CRASH COURSES: Models of Pedagogical Reasoning & Training by Kefah Abukhdeir

kefahabukhdeir — 2023-09-10 14:29:23 UTC

To teach is to first understand :
purposes
subject matter structures
ideas within and outside the discipline. Teachers need to understand what they teach and, when possible, to understand it in several ways.
Comprehension of purpose is very important.

We engage in teaching to achieve the following educational purposes:

To help students gain literacy
To enable students to use and enjoy their learning experiences
To enhance students’ responsibility to become caring people
To teach students to believe and respect others, to contribute to the well-being of their community
To give students the opportunity to learn how to inquire and discover new information
To help students develop broader understandings of new information
To help students develop the skills and values they will need to function in a free and just society

kefahabukhdeir — 2023-09-10 14:31:55 UTC

The key to distinguishing the knowledge base of teaching lies inaa few 3 things:
At the intersection of content and pedagogy
in the teacher’s capacity to transform content knowledge into forms that are pedagogically powerful and yet adaptive to the variety of student abilities and backgrounds. Comprehended ideas must be transformed in some manner if they are to be taught. Transformations require some combination or ordering of the following processes

kefahabukhdeir — 2023-09-10 15:24:08 UTC

The key to distinguishing the knowledge base of teaching lies at the intersection of content and pedagogy in the teacher’s capacity to transform content knowledge into forms that are pedagogically powerful and yet adaptive to the variety of student abilities and backgrounds. Comprehended ideas must be transformed in some manner if they are to be taught. Transformations require some combination or ordering of the following processes:

Preparation (of the given text material), which includes the process of critical interpretation
Representation of the ideas in the form of new analogies and metaphors (Teachers' knowledge, including the way they speak about teaching, not only includes references to what teachers “should” do, it also includes presenting the material by using figurative language and metaphors
Instructional selections from among an array of teaching methods and models
Adaptation of student materials and activities to reflect the characteristics of student learning styles
Tailoring the adaptations to the specific students in the classroom

described this as the process of fitting the represented material to the characteristics of the students. The teacher must consider the relevant aspects of students’ ability, gender, language, culture, motivations, or prior knowledge and skills that will affect their responses to different forms of presentations and representations.

kefahabukhdeir — 2023-09-10 15:25:42 UTC

Comprising the variety of teaching acts, instruction includes many of the most crucial aspects of pedagogy: management, presentations, interactions, group work, discipline, humor, questioning, and discovery and inquiry instruction.

kefahabukhdeir — 2023-09-10 15:26:29 UTC

Teachers need to think about testing and evaluation as an extension of instruction, not as separate from the instructional process. The evaluation process includes checking for understanding and misunderstanding during interactive teaching as well as testing students’ understanding at the end of lessons or units. It also involves evaluating one’s own performance and adjusting for different circumstances.

kefahabukhdeir — 2023-09-10 15:27:25 UTC

This process includes reviewing, reconstructing, reenacting, and critically analyzing one’s own teaching abilities and then grouping these reflected explanations into evidence of changes that need to be made to become a better teacher. This is what a teacher does when he or she looks back at the teaching and learning that has occurred–reconstructs, reenacts, and recaptures the events, the emotions, and the accomplishments. Lucas (as cited in Ornstein et al., 2000) argued that reflection is an important part of professional development. All teachers must learn to observe outcomes and determine the reasons for success or failure. Through reflection, teachers focus on their concerns, come to better understand their own teaching behavior, and help themselves or colleagues improve as teachers. Through reflective practices in a group setting, teachers learn to listen carefully to each other, which also gives them insight into their own work

kefahabukhdeir — 2023-09-10 15:28:21 UTC

Through acts of teaching that are "reasoned" and "reasonable," the teacher achieves new comprehension of the educational purposes, the subjects taught, the students, and the processes of pedagogy themselves

kefahabukhdeir — 2023-09-10 15:28:47 UTC

Students (the teacher’s audience) are another important element for the teacher to consider while using a pedagogical model. A skillful teacher figures out what students know and believe about a topic and how learners are likely to “hook into” new ideas. Teaching in ways that connect with students also requires an understanding of differences that may arise from culture, family experiences, developed intelligences, and approaches to learning. Teachers need to build a foundation of pedagogical learner knowledge

