GOOD QUESTION ?

Are Learning,Teaching and Assessment crucial in the pedagogical process ?

I have an 11 month old daughter. I hadn’t even thought about her learning process until I read this question. I feel that this pedagogical process is at work in life without people even realizing it. I teach Hanna to learn how to hold her own bottle and I constantly assess whether my teaching is effective or not. If it doesn’t seem to be working, I change my method (or reinforce my old methods by repetition), teach again, and continue to assess. This pedagogical process is one I do unconsciously and believe is a very natural, effective teaching method. As we use this pedagogy in life, we should also use and refine this method in our profession.

A POWERFUL STRATEGY

September 20, 2007

I am becoming an expert on making concept maps colorful and I enjoy creating a nice, organized presentation of ideas. It is also good for me to read a broad amount of information so I can create a well-informed and accurate lesson plan. It is very time consuming for me because I am such a slow reaader:)!!!!! A concept map is a fun way to play with academic information. It is almost like tricking the children into learning! It is fun while at the same time requires them to manipulate essential information which reinforces learning.

I know that direct instruction is the most used strategy not only for teaching but also in our everyday lives. Our interactions with people are usually giving or receiving information so it makes it a natural extension in the classroom. While I do feel there are benefits to this type of instruction, I also believe that it is only effective for short periods of time in an actual classroom. The short-term menory capacity is limited so the information needs to be presented in chunks and frequently teachers over-use this type of instruction.

My husband used direct instruction in the classroom every day and knows that too much is not good. Because of this, he tries to make it fun through the use of storytelling, asking his kids about their experiences, and taking short breaks to even do a little goofing around with them. He has often told me that teaching is not primarily information presentation but more performance art than anything else. Of course, labs are the group work he uses in his science class so I agree that a mix of instructional strategies is beneficial.

THINKING ABOUT THINKING

September 13, 2007

It has always been for me a bit difficult to clearly differentiate aims, goals and objectives. It has been even more challenging to write the objectives of the lesson clearly enough. Having to recognize three elements (CBC) in the objective is an easier way to know if the objectve is complete. I have found this to be very useful in focusing my thinking about the intended aim and, in forcing me to make everything fit the CBC format, the result is that I am more clear to the students (or will be!).

In writing the objective I also learned that I need to be thinking about the assessment and the grading rubric. Of course, the assessment should align with my instruction but, even more importantly, the students are clear about my expectations through a well-written and fair rubric. These things make the planning of a lesson very challenging but I think they will help in achieving the final goal of having the students reach the meta-cognition level of learning.

Resnick (1987) found the following:

"Some people will discover metacognitive strategies by themselves (perhaps through trial and error): however, other people will not (Westwood, 1997). After drawing together the results of a number of studies, Pressley and Ghatala (1990) concluded that metacognitive monitoring is poor in early childhood, shows developmental improvement, and is still far from ideal in adults. Winne (1997) cautioned that expecting people to develop strategies such as metacognition through a process of trial and error is inefficient. Rather, educators of children and adults should give people the chance to understand, practise and use metacognition."

(p. 17)
To read more about: cms.curriculum.edu.au/.../metacognition.htm

IMAGES THAT INSPIRED

September 6, 2007

After spending several hours, that were totally valuable, creating a t-shirt with images that represent work experience, future goals and biggest fair related with education I came to the conclusion that it was a very thoughful activity that involved expresssing our emotions and personal information and this is why I enjoyed it so much. It was also important to share that activity with the class because it helped to create a strong bond between us. Personally, I found it to be a much easier (and more accurate and interesting) activity searching for ideal images instead of just writing down and/or verbalizing the same ideas and feelings.

In the reading I also began to understand that many teachers do not really understand the instructional models they use in the classroom and this is not to say that they are ineffective but, rather, they would be more effective if they had a better understanding of the theories behind their preferred model. I also think that it is important for every teacher to try their best to take pieces of all of the models and do their best to incorporate them into their instruction.

A PURPOSE BEHIND

August 30, 2007

This is it ! I had no choice. I could not keep putting the Methods class off any longer:)! As everybody else in the class, I have heard alot of things about this couse that create quite a bit of apprehension, although, people who have completed it also told me that, despite the difficulties, it provides you with skills that are invaluable when you get a job teaching. After my first class I came to realize that the way this course is taught is totally different from others. Here are three new things that I feel I need to work on the most:

_Relationships with peers

_Working with techology

_ Reflecting on my learning

I am looking forward to this challenge because they are all key elements in my future teaching profession. As teachers we need to model good interpersonal relations, use technology in a modern world, and reflect on our practice to allow us to continually improve ourselves. Here is something that nobody told me about this course but I was pleased to discover: Every single activity has a purpose behind it, and that is why it is effective.

WHO AM I?

When I hear the question, "Who are you?" I answer, "I am Kirsten and I come from Ecuador," but that answer does not say much about my identity. Then I start naming some of my personal characteristics. I am shy, I have a hard time talking to new people, but I enjoy very much the company of my friends. But who am I? I am also a student and have a Psychology degree from Ecuador and I am continuing my education here in the United States.

None of the reponses above accurately and complety describe my identity. It is a much more difficult task that I imagined to look inside myself and try to discover who I really am. I believe that we change with time and experience so our identities change in the same way.

Identity is created by the development of personality in society, where one goes though different experiences. In this way we are not alone because we share the world and our lives with many other people. In my case, some of the features of my personality, things that I like to do, and experiences that I identify with, I got from the environment where I grew up and the place where we all lived. My identity comes from my familiy who lives in a small town in Ecuador.


The most important things that are part of my identity are the values (respect, responsibility and helpfulness) that my parents taught me. This helpfulness was internalized as a child and has had a profound impact on my professional life. As a teacher I would have the opportunity to help vulnerable people, those who need support and assistance the most. In my work with children with disabilities, I have seen the difference that a smile, a word of encouragement, or a helpful hand plays in the everyday experiences of these children. These acts may seem small and unimportant but make a huge differene to the children, their parents and, in a smaller but no less important way, to society.

I am also proud of myself for taking on the challenges of living in a foreign country, attending graduate school and working in a foreign language, and deciding to become a mother. All of these things are difficult but I feel these experiences have given me a quiet confidence that allows me to take on challenges willingly and to live a more fulfilling life.

My identity was built little by little through the years. My identity developed through the influence of my family and other people that have been part of my life in different circumstances or times. I like to be kind and help anybody if it is in my power to do so. I do not consider myself to be any more special than others...I just believe that simple values are what we all need as human beings that share the same planet.