Monday, April 15, 2019
Reading Philosophies Essay Example for Free
yarn Philosophies EssayIs the student Constructivist and ethnic belief can influence the along with the instructor a book. responding or actively participating in track schooling along with interactions of other Teacher result give the student a look on a topicdiscussions students in the single outroom. and then depart present it in front of the class Mind mapping will have the students list and In a classroom that utilizes the theory of name the students watch a clip or a movie and thencategorize new concepts constructivism, there would be the teacher will conduct a discussion afterwards Pre-assessments allows the teacher to know what active participation Teacher can take the students on a field trip to the students know and what topics they will hire Small aggroup interactions relate real world experiences to the concepts to be taught New concepts shown within condition learned in class Hands on activities assess how the students can Previous knowledg e apply to create new utilize a particular learning tool knowledge Questions or activities to target to new concepts This theory is ground on the teacher defines Teacher can have the students underline a portion Assessments though individual melt. Is the Explicit or Direct and model the concept, guides the students of the schoolbook on an bang or on the board to student completing and doing individual Instruction through application, and creates guided drag whatever topic is being discussed, like assignments? practice until there is mastery of the naming the nouns, proper nouns, prepositions, and so on Assessment through a test or quiz with an essay concept. Ask the students to check the text on the overheadwriting or project report In this model, the classroom will consists because you exact to prove whatever topic is being An informal assessment through having the of discussed children do thumbs up or thumbs down Direct instruction of ph wh izzmic aw atomic number 18ness Ask the students to read a passage to come up if it Decoding skills sounds right and makes sense, then ask if there Rules of language should be any revisions Skill based worksheets, flash cards, or game relating to the new concept practice session Philosophies It is important to know what type of in force(p) program line strategies you want to have when you step inside the classroom doors. Although there atomic number 18 many antithetical inform styles, the two most common philosophies atomic number 18 direct/explicit instruction and constructivist. Choosing either method acting is a matter of preference and what will work go around for the teacher and the students.No matter what, the culture that is given to the students must be informative and related to their needs as well as their particular grade take. This essay will discuss both approaches and what method I would like to utilize when I become a teacher. Teachers can gi ve students ladders that lead to higher understanding, yet the students themselves must climb these ladders (Slavin, 2009, p. 231) emphasizes the visible horizon of a constructivist in which the students are vital roles in their own learning and development. A traditional liking about teaching is comparable to the constructivist method of teaching. This method commonly has the teacher identifying learning objectives, planning learning activities, and creating assessments. only this theory relies on the students knowledge and more hands on activities. The teachers role is to facilitate personal learning by establishing a community of learners, and by making it clear to the student that he or she is part of the community (Baines Stanley, 2000). Jean Piaget is well cognize for in the main attributing to the formalization of constructivism. Piaget felt that accommodation and assimilation will help students construct new knowledge from their olden experiences. When students assimi late, they will digest their new experience into a pre-existing context without altering the new context. It is in addition important to know that constructivism is not a specific pedagogy.In short, this theory describes how learning happens, despite of whether students are using their past experiences to comprehend the lesson. In a constructivist classroom, there would be (1) vigorous participation (2) petty(a) group discussions (3) concepts introduced within context, and (4) authentic literature, (GCU, 2013). Truthfully, many aspects of constructivism are commendable (Baines Stanley, 2000). One component of this theory is baseborn group discussions. The next theory is direct or explicit instruction. This model (1) sets the stage for learning (2) teacher provides clear explanation of what to do (3) modeling the process (4) guided practice, and (4) independent practice.Throughout explicit instruction, teachers are responsible for monitoring the students needs and providing them a kind of scaffolding that is appropriate throughout their learning process. modelling is a key component of scaffolded instruction (Truscott Truscott, 2004). When this strategy is used there will be slow withdrawal of supportive learning structures to eventually become the sole responsibility of the student (Truscott Truscott, 2004). This concept has been known to improve learning however it may take a long time for the student to master. However once it is mastered, the student feels a sense of accomplishment and self-sufficient.Explicit instructions make the student responsible as well in a different way that constructivism is administered. Students will know and understand what they are expected to perform by themselves and what goals that they will work towards. In the nitty-gritty of reading, studies have shown that direct teaching of word meanings in a reading passage is more effective than an uninstructed vocabulary learning approach (Sanbul Schmitt (2010). There is an allowance for student engagement as well. Learning is an active process. Teachers of this model will maintain the classroom with proper behavior however students should stay actively involved in the lesson in order to have the greatest impact on their learning.While they are being taught, students will be focused on the lesson as well as try to make sense of the new material. I feel that either theory is the not better than the other. I feel that both theories can work together in a classroom if they are balanced out. A study was conducted at the University of Kansas of 83 students who were targeted in the winter of kindergarten as being high risk for reading failure. Interventions were conducted in small groups of one to six students for thirty minute sessions, three times per week, for a two year period (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). Reading comprehension is a very complex skill to teach.In this study, the students worked on comprehension strategies inc luding decoding words, phonologic awareness, alphabet knowledge and rapid letter naming. As a result, the findings from this study proved that small group instruction improved in critical early literacy skills. Some students even advanced to grade level performance (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). I feel this is a great example of both theories placed into one. The teacher was corporal by working directly with the students however the students were placed in smaller groups like in the constructivism theory. In my classroom, I would use constructivism to create a print-rich environment with students work posted and a time that students are free and able to discuss classroom topics.I would also relate the content that is being taught to a life experience so the students can understand that specific content area. I would also create high levels of interaction with lots of group work. However there will be a time for explicit instruction. I will monitor the s tudents for understanding to make sure that they are deriving meaning from the instruction. I also think it is important that I model the assignment onward I give it, especially for kindergarten because their understanding for directions is still very new. All teaching strategies or theories have some form of assessment to make sure the student understands the given concept. Although both theories are preferably different, the assessments are the same.The assessments are either formative or summative. Teachers will use formative assessments through class observations of participation, questioning strategies, and peer or self assessment. Through summative strategies, it is usually benchmark exams or commonwealth mandated standardized testing. In conclusion, both theories have been proven to be very successful. Researchers agree that teachers need to be adaptive to meet students diverse and individual needs (Parsons, Davis, Scales, Williams, Kear, 2010). No one can clearly pass o n which theory works better. I have observed both theories inside classrooms of today and the students were successful in their learning.I feel that whatever works best for you and your students, then just go for it. Bottom line, we need the students to become successful and proper citizens once they graduate so I hope to do my best when I am teaching and use both theories to make it happen. References Baines, L. A. , Stanley, G. (2000). We Want to See the Teacher. . Phi Delta Kappan, 82(4), 327. Kamps, D. , Abbott, M. , Greenwood, C. , Wills, H. , Veerkamp, M. , Kaufman, J. (2008). Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Journal Of Learning Disabilities, 41(2), 101-114. Parsons, S. A. , Davis, S. G. , Scales, R. Q. Williams, B. , Kear, K. A. (2010). How AND WHY TEACHERS adjust THEIR LITERACY INSTRUCTION. College Reading Association Yearbook, (31), 221-236. Slavin, R. E. (2009). Educational Psychology. In R . E. Slavin, Educational Psychology (pp. 30-44). Upper Saddle River Pearson Education, Inc. Sonbul, S. , Schmitt, N. (2010). Direct teaching of vocabulary after reading is it worth the effort?. ELT Journal English Language Teachers Journal, 64(3), 253-260. doi10. 1093/elt/ccp059 Truscott, D. M. , Truscott, S. D. (2004). A professional development model for the positive practice of school-based reading consultation. Psychology In The Schools, 41(1), 51-65.