EE_Image_111214-1444 - Explain Everything screenshot

Sent from Explain Everything for iPad - http://bit.ly/p9PWRZ

EE_Image_111214-1437 - Explain Everything screenshot

Sent from Explain Everything for iPad - http://bit.ly/p9PWRZ

CHAPTER 9: WHAT ARE THE PHILOSOPHICAL FOUNDATIONS OF AMERICAN EDUCATION?

STUDY GUIDE—CHAPTER 9: WHAT ARE THE PHILOSOPHICAL FOUNDATIONS OF AMERICAN EDUCATION?

Name: Mackenna Papst Date: 10/21/12014

1. Define the word philosophy.

Philosophy is made up of two root words"love" (philo) and "wisdom" (sophos). This makes philosophy the love of wisdom. Not everyone loves wisdom the same, but all humans are questioning beings, meaning, seekers of answers.

2. List and define the four branches of philosophical study.

The four branches of philosophical study are metaphysics, epistemology, axiology, and logic. Metaphysics involves the attempt to explain the nature of the real world or the nature of existence. Epistemology deals with questions regarding knowledge and knowing. Axiology focuses on the nature of what we value and how we value it. As humans we naturally search for the correct and most effective way to live. And, logic is the branch of philosophy that deals with reasoning.

3. Compare and contrast inductive and deductive reasoning.

4. List and describe the characteristics of the four educational philosophies described in your text. Be able to recognize examples of each (goals, methods, teacher role, student role, key ideas, and so forth).

5. Describe the fields of aesthetics and ethics.

6. Who is John Dewey, and with which educational philosophy is he most closely associated?

John Dewey is the founder of instrumentalism. He is widely known as the most influential figure in history of American educational thought. Dewey is most associated with the educational philosophy of epistemology.

7. What is an eclectic philosophy, and what are the hazards associated with holding such a position?

Eclecticism embodies the idea that truth can be found anywhere and therefore peoples should select from various doctrines, systems, and sources. There is a problem with inconsistency and many use it as a form of lazy thinking.

CHAPTER 8: WHAT ARE THE ETHICAL AND LEGAL ISSUES FACING TEACHERS?

STUDY GUIDE—CHAPTER 8: WHAT ARE THE ETHICAL AND LEGAL ISSUES FACING TEACHERS?

Name: Mackenna Papst Date: 10/21/2014

1. Explain the difference between “the law” and ethics.

Laws: concrete, made by people, and are usually written down for the public to see. 
Ethics: ideas that are less tangible and observable.

2. What are the six characteristics of ethical teaching?

The six characteristics of ethical teaching include, appreciation for moral deliberation, empathy, knowledge, reasoning, courage, and interpersonal skills.

3. Define the following terms:

a. Due process: 
The deliberative process that protects a person's constitutional right to receive fair and equal protection under the law.

b. Tenure:
A legal right that confers permanent employment on teaches, protecting them from dismissal without the adequate cause.

c. Liability:
A legal obligation.

d. Academic freedom: 
The freedom of teachers to teach about an issue or use a source in teaching without the fear of penalty, reprisal, or harassment.

e. Corporal punishment:
Physical punishment.

f. Probable cause:
       Reasonable grounds.

g. Sexual harassment: 
Unwanted and unwelcome sexual attention that interferes with one's life.

4. What does the Buckley Amendment establish?

Family Educational Rights and Privacy Act, outlines who may and may not have access to student's records.

5. How do a school administrator’s search and seizure rights differ from those of a law enforcement officer?

6. What guidelines would you give to a new teacher based on recent Supreme Court rulings on teachers’ rights regarding personal appearance, right to free speech, and personal sexual behavior?

7. What are a licensed teacher’s responsibilities regarding the reporting of child abuse?

8. Briefly summarize copyright provisions for print, video, and software resources.

9. Describe the three guidelines teachers should keep in mind when dealing with student behavior that might lead to suspension or expulsion.

