Learning Journal
The Following artifact is a learning style journal done at a local high school where I was tasked with observing and noting key elements and methods of appealing to student learning styles.
Learning Styles Journal at Maine East High School
40-Hour Observation Period
Section 1.
I did my observations at Maine East High School. This is a school located in Maine Township in Park Ridge. The teachers in the Health and PE department are mostly white, with an even distribution between male and female teachers. The students are extremely diverse, and come from many backgrounds including Anglo and non-Anglo whites, African Americans, Asians, Middle-eastern, Indian, and Hispanic. As many as 33 non-English languages are among the student’s backgrounds in the school at any given time, and the school is recognized as one of the most culturally diverse schools in Illinois. The school seems to have up-to-date facilities in their PE and Health departments, and is well-maintained. They also have generous amounts of athletic equipment in their athletic centers and field house.
Section 2.
Event 1, part 1: Freshman Health Class, Discussion on Cannabis.
For this event, I was observing a female teacher lecture and lead a discussion on the illicit street drug marijuana. This was the first day of the new unit detailing drug abuse. She used a PowerPoint presentation which had charts and bullet-points regarding the lecture she was giving. She began by discussing the demographics of people who use marijuana, generally males between the ages of 15-27, but that everyone can be affected by it. She also went into discussion about the circumstances under which cannabis was outlawed, the negative effects on the body, and the negative impacts of testing positive for this drug by an employer or a police officer. Several students asked questions, such as “Why do people get hungry when they smoke marijuana?” “What if you fool the drug test with a trick from the internet?” and “Lots of people smoke marijuana when they are young, so is it really bad for you?” The teacher turned each of these questions into a classroom discussion which she monitored by intervening with factual information when it was necessary, but otherwise allowing students to discuss the subject with each other.
Event 1, part 2:
I thought this class went particularly well in that the teacher allowed equal time for lecture and instruction, and discussion. This showed a great deal of student involvement, culturally responsive teaching, and class discussion. The students were all very much involved as they were actively encouraged to discuss the content material with both the instructor and their peers; this caused an expectation that most or all of the students would make a comment or ask a question. This is also an example of culturally responsive teaching in that the students were allowed to ask whatever questions they wanted, and were invited to discuss the content with their peers who were from other cultures; in this manner, every person was given an opportunity to share their opinions and relate the information to their own background (1). This was also a great example of how a class discussion should function, in that the teacher gave information at relevant junctures, but allowed students the chance to discuss it and ask questions; when students remained silent, the teacher would call on random students and discuss their commentary. The teacher treated every comment and question with respect and did not make the students feel abashed to participate in any way even if what they said made other students laugh.
Event 2, Part 1. Aquatic Leadership and Safety, Lecture on Respiratory System
This class was taught by an experienced teacher who also was an experienced swimmer. The students gathered in the pool area of the building on the deck, with the teacher floating in the water. The teacher went over several safety rules necessary for swimming, and then invited the students to enter the shallow end of the pool. The instructor made clear that the students would not be allowed to swim at the present time, but instead would need to learn about how the human respiratory system works during swimming. He then instructed the students to do several basic swimming exercises, such as blowing bubbles under the water, finding center of buoyancy, bobbing, floating on the back, and flutter-kicking. Afterward, the instructor held a discussion about what the lungs did during each exercise and why the lungs are so vital to floating during swimming. He also discussed how floating and breathing is an essential swimming skill and that before any swimmer can expect to practice swimming, they must first learn to swim and float.
Event 2, part 2.
This class also went well in that it combined practical exercise with informative lecture. This lesson gave ample opportunities for discovery learning, practical experience, and challenges to students. Most of the students who were taking this class were non-swimmers and some even feared the pool. However, the teacher was confident in his lesson design and persuaded the students to do the exercises he prescribed to prepare them for swimming. This is an example of discovery learning because the students are doing exercises in the water under direction from the instructor, and discovering how to use their bodies to control their movement in the water (2). This is also practical experience, as the students are gaining a valuable skill in a natural environment where the skill will be used. Lastly, this is a challenge to students as this is a beginner’s course and the students often have only minimal experience swimming, and therefore are challenging themselves to become competent swimmers be engaging in class activities.
