Therefore, group quizzes are better options to promote and facilitate an inclusive and a more collaborative student-centered learning environment in which the students can peacefully discuss what they know and have studied together, and they can share their specific perspectives, ideas, and examples with each other.
Artifact #6, one of the weekly reflections, supports the benefits of a student-centered classroom by highlighting the importance of incorporating and engaging students with the responsibility of teaching a portion of the classroom lessons in order to help them to truly learn and develop a great understanding of the lesson within the class. Geography 208 as an example of an inclusive student-centered learning environment truly offered a sense of belonging to the students by incorporating, valuing, and respecting their presence, their knowledge, their ideas, their choices, their interests, and their perspectives. Geography 208 has taught me about the basics of an effective student-centered learning environment by giving the students the opportunity and the
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responsibility of leading different portions of the classroom lessons and activities, and by engaging them in collaborative experiences in which they can actively communicate, and share their ideas and perspectives with one another. Artifact #7, one of the weekly reflections, highlights the importance of incorporating and encouraging open-ended class discussions for a more effective student-centered classroom.
It talks about the basics of a student-led curriculum such as collaboration, interactions, and communication among the students helping to co-construct knowledge and broaden our perspectives as individuals and as a group and/or a community. In Geography 208, we as students actively engaged in rich discussions during the classroom, continuously building upon our existing knowledge while achieving better learning outcomes. Therefore, as this reflection states, in order to create, facilitate and promote a more effective and an inclusive student-centered learning environment, more group discussions and collaborative work and activities should be incorporated and integrated in the classroom
curriculum. In Geography 208, we had the opportunity to engage in several group activities working collaboratively together, communicating and interacting with one another as well as creating interesting products such as outlines, maps, diagrams, and poems in connection with the class topics. These activities helped us to promote and develop our social skills by engaging and communicating in diverse groups. Everytime we engaged in an activity, we individually shared our knowledge, our ideas, our questions, and our perspectives with one another. As we all know, knowledge is socially constructed. We learn through socialization, communicating, interacting, and sharing our perspectives and ideas with one another. Through these open-ended activities we had the opportunity to learn and co-construct knowledge through collaborative communication and teamwork. The group activities helped us to feel a sense of belonging in the classroom by giving us the opportunity to take ownership of the subject matter. Engaging in collaborative activities in Geography 208 has also helped us to develop communication and teamwork skills by working together to pool and share our expertise, knowledge and our interests. Group activities also helped us to break down the contents into parts while reinforcing them as we worked together and taught one another, creating a more effective student-centered learning environment.
The phone is an example of an Independent Invention, because different people in different countries claimed to be the first to invent it.
I walked out of sophomore AP world history and human geography not only with greater historical awareness, but also the ability to utilize that awareness to engage with other disciplines. In pushing beyond mere identification and recall, APWH challenged me to shift away from passively accepting information at face-value, to understand how context and rhetoric framed knowledge. In constantly deconstructing the nature of historical and empirical evidence and the lenses in which objects of scrutiny are extracted-- especially those defined by conflict and transformations--, I learned to be conscientious of how authors’ material conditions and interests shaped the presentation of given narratives. In-class emphasis of making historical connections while reading became ingrained into my
"mmm" regularly traveling is what I desired to do my entire life, except I've never been capable of.This is excellent to follow what people's. lives are and what places there are.I admire geography and how it influences their lives and our lives.Knowing places like Australia would make you fully understand why it is
When working in groups, it helps students be more tolerable of different ideas and teaches them how to approach and solve problems in a variety of ways. When coming into my future classroom, there will be students working with technology, arts, reading, and writing. All students learn in different ways; therefore, a lesson can be taught using different techniques. For example, if a teacher is teaching photosynthesis, those working with art could draw or create a flower and write down the process of photosynthesis, those working with technology could make a video or PowerPoint showing the process, and those who enjoy reading and writing could write a paper explaining the process of photosynthesis. Field trips will also be incorporated into my future classroom. Taking the class on educational field trips can help them gain real-world experiences. For example, taking them to a mock trial lets them experience the process and setting of a trial. Bringing important and successful people in the class to talk to them could also give them an idea of how and what people in different careers do, which will help them in the future decide what they plan to major in, therefore considering students’ ideas, comments, and interests can and will lead teachers to create an intelligent, critical thinking, experienced, skillful, and understanding
