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Application for the Future: Philosophies in Action 

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Application for the Future: Philosophies in Action 

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Mariela Vital

Application for the Future: Philosophies in Action in Classroom

In class we learned about different philosophies like essentialism and progressivism. Educational philosophies in action is about how teachers actually use what they believe about teaching in real life. This stood out to me because it showed me that there isn't just one way to teach. Everyone teaches a little different depending on what they think is important. I like that because it gives me freedom in my own classroom.

Example:

In my future classroom, I would probably mix different teaching styles depending on what my students need. I would still have structure and rules so students know what is expected. I also don't want my class to feel like I'm just talking the whole time. I want student to be involved, ask questions and share their ideas. I would use activities and discussions to keep them engaged. I think doing both will help students stay on track but also actually enjoy learning.

Resources Materials:

- Class notes

- charts of different teaching philosophies

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Application for the Future: Growth Mindset

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Application for the Future: Growth Mindset

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Mariela Vital

Application for the Future: Growth Mindset

Helping students understand that they can improve with effort and practice mean a good growth of mindset. In this course, we talked about how students should not feel discouraged when things get hard. This idea stood out to me because many students give up too quickly when they struggle, I should know I was like that back in middle school or high school. It is important for them to see mistakes as part of learning. I think this helps build confidence and motivation.

Example:

In my classroom, I will focus on effort instead of just right answers. For example, if a student is trying but struggling, I would still recognize their effort. I would remind them that it is okay to make mistakes and that they can learn form them. I might have kids reflect on something they found hard and what they learned form it. I would also use encouraging phrases to help them keep trying. I want students to feel more confident and not be afraid to try.

Resource Materials:

Growth mindset posters

Reflection worksheets

Short videos

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Application for the Future: Positive Reinforcement 

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Application for the Future: Positive Reinforcement 

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Mariela Vital

Application for the Future: Positive Reinforcement in the classroom

Positive reinforcement is just noticing how students are doing the right thing instead of always focusing on what they're doing wrong. In this class, we talked about how students respond better when they feel supported and recognized. This really stood out to me because I've seen how much kids care about getting excited even for small things. It helps build a more positive classroom environment. I feel like this is something I would definitely use every day as a teacher.

Example: For my future classroom, I would make sure to point out when student are doing what they're supposed to do. For example, if a student is working quietly or helping someone, I would say something to recognize that. I would probably use simple rewards too, like stickers or letting them choose something small. Even calling out positive behavior can make other students want to do the same. I want my classroom to feel encouraging on helping each other.

Resource Materials:

classroom reward charts

behavior tracking apps

short videos (positive reinforcement strategies)

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Application for the Future: Autobiographical Narrative 

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Application for the Future: Autobiographical Narrative 

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Sophia Monty

Application for the Future: Autobiographical Narrative

Description: After completing this assignment myself, I think an autobiographical narrative is the perfect assignment to get to know my peers. Writing about who they are, where they came from, and what their strengths and weaknesses are. I believe this allows students to learn about themselves and their peers and make connections. This allows students to create personal connections with their peers, making it easier for them to get to know each other better and make friends.

Example: I would implement this assignment in my classroom at the beginning of the year. I would allow my students to write about who they are, their interests, what goals they would like to achieve, and some fun facts about themselves. I would allow my students to bring something that they love or defines them to school to share with the class as a fun, engaging piece. After hearing all their peers' autobiographical narratives, I would pair up students and share what they learned about each other, and create connections. This helps students not only learn but also use their communication skills to communicate with their peers, which can be helpful in future group projects or other lessons.

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Handwriting Practice For Teens: Children's Reading & Writing Education Books Essay Clip Art PNG

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Download Handwriting Practice For Teens: Children's Reading & Writing Education Books Essay Clip Art PNG image with a resolution of 1024 x 940 pixels. This image is filed under the tags: Watercolor, Cartoon, Flower, Frame, Heart

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Application for the Future: Growth Mindset in the Classroom

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Application for the Future: Growth Mindset in the Classroom

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Sophia Monty

Application for the Future: Growth Mindset in the Classroom

Description: When learning, a student must have a growth mindset rather than a fixed one. When a student uses a growth mindset, they understand how to grow into what they are learning. Students' understanding that learning is not a fixed trait allows them to be encouraged and engaged with learning. It opens more opportunities for the students to understand the effects of dedication and persistence while learning difficult topics with a positive outcome.

