Archive for the ‘Subject Discussion’ Category
Posted by teacher on
December 8, 2011
In several TOK presentations we came into contact with the issue of “multiple intelligence“. This theory, originally proposed by Howard Gardner has been widely recognized and familiarized by the public. Now, it is commonly accepted by many people that different types of intelligence exist: linguistic intelligence, mathematical intelligence, music intelligence and etc. So which of these ‘intelligence’ would be considered to be most important in our lives? Why would certain intelligences be considered as inferior to other intelligences?
Why is that many people would think being good in mathematics is very important? At least I have been told by my parents that being good at mathematics is very important and would help me very much in the future. But why would being intelligent in maths be useful? It has to be taken into consideration that because as humans, we learn and absorb knowledge through different ways of knowing. As a result, because we frequently utilize numbers and mathematics, maths is considered as an important subject.
Therefore, it is commonly generalized that being good at mathematics would help people alot since people absorb so much of our information through numbers. But this generalization only applies to a certain extent as it is not necessarily true in every case. Someone who is extremely advanced in his mathematical intelligence may not be more successful than a person who is only mediocre in maths. This is because usually as mathematics become more advanced, the less applicable it would be in real life.
For instance, do we use decimal multiplication more frequently or calculus in real life? Just because one is better at mathematics, it does not necessarily make him more successful in learning or in life; it merely indicates that he would have more success in using that particular field of knowledge to acquire knowledge. Thus, it has to be taken into consideration that being “overly excellent” in one particular branch of intelligence may not render a person into being more successful.
Posted by teacher on
November 21, 2011
1. Bring a notebook to record ideas
One of the best things about substitute teaching is that you get to visit many different classrooms. This is a great opportunity to pick up different tricks that other teachers use that work By always having a notebook handy, you can record classroom decorating ideas, classroom management techniques and lesson ideas that you might like to use in your own classroom some day.
2. Get to school early
That way, you can look over plans and do any needed preparation for the day’s lessons (ex. photocopying, stapling, sorting. cutting, etc). Getting in early will also give you the chance to speak with administration and other staff members. They may be able to give you some valuable advice or information concerning your class. Some other things you can do if you get to the school early: put down chairs, read name tags on desks or look in each for something with a name on it and make a seating chart, look around the class to see where supplies are located, make sure you have the attendance sheet, locate the staff room and staff washrooms, and write your name and rules on the board.
3. Be Flexible
Most classroom teachers will leave detailed plans, but not all of them will all of the time. It is important to have some ideas floating around in your head, or supplies in your bag, for back-up activities incase of downtime or a complete lack of plans. If a planned activity is REALLY not working, soldering through is not always to best idea. If the class is getting out of hand, switch to a different activity – either something else planned for the day or a different game or activity.
4. Just get through the day
The most important thing is for the substitute teacher and the students to get through the day alive and in one piece. That is the ultimate goal! Do not be afraid to ask for assistance from neighbouring teachers or administration if there are serious problems in the classroom. Don’t be too concerned if all of the lessons are not totally completed according to the plans. Follow the plans as much as possible, but do not be afraid to make changes to them when needed to save your sanity, and that of the students.
5. Start with the subject you are strongest in
This is an option for substitutes when they do not feel confident in their abilities to teach the subject that is planned for first thing in the morning. It is important to show the students that you are a strong and confident teacher, and if that would be better conveyed by starting with a different subject, than that may be the best option.
6. Learn the students names
Students will respond much better when spoken to directly using their name. It is hard to get a specific students’ attention when all you can call them is “hey you!”. When you know the names, you can call out to students directly to get their attention more quickly. Also, if there is a problem, you need to know the students’ name in order to report back to the teacher or administration.
Posted by teacher on
November 7, 2011
It seems to be a very arguable issue whether the computers may replace the teachers and whether the machines may be better than people in teaching. There are two reasons for me why human-teachers are more beneficial for pupils.
To begin with, in school child is learning not only how to read and write, but also how to interact, communicate and respect others. In other words, if live is a social experience, the school is the foundation of it. The contact with teacher lays the basis of relationship with elders and superiors. Without this contact, which is likely to happen using computer-teacher, the child may suffer to some extend.Beyond the lack of socializing, there is a chance that children will also lack the supervision. Without a careful eye of a teacher pupils are likely to use aids which are not allowed while writing a test, for instance. This, in turn, may cause a decrease in pupil’s knowledge while achieving better results.
