Read the short discussion below and respond to question #2 on page 21 of the text book, Those Who Can Teach, Teach, and then respond to one of your classmates.
ConstructivismDefinition
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Discussion
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.
How Constructivism Impacts Learning
Curriculum--Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students' prior knowledge. Also, it emphasizes hands-on problem solving.
Instruction--Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
On Purpose Assignment: (2001). Funderstanding. Retrieved
September 3, 2008, from
http://www.funderstanding.com/constructivism.cfm.
Authentic Assessment: Assessment judged by rubrics.
Question:
How certain in a decision does a prospective teacher need to be before committing to further teacher education courses? How sure does the person need to be before going to work as a teacher?
14 comments:
Hello everyone. My name is Linda Long and I will be helping you with your online class. If you have any questions please give me a call. Good Luck!
Hello. My name is Sarah Elder. In response to the question at hand...
A prospective teacher need not be completely convinced of his or her career path to enroll in education courses. I do not believe there is ever harm in seeking more knowledge. In the pursuit of an expanded knowledge base in the area of education as a career, one's true motives, interests and passions will surface. In regard to the Base-Tn Program, there is an obligatory factor which would suggest that a certain level of certainty and commitment be employed before enrolling in such courses.
I think that a prospective teacher should have resolve regarding one's choice before becoming actively involved in teaching as a profession. That resolve will be the positive result of education; and time spent evaluating motives, commitment and purpose. Due to the responsibility of a teacher to educate and engage young minds, the choice of teaching as a career is one that should be heavily weighted.
I invite your input. Thank you. Each Day Is New. s.
In my opinion a prospective teacher needs to have at least 80% certainty before committing to further teaching courses and needs to be at least 95% sure of this career choice as a teacher before entering the school system.
I look forward to debating with you regarding my opinion.
Brenda Anderson
Although a perspective teacher should have weighed through any serious motives such as working with children or making large salaries, I believe that commitment is the key factor. Commitment to learning and dedication to your decision can be as great a factor as early desire to teach. Good or even great teachers sometimes learn their lessons and strategies in becoming excellent teachers many years into their careers. My decision remains based on how much I continue to learn through the process.
Ann Hitchon
Hello. This is Sarah, again, weighing in on the discussion. I agree with Ann's point regarding motivation and commitment as key factors in the decision to teach. It is my desire that the extended formal education will solidify my commitment and motivation to create a solid foundation for a lifelong career (a later-in-life-long career). Each day is new. s.
Sarah's comments and mine are very similar. Maybe it is the later-in-life realization that the only thing for certain is that I have not arrived. Education students and teachers alike must have strong commitment that is the main certainty so I strongly agree with Sarah.
Ann Hitchon
The short answer to how certain a prospective teacher needs to be before committing to further education courses is that it depends. Additional courses come with additional costs and those costs are rather high. Further courses will also come with the responsibility of devoting the time required to make the most of those courses. If costs and time are not issues, then I see no reason not to continue to take additional courses even if the prospective teacher is not certain of his or her goals. There is nothing wrong with "education for education's sake."
I believe a prospective teacher does need to be a little more certain before accepting a teaching position, becoming a teacher and committing to a schools and to the students. Once a person has committed to doing a job, that person is obligated to see their commitment to completion. However, more so today than ever before, people are changing careers several times in a lifetime. I see nothing wrong with someone teaching for several years, changing their minds and deciding to go down another career path, but teaching is more than just a job that can be walked out on at the drop of a hat.
David Perry
David's answer reminds me of why my decision has been to return to teaching even though it has been a very long time since my graduation. I wanted to see it through. The knowledge in the education classes (in the past and now) that I have gleaned and the life experiences have strongly prompted me to see it through to teaching as a career. Even though I did not make my decision not to teach at the drop of a hat, the decision was made to stay at home and now I want to complete my commitment, even after all the years spent away.
Ann Hitchon
I believe that a prospective teacher may need to take two or three classes in education before committing to becoming a teacher. Although most people would have a since if teaching was right for them after one of two classes, it would probably be beneficial to some to take a third class to be sure that teaching is right for them. i feel that as you get further into the teaching program that your desire to teach should increase and your excitement level should rise. If someone goes into teaching with any since that the classroom is not for them and without a true love for children , they are not being fair to themselves or their students. I believe that teaching needs to be a passion in order to make children passionate for learning.
The last entry was mine, I forgot to sign it.
I agree with David in a lot of ways. If you have time resources and energy there is nothing wrong with learning as much about an area as you would like. I also agree with what he says about following through with a commitment, but if someone enters teaching and finds that it is not where they want to be then they really should find something else to do. I can name a few of my former high school teachers that should have done everyone a favor and found something they were passionate about doing.
Susan Hutchens
After reading over everyone's comments, I hate to be the Devil's Advocate but, "commitment" is the word that everyone has used. The question becomes, how many of you will stay committed when a child curses you out, maybe slap, spit, or shoves you, then threatens your life. These problematic youths will be apart of all our classrooms. Although all of us will be ready to sign on the dotted line accepting a teachers position, are we truly ready for what lies ahead. There is not a class that teaches us not to slap them back, just a jail cell (LOL), but there is no class to teach you how to get, regain, and keep control of these problematic adolescents, this is a new breed of children. How will you keep your true desire and passion for teaching from fading? Can you say that you will still be entusiastic about returning to your classroom the following day? Will you still be "COMMITTED?"
I look forward to reading the answers to the following questions.
Brenda Anderson
In response to Brenda's questions regarding commitment in the face of bad behavior, I believe that true commitment to each individual child that you are responsible for teaching includes being ready to use those "opportunities" to be a role model for the child. The troubled child will most likely not see another adult that reacts to that behavior in the same manner as the teacher should. Meeting those challenges with professionalism and compassion, though difficult, is one the the real measures of commitment.
David Perry
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