Example: In my future classroom, I will implement a growth mindset by creating a before-and-after system when teaching. Saving my students' work at the beginning of a lesson and keeping their work as they continue to improve in their lesson. This allows the student to see how much effort and dedication they made in working to grow their personal understanding. I believe this can create a positive outlook on learning, which allows the student to understand that learning takes time and effort. It also allows the student to reflect on their growth and the learning styles they show or adapt over the course of their lesson. This can be created into a book for the student to go back on and use as motivation or to help them repeat their learning style with a new lesson.

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Application for the future: Dialogic teaching

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Application for the future: Dialogic teaching

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Description: Dialogic teaching is an approach that comes from Paulo Freire's belief that learning happens through dialogue and questioning rather than the passive absorption of material. It focuses on the voice of the student, critical thinking, and collaborative exploration of ideas. This method encourages students to see themselves as co-constructors of their knowledge as opposed to recipients of it. Dialogic classrooms give a deeper understanding to ideas by allowing the students to organically connect the content to their own lived experiences.

Example: In my future classroom, I plan to use dialogic circles a few times a week to help students discuss what we are learning and model intelligent conversation. Instead of asking questions that focus on recall, I would use open-ended questions like "what would you do in this situation?" or "why do you think this matters?" to encourage deeper thinking. Students would take turns facilitating discussions, which helps teach leadership and active listening. We would be modeling how to respectfully challenge ideas, build on each other's thinking, and getting better at asking clarifying questions when we need elaboration. Over time, this routine will help my students develop confidence in expressing themselves in meaningful conversations, which I think is partially a key to unlocking a better future.

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Description: Genius Hour is a student-centered learning model that gives students dedicated time to explore a topic that they personally for deeply interested in. It is grounded in inquiry, autonomy, and genuine passion for the material. It allows students to feel a sense of ownership over their learning. This approach aligns with theories of education that emphasize curiosity and meaningful problem solving. It shifts the role of the teacher from director to facilitator and builds confidence in students while they work toward the goal.

Example: In my future classroom, which I hope to be about history, I plan to implement a weekly block of an hour where students can work towards teaching the class about an event or time in history that they personally find important or interesting. I would guide students through the 6 P's (Passion, Plan, Pitch, Project, Product, and Presentation) to help keep them structured in their work towards the goal while allowing them to maintain autonomy. It would start with identifying something they want to work on, and then steadily build towards the end result of them having a presentation to teach to the class. I would conference with students individually to support their progress and help them refine their studies. At the end of each quarter or semester, students present to their peers or families, and then we can all celebrate their growth and interest.

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Adrian Vargas                             Application for the future: Learning stations for teaching

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Adrian Vargas                             Application for the future: Learning stations for teaching

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Description: Learning stations are an instructional strategy where students are directed to rotate through different areas of the classroom, each designed to teach a specific part of a process, skill, or concept. This approach is incredibly hands on. It supports active learning and student engagement by allowing our students to play with the material in different ways. Stations break complex ideas into manageable steps, which helps students build understanding through a more tactile approach. This method aligns with all the theories of education that insist that students learn best by DOING.

Example: If I was teaching the about the water cycle, I would set up stations for students to rotate through where each station is designed to explore one part. We could use heat lamps over water trays to see evaporation in action. For condensation, we would watch droplets forming on a can of soda as it sits in ice. For precipitation, students would use a sponge soaked in water held over a clear container. As they add more water to the sponge we would see "rain". For collection, students could use a tray of sand to model landforms and see how and where water gathers after it rains. We did something similar to this in my middle school.

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Application for the Future: Differentiated Instruction

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Application for the Future: Differentiated Instruction

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Kaylee Butcher

Application for the Future: Differentiated Instruction

Description:

It is important that teachers use differentiated instruction in the classroom because all students learn differently. Every student has different strengths, weaknesses, learning styles, and academic needs. By adapting instruction and teaching methods, teachers can help all students succeed and feel included in the learning process. Differentiated instruction allows students to learn in ways that work best for them while still reaching the same learning goals. I believe this is an important concept because it helps create a fair and supportive classroom environment where every student has the opportunity to succeed.

Example:

There are many ways that I could implement differentiated instruction in my future classroom. For example, visual and hands-on activities are great ways to engage students and help them use different parts of their brain while learning. Some students may learn better through group work and discussion, while others may benefit more from independent or visual activities. As a teacher, I will need to adjust assignments and instruction based on students’ individual needs and learning styles. I also want to provide different ways for students to demonstrate their understanding so that every student has the opportunity to be successful.

