Embedded Files
Table of Contents (What is in this Module?)
Table of Contents (What is in this Module?)
Course Learning Outcome (What outcome can I expect to learn?)
Course Learning Outcome (What outcome can I expect to learn?)
CLO 1 - Describe the diversity of students and its impacts on schools.
CLO 2 - Examine various educational models and the role of schools in communities and with government.
CLO 3 - Analyze teacher practice and decision-making.
CLO 4 - Explore the professional and ethical complexities of teaching.
CLO 5 - Synthesize foundational elements of education into a personal philosophy of education and teaching.
CLO 6 - Evaluate professional learning of pre-service and in-service teachers and educators.
Learning Objectives (What actions will lead me to the outcome?)
Learning Objectives (What actions will lead me to the outcome?)
Articulate your personal and professional reasons for teaching and learning.
Create connections between your role as a teacher and student learning.
Describe actions teachers can take to support student learning.
Clarify your perspectives on the value of learning.
Identify specific strategies useful for positively influencing learning.
New Academic Vocabulary (What are some terms I should know?)
New Academic Vocabulary (What are some terms I should know?)
Academic Vocabulary & Concepts in the Field of Education
Academic Vocabulary & Concepts in the Field of Education
Effective Instruction - Effective instruction is guided by a curriculum with identifiable learning goals linked to the standards. Instruction involves communicated learning goals and strategically pre-planned lessons that focus not only on content but also on uncovering new ideas that have students thinking deeply about previously learned facts, experiences, and theories. Instruction is not just memorizing and practicing; it is about understanding, applying, creating, and evaluating.
Effective instruction is cognitively demanding and challenging to students as they use essential concepts and skills in real-world, complex, open-ended situations and intellectual challenges. When students successfully meet these tasks, their new learning has meaning and value in contexts beyond the curriculum unit or classroom setting. Students are directly involved and invested in the discovery of their knowledge. Through collaboration and cooperation with others, students engage in experiential learning that is authentic, holistic, and challenging. Students are empowered to use prior knowledge to construct new learning and develop metacognitive processes.
Assessment is not just an assessment tool or instrument but a process. It includes collecting information on student progress toward a learning goal and using it to adjust instruction and increase student learning. The assessment for the learning process is not an add-on to instruction but rather an integral component of instruction to identify needs and close the learning gap for each student.
Finally, effective instruction is tailored to the individual student and is about planning for and teaching variances among learners in the classroom to create the best learning environment possible. It is designed to ensure all students acquire the essential concepts and skills housed within the curriculum. It uses data to guide instructional decision-making, and students are provided core, supplemental, and intensive levels of support.
Essential Questions (What are the questions which ground this inquiry?)
Essential Questions (What are the questions which ground this inquiry?)
Essential Questions for Module 5, Week 14 - Please consider your thoughts on Education in American Society.
What are the reasons for becoming a teacher?
What is effectiveness in teaching?
What is a framework to understand teaching?
What will I be evaluated on?
How can I ensure my students are learning?
How can I ensure my students are engaged?
Introduction & Provocation (How do we get our brain and cognition going about the topic?)
Introduction & Provocation (How do we get our brain and cognition going about the topic?)
Primary Concept - Why have a philosophy of instruction?
Primary Concept - Why have a philosophy of instruction?
A practical teaching philosophy demonstrates that an instructor is reflective and purposeful about teaching and communicates instructional goals and corresponding actions in the classroom. Generally speaking, you will want to connect with your audience by sharing connections to professional frameworks which can help you to conceptually organize your philosophy and justify it to your audience...Teachers!
Weekly Content (What should we be familiar with to learn the content?)
Weekly Content (What should we be familiar with to learn the content?)
Primary Concept - How do we define Effective Instruction?
Primary Concept - How do we define Effective Instruction?
Summary (What should I conclude from this Information?)
Summary (What should I conclude from this Information?)
Primary Concept - Effective Instruction is the precursor to the ULTIMATE GOAL: Learning
Primary Concept - Effective Instruction is the precursor to the ULTIMATE GOAL: Learning
Links & Resources (Where can I find Out more information?)
Links & Resources (Where can I find Out more information?)
Instructional frameworks for this module include:
Instructional Strategies -Brain-Based Learning Theory and Application or Brain-Based Learning for Students (BBL)
Instructional Strategies - Marzanoʻs High-Yield Instructional Strategies or Marzanoʻs High-Yield Instructional Strategies (Marzanoʻs)
Instructional Strategies - John Hattieʻs Visible Learning Instructional Strategies (Hattieʻs)
Instructional Strategies - Culturally Responsive Teaching (CRT) Framework or Another very similar CRT (Orginal Version, same authors)
Instructional Strategies - Indigenous Teaching and Learning Orientations
Instructional Strategies - Universal Design for Learning (UDL)
Instructional Strategies - Differentiated Instruction
Instructional Strategies - CREDE Standards for Effective Teaching & Learning (CREDE)
Instructional Strategies for Learning Experiences - Universal Design for Learning (UDL)
Danielson Observation Rubric - Instructional Framework (Danielsons 3B, 3C, 3D)
Curriculum and Learning Outcomes - Marzano's Taxonomy
Theoretical Orientations to Learning - Constructivism
Theoretical Orientation to Learning - Constructivism, Behaviorism, Humanism, Cognitivism
Common Core State Standards or Learning Standards:
Curriculum and Learning Outcomes - Common Core Standards for English and Mathematics (CCSS)
Curriculum and Learning Outcomes - Next Generation Science Standards (NGSS)
Weekly Assessment (What will I do in order to meet the outcome?)
Weekly Assessment (What will I do in order to meet the outcome?)
Next Steps (What will we be doing next?)
Next Steps (What will we be doing next?)
Module 5, Week 14 - Your Educational Philosophy - Part III - Becoming a Professional
Page updated
Report abuse