Finally, teachers who are really enthusiastic about their jobs perhaps are able to inflame the interest in the subject, whereas computers do not have such opportunity. Inspiring teaching method might influence the future path of a child, or, that is more possible, may help him learn efficiently and faster. To sum this up, for me humans are far more preferable than machines, for they are capable of giving a social experience, supervision, and absorbing with a subject.
Posted by teacher on
November 3, 2011
1. How would you like to stand in a line and wait for somebody to look at your work and give their approval?
2. Are you interested in listening to the other people read aloud one at a time?
3. How would you feel if all the decisions were made by someone else?
4. Do you enjoy sitting passively while someone talks at you?
5. Would you like it if your principal yelled at you (in front of others) when you did something wrong?
6. What if some people were singled out for special awards and you never got recognition, no matter how hard you tried?
7. How would you feel if someone insisted that you express your thinking in the particular way they chose for you?
8. Would you like to receive a number or letter grade for every task you completed?
9. What if you were only permitted to eat, drink and go to the toilet at specific times, determined by someone else?
10. Does checking your email or texting mean you are not working?
Posted by teacher on
November 1, 2011
Writing lesson plans does not have to be difficult. This is the time that a teacher can show their creativity. Here is a how-to on how to create effective lesson plans that will help ensure success. You can use the Lesson Plan Template as you work through creating your lesson plans.
Difficulty: Average
Time Required: 2-4 hours
1. Begin with the end in mind. What do you want the students to learn from this lesson? What state or national standards are you meeting? What does the state or your district require? What age students are you trying to reach? How are you going to assess that learning? Once you’ve determined this, write a quick description and list out your objectives for the assignment.
2. Create a key vocabulary list that you will add to as you write out your lesson plan procedure. This will help you remember terms that you need to make sure the students understand as they work through the lesson.
3. Create a materials list and add to this as you write your procedure so that you know exactly what you will need including A/V equipment, number of copies, page numbers from books, etc.
4. Determine how you will introduce the lesson. For example, will you use a simple oral explanation for the lesson, an introductory worksheet, or an interactivity of some sort.
5. Decide the method(s) you will use to teach the content of your lesson. For example, does it lend itself to independent reading, lecture, or whole group discussion? Sometimes it is best to use a combination of these methods, varying teaching techniques: beginning with a couple minutes of lecture, followed by a short whole group discussion to ensure that the students understand what you have taught them.
6. Once you have determined how you will teach the content of the lesson, write out supporting information in your notes.
7. Determine how you will have the students practice the skill/information you just taught them. For example, if you have taught them about the laws of supply and demand in economics, how you will have them practice this information to truly gain an understanding of the material. Will you have them complete independent practice, use a whole group simulation, or allow students to work cooperatively on a project? These are just three possibilities of how you can have them practice the information.
8. Once you determine how students will practice the skills that you taught them, write out step by step instructions.
9. Create an end of period review.
10. Complete details for any homework or assessments that you will be giving the students.
Posted by teacher on
October 25, 2011
1. Establish an in-school PLN
Create a ‘personal learning network’. Connect with other teachers/learners at your school and share ideas, bounce off each other, listen to each other, criticise each other, learn together.
2. Interact with someone who thinks differently than you do
Work closely with someone who doesn’t always think like you. Listen to their perspective. Share yours. Provoke each other. Argue. Defend your opinion. Compromise. Don’t compromise. Learn from each other.
3. Listen to TED talks
Keep up to date with TED talks. There are some incredible, inspirational thinkers and presenters on TED. Watch the ones that are not about education to broaden your learning and thinking. Consider how you might be able to apply the ideas in education.
4. Make global connections
Learn about other people, other schools, other cultures. Connect with them online. Be a learner first. Then make global connections for your students too.
5. Join Twitter
Find someone to help you get started (I will, if you like). Follow topics, not just people. Participate. Ask for help and offer help. Be patient, it takes time to build an online network.
6. Create your own opportunities
Be a risk taker. Start a focus group. Participate in online conferences. Explore new ideas. Experiment with new tools. Initiate something new in your school. Do something that’s not in your job description.
7. Subscribe to blogs
Set up an RSS feed for educational blogs you find interesting. Or start by subscribing via email. Ask for recommendations. Comment on blogs you read and get involved in conversations.
8. Write your own blog
Seriously, anyone can do it. It’s great for reflection and helps synthesize and clarify your thoughts. It’s not about the readers as much as the process.
