1 Teaching Today: An Introduction to Education 8 th edition Part 1: The Changing Profession Chapter...

1

Teaching Today: An Introduction to Education

8th editionPart 1: The Changing Profession

Chapter 1: How Is Education Changing?

Teaching Today, 8eArmstrong, Henson and Savage

Copyright © 2009 by Pearson Education, Inc.All Rights Reserved

2

Competing Views of Quality Education

In general, Americans know that . . . Education is our society’s “essential” profession. The quality of education has a strong impact on our

nation’s social, economic, and political health. Everyone has a vested interest in the level of quality

in our schools.



3

Competing Views of Quality Education

... So, why are there so many views on what needs to be done to “make our schools better”?



4

Focus Questions

Where are the roots (basic historical foundations) of education grounded?

What are the realities teachers face each day? Why are the complexities of teaching more overwhelming than

teaching? How do the changes in education, student populations, and the

demand for accountability affect teacher’s work day? When should a professional development portfolio be

developed? Who decides the requirements for teacher licensure in your

state? Teaching Today, 8e

Armstrong, Henson and SavageCopyright © 2009 by Pearson Education, Inc.

All Rights Reserved

5

What are the Foundations?

Social & Philosophical Historical Political Curriculum Instructional Legal



6

Social & PhilosophicalFoundations of Education

What is the good society and how should education contribute to that society?

What should be taught? Who should be taught?



7

Historical Foundations of Education

Where did current school practices and traditions come from; and are they still important?



8

Political Foundations of Education

Who has the power to decide priorities? Who has the power to make decisions that will result

in desired modifications?



9

Curricula Foundations of Education

What is taught in schools? Why is it taught?



10

Instructional Foundations of Education

What is good teaching? What is the balance between traditional instructional

strategies and those based on recent research into how the brain operates and processes information?



11

Legal Foundations of Education

What are the legal and ethical rights and responsibilities of teachers?

What are the legal and ethical rights of learners?



12

What Do Teachers Do all Day?

Plan lessons Keep records and other administrative duties Supervise extra-curricula activities Participate on committees Perform professional group activities Communicate with parents Lunchroom or playground duties Special events



13

MultidimensionalityIn Addition to Planning an Instructional Delivery the Teacher Must

Diagnose Learning Difficulties Spot Misconceptions Monitor Learner Progress Make on-the-spot adjustments Respond to unexpected Events



14

Multidimensionality (continued)

In Addition to Planning an Instructional Delivery the Teacher Must

Administer Standardized Tests Attend Meetings Keep Records Relate to Parents Work with Colleagues Create Instructional Materials



15

SimultaneityResponding Immediately to Multiple Stimuli

When standing before a class you must watch for indications of comprehension, interest, and attention

You must listen to answers to spot misconceptions, signs of confusion and determine relevance

While providing assistance to one learner, you must at the same time monitor the behavior of the rest of the class

You must devise ways to keep students focused when dealing with interruptions



16

ImmediacyPrepare to Respond Immediately

Be a Proactive Teacher. Remember your school days and think about the kinds of situations that might develop in the classroom and consider possible responses

Role play with veteran teachers; ask for options to likely occurrences (inattention, noise, sleeping, fighting, cursing, cell phones, lateness, lack of homework, food, illness, injury, etc)



17

UnpredictabilityInconsistent patterns and unexpected events

A teacher’s response to unpredicted events will vary with individual personality, philosophy, and general orientation to teaching.

The person who is uncomfortable in situations that feature unpredictability, might want to consider a career other than teaching.



18

PublicnessObserved by Others

Students monitor every in-class action the instructor takes.

Teacher actions will be observed and interpreted and have consequences beyond the immediate situation.

Parents are welcome in the classroom and to make observations and interpretations.



19

HistoryInteractions over time

Class culture Ongoing record of interactions between the teacher

and students The manner in which the teacher relates to learners,

plan instructions, and react to unpredictability



20

Changes in Theories of Teaching and Learning

Constructivism holds that the mind is always searching for patterns and attempting to resolve discrepancies

● Individuals create knowledge as theyinteract with the world around them.

● Construction of new knowledge is rootedin prior knowledge.

● The social and cultural contexts heavilyinfluence what is constructed or learned.



21

Implications of Constructivism

The conditions that best facilitate learning are described as learner-centered and problem-centered.

Learners must be provided with complex, complete, and “authentic” problems.

Learners need to be actively engaged in the learning process by seeking solutions and sharing ideas.

Assessment procedures focus on how well students solve problems and explain what they have discovered and learned.



22

Multiple IntelligencesDifferent Levels of Ability in individual Categories

Logical-mathematical Linguistic Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist Existential

Componential Experiential Contextual Emotional

Implications— Avoid labels and vary

instruction.



23

PRAXIS Series of TestsEvaluating Individuals Preparing for Careers

PRAXIS I consists of academic skills assessment, some institutions require their passing before being admitted to Teacher Education

PRAXIS II assessments provide information about the teachers’ knowledge of the subjects to be taught, pedagogy, and teaching and learning principles.

PRAXIS III is a classroom performance assessment that usually takes places during the first year of teaching.



24

Disposition One

LeadershipInfluence, Ability to Listen, Commitment to Growth

of Others Listens attentively to others in a variety of contexts Perceives what to do to maintain good relations with

others Recognizes and appreciates differences in abilities



25

Disposition Two

Attitudes Toward Learning, Initiative, Motivation and Responsibility Accepts consequences for personal actions or decisions Prioritizes work based on established goals Seeks clarification and/or assistance as needed Self-starter, identifies needs and attends to them immediately Able to identify and utilize various resources in different

settings Works effectively with limited supervision



26

Disposition Three

Work Ethic Ability to Work with Others, Dependability,

Enthusiasm Attends class regularly Exhibits punctuality Exceptional quality of work



27

Disposition Four

Verbal and Written Expression Articulates clearly Verbally Expressive Organizes and clearly expresses ideas in writing



28

Disposition Five

Respectful Characteristics Empathy, Respect for Rights and Opinions of Others,

Integrity Demonstrates truthfulness and trustworthiness Gives credit to others when using their work Communicates without intent to deceive Demonstrates an understanding, awareness, and sensitivity to the

feelings, thoughts, and experiences of others Demonstrates consideration and regard for the values of others Engages in deliberate discourse to resolve issues



29

Disposition Six

Physical Appearance and Emotional Stability Demonstrates good personal hygiene Dresses appropriately for the situation Demonstrates situational appropriate behavior Maintains emotional control with regard to: Using appropriate tone of voice Using appropriate non-verbal expressions Responding to situations professionally Accepting feedback from others Adapting appropriately to new or unexpected situations



30

Professional-Development Portfolios

Include Introduction Table of Contents Critical information Reflections Sample lesson plans Summary comments See “For Your Initial- Development Portfolio”

sections at the end of each chapter in the text



1 Teaching Today: An Introduction to Education 8 th edition Part 1: The Changing Profession Chapter...

Documents

Transcript of 1 Teaching Today: An Introduction to Education 8 th edition Part 1: The Changing Profession Chapter...