One way that they focus of community in schools that stood out to me, was the book discussion. I firmly believe that the reading and deciphering of Seedfolks thoroughly explained communities and showed the students how people of different backgrounds and succeed in a diverse country, The United States. Seedfolks strategically used residents of various ethnic groups to show diversity among people in the community (Seider, 2012). The dedication from each teacher is revealed whether it’s in simple one-on-one conversation with a student or in a mass group discussing “What’s Your Contribution?” (Seider, 2012). The results of each of the lessons on civic character is strongly felt on the premises at Pacific Rim. These results include students’ feedback on their demonstration of perseverance, working as a group to maximize their learning environment, demanding character education class, and conceptualizing kaizen in an elaborate way (Seider, 2012). The results are also shown at the award presentations (Seider, 2012). The Kaizen-Gambatte Award is given weekly and approximately 12 students are recognized monthly (Seider, 2012). The purpose of the character education class is to strengthen students’ comprehension of community and their contribution to the community (Seider,
In order to achieve success in the student centered classroom, the student must first understand their
Chapter 9 begins with the analogy of the cart. The cart has 4 wheels: Pre-Service Training, In-Service Training, Curricular Position and Teaching Materials and Gersmehl goes into more detail later in the chapter. The analogy, as a whole, says that the educational support car needs all 4 wheels to run.
All in all, Ireland is a country of the brink of crisis in many situations. In the coming years, we need to keep our eyes on Ireland because it could be a precursor to how the rest of Europe is doing.
through her I had a connection to both sides of the island” After speaking for an
The foundation of effective teaching comes from having an understanding of the “Facets of a Student” (Whitton, Barker, Nosworthy, Sinclair, Nanlohy, 2010 p.108) as these external factors play a major role in how a student learns. When planning an effective lesson, the content cannot be considered in academic isolation. The interpretation and implementation of the curriculum must take into account the unique combination of the class: their age, gender, socio-economic climate, cultural/religious beliefs and ideals. The teacher must also consider the overall student body in regards to the number of students, their learning styles and their abilities. Lyons refers to this as the “Ecological Perspective... to remind us that when dealing with children, the individual with his/her immediate environment is also influenced by a broader more complex environment” (Lyons, 2011 p.41).
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.
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
During the first few weeks of the course I was introduced to many aspects of group communication. An essential feature of learning is to be able to work within a group environment. As our class is comprised of multicultural students, all students find themselves working in a group environment that is formed from students of different culture, age, gender and religious beliefs. Therefore there may be a language barrier between students. On reflection I have noticed how being allocated to a group rather than choosing a group myself, would express the formation of groups in a professional environment. In an actual workplace setting, people are allocated to certain groups without being able to choose one. Therefore it appears that becoming an active member of a group without participating in the formation of it exhibits real world practicalities. The creation of team mentality comes from the development of communication and trust between each and every group member. Collective learning in a group has helped me to analyze problems for example understanding a theory and being able to approach it from different angles. I suppose this has enabled me to a better understand of the class material. A good team/ group is made up of members who are able to speak up and able to express their ideas directly and effectively. This shows the groups ability to communicate constructively. One of the major advantages of working in a group for me was, getting out of my comfort zone and communicating with other members of the group. Now I clearly have a better understanding of the course material, group work and problem b...
When I first started teaching three years ago, I would have defined as assessment as either a quiz or a test, however as I gained more tools in my tool belt I learned that there are a variety of ways to assess students. One assessment that I particularly find useful in my classroom is an explanation quiz. Explanation quizzes are one of the strategies Oakland Unified math uses to push student understanding and collaborative learning. I used explanation quizzes before a quiz or end of unit assessment because the strategy allows me discuss misconceptions certain groups or individuals are having before students are asked to show what they have learned independently. Explanation quizzes assess groups verbally through a series of convergent questions, which check for understanding. Each group is given a task card that is broken into checkpoints. Students work collaboratively to answer the problems and when everyone in the group can explain how to do the problem the group raises their hand and I randomly pick a team member and ask them a handful of questions. Every student in the group is responsibly for being able to explain because everyone in the group will be receiving the same grade for their participation that day. Explanation
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