Chapter 7c (288-303)
Assessment is the area that I have the least experience because I don't get the chance to assess students during my observations. This chapter was really useful in exposing me to something that I've never actually used; something I thought was pretty straight forward, but can actually be really complex. For example, I wasn't aware that there are 12 types of assessment items, but now I can assess my future students in many different ways. That's really useful because, just like how every student learns in a different way, they also have their strengths and weaknesses when it comes to assessment. If a students has terrible test anxiety, they likely won't do well on a test, but that same students can convey the same understanding and comprehension through other forms of assessment to avoid that anxiety and the negatives that come with it.
Sunday, March 29, 2015
Monday, March 9, 2015
Chapter 6a and 6b
Chapter 6a (223-235)
This chapter was useful in laying out the individual steps of developing an instructional unit. I've developed them in the past, but this process is a lot more efficient and organized than the way my group mates and I went about doing it. Then, comparing instructional strategies with their antonyms and explaining the importance of each was helpful because I've personally been confused by technicalities when it comes to teacher jargon; clarification is always helpful. I also enjoyed the Learning Experience Ladder on page 232 because it gave a visual depiction of all of the types of learning experiences a teacher can select, and then ranged them from abstract to concrete.
Chapter 6b (237-244)
Similar to the first part of the chapter, this part laid out the steps of making an instructional unit, but this one was directed specifically toward interdisciplinary thematic units. The lesson then explains why it's important to have hard copies of written lesson plans, which I thought was surprising because I didn't think that teachers had a choice on whether they would write it out or not. I didn't know that teachers are only required to fill out minimal information in "The Weekly Planning Book". I plan on always writing my lesson plans specifically for the reasons that are on pages 241.
This chapter was useful in laying out the individual steps of developing an instructional unit. I've developed them in the past, but this process is a lot more efficient and organized than the way my group mates and I went about doing it. Then, comparing instructional strategies with their antonyms and explaining the importance of each was helpful because I've personally been confused by technicalities when it comes to teacher jargon; clarification is always helpful. I also enjoyed the Learning Experience Ladder on page 232 because it gave a visual depiction of all of the types of learning experiences a teacher can select, and then ranged them from abstract to concrete.
Chapter 6b (237-244)
Similar to the first part of the chapter, this part laid out the steps of making an instructional unit, but this one was directed specifically toward interdisciplinary thematic units. The lesson then explains why it's important to have hard copies of written lesson plans, which I thought was surprising because I didn't think that teachers had a choice on whether they would write it out or not. I didn't know that teachers are only required to fill out minimal information in "The Weekly Planning Book". I plan on always writing my lesson plans specifically for the reasons that are on pages 241.
Monday, March 2, 2015
Chapters 5b and 5c
Chapter 5b (185-202)
Many of the things that the book talks about in this chapter is either something that my current professors incorporate in the their lessons when they teach us, or ideas that my peers and I have been forced to use in my other teacher education courses. In my one of my courses with Helja, she required us to get and use three different text books, which is really overwhelming at times. I don't really agree with the approach, but I prefer the idea of having students find appropriate resources online, adding to the information they are getting from the book. Though, I might be biased because I buy all of my very expensive textbooks, while students are permitted to use them without charge.
Chapter 5c (202-220)
Before this chapter, I had not thought of making instructional objectives for anything but the cognitive domain of my students, but it really is important to acknowledge both the affective and psychomotor domains as well. Also, I had only ever heard of and studied Bloom's cognitive domain hierarchy; I had never realized that there were also hierarchies for both the psychomotor and affective domains. I'm surprised it took this long for me to be exposed to this, seeing as I'm almost done with my second year of teacher education and this seems like a pretty important topic. Especially when the chapter begins discussing how to use the taxonomies in education. Then discussing curriculum integration and instructional planning were very helpful. The book breaks down the levels of integration and the pieces of planning to the point that was really clear and easily understood.
Many of the things that the book talks about in this chapter is either something that my current professors incorporate in the their lessons when they teach us, or ideas that my peers and I have been forced to use in my other teacher education courses. In my one of my courses with Helja, she required us to get and use three different text books, which is really overwhelming at times. I don't really agree with the approach, but I prefer the idea of having students find appropriate resources online, adding to the information they are getting from the book. Though, I might be biased because I buy all of my very expensive textbooks, while students are permitted to use them without charge.
Chapter 5c (202-220)
Before this chapter, I had not thought of making instructional objectives for anything but the cognitive domain of my students, but it really is important to acknowledge both the affective and psychomotor domains as well. Also, I had only ever heard of and studied Bloom's cognitive domain hierarchy; I had never realized that there were also hierarchies for both the psychomotor and affective domains. I'm surprised it took this long for me to be exposed to this, seeing as I'm almost done with my second year of teacher education and this seems like a pretty important topic. Especially when the chapter begins discussing how to use the taxonomies in education. Then discussing curriculum integration and instructional planning were very helpful. The book breaks down the levels of integration and the pieces of planning to the point that was really clear and easily understood.
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