Event 3, part 1. Soph Health, Muscular System
This class was held in a classroom and the students sat centered around an overhead projector screen. The screen detailed a PowerPoint on the human muscular system. The teacher was clicking on each individual muscle and describing the functions of it. The teacher would also ask students questions in review or leading into the next muscle, such as, “Abdul, what muscle is the cursor on right now?” “What was the muscle we just went over, Nadia?” “Chan, what does the internal oblique do?” The teacher also required students to take notes, which she checked periodically, in preparation for an upcoming quiz. The teacher was a first-year teacher who had recently graduated from college with a 4-year degree in PE and Health.
Event 3, part 2.
This lesson was not very well done but I included it because I wanted to reflect on the critiques I had. This lesson was an example of rote learning, technical inaccuracy, and teacher-first classroom behavior. This lesson was rote learning because the students were asked to only focus on basic memorization of the locations, names, and functions of the muscles, but were not asked to apply any of this information to real-life, or to think on why or how these muscles work together in human movement (3). There were also several technical inaccuracies; as an ACSM Health Fitness Specialist and fellow PE major, I could tell that this teacher made several mistakes regarding the name and function of several of the muscles. I did not disrupt her class to correct her, but I did take notice, and as a result of the inaccuracy those students will not have a correct understanding of those muscles. This class was also teacher-driven, in that there was no student engagement other than rote learning; the teacher was visibly stressed and anxious when she had to tell students to be quiet or to do their assigned tasks. This led me to believe that she would be perceived as unskilled and unconfident by the students and even fellow teachers. If I were teaching this same class, I would have used more student engagement and had more of a focus on facilitating student discovery and discussion of the muscular system.
Event 4, part 1. Lifelong Fitness Class, Exercise Programming
This class was held in a computer lab in the library. Each student was paired with another student and assigned to a computer. The teacher was sitting at a front desk in front of a large screen which showed her computer. She instructed the students to begin plotting an exercise plan with a realistic goal that they would reach by the end of 5 weeks. Sample goals were given, such as, “Be able to perform a correct bench press” or “Lose five pounds.” The teacher gave a lot of examples of how a plan might be structured, but stressed that the students needed to be creative and efficient in their plan. She also gave a sample plan, but stated that students could not copy it. After explaining and giving examples, she walked to every student and checked their progress. She also answered questions and provided feedback at this time.
Event 4, part 2.
This lesson was an example of an activity oriented class that seemed to balance between teacher- and student- orientation. The techniques used in this class were technology use, higher thinking skills, and cognition. Technology was important to the lesson because students were able to use an internet application to create an exercise plan, which also helped them to learn how to use relevant tools to accomplish a task related to physical fitness (4). Higher thinking skills were used because students need to plot an exercise plan that would benefit them in tangible ways, and they needed to be able to analyze and critique the effects of certain exercises, and how these exercises would fit into a cohesive, multi-week plan. This also used cognition because students needed to think for themselves about how they wanted to organize and individualize their own plans, and they needed to decide what goals they wanted to reach that could be accomplished in the allotted time.
Event 5, part 1. Freshman Boys PE, Intro to Weight Training
For this class, the students gathered in the weight training area. The teacher began the class with a lecture on the importance of resistance training in an exercise plan, and the difference between muscular endurance and muscular strength. He made several motivating statements such as, “When you see a guy on tv with ‘six-pack abs’ this is the equipment the guy needs to use to be like that” or “Regardless of what you fitness goals are, you can achieve them here. You can lose weight in a gym like this, get bigger muscles, or just maintain what you have. You just need to know what you’re doing.” He then went on to explain what each piece of equipment was used for, and modelled how to use the equipment. The students were then given time to attempt each piece of equipment. The teacher and a student leader ensured that students used each piece of equipment and kept on task. The teacher also answered questions and provided corrections during this time.