10. Describe three or four basic guidelines for the interface between religion and education.

11. Give examples of how students’ rights may be abridged by their status as students.

CHAPTER 7: WHAT SHOULD TEACHERS KNOW ABOUT TECHNOLOGY AND ITS IMPACT ON SCHOOLS?

STUDY GUIDE—CHAPTER 7: WHAT SHOULD TEACHERS KNOW ABOUT TECHNOLOGY AND ITS IMPACT ON SCHOOLS?

Name: Mackenna Papst Date: 10/21/2014

1. Identify the sources of pressure on schools to incorporate more use of technology.

Parents are placing pressure on schools to use technology in the classroom. They notice what they are using in the real-world every day at work, and technology is the key factor. Students place pressure on schools because usually the students are more advanced in technology than the teachers are. Teachers also place pressure on schools because they need the access to the technology as well as training to use it effectively. Businesses place pressure on schools to adequately prepare future employees. There is also a perception that the United States is falling behind the rest of the world in educational attainment which puts pressure on teachers as well. Finally, governmental agencies have moved to support federal, state, and local initiatives to make sure access to technology for K-12 students is available.

2. Describe the three stages of application, which new technologies tend to move through as the level of use matures.

3. List and give examples of how computer technology can serve as a cognitive tool.

4. List and give examples of how computer technology can serve to develop communication skills in English and Language Arts instruction.

5. Pick one of the following subject areas (Science, Social Studies, Mathematics, or Foreign Language) and describe the various uses of technology within instruction in that subject.

6. Describe several different ways computers are used as assistive technology for students with special needs.

        Technology can help students with special needs by presenting information to the students in the style best suited for the individual students unique needs. Many students with disabilities may rely on technology to help them achieve successful inclusion in regular classrooms. Computers are very helpful to allow students to participate in normal classroom activities. User-friendly keyboard enhancements simplifying typing, and assistive technology can be used to control the most  basic computer applications. ERICA is a well known program for special-needs students. ERICA tracks and records eye movements and pupil dilations. This allows the mouse to be controlled based off of eye movement alone.  

7. Describe the ways technology can change how teachers do their job (include descriptions of professional resources, communication, and teacher productivity tools).

8. Identify the pros and cons of each of the four common ways of arranging computers for student use within a school.

There are four different ways computers can be used for students usage. These include; computer labs, single-computer classrooms, classroom cluster, and laptops and handheld computing devices. Computer labs offer a concentrated arrangement in which all the students use computers at the same time. This set up is ideal for technology education. A computer lab set up has it’s drawbacks as well. Group projects are difficult due to the lack of open table space. Another drawback includes the lack of access to the lab and must be planned. A single-computer classroom has one computer for the entire classroom of students. This obviously is a drawback due to the computer-student ratio. One positive of this, is that there are many different visualization programs available that can support students learning. The next type is the classroom cluster. This includes a table or area of the classroom with a couple of computers available for the class to use at any given time. This provides convenient access to the students. The drawback of this system is the cost because every classroom would receive 3-5 computers, instead of a computer lab of 25 for the entire school to share. The fourth and final way is laptops and handheld computing devices. Wireless laptops give great access to computers in the classroom. This is useful because laptops are cheaper as well as smaller. Many schools are converting to the system of one laptop per student. This expands the use of technology by the students as well as encourages the teacher to assume this role as well. The drawback would be that many teachers are less advanced in technology than their students.  

9. Give examples of the factors that contribute to the inequities of computer technology between students of affluent and disadvantaged socioeconomic classes.

10. Describe some recommendations for pre-service and in-service teacher preparation that are desirable for the maximum use of technology in the classroom.

Teacher preparation recommendations include developing an electronic portfolio of their work, create computer-based assessments, and use digital video to capture and reflect on their student teaching. You will have to be able to demonstrate your skills in technology in order to find a job. Staff development recommendations include taking classes to expand educational knowledge. Incentives range from paying for classes to buying hardware and software. Many developmental courses are now offered online for convenience.

