1 teaching today: an introduction to education 8 th edition part 1: the changing profession chapter...
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Teaching Today: An Introduction to Education
8th editionPart 1: The Changing Profession
Chapter 1: How Is Education Changing?
Teaching Today, 8eArmstrong, Henson and Savage
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Competing Views of Quality Education
In general, Americans know that . . . Education is our society’s “essential” profession. The quality of education has a strong impact on our
nation’s social, economic, and political health. Everyone has a vested interest in the level of quality
in our schools.
Teaching Today, 8eArmstrong, Henson and Savage
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Competing Views of Quality Education
... So, why are there so many views on what needs to be done to “make our schools better”?
Teaching Today, 8eArmstrong, Henson and Savage
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Focus Questions
Where are the roots (basic historical foundations) of education grounded?
What are the realities teachers face each day? Why are the complexities of teaching more overwhelming than
teaching? How do the changes in education, student populations, and the
demand for accountability affect teacher’s work day? When should a professional development portfolio be
developed? Who decides the requirements for teacher licensure in your
state? Teaching Today, 8e
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What are the Foundations?
Social & Philosophical Historical Political Curriculum Instructional Legal
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Social & PhilosophicalFoundations of Education
What is the good society and how should education contribute to that society?
What should be taught? Who should be taught?
Teaching Today, 8eArmstrong, Henson and Savage
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Historical Foundations of Education
Where did current school practices and traditions come from; and are they still important?
Teaching Today, 8eArmstrong, Henson and Savage
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Political Foundations of Education
Who has the power to decide priorities? Who has the power to make decisions that will result
in desired modifications?
Teaching Today, 8eArmstrong, Henson and Savage
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Curricula Foundations of Education
What is taught in schools? Why is it taught?
Teaching Today, 8eArmstrong, Henson and Savage
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Instructional Foundations of Education
What is good teaching? What is the balance between traditional instructional
strategies and those based on recent research into how the brain operates and processes information?
Teaching Today, 8eArmstrong, Henson and Savage
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Legal Foundations of Education
What are the legal and ethical rights and responsibilities of teachers?
What are the legal and ethical rights of learners?
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What Do Teachers Do all Day?
Plan lessons Keep records and other administrative duties Supervise extra-curricula activities Participate on committees Perform professional group activities Communicate with parents Lunchroom or playground duties Special events
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MultidimensionalityIn Addition to Planning an Instructional Delivery the Teacher Must
Diagnose Learning Difficulties Spot Misconceptions Monitor Learner Progress Make on-the-spot adjustments Respond to unexpected Events
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Multidimensionality (continued)
In Addition to Planning an Instructional Delivery the Teacher Must
Administer Standardized Tests Attend Meetings Keep Records Relate to Parents Work with Colleagues Create Instructional Materials
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SimultaneityResponding Immediately to Multiple Stimuli
When standing before a class you must watch for indications of comprehension, interest, and attention
You must listen to answers to spot misconceptions, signs of confusion and determine relevance
While providing assistance to one learner, you must at the same time monitor the behavior of the rest of the class
You must devise ways to keep students focused when dealing with interruptions
Teaching Today, 8eArmstrong, Henson and Savage
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ImmediacyPrepare to Respond Immediately
Be a Proactive Teacher. Remember your school days and think about the kinds of situations that might develop in the classroom and consider possible responses
Role play with veteran teachers; ask for options to likely occurrences (inattention, noise, sleeping, fighting, cursing, cell phones, lateness, lack of homework, food, illness, injury, etc)
Teaching Today, 8eArmstrong, Henson and Savage
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UnpredictabilityInconsistent patterns and unexpected events
A teacher’s response to unpredicted events will vary with individual personality, philosophy, and general orientation to teaching.
The person who is uncomfortable in situations that feature unpredictability, might want to consider a career other than teaching.
Teaching Today, 8eArmstrong, Henson and Savage
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PublicnessObserved by Others
Students monitor every in-class action the instructor takes.
Teacher actions will be observed and interpreted and have consequences beyond the immediate situation.
Parents are welcome in the classroom and to make observations and interpretations.
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HistoryInteractions over time
Class culture Ongoing record of interactions between the teacher
and students The manner in which the teacher relates to learners,
plan instructions, and react to unpredictability
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Changes in Theories of Teaching and Learning
Constructivism holds that the mind is always searching for patterns and attempting to resolve discrepancies
● Individuals create knowledge as theyinteract with the world around them.
● Construction of new knowledge is rootedin prior knowledge.
● The social and cultural contexts heavilyinfluence what is constructed or learned.
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Implications of Constructivism
The conditions that best facilitate learning are described as learner-centered and problem-centered.
Learners must be provided with complex, complete, and “authentic” problems.
Learners need to be actively engaged in the learning process by seeking solutions and sharing ideas.
Assessment procedures focus on how well students solve problems and explain what they have discovered and learned.
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Multiple IntelligencesDifferent Levels of Ability in individual Categories
Logical-mathematical Linguistic Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist Existential
Componential Experiential Contextual Emotional
Implications— Avoid labels and vary
instruction.
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PRAXIS Series of TestsEvaluating Individuals Preparing for Careers
PRAXIS I consists of academic skills assessment, some institutions require their passing before being admitted to Teacher Education
PRAXIS II assessments provide information about the teachers’ knowledge of the subjects to be taught, pedagogy, and teaching and learning principles.
PRAXIS III is a classroom performance assessment that usually takes places during the first year of teaching.
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Disposition One
LeadershipInfluence, Ability to Listen, Commitment to Growth
of Others Listens attentively to others in a variety of contexts Perceives what to do to maintain good relations with
others Recognizes and appreciates differences in abilities
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Disposition Two
Attitudes Toward Learning, Initiative, Motivation and Responsibility Accepts consequences for personal actions or decisions Prioritizes work based on established goals Seeks clarification and/or assistance as needed Self-starter, identifies needs and attends to them immediately Able to identify and utilize various resources in different
settings Works effectively with limited supervision
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Disposition Three
Work Ethic Ability to Work with Others, Dependability,
Enthusiasm Attends class regularly Exhibits punctuality Exceptional quality of work
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Disposition Four
Verbal and Written Expression Articulates clearly Verbally Expressive Organizes and clearly expresses ideas in writing
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Disposition Five
Respectful Characteristics Empathy, Respect for Rights and Opinions of Others,
Integrity Demonstrates truthfulness and trustworthiness Gives credit to others when using their work Communicates without intent to deceive Demonstrates an understanding, awareness, and sensitivity to the
feelings, thoughts, and experiences of others Demonstrates consideration and regard for the values of others Engages in deliberate discourse to resolve issues
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Disposition Six
Physical Appearance and Emotional Stability Demonstrates good personal hygiene Dresses appropriately for the situation Demonstrates situational appropriate behavior Maintains emotional control with regard to: Using appropriate tone of voice Using appropriate non-verbal expressions Responding to situations professionally Accepting feedback from others Adapting appropriately to new or unexpected situations
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Professional-Development Portfolios
Include Introduction Table of Contents Critical information Reflections Sample lesson plans Summary comments See “For Your Initial- Development Portfolio”
sections at the end of each chapter in the text
Teaching Today, 8eArmstrong, Henson and Savage
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