Event 5, part 2.
This lessone was a good example of a teacher giving students instruction on a practica skill. Due to the risk of injury involved with some of the equipment, it was necessary for the teacher to assume a command-style approach to this lesson. This lesson was an example of classroom instruction strategies, locus of control, and motivators. The classroom instruction strategie here was for the teacher to use a command style lecture to relay important information, and then switch to a self-check style to allow each student time to examine and use the equipment under supervision. Locus of control was important in this as well, because the equipment could pose a risk of injury if the students misuse the equipment or engage in frivolous behavior near the equipment; therefore the teacher had excellent management skills and necessitated for the rules to be followed closely, and he was able to do this by motivating students rather than resorting to scolding or punishments. Motivation was also important, as the teacher had a very positive demeanor and made several motivating statements. This approach made students more likely to want to use the equipment and it causd students to consider the benefits and fun of exercise instead of viewing it as additional work (5).
Transfer
The lessons I viewed at Maine East High School were mostly very well done and the teachers all seemed as if they were highly motivated and dedicated to helping their students. Some positive themes that I observed were student-centered engagements, student involvement, using authentic activities, and using live equipment and technology.
The classes all were very student centered. Each teacher made sure to include many, if not all, of the students in the class. The teachers would do things such as call on random students to speak, encourage discusson between students, and also focus on students’ acquiring specific skills. Examples of this are when students were encouraged to discuss class material with each other in an encouraging environment. Another example is of how students were each given access to equipment, such as a computer or weight bench, and given the opportunity to learn how to use it, and further, given assigned tasks designed to give the student an understanding of how to use the equipment on their own. This was beneficial to the students because it put the focus of learning and internalizing information onto them; students did not commit to classroom activities to appease the teacher, they did so to enrich themselves. I plan to model this in my own teaching and to use a student-centered approach. As a trainer now, I focus on building skills and knowledge in my students and clients for the purpose of having them become able to exercise and formulate fitness programs without my supervision. This approach is similar to what the teachers at Maine East have done, and I have seen this be successful.
All of the classes I observed that were examples of good lessons showed that the students we all very involved. The students seemed to gather and process much more information when they were actively involved in the lesson. This was accomplished in a variety of ways by teachers. Some teachers had discussions where the students were open and encouraged to express whatever they wanted, with the teacher acting as a moderator who only intervened when incorrect information or digressions became apparent in the conversation. Other teachers set up activities where each student would be able to practice several skills while under supervision. This allowed each student to take an active role in their own learning, and to interact with both peers and teachers while doing so. This is important because it motivates students to take ownership of their learning, and to become open to the influences of peers and teachers to create a community of learning. I plan to use this in my own teaching by creating an environment which is conducive to learning by doing things these teachers did, such as creating a “no wong answers” dialogue with students, giving each student ample opportunity to examine and use new skills and equipment, and by allowing students plenty of chances to learn from each other under my supervision.
The teachers I observed at Maine East also used a great deal of authentic activities during their lessons. This took the form of using actual fitness equipment in a gym setting, using credible websites to create fitness plans, and bring in authentic locations, such as a pool, to learn valuable skills related to the content of the class. This is vital to student learning because it gives students not only academic skills, but also gives students the ability to apply these skills in a practical, real-world situation. As a PE teacher, much of the activities I do will be authentic activities, in that my students will not only receive instruction and practice in fitness skills, but will also be performing these skills in authentic locations, such as gyms, field houses, and outdoor courts.
