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EDTE 150 Midterm Presentation
Transcript of EDTE 150 Midterm Presentation
Using the Curriculum Responsibly
Crossing Your Own Familiar Borders to Embrace Diversity
Meeting the Needs of Individual Students in the Context of the Classroom and the School
Contributing Actively to the Profession INTASC Standards A national perspective on what beginning teachers should know and be able to do.
Putting What We Know into Perspective Prior Knowledge--Knowledge about teaching that you already have before you enter your formal preparation, which affects how you think about teaching and what you learn about teaching as a profession.
Apprenticeship of Observation--The knowledge you have about teaching from the 12 years you spent in classrooms as a student--a term coinedin 1975 by the sociologist Dan Lortie.
Misconceptions--Ideas you may have about teaching that are not accurate but that may represent strongly held beliefs about teaching and so may be difficult for you to discard or replace.
Making the Familiar Strange--Looking at the familiar procedures, events, and interactions in the classroom from a more objective viewpoint adn treating them as something you do not fully understand. This is a way of helping you begin to analyze and ask quesetions about why things happen the way they do in classrooms
Anecdotal Recording--Observing and recording the specific events that occur in a defined timeframe in the classroom, without making judgments or interpreting those events.. History of American Education Religious motivations intitially prompted schooling
Dame Schools--Education in private homes offering the essentials of reading and writing.
Latin Grammar Schools--A step beyond Dame schools, Latin Grammar schools taught out of Latin and Greek texts
English Schools--Schools which focused on more practical curriculum than the Latin Grammar schools and tried to find a balance between classical texts and more modern subjects.
Common School Movement--A movement on the 18th and 19th centuries which sought to provide universal education at the expense of the public.
Essentialism--A philosophy of education based on the assumption that students should learn the basic facts regarding the social and physical world.
Progressivism--A philosophy of education developed by John Dewey based on the assumption that all learning is active, that learning is intellectual, social, and emotional, and that curriculum should begin with the child's interests and experiences.
Perennialism--A philosophical orientation based on the assumption that all learning should be focused on unchanging principles of great ideas.
Social Reconstructionism--A philosophy of education based on the belief that schools shoulc aim to foster active participants in society through a study of social problems and an aim to create a more just society.
Ethic of Care--A philosophy of education based on the commitment to caring.
http://www.pbs.org/kcet/publicschool/index.html Philosophies of Education Knowledge of Teaching Teaching Portfolio--A written or electronic compilation of documentation demonstrating that a teacher education student possesses the knowledge, skills, and dispositions to teach students well at the lebel of a beginning teacher.
Pedagogy--The methods and activities teachers use to teach their students.
Induction--The first three years of a teacher's career, which are recognized as years requiring special support to help consolidate the beginner's skills.
Mentor--A highly skilled, experienced teacher who has specific responsibility for supporting teachers during the induction phase of the career.
Foundations of education--The psychological, historical, philosophical, and sociological aspects of the field of education that are considered essential to the professional knowledge of all teachers. Deciding What to Teach Explicit Curriculum--The formal, official, public academic program of study that defines what students are expected to know as a result of being in school.
Academic Content Standards--Formal, public statements of what students should know and be able to do in each of the content areas at various points in their PK-12 education.
Curriculum guide--A document prepared at the state or local district level that provides detailed information to help teachers plan instruction.
Learned Curriculum--What students actually learn in relationship to the goals of the explicit curriculum-which is not always the same as those goals.
Project-based Learning--Studying a particular question, problem, or theme in depth over time that requires the use of several academic content areas.
Social Justice--A curriculum orientation that organizes education around understanding the problems of society and working toward equity and justice in the society. http://www.teachingforchange.org/ http://zinnedproject.org/ Horace Mann Chapter 1 http://www.ccsso.org/Projects/interstate_new_teacher_assessment_and_support_consortium/