Required Course Text:
Building Teachers: A Constructivist Approach to Introducing Education
Edition: 2nd (2014)
Author: Martin, Loomis
Book ISBN: 978-1133943013Chapter 6: ?Purpose of Schools?
Chapter 7: ?Structure of Schools?
Chapter 8: ?The School and the Student: Expectations and Responsibilities?
Chapter 9: ?The School and the Teacher: Expectations and Responsibilities?
Chapter 6 examines the common purposes of schools. How do we as educators examine and develop school missions, visions, values, and goals? How do these relate to student achievement and success? How does this relate to non-traditional schools (Charter, Magnet, Home, Alternative, Vocational, and Private)?Chapter 7 examines the structures of schools, including the physical facilities of various levels (Elementary, Middle, and High School). The also looks at the personnel needed to run a good school (Teachers, Administrators, Support Staff) and the appropriate schedule to run a successful school.Chapters 8 and 9 examine the expectations of the school, teachers, and students towards the learning process. This includes the students? expectations for delivery of instruction, and safety and security while in school. The Reading also views the teachers? expectations as they relate to working conditions and resources. How do these relate to the learning process and teacher planning? Can teachers plan for success? How do teachers put together successful lesson plans?Additional Readings/ ResourcesThis eBook provides diverse teaching strategies for all disciplines. Read the chapter that most closely aligns to your discipline:Cole, R. W. (2008). Educating everybodys children: Diverse teaching strategies for diverse learners . Association for Supervision and Curriculum Development.
New teachers might not see academically gifted students as diverse, but they do offer teachers a challenge when in the classroom. This article explores this issue:Eddles-Hirsch, K. (2012). Insiders or outsiders: The role of social context in the peer relations of gifted students. Roeper Review , 34 (1), 53.
This article focuses on how teachers can help struggling readers from diverse backgrounds.Walker-Dalhouse, D. (2010). Helping diverse struggling readers through reflective teaching and coaching. Reading Teacher, 64(1), 70.This article provides information about planning for everybody in the classroom:Young, K., & Luttenegger, K. (2014). Planning Lessons For Everybody In Secondary Classrooms. American Secondary Education, 43(1), 25This article introduces strategies for technology-enhanced learning:Cowan, J. E. (2008). Strategies for Planning Technology-Enhanced Learning Experiences. Clearing House, 82(2), 55.Additional Resources:Asking the correct questions before writing the actual lesson plan is very important.Edutopia: www.edutopia.orgEdutopia is an arm of the George Lucas Educational Foundation and provides helpful tips and information to educators. Edutopia is a great resource to find information on the use of technology in the classroom.EdWeek Digital Directions: https://www.edweek.org/dd/Education Week?s Digital Directions offers advice and information to educators seeking to learn more about technology in the classroom.The U.S. Department of Education: https://www2.ed.gov/policy/elsec/leg/blueprint/faq/diverse-learners.pdfIn an effort to meet the needs of diverse learners across America, the Department of Education has reauthorized the Elementary and Secondary Education Act (ESEA) which will ensure equity and equality for all students. This document outlines which children are at risk and how the federal government plans to help through legislation.Effective Lesson Planning. Retrieved from https://lincs.ed.gov/programs/teal/guide/lessonplanningThis week you are thinking about diverse learners and how you can better meet the needs of all students. Peer learning and technology are two methods teachers can use to help their students interact and become more engaged with the content.After reading the required text chapter 6-9. Answer the question below
Imagine once again that you are a teacher and your school has hired a new principal. Your principal continues to talk to you in order to get to know you better and to learn more about your instructional methods. Now she wants to know how you use peer-group learning techniques. Explain to her how you make sure these techniques meet the needs of all learners and create experiences worthwhile to your students.
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