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Application of the Future: Positive Classroom Enviroment

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Application of the Future: Positive Classroom Enviroment

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Kaylee Butcher

Application for the Future: Positive Classroom Environment

Description: It is critically important to have a positive classroom environment in order for students to learn and comprehend the material being taught. We know this to be true based on Maslow’s Hierarchy of Needs, which explains that students learn best when their basic needs are met and they feel safe and supported. When students feel comfortable in the classroom, they are more open to learning and participating. It is the teacher’s job to cultivate a positive classroom environment by having clear expectations and routines while also creating a sense of community among students. I believe a supportive classroom environment helps students feel valued, respected, and motivated to succeed.

Example: One way that I will implement a positive classroom environment is by having classroom jobs. By rotating classroom jobs between students, it gives them responsibility, routine, and a sense of purpose within the classroom community. I will also encourage respectful communication by being a positive role model when interacting with students and staff. In addition, I want to create a classroom where students feel comfortable expressing themselves and working together. When conflicts arise in the classroom, I will handle the situation calmly and respectfully while helping both students communicate and solve the problem appropriately.

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Rayna Witwer

Peer reviews

Perry Schroeder

A personal connection I made with your applications was the growth mindset. I think a growth mindset is so important to have when working with students and when going through life. Having that mindset keeps your mind open to learning and growing. Promoting this mindset in the classroom is important. Teachers should encourage students to have that mindset and keep them encouraged so they believe they can learn.

Madie Brechiesen

The personal connection I made was with using the formative assessment for learning. Using formative assessments throughout learning helps the teacher see where the students are at with the learning. From your application, I learned that formative assessments help give the teacher feedback from their students. The teacher can help the student improve immediately based on the result of the assessment. I will use these in my classroom so that I can help my students grow. I will adjust to their needs, which your application mentioned.

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Application for the Future: Growth Mindset

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Application for the Future: Growth Mindset

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Kaylee Butcher

Application for the Future: Growth Mindset

Description: Students having a growth mindset rather than a fixed mindset is important for both their education and self-esteem. A growth mindset allows students to see challenges as opportunities to learn and improve. It teaches students that effort leads to growth and that persistence matters when working through difficult tasks. I connected with this concept because I sometimes have a fixed mindset when I am faced with challenges or frustration. Through this course, I have learned that much more success can be achieved when people develop a growth mindset and continue trying even when something is difficult.

Examples: One way that I will apply the growth mindset concept in my classroom is by praising my students’ effort rather than their intelligence. For example, I would say, “You really worked hard on this,” instead of saying, “You are so smart.” This helps students focus on the learning process and the effort they put into their work rather than only the final outcome. I also want students to reflect on what they learned and how they improved after completing assignments or activities. In addition, I would place positive and encouraging posters around my classroom that promote having a growth mindset and remind students that mistakes are part of learning and growth.

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Application for the Future: Book Circles

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Application for the Future: Book Circles

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Perry Schroeder

Application for the Future: Book Circles

Description: Doing book circles/reviews in class, will further encourage creative reading, creative writing and potentially giving the opportunity to read a topic they might not normally pick on their own. Presenting the book circles/reviews also encourages a safe space for public speaking, creativity and being proud of the work that you've done. Students should feel confident in their reading abilities, presenting abilities and be inspired by what they're learning from their peers.

Example: I will create groups and within those groups assign a book that is applicable to the curriculum in the classroom for the groups to read and learn about. I will give them three different media options of how they'd like to present the book review, give them a manageable timeline of completing the book and completing the presentation and then allow them to present it to me first to practice and feel more confident. The students will be given books from multiple different genres and be shown examples of book reviews but will have the freedom to create their own, do their own research and find a fun way to present it to the class. After the presentation, the class will give them a star review on how the presentation went, something they learned and something they liked about the presentation.

-Google slides presentation, CANVA presentation, Padlet presentation

-Doing a talkshow presentation of the book review

-Doing a "meet the author" and pretend one of the students is the author doing a book talk

-Looking at Goodreads and reviewing the book as a book reviewer

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Application for the Future: Growth Mindset

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Application for the Future: Growth Mindset

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Perry Schroeder

Application for the Future: Growth Mindset

Description: Students need to feel empowered in themselves and how they are feeling, so creating a safe environment in my classroom where the students can believe in themselves is very important to me. Using positive praise, positive reinforcement, lots of "I" statements and leading by example will be incredible ways to encourage growth mindset in my classroom.

