ED202

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Learning Environment

Szerző: Rebecca Indovina

Autopayment Scheme

Szerző: Tatlum Crane

Adolescence Stage

Szerző: Arnel Gabion

Improving Service Quality

Szerző: Ignatius Prashanth

Floating topic

TEACHER CENTERED PHILOSOPHIES

The teacher is the center of knowledge and in charge of learning. Students are usually passively receiving information. The instructor’s role is to be primary information giver and primary evaluator. Students are viewed as “empty vessels” who passively receive knowledge from their teachers. Teachers and professors act as the sole supplier of knowledge, and under the direct instruction model, teachers often utilize systematic, scripted lesson plans. Teacher Centered Instruction is fairly low-tech, often relying on the use of textbooks and workbooks instead of computers Assessments are in many cases only carried out as summative and not formative evaluations and they rarely address qualitative issues of the learner’s progress.

Teachers succeed when students prove, typically through taking tests, that they have mastered the objectives they learned.

Moses 1:39 - 39 For behold, this is my work and my glory—to bring to pass the immortality and eternal life of man.

LEGEND:

ESSENTIAL QUESTIONS

SCIPTURES

APPLICATIONS

PRINCIPLES

DOCTRINES

DOCTRINE

Holy Ghost is the only true teacher

Promoting the presence of the Holy Ghost in the classroom would be another priority for me as a teacher. Elder Bednar teaches us that the Holy Ghost is the only true teacher. He says, "The Holy Spirit is the only true teacher." The Holy Spirit is the third member of the Trinity and is the teacher and witness of all truths. ministry among men is described in the scriptures. He is a teacher sent by the Father, and to those who deserve his teaching He will reveal all things necessary for the progress of the soul. " I am very fond of Elder Bednar's example that teachers are the thin, delicate glass wires of a fiber-optic cable capable of transmitting data through light, but teachers must understand that they only carry or transmit light, but they are not the light. Matthew 10:20: “(…)for it will not be you speaking, but the Spirit of your Father speaking through you.” Just as glass must be pure to transmit light, we must strive to be pure and also increase our ability to transmit light and knowledge to our students.

Subtopic

Equity

Heavenly Father does not treat us all like the same (equal), because we are not the same! We are different. We have already reached different levels of progression in pre mortal life. I think it is important to recognize that. To valuate and recognize efforts and results reached.

This life is a time of preparation (Alma 34:32 For behold, this life is the time for men to prepare to meet God; yea, behold the day of this life is the day for men to perform their labors.)

Meritocracy

Meritocracy is an essential doctrine in the plan of salvation. This is an eternal doctrine, not applied only for this mortal existence. So, this doctrine makes me understand that no children is a blank page. The characteristics, gifts, talents, intellectual and spiritual development of a child follow what he/she was in pre-mortal life. Value who a child is and everything he/she did before he/she was born would be one of my priorities in the classroom. I think we should value the differences and abilities of a child because they are things he/she has conquered and for which he/she worked for eternities in the pre-mortal life. And for all the baggage they carry, the children should be heard and should have space to show what they know and to teach one another. We are all children of God and every soul is precious in this process of perfection to return to the presence of God. We can not despise or give up of any of them.

EIGHT ESSENTIAL QUESTIONS

What is the role of learning and teaching in the home?

1. Spend time with children (Children don't need just "quality time", they need time indeed. 2. Teach by example

all who are born on this earth are the spiritual sons and daughters of God

Family, Proclamation to the World: Parents have a sacred duty to rear their children in love and righteousness, to provide for their physical and spiritual needs, and to teach them to love and serve one another, observe the commandments of God, and be law-abiding citizens wherever they live.

1.Parents should teach spiritual values: doctrines, principles and applicances. 2. Family should support the education there is received in school.

What is the role of school in society?

1.Educate. 2. teaching students how to analyze, think critically, find information (ie where to find it), and to instigate discussion. 3. Schools should help support the morals of the society 4. transfer knowledge

Upon what foundations are U.S. public schools built?

Democracy, citzenship education, freedom

How do I Learn?

