Then the students are asked to conduct online post-class activities that wrap up important concepts that we learned in class. I have found that this approach fosters active consideration of the topic by students, as well as encourages students to construct their own understanding of the issues before and after each
By using a set of leading questions, the direction of investigation is loosely defined but students are free to pursue the questions according to interests and personal ability. Students are equipped with the right questions to seek information to develop an individualized understanding of the concepts as seen in the use of prompting questions. An excellent chance to review any information learned is provided after the first part of the lesson, when students have to link together their information and key word into a concept map. During the next period, as a class the students will be able to initially evaluate their own concepts and the implications behind them when more complete terms and explicit lecture information is provided. Students can further revise their conceptualization of the topics presented when they complete the expanded
In her article, Socratic Seminars: Engaging Students in Intellectual Discourse, Tredway (1995) she explains that in a Socratic seminar, the teacher is responsible for guiding students to “a deeper and clarified consideration of the ideas of the text, a respect for varying points of view, and adherence to and respect for the seminar process” (Tredway, 1995, p. 28). Since some of the hallmarks of respect include civility, courtesy, cooperation, and accountability, Socratic Seminars provide an excellent opportunity for Language Arts students to learn the art of respect. Furthermore, in the book, Socratic Circles: Fostering Critical and Creative Thinking, Copeland (2005) explains that the questions the teacher develops are not so that students can judge each other’s responses, but so that students can “examine their attitudes, beliefs, knowledge and logic” (Copeland, 2005, p. 14). The Socratic method encourages and stimulates dialogue and discussion intended to help students collaboratively and respectfully process information. In using the Socratic Seminar to cultivate respect, it is imperative that teachers “establish guidelines to help students understand their roles and responsibilities” (Copeland, p. 4).
Work-based. Freeth et al. (2005) describe different types of interactive education: for example, IPE curricula in which seminars and conventions are included; situations in which case studies are solved together by students of different backgrounds; moments of learning based on the solution of problems (PBL). The authors suggest a combination of different kinds of IPE in order to motivate the students. The different kinds of IPE programs that are going to be described in this section all fit in these broad clusters but vary in the structure and the implementation.
I can teach to the divergent learner by building the bond that they need. Taking the time to become their educational partner. I can actively engage the class in group discussions to really hook the divergent learner. The assimilating learner will need a guide; which I can do since I like to break down complex issues. I will provide them organized lectures and different perspectives to topics being discussed in class.
By giving students readings before class, they will already have an idea of what will be taught and discover what they need more clarification on. This will benefit the student by giving them exposure to a new type of learning, giving them more responsibility, as well as chance to discover how each individual learns
This has several benefits as a student. You get to know all your classmates and your professor knows you by name. In a small class you have more opportunities for participation, whether is with a question or a comment. Both are very important during the learning process. Also, when your professor or instructor knows you chances are that they are there to help you understand the material, and concepts instead of just evaluating you with a test and see you fail.
Interview Tips for Teacher's Job A job in teaching can be a learning experience as well as fun. It gives you a chance to work with a number of students and help them evolve into mature and responsible individuals. When you are facing the teacher's interview for the first time, is bound to give you mixed feelings and send shivers down the spine. Now, it's up to you to make the most of this opportunity and give a start to your career. Preparing for an interview for this post can seem like an exam that you will be taking years after the school.
Try let them study with friends, or any member they like. Ensure your study partner is motivated. Teaching by asking : start topic by asking student question which leads to what is your topic let student work together to answer a question using, experience and prior learning. Disrupt different question for each group or student to let the lesson be more interested and each one of the student will
By writing down student ideas and perspectives in essays, even in non-academic disciplines, they hone their own expression skills, identify patterns, observed events and consider possible solutions. The skills we are learn for college and university can help us in career, as well. Reports for office jobs, essays for scientific journals and many other careers require us to know academic writing. Learning it early and getting lots of practice is a good way to get ahead in our