kefahabukhdeir — 2023-09-10 15:29:05 UTC

To help all students learn, teachers need several kinds of knowledge about learning. They need to think about what it means to learn different kinds of material for different purposes and how to decide which kinds of learning are most necessary in different contexts. Teachers must be able to identify the strengths and weaknesses of different learners and must have the knowledge to work with students who have specific learning disabilities or needs. Teachers need to know about curriculum resources and technologies to connect their students with sources of information and knowledge that allow them to explore ideas, acquire and synthesize information, and frame and solve problems. And teachers need to know about collaboration–how to structure interactions among students so that more powerful shared learning can occur; how to collaborate with other teachers; and how to work with parents to learn more about their children and to shape supportive experiences at school and home

kefahabukhdeir — 2023-09-10 15:33:30 UTC

Pedagogical content knowledge identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. Pedagogical content knowledge is the category most likely to distinguish the understanding of the content specialist from that of the pedagogue"

___ 1. Comprehension: To teach is to understand.

kefahabukhdeir — 2023-09-10 15:34:05 UTC

___ Purposes
___ Subject-matter structures
___ Ideas within and outside the discipline

__ 2. Transformation: Comprehended ideas must be transformed in some manner if they are to be taught. Transformations require some combinations or ordering of the following processes:

kefahabukhdeir — 2023-09-10 15:59:17 UTC

___ Preparation (of the given text material)
___ Representation of the ideas in the form of analogies,
metaphors
___ Instructional selections from among an array of teaching
methods and models
___ Adaptation to the characteristics of the students
___ Tailoring the adaptations to the specific students in the
classroom

___ 3. Instruction: The variety of teaching acts includes the following:

kefahabukhdeir — 2023-09-10 16:07:08 UTC

___ Management
___ Presentations
___ Interactions
___ Group work
___ Discipline
___ Humor
___ Questioning
___ Discovery and inquiry instruction

___ 4. Evaluation:

kefahabukhdeir — 2023-09-10 16:07:58 UTC

This process ensures that the teacher checks for
understanding and misunderstanding during interactive
teaching. As a result, the teacher evaluates his or her
own performance and makes adjustments for experience.

kefahabukhdeir — 2023-09-10 16:08:22 UTC

___5. Reflection: This process includes a series of steps, including
reviewing, reconstructing, reenacting, and critically analyzing
one’s teaching to improve.

__6. New comprehensions:

kefahabukhdeir — 2023-09-10 16:08:51 UTC

The expectation is that through acts of
teaching the teacher achieves a new understanding of purposes,
subject matter, students, teaching, and sel

Examples:Comprehension

kefahabukhdeir — 2023-09-10 16:19:44 UTC

To teach for understanding, a teacher needs to create a few central goals that are significant for both the teacher and the student. These goals need to be clear, stated explicitly, and posted in the classroom. For instance, a fifth grade teacher starts her lesson about friction, mass, and force by reminding her students what they studied last class to help them understand that they will add more information to their prior knowledge. The teacher tells the students that the first unit discussed was on motion and the second unit was on friction. Before introducing them to the third new unit about force, the teacher checks for students' understanding of the previous units.

EXAMPLE

kefahabukhdeir — 2023-09-10 17:16:53 UTC

Transformation
The same fifth grade science teacher explains to her students the relationship between mass, force, and inertia. To demonstrate those concepts, the teacher provides the students with an analogy that transforms the idea into an example the students can understand. She asks the students to determine if it would take more force to push her or a kindergarten student in a swing. She points out that it is easier to push someone once they are in motion. The teacher then asks the students who would be easier to stop once they were in motion herself or the kindergarten student? She relates their answers to the time it takes large trucks to stop; on a highway compared to compact cars. Because several of the students are school crossing guards, the teacher personalizes her analogy by discussing what they learned in their crossing guard training about the force of different-sized vehicles

EXAMPLE

kefahabukhdeir — 2023-09-10 17:17:38 UTC

Instruction
For the same lesson, the teacher uses an instructional method that incorporates group work. The students are engaged in cooperative learning in groups of three, in which each of them has to take care of a physical component of an experiment. For instance, while doing the experiment, one student records the mass, the second one the distance, and the third one the force. In this way, the teacher assures interaction between students, peer tutoring, and communication, which definitely increases students learning.