Field Journal #5

Name: Mackenna Papst      Section: Mrs. Hall, Noble Elementary: Tuesdays 8:30-10:30

(Theory, Practice, Reflection)

Practice (What did you see in the classroom or surrounding environment?)

I really enjoyed this week of field study. The students had Fire Safety. We all went to a room with 3 firemen and my class played jeopardy against another 5th grade class. The students loved it, they got to push a buzzer and steal point from the other class, and as they were having fun, they were also learning about fire safety. Questions dealing with who to call during a fire, what to do when a fire occurs in different situations as well as what causes a fire. While they were playing jeopardy Mrs. Hall had be grade papers. I graded a math test as well as a reading assessment. Same as the last time I graded papers, students were consistently missing the same questions. Most students understood the reading selection, but were struggling with a section on the math test. The section they were struggling with was putting a fraction into simplest form.

Reflection (What do you think about what you saw in Practice?) 

I thought the fire safety program was very educational as well as kept the students interested. I hope that the school I teach at has a similar program for my students and as well as when I have children. Having proper fire safety skills can be the difference in making it out of a burning house safely or not. I hope that when Mrs. Hall looks over the tests I graded, she will take some extra time to reteach simplifying fractions because a majority of the class was clearly not understanding it properly.

Field Journal #4

Name: Mackenna Papst      Section: Mrs. Hall, Noble Elementary: Tuesdays 8:30-10:30

(Theory, Practice, Reflection)

Practice (What did you see in the classroom or surrounding environment?)

Today Mrs. Hall had me do the same thing as last week, except I sat with a different student. This student was a girl who easily got off task and loved to talk. Whenever I would try to get her on task, she would try to change the subject, by talking about my shoes, hair, etc. The same interesting thing that happened with the boy last week, happened with this girl. whenever I made her do her math worksheet she seemed eager to learn when I would help her. She would get frustrated easily whenever she would do a problem wrong. Eventually whenever she got the problem correct she would get the biggest smile on her face and immediately raise her hand to volunteer to write it on the white board for the rest of the class.

Reflection (What do you think about what you saw in Practice?)

Since this is the second time I have experienced the same thing, but with another student, I feel like Mrs. Hall had began to ignore the students who need the extra help and push them aside. They get discouraged and eventually stop trying. Once they realized I am there to help them and won't get mad and move on until they understand, they focus and get the work done. Honestly, I feel as if Mrs. Hall isn't fit for this type of classroom with the diversity she has. Students aren't being properly taught, and being ignored. As a teacher, you are required to teach every one of your students.

Field Journal #3

Name: Mackenna Papst      Section: Mrs. Hall, Noble Elementary: Tuesdays 8:30-10:30

(Theory, Practice, Reflection)

Practice (What did you see in the classroom or surrounding environment?)

Today was an average day. Mrs. Hall had me sit the entire 2 hours with one single kid, and make sure he was on task. He would get off task very easily by laying his head on his desk, drawing or playing with items inside of his desk. Whenever I would tell him to get back on task or to write down what Mrs. Hall was saying, he would make a huffy breath and roll his eyes at me. The interesting part was, when I made him do his math homework, or reading selection, he seemed eager to learn when I would tell him. He would get frustrated easily whenever he would get a problem wrong and have to erase it. Eventually he would get the problem correct and immediately he would raise his hand to volunteer to write it on the white board. He would come back to his seat proud of what he accomplished, but then put his head right back on his desk whenever she would switch to a different topic of discussion.

Reflection (What do you think about what you saw in Practice?)