1. acquire a personal testimony of thuth 2. seek divine guidance

1. God reveals the truth to the men 2. Every soul has the light of Christ

1. by my study and effort, 2. by revelation of the heavens, 3. by the holy spirit, 4. by coexistence with other people 5. by praying

What is worth teaching?

1. chose the right 2. teach doctrines, principles and applicances

1. integrity 2. Commandments 3. repentance

1. Whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection 2. we have agency

D&C 130: 18 Whatever principle of intelligence we attain unto in this life, it will rise with us in the resurrection. 19 And if a person gains more knowledge and intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.

D&C 88: 118 And as all have not faith, seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith.

What is my work as learner and teacher?

D&C 88:81 Behold, I sent you out to testify and warn the people, and it becometh every man who hath been warned to warn his neighbor.

D&C 18:16 And now, if your joy will be great with one soul that you have brought unto me into the kingdom of my Father, how great will be your joy if you should bring many souls unto me!

1. I will never know everything. 2. I need to keep humble, ask questions and ask for help. 3. Act and not just receive action.

1. Serve to our neighbor

we are on earth to seek our own perfection and to help our brothers reach it as well

How do I view and magnify those I teach?

Remember the worth of souls is great in the sight of God;

1. Each child needs atention 2. Each child needs love 3. Each child deserves his needs to be reached 4. children deserves that we seize the time, their time is also precious

1. Respect 2. Personal Effort 3. countinuously learning 4. Let them have a voice and not just learn, but also teach

1. They are children of God. 2. Every soul is precious and priceless to our Heavenly Father. 3. Each child is unique.

Who I am and what motivate me?

1. Endure to the end 2. Make Questions 3. Gain knowledge

1. Individual Worth 2. Integrity 3. divine nature

1. I am a child of God. 2. I am a God in Embrace. 3. I have divine nature and divine innate qualities. 4. Divine grace extends my abilities

LAWS

ETHICS CODE

COMMON CORE

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade.

ESSA

The Every Student Succeeds Act (ESSA) is a US law passed in December 2015 that governs the United States K–12 public education policy. The law replaced its predecessor, the No Child Left Behind Act (NCLB), and modified but did not eliminate provisions relating to the periodic standardized tests given to students. Like the No Child Left Behind Act, ESSA is a reauthorization of the 1965 Elementary and Secondary Education Act, which established the federal government's expanded role in public education.

NCLB

1. Affects what students are taught, the tests they take, the training of their teachers and the way money is spent in education.

EDUCATION GIANTS

Thomas Jefferson: Primary Education - 3 years, for all free children (male and female), tax funded, reading, writing and common arithmetic, Helps an individual understand his duties and know his rights. Secondary Education - Those who parents could pay for education, those considered genious with special learning abilities could be awarded a scholarship by the state. University - the capstone, available only to the best selected students

Nel Noddings: 1. Modeling: educators have to show in their behavior what it means to care 2. Dialogue: dialogue is such an essential part of caring that we could not model caring without engaging in it 3. Practice: if we want to produce people who will care for another, then it makes sense to give students practice in caring and reflection on that practice 4. Confirmation: an act of affirming and encouraging the best in others

Saint Thomas Aquinas: Best known for Summa Theologica There is a hierarchy of knowledge Goodness follows reason That which is valued as beautiful is also found pleasing to the intellect Finding truth through observation and study. Purpose of school to cultivate intellect and develop spiritually Basic skills, liberal arts, and theology taught through drill and practice, demonstration, and recitation.

Martin Luther: (1) Germans should not have to pay for the building of St. Peter's Cathedral in Rome (2) papal indulgences (a practice of paying money to have sins forgiven) did not remove guilt—people were assured of absolute forgiveness through their faith in Christ and their efforts to repent (3) buying indulgences made people feel that being good was not very important Born to Hans and Margret Luther; had 3 brothers and 4 sisters. Sent to Law school because he excelled in school. Became a Monk after almost being struck by lightening. Married Katherine Von Bora and raised 6 children after his excommunication.

John Locke: * Believe children react to their surroundings * "Blank Slate" Theory * is the philosophy that deals with our ability and limitations in our learning.