9. Work in an IB school
Teaching through the PYP makes you think. It challenges the way you do things. You shift from facts and topics to conceptual ideas. You plan collaboratively across disciplines. You become an inquirer.
10. Be part of a learning community.
Or three. Learn from and with your students. Learn from and with your colleagues. Learn from and with other educators online.
Posted by teacher on
October 24, 2011
1. Make sure they have choice in what they learn and how they learn.
2. Ask their opinions and listen to them.
3. Care about what they say.
4. Don’t make all the decisions.
5. Provide a safe environment for experimentation with ideas.
6. Teach them that mistakes are part of learning.
7. Encourage them to follow their interests and their passions.
8. Provide opportunities for creativity.
9. Create a culture of thinking, where everyone’s thinking is valued.
10. Don’t expect them to do things without knowing why.
Posted by teacher on
October 22, 2011
1. Teachers know all the answers.
2. Teachers have to be in control of the class.
3. Teachers are responsible for the learning.
4. Students are obliged to respect teachers.
5. Learning can be measured by a letter or a number.
6. Teachers should plan activities and then assessments.
7. Learners need to sit quietly and listen.
8. Technology integration is optional.
9. Worksheets support learning.
10. Homework is an essential part of learning.
Posted by teacher on
October 20, 2011
1. Is this good?
I don’t know. What do you think?
2. How do you want me to do it?
How do you want to do it?
3. What’s the right answer?
I don’t know. What do you think?
4. How do you do this?
What possibilities can you think of?
5. The computer isn’t working. What should I do?
What have you tried?
6. Do you like what I wrote?
Do you like what you wrote?
7. Is this enough? How long should it be?
How much is enough? Have you said everything you want to say?
8. Can I try something different?
Isn’t that your job as a learner?
9. Do we have to do it?
Maybe not. Do you have a better idea?
10. Is this a silly question?
There are no silly questions… Oh, wait, there are.
Posted by teacher on
October 19, 2011
1. Don’t make all the decisions
Allow choice. Encourage students to make decisions about how they learn best. Create opportunities for them to pursue their own interests and practise skills in a variety of ways. Cater for different learning styles. Don’t expect everyone to respond in the same way. Integrate technology to encourage creative expression of learning.
2. Don’t play guess what’s in my head
Ask open-ended questions, with plenty of possible answers which lead to further questions. Acknowledge all responses equally. Use Thinking Routines to provide a framework for students to engage with new learning by making connections, thinking critically and exploring possibilities.
3. Talk less
Minimise standing out front and talking at them. Don’t have rows of learners facing the front of the class. Arrange the seats so that students can communicate, think together, share ideas and construct meaning by discussing and collaborating. Every exchange doesn’t need to go through the teacher or get the teacher’s approval, encourage students to respond directly to each other.
4. Model behaviors and attitudes that promote learning.
Talk about your own learning. Be an inquirer. Make your thinking process explicit. Be an active participant in the learning community. Model and encourage enthusiasm, open-mindedness, curiosity and reflection. Show that you value initiative above compliance.
5. Ask for feedback
Get your students to write down what they learned, whether they enjoyed a particular learning experience, what helped their learning, what hindered their learning and what might help them next time. Use a Thinking Routine like ‘Connect, extend, challenge’. Take notice of what they write and build learning experiences based on it.
6. Test less
Record student thinking and track development over time. Provide opportunities for applying learning in a variety of ways. Create meaningful assessment tasks that allow transfer of learning to other contexts. Have students publish expressions of their learning on the internet for an authentic audience. Place as much value on process and progress as on the final product.
7. Encourage goal setting and reflection.
Help students to define goals for their learning. Provide opportunities for ongoing self-evaluation and reflection. Provide constructive, specific feedback. Student blogs are great tools for reflecting on learning and responding to their peers.
8. Don’t over plan.
If you know exactly where the lesson is leading and what you want the kids to think, then you‘re controlling the learning. Plan a strong provocation that will ‘invite the students in’ and get them excited to explore the topic further. But don’t plan in too much detail where it will go from there.
9. Focus on learning, not work.
Make sure you and your students know the reason for every learning experience. Don’t give ‘busy work’. Avoid worksheets where possible. Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will support independent learning. Include appropriate tech tools to support the learning.
10. Organise student led conferences
Rather than reporting to parents about their children’s learning, have student led 3-way conferences, with teacher and parents. The student talks about her strengths and weaknesses, how her learning has progressed and areas for improvement. She can share the process and the product of her learning.