I believe this boy doesn't pay attention in class because he learns at a much slower pace than most of the class. He figures that he won't understand what Mrs. Hall is saying, so he doesn't even bother to try. This student should have an I.E.P where he can do things at his own pace, instead of being frustrated and never learning anything at all. There are about 3 others in the classroom in which need I.E.P's as well, and should have an aid helping them with their work, maybe in a separate classroom whenever they struggle and need extra explanation and help. Mrs. Hall does the best she can with these students by sitting them in the front of the classroom, and constantly telling them to pay attention, but she had a class of 25 students, she can't spend all her time focusing on them.

Heritage Festival

Heritage Festival Tug-of-War!

Field Journal #2

Name:Mackenna Papst      Section: Mrs. Hall, Noble Elementary: Tuesdays 8:30-10:30

(Theory, Practice, Reflection)

Practice (What did you see in the classroom or surrounding environment?)

Today I graded papers for the first half of my session, and I helped kids individually on comparing decimal numbers. Mrs. Hall showed me how to be positive while grading papers, but putting a +8, instead of putting 8/10. While reading papers I noticed that most of the students were making the same mistakes. This made me wonder if Mrs. Hall had not taught the material well enough. I hope that when she looks threw the papers, she realizes that she needs to explain the concept better. The second part of the day was very memorable for me. I got to help kids who needed help with comparing decimal numbers. There were 4 or 5 students who struggled grasping the concept and steps, so Mrs. Hall had be sit down individually and teach them at a slower pace. One thing that still bothers me about Mrs. Hall is that she still has the one student sitting in the back of the classroom all by himself, and hardly ever acknowledges his presence.

Reflection (What do you think about what you saw in Practice?)

It might seem strange, but I actually enjoyed grading papers. It was a way of getting to know the childrens train of thought and how they learn. It was a lot of repetition but I didn’t mind. I liked how Mrs. Hall had me write the grade as a positive, with a + sign. I will definitely remember this when I grade my own students papers. I really had a great experience working with the students individually today. I was able to watch the kids go from frustration and anger, to smiles and excitement. Whenever they would finally understand, they would run up to Mrs. Hall with a huge smile on their face and show them how they learned. It really made me feel good about myself, knowing I was able to make these few kids feel good about themselves. Today was much more satisfying than last week and look forward to going back to help more students!

Field Journal #1

Name:Mackenna Papst      Section: Mrs. Hall, Noble Elementary: Tuesdays 8:30-10:30

(Theory, Practice, Reflection)

Practice (What did you see in the classroom or surrounding environment?)

I was in a 5th grade classroom at Noble Elementary School. The teacher, Mrs. Hall was very nice and accepting of my help. She had me sit with a child who needed a little extra help staying focused, and make sure he was on track and doing his work. He was a really nice kid but was shy and didn’t like when I made him pay attention or stop messing with things in his desk. I noticed Mrs. Hall wasn’t very supportive and helpful to the kids who needed a little extra help. She even sat one of the children who was “annoying” in the back of the classroom. I also noticed Mrs. Hall was scrambling around the entire class trying to find things that she had lost, she seemed very disorganized and unprepared. She also had many songs in order to help the kids remember things such as mean, median and mode.

Reflection (What do you think about what you saw in Practice?)

I felt bad for those 4 or 5 students who needed the extra help getting threw class. I feel like they will never survive the school year if they don’t get some extra help. I hope they can get an aid in the classroom with Mrs. Hall in order to keep these kids on track. I also feel like Mrs. Hall needs to become more organized, and plan her lessons a little better. This would make the class move more smoothly. I really liked the songs she taught the students because I feel like they are more likely to remember the songs that just the simple definition. Overall I had a successful first day and look forward to going back next week!

STUDY GUIDE—CHAPTER 3: WHO ARE TODAY’S STUDENTS IN A DIVERSE SOCIETY?

STUDY GUIDE—CHAPTER 3: WHO ARE TODAY’S STUDENTS IN A DIVERSE SOCIETY?

Name: Mackenna Papst          Date: 9-7-14

Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.

Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions.

All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1.      List at least four different categories of student diversity in the classroom.

