According to a professional development study done by EdSurge (2014), teachers report getting the most value out of informal learning opportunities such as using twitter chats and online learning communities (p. 9). By learning to engage in social media platforms to extend learning teachers can then take those platforms and introduce them in constructive and creative ways into their classrooms (Tucker, 2016). Read More »
8.1 Professional Practice – Participating in a Professional Community
Developing relationships and open discussion with other educators, emerging and experienced, has been a key part of processing the purpose of public education. The constantly changing landscape of education reform in the US, and Washington State, is filled with polarizing opinions, debates, and methods of improvement. Driven by “the search for a panacea” (Hunt, 2005, p.85) to social problems, legislation at different times in history has altered the purpose, funding, and importance of public education. Whether it is the increased emphasis of STEM subjects from A Nation at Risk (1983) or standards based testing through NCLB (2001) schools and teachers are still feeling the effects of education reform efforts. While I continue to understand and empathize with the academic environment I will enter into, collaborating with other professionals challenges me to question the sources of reform and imagine change coming from communities and not just government.Read More »
I first came into Curriculum Design (EDU 60166) with prior experience in creating and teaching lessons and curricula but not with aligning them to any standards, nor having a clear assessment plan for them. Looking back, the practice of ‘unwrapping’ state standards and turning them into a cohesive unit plan was the most intimidating and daunting task.Read More »
8.2 Professional Practice – Growing and Developing professionally.
Part of growing as a professional educator has been reflecting on my own journey as a student and challenging those ideas, beliefs, and practices I thought of as normal and acceptable in the classroom. During the course Learners in Context (EDU 6132) we covered self-efficacy and ego versus task involvement focused classrooms. Even though I grew up in competitive, mostly ego-involved classrooms I am now learning and processing how to create more a cooperative, task-involved environment for my future students. By understanding and treating students as individuals, using positive and personal feedback, and encouraging students to learn from failures I hope I can move away from my preconceptions and towards more fully supporting students’ academic motivation.Read More »
Prompt: Over the past few weeks, we have been discussing nature vs nurture, the basics of biological development and a few different perspectives on cognitive development. Please reflect and write about the big ideas that you have learned and the implications for classroom practice.
Recently I have been reflecting on how theories of cognitive development, through biological and environmental factors, have revolutionized my understanding of assessments and turning them into tools that my students can use for learning. As a student I have seen tests and grades as the stamp of value on my knowledge and the ultimate proof that I was succeeding in school. There were times I only performed for the sake of a test, cramming for a test and then forgetting everything afterwards just to get a good grade. Now as I become a teacher, these motivations make me uncomfortable, how can I ease the pressure that extrinsic scores and grades place on students? What are effective ways to encourage my future students to learn for intrinsic value?Read More »
Prompt: For preassessment purposes, tell about what you know about child/adolescent development. Also, describe how your current knowledge of development informs your philosophy of instruction.
A long time ago I learned about child development and the different ways in which we change, grow, and mature over the years. Unfortunately the only remains are a few catch phrases such as ‘sensorimotor stage’ or ‘multiple intelligence’ and ‘cognitive development’. While I do not remember the vocabulary or concept names, those lessons impressed upon me the importance of understanding student diversity, social norms, and interacting with students according to their development level.
In my experience of having been a student and a teacher in different capacities, the educators that have left the deepest impression on me demonstrate flexibility, humility, and personality. These three aspects embody that effectiveness in an educator is diverse and complex.