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What is effective teaching
Forms of activity based learning
Appropriate strategies in teaching
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Like birds need to learn how to fly and predators learn how to hunt, we humans too need to go through a cornucopia of learning processes. Learning is a boundless and essential part of life. When we learn from our mistakes it’s considered to be a practical learning style and when we go to a lecture to listen, take notes and memorize information, we use a different learning approach. The purpose is always the same, to understand or use something new, but the way to get there is tortuous. While it might be ostensible that general knowledge is somewhat important to prioritize when learning, it suffocates and holds back the vital way of maturing as individuals. Universities should therefore welcome the idea of active learning in general and through interaction, and interpret definitions of school related terms appropriately.
To be actively involved in learning, in general, is essential in order to mature and become a better person. Learning something new is nothing that automatically happens to us. One example of active learning, when we are children, is when we must learn how to walk. We as individuals must be the one doing it in order to learn it. We must be a part of it in order to remember the physiological use of our limbs, to recall certain patterns and know how to use it in the future.
In addition to this example, a credible conclusion about active learning can be found in the text by the author Ernest L. Boyer, a United States commissioner of education who was a very profound famous individual, who chose to recite the words by another much known and appreciated person in his work. Cherished Mr. Boyer referred to a philosopher, popular author and educator by the name Mortimer J. Adler who in the text claimed that “(…) ‘all gen...
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...making the learning organs of our society to focus more on the idea of active learning in general and through interaction, and interpret definitions of school related terms appropriately. Our future lies within our children’s hands.
Works Cited
Boyer, Ernest L. “Creativity in the Classroom.” In Guidelines: A Cross-Cultural Reading/Writing Text. Ruth Spack. New York: Cambridge UP, 2007. 82-89.
Kohn, Alfie. “Confusing Harder with Better” In Guidelines: A Cross-Cultural Reading/Writing Text. Ruth Spack. New York: Cambridge UP, 2007. 121-124.
Hirsch, E. D. “Teach Knowledege, Not ‘Mental Skills’.” In Guidelines: A Cross-Cultural Reading/Writing Text. Ruth Spack. New York: Cambridge UP, 2007. 115-117.
Ho, Kie. “We should Cheris Our Childern’s Freedom to Think” In Guidelines: A Cross-Cultural Reading/Writing Text. Ruth Spack. New York: Cambridge UP, 2007. 112-114.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
It is obvious that education, whether classroom instruction or practical drill, advice or entreaty, must ensure that students are positively involved, that they at least listen and pay attention to the words, actions, and the thoughts of their educators, instead of drifting off or doing something else, or simply leaving to try to learn what they need on their own (Prange 74).
Nordlund, Carrie. "Waldorf Education: Breathing Creativity." Waldorf Education: Creativity 66.2 (2013): 13. eLibrary. Web. 22 Oct. 2013.
The American system of education is considered to be one of the most progressive in the world. One of the surveys on attitudes toward teaching around the world found that the United States is unique in its strong emphasis on "good teaching." My experience at State College has helped me to understand better how this system works, and what methods and techniques American teachers use to motivate their students for creative and active learning. However, I can also see that this system doesn’t work perfectly in every classroom. Reading Ernest Boyer’s article “Creativity in the Classroom” helped me with my understanding of the main problem that nowadays exists with the American college education system. According to the author, the problem is that teachers and students don’t see each other as one team doing the same business; therefore, in most classrooms the process of learning becomes a boring procedure instead of being mind-blowing. Moreover, reading this article, I could analyze the reasons of this problem that the author identifies through my own experiences at State College.
In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
I believe that learning is a journey that both child and educator set out on together. This journey is a privilege that I take seriously, realizing that a child’s early years are a key formative time in their life. I believe that it is during this time that important foundations are being set in place that will not only impact them in the present but will also influence them later on in life.
In this notable Ted Talk video "Do schools kill creativity?", Sir Ken Robinson discusses how public education systems demolish creativity because they believe it is essential to the academic growth and success of students. Robinson created a broad arrange of arguments to persuade the viewers to take action on this highly ignored issue, and he primarily focuses on how important creativity is. There are classes within schools that help utilize creativity, but they are not taken seriously by adults in society. Therefore, the value of creative knowledge decreases. Robinson uses an unusual combination of pathos and ethos to make an enjoyable dispute for implementing an education system that nurtures rather than eats away at creativity.
NACCCE definition of creativity: ‘Imaginative activity fashioned so as to produce outcomes that are both original and of value’(NACCCE, 1999:94).Creativity can motivate children to learn new information through a creative outlook. One of the biggest issues teachers have is between teaching required content and integrating creativity into the daily sessions. The National Curriculum and state standard often create boundaries towards the teacher’s ability to develop the lesson, as the intention of including creativity sometimes resorts in a teacher centred learning environment. The teacher’s role should be to generate lessons and create activities that encourage students to be more open to their creative side. This is vital as it exposes children with varying learning styles to different ways of learning.
The desire to learn new things means that both sides, students and teachers, must have an engaged pedagogy. According to hooks, an engaged pedagogy is both sides are willing to learn and grow. Not only the students are empowered and are encourage sharing things about themselves and learning new things but teachers are also meant to do these things (21). This is a barrier because if students and teachers are not willing to learn and grow democratic citizens cannot be created. This is so because people will not be educated of differences and others react and deal with different things in society. This goes along with the importance of self-actualization of teachers in the class...
The first experience (appendix 1) the practitioner was working with a group of children, the activity was reading a story from a book to which a discussion is formed. The aim of this activity was to promote the children’s thinking development. This type of thinking is from Matthew Lipman (1993) who uses a philosophical approach, it is known ‘stories of thinking,’ this can help to a...
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), p.4-14.
According to Google, creativity is defined as “the use of the imagination or original ideas, especially in the production of an artistic work.” In his TED Talk, which is one of “the most popular talks of all time”, Sir Ken Robinson discusses how public education systems degrade creativity as an essential component within the academic growth of all students. Robinson is a creativity expert and an author who writes books about creativity in school systems. His expertise in the field of school systems and creativity justifies his opinion on the subject. Robinson concentrates on the significance of creativity by creating a variety of strong arguments. His main contention is that “creativity now is as important in education as literacy” (Robinson).
Inclusively, the relationship between knowledge and education is dependent on the way of the process as a whole. If education is implemented as dull and uninteresting, true learning is not happening. This passage by Davidson introduces the problems the education system faces with their methods of teaching, provides an explanation on how it came to be that way, and offers a solution to improve the system by conducting an experiment. Throughout this analysis, it is clear that knowledge and education are not the same but can depend on each other if processed
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
“There is a need to address the fundamental issue of how the thinking of these children can be made more effective, also a...