Meanwhile, Facione (2011, p. 6), who also supports critical thinking for social education, suggests skills such as: interpretation, analysis, evaluation, inference, explanation and self-regulation are developed as a process when teaching critical thinking. From my experience a concept should be developed in a step by step procedure in order to give the student a good foundation for understanding. Additionally, Mulnix supports idea of critical thinking
Introduction: As an educator, I believe my role is to develop skills as important as the ones we use to read, write and calculate. These skills are social skills. My research hopes to explore using critical thinking to teach children to manage new social experiences. Freire expresses that ‘Critical thinking contrasts with naive thinking’ when he refers to its role in dialogue, communication and true education. (2011, p. 92).
Instrumental advocacy is whereby the advocate becomes the instrument that is the advocate takes action for the client. In a few circumstances requiring advocacy activities, client might not be able to make direct move themselves, either as a consequence of their underestimated status, or due to specific difficulties they confront. Educational advocacy is whereby the advocate brings awareness on social justice issues, rights and opportunities to the client and colleagues or the public. Educational advocacy additionally incorporates teaching clients about their own particular rights inside the framework so they can understand systems and circumstances in better ways that they may not have thought of without anyone else 's input. This advocacy strategy sees learning as power and strengthening as educated choice making.
It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
As a teacher, it is my responsibility to aid my students in developing the necessary skills that will further their self-regulated learning experience, and allow them to comprehend that using self-regulation strategies can directly influence their learning and grades. To do this, I would first have to select a behavior that I would like my students to be able to self-monitor, then collect baseline data to act as an objective benchmark for comparing pre and post strategy work, motivate my students to actively participate in self-monitoring, introduce the necessary procedures, allow my students to independently practice the strategies, and then evaluate how effective the strategy was for my students (Zimmerman, Bonner, & Kovach, 1996). These six stages of implementing self-regulation strategies into a classroom setting are vitally important as they benefit new teachers, such as myself; actualize the process of self-regulation among
Reliability talks about fairness and the condition in which an assessment is given. And lastly purpose, it is important to ensure that you as the teacher know the purpose behind your assessment tool. The purpose of an assessment can be diagnostic, formative – assessments for learning or summative – assessments for certification. Assessments must be used as tools to support learning not hinder it. During TE my supervising teacher asked me to moderate her cycle tests as she believed it was a necessary skill to learn.
They should be actively involved in its implementation and its importance in lifelong learning. Generally, students judge their own work against a given criteria, provide information on how they can improve on that work in future and then grade their work. When the word “formative” is used in conjunction with assessment or evaluation, it connotes an improvement process while the word “summative” is used to describe a decision making process. 2.6 Distinctions between Self-assessment and Self-evaluation Assessment and Evaluation are necessary and complementary in education. Educators use assessment and evaluation to help their students build lifelong learning skills.
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Comparatively, the knowledge of learning is another valuable element to Social Reconstructionists. Schiro (2008) explains that learning takes place when students “have inculcated into them a way of viewing events in their environment through an intelligence oriented around a vision of a future good society” (Schiro, 2008, pg 180). Coupled with the knowledge component, learning is expressed when the students have placed the wants and needs of society as a whole, above what they might feel is fair. The evaluation component is analyzed when the knowledge and learning have been presented and the betterment of the community is
Identify philosophy, psychology, and sociology concepts that influence the development of an educational philosophy. •The concepts that influence the development of an educational philosophy are the curriculums based on behaviorism, essentialism, positivism, progressivism, humanism, and constructivism. They are influential from both a teacher-centered perspective and a student-centered perspective. 2.Identify the major tenets of the teacher-centered educational philosophies of essentialism, behaviorism, and positivism. •Essentialism relates to the philosophy of providing basic information and skills that one ought to know or needs to know.