Course Reflection For Survey Of Instructional Strategies

Program Standard 4

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning. 

4.1 Element – Demonstrating Knowledge of Content and Pedagogy

4.1 Example of Proficient – Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

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In their book—Models of Teaching—Joyce, Weil, and Calhoun (2015) explored various methods of instruction and their uses in the classroom. They explored standard techniques like memorization and the use advance organizers as well as explicit and direct instruction. They also surveyed less conventional ones such as inquiry and inductive strategies along with nondirective teaching and group investigation approaches. While this book investigated many different types of classroom instruction, one thing it made clear was that the best teachers employ a wide range of tactics with their students.

The student led approaches offer learners the independence to explore topics important to them. With this method Students will be more engaged in learning because they have the flexibility to discover issues and subject matter that interests them. This strategy can be difficult to implement because it requires the standard classroom hierarchy to be dismantled, however, the benefits are well worth the effort. “The model creates an environment where students and teachers are partners in learning, sharing ideas openly, and communicate honestly with one another” (Joyce, Weil, & Calhoun, 2015, p. 285). Student centric learning allows teachers to create a cooperative environment where inquiry based learning and group collaboration can flourish. These strategies create more connected students capable of working together and empathizing with one another. If done well, self-directed models engender in students not only the desire but also the capacity to become life-long learners.

While it is crucial to implement less conventional learning styles in the classroom, it is also important not to neglect the standard models of teaching that have created a solid groundwork of education. Explicit and direct instruction can be the best methods of conveying new information depending on the subject matter. It is essential that teachers develop the skills necessary to determine the best teaching strategy for conveying different kinds of information. When learning foundational skills it is often best for teachers to convey the information in a direct manner so that students will not be confused by the topics being discussed. Ultimately, students cannot explore subject matter independently without first understand a basic level of comprehension so explicit instruction is necessary in order to enable less structured learning. Joyce et al. (2015) explained, “Direct instruction plays a limited but important role in a comprehensive educational program” (p. 340). While explicit teaching may not always yield the best learning results in certain situations there are times when will be the most beneficial. The most effective teachers understand that different kinds of instructional strategies lend themselves more readily to different content areas. Those educators are able to produce the best learning results from their students by creating a dynamic and engaging learning environment.

References
Joyce, B.R., Weil, M., & Calhoun, E. (2015) Models of Teaching: Ninth Edition. New York, NY: Pearson. [Kindle DX version]. Retrieved from Amazon.com
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Helping Students Understand Copyright and Fair Use

International Society for Technology in Education (ISTE) Standard 4

4. Promote and model digital citizenship and responsibility – Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

Program Standard 1

1. Expectations – The teacher communicates high expectations for student learning.

1.2 Element – Communicating with Students

1.2 Example of Proficient – Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

Technology and online resources are an integral part of most classrooms today. Students actively participate in online research in the pursuit of new skills and knowledge. Schools are increasingly using educational web 2.0 platforms to create classroom blogs that students can create and add content to so it is important for them to understand how to responsibly use intellectual property that does not belong to them. The International Society for Technology in Education addresses this issue in their fourth standard by stating that educators need to demonstrate to students how to use digital information in a conscientious and legal manner. In order for students to use content ethically they first must understand copyright, fair use, and creative commons and how they all relate. For EDTC 6433 I researched how I could teach these complex issues to young students without confusing them on the subject matter.

Fortunately, many educators have previously dealt with teaching copyright and fair use in the classroom and shared their resources and lesson plans online. Borovoy (2015), in her article “Five-Minute Film Festival: Copyright and Fair Use For Educators,” complied a list of useful websites and created a YouTube playlist with helpful videos on copyright, fair use, and creative commons. The first video in the playlist is particularly helpful because it follows a teacher through her lesson plan on fair use and demonstrates how she engages her students in the subject matter. Borovoy (2015) even provided a link to a pdf of the worksheet that the teacher used in the video. This article provides teachers with a starting point on how to teach the subject of copyright, fair use, and creative commons and even presents links to external websites with helpful information. However, it does not provide a concise guideline for how to deal with issues of copyright, fair use, and creative commons. Burt (2012) did just that in his article “The Educator’s Guide to Copyright, Fair Use, and Creative Commons” and also provides many useful tips on where to find content that can be used and how to do so ethically and legally. However, even with all of the information available it can still be difficult to tell what content is safe to use even with proper citation or credit.

Another student in EDTC 6433 shared a resource from the American Library Association that helps individuals navigate copyright issues. On their website there is a page that provides copyright tools like their Public Domain Slider (which helps determine the copyright status of a work published in the United States), their Fair Use Evaluator (which helps determine is the use of copyrighted material is covered under fair use), and their Copyright Genie (which can be used to determine if a work is copyrighted and calculate its terms of protection). The ALA website even provides a tool that allows educators to determine educational exceptions to copyright law (Copyright, 2016). All of the resources described will help me grapple with these complicated but important issues with my students so they will be prepared to use all the content the web has to offer in a safe, legal, and ethical manner.

