The Equivalence Of Learning Paths

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

As children are still learning they do not have distinct experiences thus far to be able to determine what is wrong, right, impossible and possible. The teachers job is to help them learn this information, even if the child does not know the right questions to ask. Inquiry based learning is how the teacher is expected to teach the new information so they will truly understand the knowledge.In an inquiry, each activity must build the necessary understanding to accomplish the task. Mrs Danchuk was able to develop inquiry based learning with there students by having them to think on a deeper level within a tie frame she is enabling critical thinking in students. In addition, a common goals that educators bring to the classroom, and interdisciplinary instruction and exploration promotes realization of these objectives. My mentor teacher accomplished this by engaging students and helping them to develop knowledge, insights, problem-solving skills, self-confidence, self-efficacy, and a passion for learning. Mrs. Danchuck also included discipline based learning in the lesson by discussing each stick note and making it relatable to the students, she was able to help students develop a better understanding. In the reading one of the main concepts discussed in discipline based learning describes how students learn and gain more knowledge when they understand the ways

Science is the process of observing, thinking, and reflecting on actions and events, for young children science involves constructing the relationship within which the factual information can be organized into meaningful concepts ( Brewer, J.A,2007)Therefore, engaged in the science and discovery centre children will firstly, gain the knowledge the basic science concepts and show the familiarity with the terminology. Secondly, children would adopt the scientific skills for observing, communicating, comparing, classifying, organizing , measuring and experimenting. Thirdly, being involved in the science and discovery centre children will develop dispositions, and show interest to investigate unusual objects and events. Likewise, children will

Direct Instruction formulates student learning with a focus on structuring learning in linear and cumulative ways, continually checking student understanding throughout learning to ensure maximum retention of information and to ensure equality of learning outcomes for all students. (McMullen & Madelaine, 2014, p. 140) Direct instruction structures learning with focus on demonstrating learning, guiding learning and individual application. While Direct Instruction is a teacher centred highly structured learning environment it

The teacher, Jenna Ogier, in the Teaching Channel video lessons is applying the student centered constructivism theory. Ogier uses many of the components of constructivism, which includes a literature focused unit (Tompkins, 2014, p. 7). Furthermore, Ogier is relying on students to make a connection to background knowledge and to make an inference to construct their own knowledge. Tompkins (2014) asserts that in the constructivism theory “Learning occurs when students integrate new information with their existing knowledge” (p. 8). Additionally, Tracey (2012) expresses that in the constructivism theory “learning results from a process known as ‘inferencing’” (p. 58). In the video lessons the students make inferences by using what they know

Direct instructions (DI) are instructional approaches that breaks down complex concepts into small learning steps. These learning steps are taught in sequence. Students are provided with ample time to practice each learning step. In addition, students master one step before moving to the next. DI also involves the teacher providing students with explicit explanations and demonstrations. The teacher uses less formal language throughout the learning process. Students’ mastery is frequently monitored. If students are not mastering the learning step, the teacher revises his/her instructional strategies. Let’s say I’m teaching younger students letter recognition, I would start off with introducing students to the alphabets. I would provide students

Learner Directed Instruction looks at the behavior of the learner in the learning process. Learner Directed Instruction takes in to account, students learn differently and at different rates. It shifts the learning from teacher centered to learner centered. The learning is self-paced, self-initiated, self-directed learning. The learner takes on more responsibility for their learning. The teacher’s role is to motivate learns, accommodate learners and use strategies that increase learning.

The objective 2(c)2.(ii) was met in this course by completing the Science Investigation Project. The Science Investigation project assisted in meeting this objective by showing strategies that promoted retention for viewers. The investigation had to include step by step procedures that included pictures of the steps. The pictures and procedures were able to promote retention of how to conduct the investigation. The Science investigation also transferred learning and the relationship between the two learning outcomes. The investigation did not have answers to it. The conducted investigation had to included data gathering and final result

Our educational systems have traditionally been based on assumptions which assume that the individual mind is a clean slate at birth, the world is a buzzing confusion, and that concepts and causal relations are inferred from associations of stimuli (Emery, 1974). In this paradigm learning has to be organized by others who make the appropriate associations and generalizations on behalf of the learner. Thus, random individual experiences are taken to be totally inadequate as sources of knowledge, the educational process needs disciplined students, and literacy is seen to precede knowledge acquisition. Success is based on attending to narrow stimuli presented by a teacher, an ability to remember that which is not understood, and repeated rehearsal (Emery, 1974, p.2).

In today?s traditional science classroom, teachers are the givers of knowledge and present the required information in either a lecture or presentation method. Students are expected to sit quietly, take notes and retain the information for the test at the end of the unit. When student do engage in science activities, they do not often connect the concept with the activity with causes a lack of student understanding and retention. This unit will explore ways to create a inquiry-based science classroom that will allow students to engage, explore, explain, elaborate and evaluate scientific concepts.

1. The main goal of the analysis being conducted is to assess whether the new curriculum on basic electricity in basic science yields better achievement outcomes compared to the existing curriculum, which is a more traditional teaching approach, for elementary school students in both urban and suburban schools. In doing this analysis some questions that will be key to this study is to reveal if this new curriculum is beneficial when compared to the traditional teaching approach. Indeed, some students are randomly assigned to both the new curriculum and to the traditional teaching approach. As a result, through this randomization biases will be kept from occurring. This investigation is important because it will be determined what yielded better results through focusing on examining differences in the posttest variable for children who did or did not experience the new curriculum.

Aalderen‐Smeets & Walma van der Molen (2015) states that through teachers participating in intense development of knowledge and understanding of science they gain a greater confidence and as a result their students obtain a advanced achievement and a positive attitude towards the subject. This is evident through my

When reading Chapter 7 of “The Essentials of Science and Literacy” I was able to realize important practices when it comes to science instruction that are not being implemented in the classroom. As a part of the classroom there are many good practices that I observe from my cooperating teacher. However, I believe that no general education teacher provides perfect instruction in every subject.

The justification for choosing this particular question is due to my interest and fascination which different scientific topics and concepts. This leads me to choose this question as I want to increase my knowledge and understanding of teaching science in key stage one. I have witnessed during my school experience various different pedagogies whilst observing science lessons, some including investigations and some not. Personally, I always enjoyed science lessons during primary school and have many fond memories of performing experiments and undertaking investigations throughout my education alongside my peers. I hope that through researching the value of

Even though science can be very mind boggling it is often at times misunderstood by many, it draws together model experimental developments and concepts in conjunction with matter, gadgets, and other devices because scientists contributes different conveniences for the different communities to develop and expand their individual awareness. It helps one to better understand the invention of recreating mass and matter. As an attempt to look at the continuing debate of the true role science plays in public education this paper will address not only the concepts of coaching and instructing students as they learn the importance of the science world and the role it plays in educating students alone with their parents within the settings of the public school. Science plays a great role in our every day lives. As we view science through the eye of public education we will experiment science and education as an antidote, learn the evolution of education in science and examine the importance of museums as an environment for learning. This is an attempt to look at the continuing debate of the role science plays in public schools. While we examine different views of the general public this paper will try to explain why I feel science is an important concept to public education.