Comenius: Didatic signifies the art of teaching. 1. instruct and educate the young is the greater service someone could perform for the state. 2. our talents should be cultivated by study of the sciences and of the arts 3. languages may be learned 4. honest morals may be formed 5. God may be sincerely worshipped. -Child-centered education: learning step-by-step, from simple to complex, learning with the senses, make learning enjoyable -Pansophism: organic unity of knowledge, lifelong study of human knowledge -Orbis Pictus: first Latin textbook to include pictures -Universal education: education for all, including the children with special needs -Role of teacher: teach according to development of child, take learning styles into consideration, relate content to daily life -Views on Curriculum: systematic sequencing of content, use objects in instruction, involve senses -Goals of Education: educate the whole child in all aspects of life

Jane Addams: 1. "we are gradually requiring of the educator that he shall free the powers of each man and conect him with the rest of life" 2. We should teach culture 2. Who should teach? teachers to kids, Kids to parents, and parents to kids (even kids bring home and to their families what they learn in school)

Wolk: What we teach and learn can affect many people in the world

Catherine Beecher: She made the argument that women were better suited as teachers and therefore should receive teaching positions over men. Her life work became the training of teachers and promotion of education for women.

PESTALOZZI: 1. Believe in the ability of every individual human being to learn and in the right of every individual to education. 2. Believed that it was the duty of society to put this right into practive. 3. Concerned about the condition and education of the poor. 4. Believed that education should develop the powers of head, heart and hands. 5. Saw teaching as a subject worth studying in its on right and he is therefore known as the father of pedagogy

MY PHILOSOPHY OF EDUCATION

THE CHILDREN WE TEACH ARE ALSO OUR SIBLINGS AND CHILDREN OF GOD

Teachers should inspire students

the children learn by precept and by example

John C Maxwell said: “Students don’t care how much you know until they know how much you care.”

students need to be curious and ask questions

As our children leave our classes and graduate from our schools, how do we want them to be? Not just what do we want them to know, but how do we want them to be? What habits of mind? What attitudes? What character? What vision? What intellect?

FOUNDATION OF EDUCATION

PHILOSOPHIES OF EDUCATION

CONSTRUCTIVISM

Constructivism “emphasizes developing personal meaning through hands-on, activity-based teaching and learning” (117). Teachers are responsible for creating effective learning situations rather than constantly lecturing students. Personal meaning is the best way for students to connect to the material being taught. Constructivist theorists “encourage the development of critical thinking and the understanding of big ideas rather than the mastery of factual information” (117). They believe that students will be more prepared for the ever-changing world if they learn how to develop critical thinking skills. Unlike traditional ways of learning, the constructivist classroom focuses on the way a learner internalizes, shapes, or transforms information.

HUMANISM

Humanism is “concerned with enhancing the innate goodness of the individual” (115). Its focus is on individual development through a process of developing a free, self-actualizing person. Education should start with the individual and the choices made by the individual. The humanistic classroom is welcoming and caring. Students feel comfortable to share their thoughts, feelings, beliefs, fears, and aspirations with each other.

Positivism

Positivism rejects any information that cannot be formally measured. It “limits knowledge to statements of observable fact based on sense perceptions and the investigation of objective reality” (111-12). It is the teachers job to make sure directions are clear and students understand what and how they will be learning. Through repetition and practice with different media, students are expected to have a clear understanding of the topic studied. Heavy focus is placed on testing students to ensure that all criteria have been met.

POST-MODERNISM

Post-modernism, in Western philosophy, a late 20th-century movement characterized by broad skepticism, subjectivism, or relativism; a general suspicion of reason; and an acute sensitivity to the role of ideology in asserting and maintaining political and economic power. It also broadly asserts that Western intellectual and cultural norms and values are a product of, or are in some sense influenced by, the ideology of dominant or elite groups and at least indirectly serve their interests. Many postmodernists hold one or more of the following views: (1) there is no objective reality; (2) there is no scientific or historical truth (objective truth); (3) science and technology (and even reason and logic) are not vehicles of human progress but suspect instruments of established power; (4) reason and logic are not universally valid; (5) there is no such thing as human nature (human behavior and psychology are socially determined or constructed); (6) language does not refer to a reality outside itself; (7) there is no certain knowledge; and (8) no general theory of the natural or social world can be valid or true (all are illegitimate “metanarratives”).

