Theoretic Paradigms
Part I
WARM UP
Activity 1
Class begins with music and warm up. Students are invited to get on their feet, get away from their desks and follow the professor's muscle groups - isolation warm up.
In previous classes, we added conscious breathing at the end of the warm up, self-affirmations, meditation and mindfulness.
Today, we are adding some guided relaxation techniques.
Question 1
Did you like it? Why? Post your answer on Discussion Board.
----------------------
Part II
INTRO TO THEORETIC FOUNDATIONS
It is important that students have a theoretic foundation when creating their own teaching methodology. Below see the major theoretic paradigms used in education now-a days.
Hierarchy of Needs - Maslow
Multiple Intelligences - Gardner
Theory of Cognitive Development - Piaget
Theory of Psychological Development - Erickson
------------------------------------
Questions
1. Why is Maslow's Hierarchy of Needs important for teachers to know and take into account?
2. Briefly summarize the mains aspects of each one of the learning theories shown above.
3. Which theory to you identify with and how would you implement it in your own classroom.
---------------------
Part III
LESSON PLAN
Write a lesson plan in which the main activity is the creation of a collage.
Make sure to include: Component, Objective, Competency, Activity, Assessment. (Use the links below as a reference).
STUDENTS' WORK
Lesson Plans
_
Cristina Padron
Grade Level=1
IV- Personal Development
Objective- Demonstrates initiative for self-expression.
Competency-The student can demonstrate an attitude of respect for materials, tools, facilities, and peers by following classroom rules and procedures.
The student will create a collage with things cut outs and pictures that are meanigful to them so that they can show their self expression. They will show respect for materials by using the glue correctly and noy ripping the magazines badly unpurpose or the cardboard.
Julia Khomenko
Kindergarten class
Component: Studio Skills
Subject - visual arts
Objective: Begins to apply materials appropriately to produce well-crafted, cared-for works of art.
Competency: The student can use different subject matter, symbols and ideas to communicate meaning in works of art.
Materials: The materials will be a paper, paint, water colors, colored pencils, markers, stickers, all colorful writing materials, etc.
Outline: I will ask the children to paint/draw a picture of something in the classroom that they like. They will be able to walk around the classroom and observe/touch things then use it as a reference for there work.
Citeria:
The criteria will be to see that they chose something that is actually in the classroom and that they were able to follow the instructions.
I will see if they were able to use the same colors that the object actually is.
I will see how much effort/the quality of the work they did - but not judging how good their artistic ability is as long as I see effort/focus.
I will be able to measure how aware they are of their surroundings / express their perception of the classroom.
Jayci Eskalyo
Grade level: 6
Component: Personal development
Subject: Visual Arts
Objective: To share collages with what they deem relevant to the subject. Understand that a work of art communicates as a personal statement. Creates personally expressive artwork.
To incorporate all areas that the students learn the best, I will give an option of just writing words, putting objects together, using the computer to compile pictures, and just the basic cutting and hands-on technique
Assessment: I will grade based on what each student produces. I care about them trying, not about what it looks like.
Visual
Auditory
Kinesthetic
Tactical
Comments
Post a Comment