3 Critically reflective teaching asks community college teachers to discover and research the assumptions they make about teaching and learning by using the four lenses available to them: students’ eyes‚ colleagues’ perceptions‚ educational literature‚ and teachers’ autobiographical experiences as learners. Viewing classroom practice through these four lenses helps teachers make more informed judgments and take more informed actions‚ in community college classrooms. Using the Lenses of Critically
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The concept of planning “backward” starting from desired results (the end in mind) is not new. In 1949 Ralph Tyler described this approach as an effective process for focusing instruction. Recently‚ Stephen Covey‚ in the bestselling book‚ Seven Habits of Highly Effective People‚ reports that effective people in various fields are goal-oriented and plan with the end in mind. Although not a new idea‚ the deliberate use of backward design for planning curriculum units and courses results in more clearly
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Finding My Pedagogy: Teacher conduct in the classroom through the lens of Traditional Aboriginal education and culture Introduction Each day my Mother and I spend almost one hour talking to each other on the phone. During one of our most profound discussions‚ she happened to tell me about family member that suffered from alcoholism. Although the conversation began with the topic of addiction‚ it evolved into a conversation about cycles. She explained that‚ in her opinion‚ behaviors are learned cycles;
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many Montessori schools design their programs with reference to Montessori’s model of human development from her published works‚ and use pedagogy‚ lessons‚ and materials introduced in teacher training derived from courses presented by Montessori during her lifetime. Maria Montessori began to develop her philosophy and methods in 1897‚ attending courses in pedagogy at the university of rome and reading the educational theory of the previous two hundred years. In 1907‚ she opened her first classroom
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Developing Professional Practice – Key Questions in Effective Practice Introduction Teaching can often be seen as the imparting of knowledge and this is a fundamental part of a teacher’s job. There are however‚ many other elements to the job such as inspiring and motivating students or imparting deeper understanding of subjects‚ all of which help prepare the student to enter the adult world. As a teacher‚ it is essential to ensure that this is done effectively‚ being able to adapt the pace and
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International Business Research‚ 9‚ 23-31. Retrieved January 17th‚ 2014 from: http://search.proquest.com/docview/875107726?accountid=28844 • Jackson‚ M.‚ Helms‚ M.M.‚ Jackson‚ W.T.‚ Gums‚ J.R. (2011). “Student Expectations of Technology-Enhanced Pedagogy: A Ten-Year Comparison”. Journal of Education for Business‚ 89 (5). Pp 294-301. Retrieved January 17th‚ 2014 from EBSCO Host: http://web.ebscohost.com.ezproxy.trident.edu:2048/ehost/detail?sid=4f18b4c3-5dc3-482f-9848-b23e24470e08%40sessionmgr40
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Sri Aurobindo developed an education system which is popularly known as integral education. Integral Education aims at bringing about change not merely in the society but primarily in the human behaviour or nature itself. According to him‚ the essence of education is the recognition of a child as a soul and developing its other faculties. He is of the view that the education must begin with as well as build on sound theoretical understanding of the child. Aurobindo’s idea of education is holistic
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learn it. Tough found that when adults undertake to learn something on their own‚ they will invest considerable energy in probing into the benefits they will gain from learning it and the negative consequences of not learning it. The difference of pedagogy is that learners only need to know what teachers teach them in order to pass and or get promoted. The learners’ self-concept Adults have a self-concept of being responsible for their own decisions‚ for their own lives. Once they have
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Tcwhiny & T~~uder khm~rron‚ Printed in Great Britam Vol 9‚ No. 4. pp. 431-438‚ 1993 0742-051X:93 S6.00 + 000 Prrpamon Press LLd REFLECTIVE TEACHER EDUCATION: TECHNIQUE OR EPISTEMOLOGY? HUGH MUNBY and TOM Ontario‚ RUSSELL Canada Queen’s University‚ AN ESSAY-REVIEW OF REFLECTIVE TEACHER CASES AND CRITIQUES NY: State University EDUCATION: Linda Valli (Ed.) (1992). Albany‚ of New York Press (ISBN O-7914- 1131 1) “Where do you come
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himself with the job. He must love children ‚ and meet their needs. That kind of teacher should sum up the qualities not only of a teacher ‚ but also of a psychologist and pedagogue . one of the twenty century’s psychologist ‚ J Boucher‚ wrote that pedagogy can be an effective art only if it back on the psychology . I think that an innate teacher should have an innate prone to this profession ‚which cannot be well done if the pleasure of doing it lacks. Another essential condition is patience ‚ because
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