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From: Barbara Raines <braines@eldoradolibrary.org>
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Subject: [NIFL-AALPD:231] Think like a Teacher
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Mary:
Good question. I can only give a subjective opinion based on personal
experience. As a Psychology and Sociology Professor for Los Rios
Community College District for the past 20 years I have gone through the
process of textbook selection, curriculum construction and presentation,
and classroom evaluation. In this setup, however, there are required
course mandates which must be met, so they drive the engine.
What must I cover/present to meet the required mandates, that is first?
What printed materials will I use to meet those requirements most effectively?
What methods will I use to present the information, socratic, pedagogic, etc.
How will I use or incorporate the 23 individual learning styles in my
classroom presentation to accommode the student differences?
visual learner, auditory learner, kinesthetic learner, global
learner, sequential learner, et al
As well as presenting the information humoursly for greater
retention, while maintaining respect and understanding for the diverse
backgrounds of the students. This includes pacing for absorption and
understanding of information presented. And most crucial questions
and answers and feedback from the students. Education without application
can be futile.
How will I evaluate the effectiveness of presenting and retaining the
information?
exams, essays, verbal feedback, blackboard demonstrations, real
life application examples, etc.
That is how one teacher thinks. :-)
Barbara Raines, Director
Literacy Services Programs
El Dorado County Library
braines@eldoradolibrary.org
At 11:35 AM 04/18/2003 -0400, you wrote:
>A few thoughts on teacher learning, inspired by Eileen Eckert’s statement :
>Disagreement or controversy over what constitutes evidence shouldn't be an
>excuse to avoid the question of what difference PD makes in teachers'
>knowledge and practice, and more importantly, in students' lives.
>
>I want to address the issue of what difference PD makes in teachers'
>knowledge and practice. As Eileen mentioned, because teacher learning is
>fairly recent as a research topic there is not a great deal of data on it
>and the studies that are available have largely been conducted with
>primary and secondary teachers (see, for example, Lampert & Ball, 1998;
>McAninch, 1993; Richardson, 1996).
> It is probably safe to say, however, that what is known about adults as
> learners generally applies to teachers specifically. My experience with
> professional development and reading has shown me that teachers share
> with other adult learners the desire to have their instruction be needs
> based and centered on life situations. In their professional studies,
> they prefer to incorporate their experience, exercise some control over
> their learning, and to have their learning differences accommodated.
>It is probably also worth noting that socially constructed concepts of
>teacher learning have been advocated as particularly applicable to
>professional development for teachers of adults (Lytle & Cochran-Smith,
>1998; McAninch, 1993; Richardson, 1994; Shulman, 1996). These concepts
>have in common a focus on the classroom as the site of investigation, and
>an emphasis on the importance of building community among teachers.
>Instead of taking a position in the debate about what teachers need to
>know, these models ask instead how teachers might come to know those
>things. As Lampert and Ball point out, "learning to teach—like learning to
>be an architect or a doctor—means learning to think like one"(1998, p.
>36). What does "thinking like a teacher" mean for adult
>educators? Responses welcome.
>
>--
>Mary Russell
>National Center on Adult Literacy
>University of Pennsylvania
>3910 Chestnut St
>Philadelphia, PA 19104
>Phone: 215-746-6742
>Fax: 215-898-9804
>http://literacy.org
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