Between the years of 1984 - 1999, Brian Cambourne had a wonderful opportunity to be a participate observer with a large range of school staffs (in the Western educational cultures,) who were engaged in the process of turning theory into classroom practices. The questions in which the staff/teachers were asked were the following: “what is good reading? “how is it best learned?” and “after it’s been learned, what should it be used for?” Cambourne’s overall goal was to collaborate everyone’s thoughts together and try to come to a conclusion about the level of debates that underrates the attempt to translate any theory into effective classroom practice and to come up with, “shared meanings.” This group of staff/teachers engaged in a range of …show more content…
The cumulative effect of social, cultural and biological evolution.” 2. “The exponential growth of knowledge and the emergence of the “additive curriculum.” 3. “Theoretical confusion about the relationship between “thinking, learning and knowing.” Cambourne elaborated and explained each of the origins and how teachers can help students learn through these in the best ways possible. For the first one, Brian says that we created scholarly disciples as a way of resolving this tension. We also created continuing exponential growth and expansion of knowledge. We need to emerge the additive curriculum and bring thoughts and ideas together. For the second one, he suggests that coverage is more important than depth and that students must first learn what to think and then how to think. Finally, for the third one, Cambourne states that teachers can help students’ become literate in all subjects if they are willing to teach how learning occurs in their field of skill and knowledge. We need to teach students’ how to decode the disciplines by showing and modeling for them as they are engaged with learning the …show more content…
I truly love Cambourne’s idea of “this kind of classroom” because his ideas are completely realistic and should be happening in every classroom around the world. All students’ need to experience collaboration with all peers, feel confident with what they are learning and always feel and get the support in which they need. I will abide by and apply Cambourne’s ideas and goals in my
After reading the essays in Ways of Reading this semester I find validity in the old cliché I still have much to learn. In particular, I thought I knew what major philosophical arguments grounded the field of education however I never realized how many diverse debates are occurring in the field of literacy education. In concluding a theme from the essays, I would suggest a common theme of contextualization and its importance to both writing and education. In Authority and American Usage, David Foster Wallace writes, “you need more than one dialect to get along in school” ( ). Wallace’s quote represents a conclusion of an argument about the role context plays in regards to efficiency with language. In this case Wallace uses the example of a boy who is excellent at rapport with his teachers
From two studies in mathematics, a total of four relationships between teachers' content knowledge and student learning were examined. In three instances, a positive relationship was found, for two cohorts of elementary grades students over a three year period and for grade 3 students' learning of advanced concepts. In one instance, grade 3 students learning of basic concepts, no relationship was found. In science, a total of three relationships between teacher content knowledge and student learning were examined. In two instances, a relationship was documented between teachers' content knowledge, both correct and incorrect, and their grade 8 students' development of correct and incorrect understandings, respectively. In the third instance, high school biology teachers' knowledge of the nature of science was not found to relate to their students' learning about the nature of
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
In my class, we respect ourselves and take care of one another. I will encourage my students to try their personal best in every situation they find themselves in. I will remind students that your personal best effort does not look like your neighbors. I will structure my classroom environment so students can easily collaborate and form positive relationships with one another. The structure of my classroom environment will be full of warmth, patience, and humor creating an environment that is welcoming, safe, and fun for my students. We will look out for another and help one another reach our fullest potential individually, academically, and socially.
reading across the curriculum. Laurence Behrens and Leonard J. Rosen. Eleventh Edition. Longman, 2011. 248-250. Print.
In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explain how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students. Also, curricula should bring a balance between making a school a place for obtaining information, and accommodating the educational demands for each individual student. It is imperative to understand that reforming the academic system, by fine-tuning schools to have its students learn what exactly they are interested in, will lead to having students accessing their full intellectual potential.
By observing other educators in the field we were able to ask ourselves what we do and why we do. Another way truly defines us as an educator is to carefully self-examination and thoughtful reflection. In our school, there are teachers who come from varies background, they taught reading in different situations, socioeconomic group, and backgrounds. These teachers in our school developed different philosophies about literacy instruction originally based on theory but when they put into practice have developed works for
This classroom will inspire a lifelong love of learning, cultural appreciation and environmental sensitivity. Where students will learn responsibility, how t cooperatively interact with each other and their community as well as the freedom to learn creatively. Our days together will be focused on honesty, respect, kindness, gentleness, cooperation, thoughtful resolution, positive reinforcement, awareness of differences and tolerance to encourage and motivate students to strive for their full potential.
Education is a life-long journey. As we sail along this learning expedition, we encounter diverse views, ideas and conceptions which we gather together, filter, analyze and assimilate to form a newer set of beliefs, values and knowledge. We continuously build upon these precepts until we have achieved a certain level of transformation and awareness of who we are in relation to the world around us (Anderson, 1998)....
We all have our own preconceived mindsets of how our educational surroundings should be arranged and how a perfect classroom should be. While preparing for the ultimate classroom we should keep in mind the following conditions. These conditions should involve input from teachers and students alike, while also keeping in mind parent’s and school faculty’s needs.
The learning environment connects the classroom to the community through a democratic approach. This community based learning brings the world into the classroom so students can implement social change and challenge social inequalities. The curriculum focuses on student experience and taking social action on real problems such as hunger, violence, and discrimination. It is important to instruct students to explore in group settings so they can work together to analyze and develop theories that can help each other and make a real different in the world. As a future educator, it is important to not only to teach my students the issues in our world, but how we can work together to find
Throughout history people as well as animals have found ways to make life, as we know it simpler. With this ease comes a greater level of technology, which requires humans to once again adapt to this ever-changing society. In result, communication, understanding and knowledge plays key importance to how our society grows. Through trial and error we have learned how education works and the best method of teaching, but we still sometimes wonder what is the absolute best way.
students with a safe and suitable place to learn. The “classroom” as a concept enjoys a
Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.