Example: I will make sure I am using "I" statements when giving praise or feedback to my students, such as "I love how you used walking feet in the classroom" or "I see that you tried three times to tie your shoes by yourself, that seems challenging, can I help you?". I will encourage the students to use "I" statements to also express how they are feeling or how situations make them feel to help identify emotions with actions and create a more welcoming and safe environment. "I see that not being picked first made you feel frustrated, would you like me to pick you first next time?" or "I see that you're all feeling excited about it almost being recess time, lets save that excited feeling until we're outside on the playground!".

-Creating "I" feel posters in the room

-Doing projects centered around "I can" instead of "I can't"

-Giving rewards or working towards class rewards when hearing peers giving positive "I" statements to each other

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Application for the Future: Historical Event, Figure or Law

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Application for the Future: Historical Event, Figure or Law

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Perry Schroeder

Application for the Future: Historical Event, Figure or Law

Description: Encouraging students to look at the past, whether it be an event, a figure or a law that has passed will better help them understand why things are the way they are today and how things have changed. It will also allow them to look at and research different things they might not do so normally and allow them to expand their level of learning. It focuses on them doing critical research, looking at real resources and being able to apply them in the classroom.

Example: When looking at specific events in history or specific people that are applicable to what we are learning in the classroom, I will assign each student an event or figure to do research on to then be presented to the class. I will have them vote on if they'd rather it be group work or solo work so that then they are able to split up the responsibilities or do it alone and carry the work load that way. I will show them how to find reliable resources, how to create a works cited, how to implement what they are researching into their presentation of the event or person and how they can present it to the class. I will make sure that the events or figures are relevant to what we are learning, how they are still relevant in today's world and allow them to see the importance of research and keeping history alive.

-They can create social media profiles for the specific figures they are assigned such as Facebook, Instagram or Twitter

-They could create a podcast reviewing the event or figure they've been assigned

-They could stage a debate between other historical figures being researched in the room or have a debate regarding the historical event they are researching

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Madie Brecheisen - Application for the Future: Growth Mindset in the Classroom

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Madie Brecheisen - Application for the Future: Growth Mindset in the Classroom

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Description:

Growth mindset is the idea that students’ abilities and intelligence can be developed through effort, persistence, and effective strategies rather than being fixed traits. This concept emphasizes praising effort instead of just outcomes and helping students see mistakes as part of learning. It also encourages students to take on challenges instead of avoiding them. In education, this helps build resilience and motivation in learners.

Example:

In my future classroom, I will apply growth mindset by intentionally changing the way I give feedback. Instead of saying “you’re so smart,” I will say things like “I can see how hard you worked on that” or “your strategy really improved your answer.” I will also normalize mistakes by having a “favorite mistake of the week” discussion where students reflect on what they learned from an error. If a student struggles, I will help them break tasks into smaller steps so they can see progress instead of failure. Over time, I want students to feel comfortable taking risks in their learning without fear of being wrong.

Resource Idea:

I would incorporate short growth mindset videos or posters in the classroom that remind students that their brains grow with practice.

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Madie Brecheisen - Application for the Future: Formative Assessment for Learning

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Madie Brecheisen - Application for the Future: Formative Assessment for Learning

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Description:

Formative assessment is an ongoing process where teachers check student understanding during instruction rather than only at the end of a unit. It includes strategies like exit tickets, questioning, quick writes, and classroom discussions. The purpose is to guide instruction and provide feedback that helps students improve in real time. This approach makes learning more flexible and responsive to student needs.

Example:

In my future classroom, I will use exit tickets at the end of lessons to quickly check understanding. For example, after teaching a concept, I might ask students to write one thing they learned and one question they still have. I will also use “thumbs up, sideways, down” checks during lessons to see if I need to slow down or reteach something. If I notice multiple students struggling, I will adjust my lesson plan the next day instead of moving on too quickly. This will help ensure no student falls behind unnoticed.

Resource Idea:

Digital tools like Google Forms or Kahoot could be used for quick formative checks in a more engaging way.