Student diversity includes, racial and ethnic backgrounds, language other than English, academic abilities, achievements and learning styles, and diverse needs.

2.      Define cultural pluralism.

An understanding and appreciation of the cultural differences and languages among     U.S. citizens.

3.      According to Glasser’s choice theory, what are an individual’s basic needs?

Love and belonging, power, freedom, and fun.

4.      What are the eight areas in Gardner’s multiple intelligences?

Verbal-linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, interpersonal intelligence and naturalistic intelligence.

5.     List and give a one-sentence description of each of the four basic learning styles.

6.     Describe PL94-142 and IDEA, and their major provisions.

7.     Distinguish between the practices of inclusion and mainstreaming.

8.     Why is adjusting instruction for culturally and economically diverse students a special challenge for most teachers?

9.     List some considerations related to gender that classroom teachers should be aware of. What classroom interventions might be useful to eliminate some of the ongoing examples of gender bias in classrooms?

10.   What are some things that teachers can do to make the classroom safer for all students, especially gay and lesbian students?

STUDY GUIDE—CHAPTER 2: WHAT IS A SCHOOL AND WHAT IS IT FOR?

STUDY GUIDE—CHAPTER 2:  WHAT IS A SCHOOL AND WHAT IS IT  FOR?

Name: Mackenna Papst Date: 9-7-14

Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.

Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions.

All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1.     Define and contrast these terms:

a.     Education: a process of human growth by which one gains greater understanding and control over oneself and one’s world. Education has continuous development and change. Education is open-minded and has few boundaries. Education may take us by surprise whereas schooling follows a routine and is predictable.

b.     Schooling: a specific, formalized process, usually focused on the young. Schools are created for the purpose of following the curriculum.

2.     Give an example of schools functioning as

a.      Re-creators of culture

b.     Transmitters of culture

3.     Describe four of the managerial functions of the teacher’s role.

        The intellectual purposes, political & civic purposes, economic purposes, and social purposes.

4.     List and describe some of the common experiences of elementary students.

        Students interact with one another, they read and yawn, they look out the window, they raise their hands, and line up, they stand up and sit down.

5.     Describe the characteristics that vary in the structure of middle schools.

        The different characteristics include biological changes, cognitive changes, changes in self-concept, self-esteem, and identity development, and changes in achievement motivation. Biological changes are due to puberty. Students become more sophisticated during their cognitive changes. Students become confused with themselves where they struggle with self-awareness.

6.     Name and describe the common characteristics of high schools.

7.     Describe the characteristics of effective schools presented in either the academic outcomes or holistic point of view in the chapter.

STUDY GUIDE — CHAPTER 1: WHY TEACH?

STUDY GUIDE — CHAPTER 1: WHY TEACH?

Name: Mackenna Papst

Date: 9-6-14

Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.

Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions.

All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1.      Name several of the most common motives for becoming a teacher.

Some of the most common motives for becoming a teacher include, the desire to work with young people, interest in subject, influence of family and value or significance of education to society.

2.      List some of the extrinsic rewards of a career in teaching.

Extrinsic rewards of being a teacher include the salaries, status, power and work schedule. 

3.      List some of the possible intrinsic rewards of a teaching career.

Intrinsic rewards of being a teacher include the students, performance of a significant social service, support from co-workers, and the job of teaching in itself.

4.     List and describe three alternative kinds of sources of information on a career in teaching.

5.     Describe the drawbacks of using media representations as sources of vicarious experiences.

6.     Identify public perceptions of teachers and teaching.

        The public relies on the teachers to guide, inspire, motivate and teach their children. The public puts all their trust into teachers. Surprisingly, students have much respect for teachers as well.

Ch. 1, 2, 3 Those who can TEACH, Study Guide

STUDY GUIDE — CHAPTER 1: WHY TEACH?

Name: Mackenna Papst

Date: 9-6-14

Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.

Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions.

All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1.      Name several of the most common motives for becoming a teacher.

