The Constructivist Model stated with Barlett. The Constructivist model started with Barlett in 1932. The Constructivist believes in promoting individual creativity and also team work. The Constructivist also believes that students should learn from each other in exchanging ideas. In this model, students have to use any resources, their personal live experiences, to compile the information needed. Contrary to the Behaviorist model, the constructivist model focus more on collaborative effort and personal current and/or past knowledge.
The Transpersonal lesson plan is not much different from the previous model which are the behaviorist and the constructivist model, but just a few differences. The transpersonal model focuses on one ‘self or one’s identity looks behind a thing to learn everything about it; communication skills, peer counseling, and much more.
In conclusion, Lesson Plans are the meat and potatoes of a teacher’s career. By explicitly determining the lesson's purpose and how the instruction will meet that objective, a teacher increases the students' chances of success every hour of each day. Whatever, the style or format a teacher chooses to apply in his/her planning, lesson planning will make you a better teacher and benefit in the students success.
My Bio
My name is Jackson David. I was born in Leogane, Haiti. I’m the second child of the family and the only man. I was raised in a poor family where education was our only daily bread. My mom didn’t have a chance to go school because in early age she became the provider of a family of 9 kids, but she taught us that education was one of the ways to achieve the dreams and the surest one. Growing up, being the best one in my class was part of the steps towards my achieving my goal which was being a successful businessman.
As a kid, I’ve never dreamed of being a teacher. I’ve always thought that I was going to be a businessman because I grew in a business family. From elementary to High school, I developed a love for teaching by having group work with other students where I was always acting as teacher. The students used to call me "the Sub" because I would pray for the teacher not to come so I can teach the class. What caught my attention was whenever I was working with my classmates and I explained something that they did not understand before, I could see the smile in their face; the happiness of finally understand the subject. More often my classmates would tell me that I should be a teacher because they understand better when I explain them the lesson.
At age 17, I’ve directed my vision in business by having my own auto sale shop and that took my mind of teaching. Two years later, I was shot by a few individuals who wanted money from a family house that I was having fun with some friends. After that incident, I became disabled. Being disabled in Haiti is like being black in the 60s in the US. I couldn’t take care of the business anymore or keep going to school because the country itself was not accessible to people with disabilities. Therefore, I decided to come to the US since all my family was already living there.
When I first came to the US, I found that it is very different from Haiti in accessibility for people with disability, but not exactly what it should be or what I should expected from one of the greatest country. My first job was working with blind students as a teacher assistant at Lindsey Hopkins Working with the blinds taught me patience, love for teaching people that want to learn. From Lindsey, I got a Job at Center for Independent Living as a Disability Advocate. As an Advocate, I teach people with disability self-advocacy because most of them don’t know how to advocate for themselves. I love the joy and smile coming from my consumer when they finally learn to see themselves as a person, but not a disabled person. I enjoy when they come back and tell what are there new experiences when they know there rights, know how to build there self-esteem. After 2 years in the job, I decided to have a degree in Exceptional education. My biggest dream right now is going back to Haiti and opening a Center just like where I work at so I can teach the people with disability to live differently and independently.
As a kid, I’ve never dreamed of being a teacher. I’ve always thought that I was going to be a businessman because I grew in a business family. From elementary to High school, I developed a love for teaching by having group work with other students where I was always acting as teacher. The students used to call me "the Sub" because I would pray for the teacher not to come so I can teach the class. What caught my attention was whenever I was working with my classmates and I explained something that they did not understand before, I could see the smile in their face; the happiness of finally understand the subject. More often my classmates would tell me that I should be a teacher because they understand better when I explain them the lesson.
At age 17, I’ve directed my vision in business by having my own auto sale shop and that took my mind of teaching. Two years later, I was shot by a few individuals who wanted money from a family house that I was having fun with some friends. After that incident, I became disabled. Being disabled in Haiti is like being black in the 60s in the US. I couldn’t take care of the business anymore or keep going to school because the country itself was not accessible to people with disabilities. Therefore, I decided to come to the US since all my family was already living there.
When I first came to the US, I found that it is very different from Haiti in accessibility for people with disability, but not exactly what it should be or what I should expected from one of the greatest country. My first job was working with blind students as a teacher assistant at Lindsey Hopkins Working with the blinds taught me patience, love for teaching people that want to learn. From Lindsey, I got a Job at Center for Independent Living as a Disability Advocate. As an Advocate, I teach people with disability self-advocacy because most of them don’t know how to advocate for themselves. I love the joy and smile coming from my consumer when they finally learn to see themselves as a person, but not a disabled person. I enjoy when they come back and tell what are there new experiences when they know there rights, know how to build there self-esteem. After 2 years in the job, I decided to have a degree in Exceptional education. My biggest dream right now is going back to Haiti and opening a Center just like where I work at so I can teach the people with disability to live differently and independently.
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