EXAMPLE

kefahabukhdeir — 2023-09-10 17:18:58 UTC

Evaluation
The same teacher uses an ongoing strategy of evaluation and performance assessment. This assessment serves as an instructional tool to help teachers meet students’ needs. Using the evaluation form, the teacher continually checks students' understanding of the subject matter.

The evaluation form includes a chart divided into two sections to assess problem solving and communication. The students receive from 0-3 points for their efforts. Here is how the teacher would assess student skills:

kefahabukhdeir — 2023-09-10 17:47:39 UTC

Reflection
This example shows a student teacher’s inner thoughts and reflections on her experiences as a teacher.

My cooperating teacher has the gift of gab. It seems that most of the other excellent teachers I have worked with also have this gift. This gift can be very important in the classroom because it brings learning to the level of the children. Connecting book facts to real life situations empowers kids and helps build true knowledge. Stories or anecdotes relating to the topic of study help bridge the gap between school life and outside of school life. Children begin to see that their daily experiences are important and have connections to what they learn in school.

What type of educator are you?

kefahabukhdeir — 2023-12-17 07:17:46 UTC

Instructor

Facilitator

Creator

STAGE ONE -BACKWARDS DESIGN

kefahabukhdeir — 2024-02-10 20:09:07 UTC

Stage One – Identify Desired Results:

In the first stage, the instructor must consider the learning goals of the lesson, unit, or course. Wiggins and McTighe provide a useful process for establishing curricular priorities. They suggest that the instructor ask themselves the following three questions as they progressively focus in on the most valuable content:

What should participants hear, read, view, explore or otherwise encounter?

This knowledge is considered knowledge worth being familiar with. Information that fits within this question is the lowest priority content information that will be mentioned in the lesson, unit, or course.

What knowledge and skills should participants master?

The knowledge and skills at this substage are considered important to know and do. The information that fits within this question could be the facts, concepts, principles, processes, strategies, and methods students should know when they leave the course.

What are big ideas and important understandings participants should retain?

The big ideas and important understandings are referred to as enduring understandings because these are the ideas that instructors want students to remember sometime after they’ve completed the course.

STAGE TWO - BACKWARDS DESIGN

kefahabukhdeir — 2024-02-10 20:16:38 UTC

Stage Two – Determine Acceptable Evidence:

The second stage of backward design has instructors consider the assessments and performance tasks students will complete in order to demonstrate evidence of understanding and learning. In the previous stage, the instructor pinpointed the learning goals of the course. Therefore, they will have a clearer vision of what evidence students can provide to show they have achieved or have started to attain the goals of the course. Consider the following two questions at this stage:

How will I know if students have achieved the desired results?
What will I accept as evidence of student understanding and proficiency?

At this stage it is important to consider a wide range of assessment methods in order to ensure that students are being assess over the goals the instructor wants students to attain. Sometimes, the assessments do not match the learning goals, and it becomes a frustrating experience for students and instructors. Use the list below to help brainstorm assessment methods for the learning goals of the course.

Term papers.
Short-answer quizzes.
Free-response questions.
Homework assignments.
Lab projects.
Practice problems.
Group projects.
Among many others…

kefahabukhdeir — 2024-02-10 20:38:56 UTC

Stage Two – Determine Acceptable Evidence:

How will I know if students have achieved the desired results?
What will I accept as evidence of student understanding and proficiency?

Term papers.
Short-answer quizzes.
Free-response questions.
Homework assignments.
Lab projects.
Practice problems.
Group projects.
Among many others…

LESSON PLAN

kefahabukhdeir — 2024-02-11 18:56:01 UTC

BACWARDS DESIGN APPROACH TO PLANNING

kefahabukhdeir — 2024-02-11 18:56:44 UTC

WELCOME NEW TEACHERS

kefahabukhdeir — 2024-02-11 19:14:18 UTC

The following links are to help you get started with being your instructional design and planning . We have presented the idea of backwards design which helps you to start with your students from "where you want them to be" and working backwards to build the methodology and activities that will achieve the objective

kefahabukhdeir — 2024-02-11 19:34:58 UTC

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kefahabukhdeir — 2024-02-11 19:42:55 UTC

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kefahabukhdeir — 2024-02-11 19:44:40 UTC

kefahabukhdeir — 2024-02-11 19:46:26 UTC

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kefahabukhdeir — 2024-02-11 19:47:37 UTC