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Madie Brecheisen - Application for the Future: Culturally Responsive Teaching

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Madie Brecheisen - Application for the Future: Culturally Responsive Teaching

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Description:

Culturally responsive teaching is an approach that recognizes and values students’ diverse cultural backgrounds and incorporates them into learning. It focuses on building relationships, respecting students’ identities, and using materials that reflect different cultures and experiences. This approach helps students feel seen, valued, and more engaged in their education. It also helps close achievement gaps by making learning more relevant.

Example:

In my future classroom, I will incorporate culturally responsive teaching by including texts, examples, and projects that reflect a variety of cultures and backgrounds. For instance, in reading assignments, I will select stories written by diverse authors so students can see themselves represented. I will also give students opportunities to share their own traditions and experiences through projects or presentations. I plan to learn about my students early in the year through surveys or class discussions so I can better connect lessons to their lives. This will help create a more inclusive and welcoming classroom environment.

Resource Idea:

Classroom community-building activities like “student identity maps” or cultural sharing days could support this approach.

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Rayna Witwer

Application for the Future: Pragmatism

After learning about the different philosophies, I learned that I align with more than one. I want to use pragmatism in my classroom. Pragmatism tells us that children are constantly learning and growing from their environment. Pragmatism is focused on hands-on learning and experimentation. I would like to apply pragmatism by giving my students many opportunities to do activities that help them learn. An example of this could be going on a leaf hunt if we were learning about different trees. I would take the students on a walk and have them collect at least 3 leaves or seeds from the trees. Then the students would be able to research to find what tree leaves they had found. They would make a poster with the leaves. They would write down what tree they came from and different information about that tree.

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Rayna Witwer

Application for the Future: Historical event, figure, or law

I want to encourage my students to learn more about the past. In this class, we researched historical figures, events, or laws that impacted education. This project allowed me to learn more about the past of education. In my class, I would pose it as finding history about our country or the students’ native country if their origin was somewhere else. The students would get to choose a historical figure, event, or law that they want to learn more about. The students would write a research paper about their historical choice as well as support it with images of the choice. This would give students an opportunity to research something they are interested in. For students from other origins, this could be a chance for them to learn more about their heritage.

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Rayna Witwer

Application for the Future: Autobiographical Narrative

I would like to apply the idea of the autobiographical narrative that we did at the beginning of this semester in my future class. I enjoyed this activity. I felt like it started the class off on a personal level. Students shared with the teacher and others about who they are. I plan to apply this idea at the beginning of the year in my classroom. I want my students to have a chance to share things about themselves with me and each other. The students will get a sheet of paper and will be prompted to write about who they are. They will also have the option to draw a picture to go along with their narrative. After the students complete the project, they will have the chance to share their story with the class. We will display them on the walls for others to see.

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Application for the Future: Historical Event or Law, Mental Health Awareness Month

I learned a lot about mental health, and mental health awareness month that I did not know when creating this assignment. Having knowledge about mental health, and how it can affect your students is really important, and connects to what we learned about behaviorism. Students with mental health problems can be linked to having behavior problems. Knowing the proper techniques to deal with these problems will help each student have the best learning experience. In my future classroom I could do things like, start the day with a quick check-in so students can share how they are feeling. If a student is struggling, I would try to understand what is going on instead of just focusing on behavior. This would help students feel safe and supported in my classroom. This connects to the ideas I included in my Canva assignment about creating a positive and welcoming classroom.

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Application for the Future: Progressivism

Progressivism is a student-centered approach where students learn through hands-on activities, and real-life experiences. From the textbook, videos, and my philosophy of education assignment, I learned that students understand more when they are actively involved in learning. One assignment that I really enjoyed doing while learning about progressivism was the lesson we did. (I used the caterpillar to butterfly lesson for a third grade class room). I think it was a really great way to actively learn about what we were being taught. In my future classroom, I would implement more hands on, student centered lessons like the one I created to represent progressivism.

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Application for the Future: Book Circle Reviews

Inclusiveness and cultural awareness were important ideas that stood out to me during this assignment. This connects to what we learned about culturally responsive teaching and ethical leadership. It stood out to me because I want all students in my classroom to feel respected and supported no matter their background. In my future classroom, I would create an inclusive environment by including lessons, books, and activities that represent different cultures and perspectives. I would also encourage students to share their experiences and learn from each other. In my future classroom, I would create an inclusive environment by including lessons, books, and activities that represent different cultures and perspectives. I would also encourage students to share their experiences and learn from each other.