References
Borovoy, A. E. (2015) Five-Minute Film Festival: Copyright and Fair Use for Educators. Edutopia. Retrieved from http://www.edutopia.org/blog/film-festival-copyright-fair-use
Burt, R. (2012). The Educator’s Guide To Copyright, Fair Use, and Creative Commons. The Edublogger. Retrieved from http://www.theedublogger.com/2012/02/09/the-educators-guide-to-copyright-fair-use-and-creative-commons/
Copyright Tools. (2016) ALA: American Library Association. Retrieved from http://www.ala.org/advocacy/copyright-tools

Role Playing As A Means To Drive Democratic Education

Program Standard 5

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Element – Creating an Environment of Respect and Rapport

5.1 Example of Proficient – Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

democracyDemocratic education aims to help students broaden their worldview and create more caring, empathetic citizens who are able to relate to their peers across socioeconomic and cultural differences. It is based on the idea that in order to maintain a flourishing society people must learn to respectfully interact with their fellow citizens despite differing ideologies. Joyce, Weil, and Calhoun (2012) argue, “Any view of how people should develop has to refer to the inescapable fact that life is social. A social being cannot act without reference to his or her companions on earth; otherwise in the quest for self-maintenance and autonomy each person may conflict with other people making similar efforts” (p. 249). Getting students to explore issues from a perspective other than their own can have profound affects on how they learn to relate to other people. In a society where privileged groups often enact laws that affect everyone it is crucial for citizens to be able to take into account the needs and desires of people outside of their own experience. This quest is important to many educators but it is difficult to engender this kind of environment in a classroom in an authentic way.

One method for encouraging empathy and exploring issues within classrooms is role playing. This technique allows students to explore uncomfortable or tense issues in a safe and non-threatening way that can help them resolve issues and learn how to more successfully communicate with their peers. Joyce et al. (2012) postures that “Role playing provides us with an opportunity to model the behaviors that begin and maintain interactions and build integrative interactions and, thus, relations” (p. 261). Implementing this skill in classrooms takes extra planning and effort from teachers but has the potential to breed a more respectful and thoughtful environment. In the long term students will learn to communicate with each other more effectively and solve their own problems in a mutually respectful manner. Joyce et al. (2012) states, “This basic social model generates the positive feelings that encourage us to manage conflict politely and seek civil solutions in a civil, democracy-encouraging fashion” (p. 261). Democratic education is centered around the idea that schools should help encourage students to become better citizens and role playing can help achieve that goal. This practice has the potential to not only help students succeed in school but also develop skills necessary to succeed later in life.

References
Joyce, B.R., Weil, M., & Calhoun, E. (2015) Models of Teaching (9th ed.). New York, NY: Pearson. [Kindle DX version]. Retrieved from Amazon.com
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 The photo in this post has been unedited and was found on Flickr following creative commons licensing.

Characteristics of an Effective Educator

Program Standards 1–5

1. ExpectationsThe teacher communicates high expectations for student learning.

2. InstructionThe teacher uses research-based instructional practices to meet the needs of all students.

3. Differentiation The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

4. Content KnowledgeThe teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

5. Learning Environment The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

An effective teacher must be competent, dedicated, adaptable, and most importantly skilled at maintaining order in the classroom. Learning cannot take place in a classroom that is not productively managed and controlled. There are a great many techniques available for teachers to employ when maintaining and retaining structure in the class. A competent teacher must be a keen observer and amend his or her strategy for each new set of students and always be evaluating if adjustments need to be made. Once a teacher has created a stable environment conducive to learning they can use their competence, dedication, and adaptability to become a successful educator.

When a teacher is competent in and dedicated to their subject matter they can not only seamlessly answer student questions and create valuable lessons but they can also inspire student to want to know more about the material being taught. Educators who are passionate about what they are teaching create students who are more likely to be enthusiastic about learning. Another aspect of being competent and dedicated as an instructor is staying current with up-to-date teaching methods and available technology. Teachers today have more resources available than ever before and it is important for them to understand how to find and effectively use them to the benefit of their students. Teachers are now empowered to use software and hardware to individualize the training each students needs.

deskTo become particularly competent educators must be adaptable in the planning and execution of their instruction. Recent and ongoing research has caused administrators and instructors to understand the necessity of differentiating lessons for a variety of students (Marzano, 2007). Teachers must be able to create exercises on a single subject for several different learning styles in order to expertly educate each one of their students. Beyond differentiating direction, teachers must also be able to adapt on the spot when they see that an activity is ineffective. If a teacher can see that their plan is not having the desired effect and then modify it immediately they provide their students with the best chance of learning the subject matter. Educators who are competent and dedicated tend to be naturally adaptable and able to observe each of their students’ needs giving them the best chance at success.

Reference
Marzano, R. (2007). The Art and Science of Teaching a Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development. [Kindle DX version] Retrieved from Amazon.com
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 The photo in this post has been unedited and was found on Flickr following creative commons licensing.