The students at Maine East were also very fortunate to have access to a wealth of technology and equipment. The teachers at Maine East all used these tools in some form, relevant to their lessons. When one teacher wanted to teach about breathing and buoyancy, he did so in the pool. When another teacher taught about fitness programming, she held class in the library computer lab. This adds to the authenticity of the lessons, but it is also important that students have direct access to the necessary or relevant materials they will need to perform tasks. This will impact my teaching because I believe that a student who receives instruction should be able to practice the instruction with the relevant materials necessary to the skill. I would not teach a skill, such as a how to pass a basketball or write an exercise plan, without having the students perform the skill or practice it in some way. This will impact my teaching because I will follow this model of backing instruction with practical application; I believe this will reinforce my teaching and motivate students who will find through example how the skills benefit them.
In conclusion, my observations at Maine East have highlighted many aspects of teaching that are important to disseminating information and instruction. The main theme that I viewed as important at Maine east is that every teacher was able to reinforce their teaching with some kind of activity or practical application. Some teachers chose to give instruction in the form of lecture, but then reinforced this by having the students discuss what they had learned, while the teacher acts to both moderate the discussion and perform an informal assessment by observing what the students choose to say about the topic. Other teachers would model a skill, such as weight lifting, and explain the specifics of performing the skill and practical benefits of performing the skill; afterward the students would perform the skill under the teacher’s supervision. I intend to use this model for my own teaching. This has been a successful manner of teaching which I have already employed as a trainer and coach, and seeing this being done by experienced teachers reinforces my belief that this method is very effective at giving students the necessary opportunities to internalize skill and knowledge gained from class. When I am a teacher, I will include the use of student discussion, student-centered instruction, use of proper equipment and technology, and the use of authentic activities to reinforce my instruction. This way, I will know that students have a variety of different ways in which they can process the information and learn to not only retain it, but also to use it in a real-world setting.
Sources:
40-Hour Observation Period
Section 1.
I did my observations at Maine East High School. This is a school located in Maine Township in Park Ridge. The teachers in the Health and PE department are mostly white, with an even distribution between male and female teachers. The students are extremely diverse, and come from many backgrounds including Anglo and non-Anglo whites, African Americans, Asians, Middle-eastern, Indian, and Hispanic. As many as 33 non-English languages are among the student’s backgrounds in the school at any given time, and the school is recognized as one of the most culturally diverse schools in Illinois. The school seems to have up-to-date facilities in their PE and Health departments, and is well-maintained. They also have generous amounts of athletic equipment in their athletic centers and field house.
Section 2.
Event 1, part 1: Freshman Health Class, Discussion on Cannabis.
For this event, I was observing a female teacher lecture and lead a discussion on the illicit street drug marijuana. This was the first day of the new unit detailing drug abuse. She used a PowerPoint presentation which had charts and bullet-points regarding the lecture she was giving. She began by discussing the demographics of people who use marijuana, generally males between the ages of 15-27, but that everyone can be affected by it. She also went into discussion about the circumstances under which cannabis was outlawed, the negative effects on the body, and the negative impacts of testing positive for this drug by an employer or a police officer. Several students asked questions, such as “Why do people get hungry when they smoke marijuana?” “What if you fool the drug test with a trick from the internet?” and “Lots of people smoke marijuana when they are young, so is it really bad for you?” The teacher turned each of these questions into a classroom discussion which she monitored by intervening with factual information when it was necessary, but otherwise allowing students to discuss the subject with each other.
Event 1, part 2:
I thought this class went particularly well in that the teacher allowed equal time for lecture and instruction, and discussion. This showed a great deal of student involvement, culturally responsive teaching, and class discussion. The students were all very much involved as they were actively encouraged to discuss the content material with both the instructor and their peers; this caused an expectation that most or all of the students would make a comment or ask a question. This is also an example of culturally responsive teaching in that the students were allowed to ask whatever questions they wanted, and were invited to discuss the content with their peers who were from other cultures; in this manner, every person was given an opportunity to share their opinions and relate the information to their own background (1). This was also a great example of how a class discussion should function, in that the teacher gave information at relevant junctures, but allowed students the chance to discuss it and ask questions; when students remained silent, the teacher would call on random students and discuss their commentary. The teacher treated every comment and question with respect and did not make the students feel abashed to participate in any way even if what they said made other students laugh.