SOCIAL RECONSTRUCTIONISM

Central to the Social Reconstruction Ideology is the idea that the existing society is imperfect. In other words, the society in wich we reside is broken. Furthermore, social recostructionists believe that educators have the responsibility to empower students to change what they see as a "flawed society". Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction against the realities of World War II. He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order. Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression. Rather than "teaching as banking," in which the educator deposits information into students' heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world. For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and bringing the world into the classroom are also strategies.

ESSENTIALISM

Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out there--and "the basics," training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. This approach was in reaction to progressivist approaches prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in the journal he formed in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).

PROGRESSIVISM / PRAGMATISM

Progressivism is a more developed version of pragmatism, emphasizing that “ideas should be tested by experimentation and that learning is rooted in questions developed by learners” (114). They believe that human experience is far more important than authority when it comes to learning. Like pragmatists, progressivists believe that change is occurring and should be embraced rather than ignored. Progressivism is all about organized freedom that allows students to take responsibility for their actions in the classroom.Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one comes to know. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority.

BEHAVIORISM

Behaviorism is a branch of psycology that, when applied to a classroom setting, focuses on conditioning student behavior with various types of behavior reinforcements and consequences called "operant conditioning". Define LEARNING as nothing more than the acquisition of new behavior based on environmental conditions. CONDITIONING as a universal learning process. Behaviorism relies only on observable behavior and describes several universal laws of behavior. Its positive and negative reinforcements techniques can be very effective - such as in treatments for human disorders including autism, anxiety disorders and anti-social behaviors. Behaviorism can also be thought as a form of classroom management. If a teacher provide positive reinforcement, or rewards, whenever students perform a desired behavior, they will learn to perform the behavior on their on. The same concept applies to punishments.

PERIANIALISM

Perennialists believe that one should teach the things that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal, rather than vocational, topics. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization. Although perennialism may appear similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist curricula thus tend to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically considered to be teacher-centered, as opposed to student-centered philosophies of education such as progressivism. However, since the teachers associated with perennialism are in a sense the authors of the Western masterpieces themselves, these teachers may be open to student criticism through the associated Socratic method, which, if carried out as true dialogue, involves a balance between teacher activity and student activity, with the teacher promoting discussion.

JESUS THE MASTER TEACHER

Meritocracy: for every command we obey we receive a corresponding blessing (D&C 130:20-21) "There is a law, irrevocably decreed in heaven before the foundations of this world, upon which all blessings are predicated— And when we obtain any blessing from God, it is by obedience to that law upon which it is predicated."

He wants every men to succed, be like Him, and share eternal life

He knows what we need to learn and what is the best way to teach us

1. The begotten son of GOD, 2. The only perfect man on Earth 3. He loves all mankind 4. He suffered and died for us

“Seek not to declare my word, but first seek to obtain my word, and then shall your tongue be loosed; then, if you desire, you shall have my Spirit and my word, yea, the power of God unto the convincing of men” (D&C 11:21

leading the way

guiding students in their assignments

holding people accountable

enhancing curiosity: Many of the best days in teaching are when students become actively involved by asking questions

disciplining and chastening: D&C 42:90–92

expressing love, forgiveness, and appreciation

applying the message to the listener

To teach by example: 3 Nephi 27:21

“When dedicated teachers respond to his gentle invitation, ‘Come learn of me,’ they learn, but they also become partakers of his divine power.” (Thomas S Monson)

WORLD PHILOSOPHIES

EXISTENTIALISM

Individuals are placed on this earth alone and must make some sense of the chaos they encounter. Language is important. Foccus on needs of individual. Education liberates individual from chaotic world.

PRAGMATISM

Philosophy needed to be applied to solving human problems. Success judge by the consequences of actions. Knowing is a result of my experience

NEO THOMISM

Attempted to bridge the dualism of idealism and realism. For neo thomist, God Exists and can be known through faith and reason

REALISM

The universe exists wheter or not the mind perceives it. The world of things is superior to the world of ideas

IDEALISM

The world of the mind. ideas, and reason is primary. (Plato)