Some of the most common motives for becoming a teacher include, the desire to work with young people, interest in subject, influence of family and value or significance of education to society.

2.      List some of the extrinsic rewards of a career in teaching.

Extrinsic rewards of being a teacher include the salaries, status, power and work schedule. 

3.      List some of the possible intrinsic rewards of a teaching career.

Intrinsic rewards of being a teacher include the students, performance of a significant social service, support from co-workers, and the job of teaching in itself.

4.     List and describe three alternative kinds of sources of information on a career in teaching.

5.     Describe the drawbacks of using media representations as sources of vicarious experiences.

6.     Identify public perceptions of teachers and teaching.

        The public relies on the teachers to guide, inspire, motivate and teach their children. The public puts all their trust into teachers. Surprisingly, students have much respect for teachers as well.

STUDY GUIDE—CHAPTER 2:  WHAT IS A SCHOOL AND WHAT IS IT  FOR?

Name: Mackenna Papst Date: 9-7-14

Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.

Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions. 

All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1.     Define and contrast these terms:

a.     Education: a process of human growth by which one gains greater understanding and control over oneself and one’s world. Education has continuous development and change. Education is open-minded and has few boundaries. Education may take us by surprise whereas schooling follows a routine and is predictable.

b.     Schooling: a specific, formalized process, usually focused on the young. Schools are created for the purpose of following the curriculum.

2.     Give an example of schools functioning as

a.      Re-creators of culture

b.     Transmitters of culture

3.     Describe four of the managerial functions of the teacher’s role.

        The intellectual purposes, political & civic purposes, economic purposes, and social purposes.

4.     List and describe some of the common experiences of elementary students.

        Students interact with one another, they read and yawn, they look out the window, they raise their hands, and line up, they stand up and sit down.

5.     Describe the characteristics that vary in the structure of middle schools.

        The different characteristics include biological changes, cognitive changes, changes in self-concept, self-esteem, and identity development, and changes in achievement motivation. Biological changes are due to puberty. Students become more sophisticated during their cognitive changes. Students become confused with themselves where they struggle with self-awareness.

6.     Name and describe the common characteristics of high schools.

7.     Describe the characteristics of effective schools presented in either the academic outcomes or holistic point of view in the chapter.

STUDY GUIDE—CHAPTER 3: WHO ARE TODAY’S STUDENTS IN A DIVERSE SOCIETY?

Name: Mackenna Papst          Date: 9-7-14

Completing this study guide will help you prepare for the major topic areas on an exam; however, it does not cover every piece of information found in the chapter or the test questions.

Copy and paste the appropriate Study Guide to your own document. Complete at least 4 questions. 

All written work will be evaluated for both content and mechanics.  Grammar, spelling, and sentence structure will be assessed and points deducted for less than professional work. All papers must be double-spaced, 12 point Times New Roman.  Post to your Blog.

1.      List at least four different categories of student diversity in the classroom.

Student diversity includes, racial and ethnic backgrounds, language other than English, academic abilities, achievements and learning styles, and diverse needs.

2.      Define cultural pluralism.

An understanding and appreciation of the cultural differences and languages among     U.S. citizens.

3.      According to Glasser’s choice theory, what are an individual’s basic needs?

Love and belonging, power, freedom, and fun.

4.      What are the eight areas in Gardner’s multiple intelligences?

Verbal-linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, interpersonal intelligence and naturalistic intelligence.

5.     List and give a one-sentence description of each of the four basic learning styles.

6.     Describe PL94-142 and IDEA, and their major provisions.

7.     Distinguish between the practices of inclusion and mainstreaming.

8.     Why is adjusting instruction for culturally and economically diverse students a special challenge for most teachers?

9.     List some considerations related to gender that classroom teachers should be aware of. What classroom interventions might be useful to eliminate some of the ongoing examples of gender bias in classrooms?

10.   What are some things that teachers can do to make the classroom safer for all students, especially gay and lesbian students?