Event 2, Part 1. Aquatic Leadership and Safety, Lecture on Respiratory System
This class was taught by an experienced teacher who also was an experienced swimmer. The students gathered in the pool area of the building on the deck, with the teacher floating in the water. The teacher went over several safety rules necessary for swimming, and then invited the students to enter the shallow end of the pool. The instructor made clear that the students would not be allowed to swim at the present time, but instead would need to learn about how the human respiratory system works during swimming. He then instructed the students to do several basic swimming exercises, such as blowing bubbles under the water, finding center of buoyancy, bobbing, floating on the back, and flutter-kicking. Afterward, the instructor held a discussion about what the lungs did during each exercise and why the lungs are so vital to floating during swimming. He also discussed how floating and breathing is an essential swimming skill and that before any swimmer can expect to practice swimming, they must first learn to swim and float.
Event 2, part 2.
This class also went well in that it combined practical exercise with informative lecture. This lesson gave ample opportunities for discovery learning, practical experience, and challenges to students. Most of the students who were taking this class were non-swimmers and some even feared the pool. However, the teacher was confident in his lesson design and persuaded the students to do the exercises he prescribed to prepare them for swimming. This is an example of discovery learning because the students are doing exercises in the water under direction from the instructor, and discovering how to use their bodies to control their movement in the water (2). This is also practical experience, as the students are gaining a valuable skill in a natural environment where the skill will be used. Lastly, this is a challenge to students as this is a beginner’s course and the students often have only minimal experience swimming, and therefore are challenging themselves to become competent swimmers be engaging in class activities.
Event 3, part 1. Soph Health, Muscular System
This class was held in a classroom and the students sat centered around an overhead projector screen. The screen detailed a PowerPoint on the human muscular system. The teacher was clicking on each individual muscle and describing the functions of it. The teacher would also ask students questions in review or leading into the next muscle, such as, “Abdul, what muscle is the cursor on right now?” “What was the muscle we just went over, Nadia?” “Chan, what does the internal oblique do?” The teacher also required students to take notes, which she checked periodically, in preparation for an upcoming quiz. The teacher was a first-year teacher who had recently graduated from college with a 4-year degree in PE and Health.
Event 3, part 2.
This lesson was not very well done but I included it because I wanted to reflect on the critiques I had. This lesson was an example of rote learning, technical inaccuracy, and teacher-first classroom behavior. This lesson was rote learning because the students were asked to only focus on basic memorization of the locations, names, and functions of the muscles, but were not asked to apply any of this information to real-life, or to think on why or how these muscles work together in human movement (3). There were also several technical inaccuracies; as an ACSM Health Fitness Specialist and fellow PE major, I could tell that this teacher made several mistakes regarding the name and function of several of the muscles. I did not disrupt her class to correct her, but I did take notice, and as a result of the inaccuracy those students will not have a correct understanding of those muscles. This class was also teacher-driven, in that there was no student engagement other than rote learning; the teacher was visibly stressed and anxious when she had to tell students to be quiet or to do their assigned tasks. This led me to believe that she would be perceived as unskilled and unconfident by the students and even fellow teachers. If I were teaching this same class, I would have used more student engagement and had more of a focus on facilitating student discovery and discussion of the muscular system.
Event 4, part 1. Lifelong Fitness Class, Exercise Programming
This class was held in a computer lab in the library. Each student was paired with another student and assigned to a computer. The teacher was sitting at a front desk in front of a large screen which showed her computer. She instructed the students to begin plotting an exercise plan with a realistic goal that they would reach by the end of 5 weeks. Sample goals were given, such as, “Be able to perform a correct bench press” or “Lose five pounds.” The teacher gave a lot of examples of how a plan might be structured, but stressed that the students needed to be creative and efficient in their plan. She also gave a sample plan, but stated that students could not copy it. After explaining and giving examples, she walked to every student and checked their progress. She also answered questions and provided feedback at this time.
Event 4, part 2.
This lesson was an example of an activity oriented class that seemed to balance between teacher- and student- orientation. The techniques used in this class were technology use, higher thinking skills, and cognition. Technology was important to the lesson because students were able to use an internet application to create an exercise plan, which also helped them to learn how to use relevant tools to accomplish a task related to physical fitness (4). Higher thinking skills were used because students need to plot an exercise plan that would benefit them in tangible ways, and they needed to be able to analyze and critique the effects of certain exercises, and how these exercises would fit into a cohesive, multi-week plan. This also used cognition because students needed to think for themselves about how they wanted to organize and individualize their own plans, and they needed to decide what goals they wanted to reach that could be accomplished in the allotted time.
Event 5, part 1. Freshman Boys PE, Intro to Weight Training
For this class, the students gathered in the weight training area. The teacher began the class with a lecture on the importance of resistance training in an exercise plan, and the difference between muscular endurance and muscular strength. He made several motivating statements such as, “When you see a guy on tv with ‘six-pack abs’ this is the equipment the guy needs to use to be like that” or “Regardless of what you fitness goals are, you can achieve them here. You can lose weight in a gym like this, get bigger muscles, or just maintain what you have. You just need to know what you’re doing.” He then went on to explain what each piece of equipment was used for, and modelled how to use the equipment. The students were then given time to attempt each piece of equipment. The teacher and a student leader ensured that students used each piece of equipment and kept on task. The teacher also answered questions and provided corrections during this time.
Event 5, part 2.
This lessone was a good example of a teacher giving students instruction on a practica skill. Due to the risk of injury involved with some of the equipment, it was necessary for the teacher to assume a command-style approach to this lesson. This lesson was an example of classroom instruction strategies, locus of control, and motivators. The classroom instruction strategie here was for the teacher to use a command style lecture to relay important information, and then switch to a self-check style to allow each student time to examine and use the equipment under supervision. Locus of control was important in this as well, because the equipment could pose a risk of injury if the students misuse the equipment or engage in frivolous behavior near the equipment; therefore the teacher had excellent management skills and necessitated for the rules to be followed closely, and he was able to do this by motivating students rather than resorting to scolding or punishments. Motivation was also important, as the teacher had a very positive demeanor and made several motivating statements. This approach made students more likely to want to use the equipment and it causd students to consider the benefits and fun of exercise instead of viewing it as additional work (5).
Transfer
The lessons I viewed at Maine East High School were mostly very well done and the teachers all seemed as if they were highly motivated and dedicated to helping their students. Some positive themes that I observed were student-centered engagements, student involvement, using authentic activities, and using live equipment and technology.
The classes all were very student centered. Each teacher made sure to include many, if not all, of the students in the class. The teachers would do things such as call on random students to speak, encourage discusson between students, and also focus on students’ acquiring specific skills. Examples of this are when students were encouraged to discuss class material with each other in an encouraging environment. Another example is of how students were each given access to equipment, such as a computer or weight bench, and given the opportunity to learn how to use it, and further, given assigned tasks designed to give the student an understanding of how to use the equipment on their own. This was beneficial to the students because it put the focus of learning and internalizing information onto them; students did not commit to classroom activities to appease the teacher, they did so to enrich themselves. I plan to model this in my own teaching and to use a student-centered approach. As a trainer now, I focus on building skills and knowledge in my students and clients for the purpose of having them become able to exercise and formulate fitness programs without my supervision. This approach is similar to what the teachers at Maine East have done, and I have seen this be successful.
All of the classes I observed that were examples of good lessons showed that the students we all very involved. The students seemed to gather and process much more information when they were actively involved in the lesson. This was accomplished in a variety of ways by teachers. Some teachers had discussions where the students were open and encouraged to express whatever they wanted, with the teacher acting as a moderator who only intervened when incorrect information or digressions became apparent in the conversation. Other teachers set up activities where each student would be able to practice several skills while under supervision. This allowed each student to take an active role in their own learning, and to interact with both peers and teachers while doing so. This is important because it motivates students to take ownership of their learning, and to become open to the influences of peers and teachers to create a community of learning. I plan to use this in my own teaching by creating an environment which is conducive to learning by doing things these teachers did, such as creating a “no wong answers” dialogue with students, giving each student ample opportunity to examine and use new skills and equipment, and by allowing students plenty of chances to learn from each other under my supervision.
The teachers I observed at Maine East also used a great deal of authentic activities during their lessons. This took the form of using actual fitness equipment in a gym setting, using credible websites to create fitness plans, and bring in authentic locations, such as a pool, to learn valuable skills related to the content of the class. This is vital to student learning because it gives students not only academic skills, but also gives students the ability to apply these skills in a practical, real-world situation. As a PE teacher, much of the activities I do will be authentic activities, in that my students will not only receive instruction and practice in fitness skills, but will also be performing these skills in authentic locations, such as gyms, field houses, and outdoor courts.
The students at Maine East were also very fortunate to have access to a wealth of technology and equipment. The teachers at Maine East all used these tools in some form, relevant to their lessons. When one teacher wanted to teach about breathing and buoyancy, he did so in the pool. When another teacher taught about fitness programming, she held class in the library computer lab. This adds to the authenticity of the lessons, but it is also important that students have direct access to the necessary or relevant materials they will need to perform tasks. This will impact my teaching because I believe that a student who receives instruction should be able to practice the instruction with the relevant materials necessary to the skill. I would not teach a skill, such as a how to pass a basketball or write an exercise plan, without having the students perform the skill or practice it in some way. This will impact my teaching because I will follow this model of backing instruction with practical application; I believe this will reinforce my teaching and motivate students who will find through example how the skills benefit them.
In conclusion, my observations at Maine East have highlighted many aspects of teaching that are important to disseminating information and instruction. The main theme that I viewed as important at Maine east is that every teacher was able to reinforce their teaching with some kind of activity or practical application. Some teachers chose to give instruction in the form of lecture, but then reinforced this by having the students discuss what they had learned, while the teacher acts to both moderate the discussion and perform an informal assessment by observing what the students choose to say about the topic. Other teachers would model a skill, such as weight lifting, and explain the specifics of performing the skill and practical benefits of performing the skill; afterward the students would perform the skill under the teacher’s supervision. I intend to use this model for my own teaching. This has been a successful manner of teaching which I have already employed as a trainer and coach, and seeing this being done by experienced teachers reinforces my belief that this method is very effective at giving students the necessary opportunities to internalize skill and knowledge gained from class. When I am a teacher, I will include the use of student discussion, student-centered instruction, use of proper equipment and technology, and the use of authentic activities to reinforce my instruction. This way, I will know that students have a variety of different ways in which they can process the information and learn to not only retain it, but also to use it in a real-world setting.
Sources:
- Gorski, Paul C. “Awareness Activities.” Critical Multicultural Pavillion. EdChange.org. Jan 2012. <http://www.edchange.org/multicultural/activityarch.html>
- Dr. Giles, Willie. “About Discovery Education.” Discovery Education. Discoveryeducation.com. Jan 2012. <http://www.discoveryeducation.com/aboutus/>
- “Rote Learning: The Good, the Bad, and the Ugly.” School Observer. Schoolobserver.com. <http://www.schoolobserver.com/2011/03/rote-learning-good-bad-and-ugly.html>
- “Using Technology in the Classroom.” Education World. Educationworld.com. 11 Jun 2011. <http://www.educationworld.com/a_tech/archives/technology.shtml>
- Haskvitz, Alan. “Motivating Students.” Horace Mann. Reacheverychild.com. <http://www.reacheverychild.com/feature/motivate.htm>