Instructional Strategies and Agendas

Part A:

Which instructional strategies do you see yourself using in your class and why?  (Discuss at least 3-5)

The instructional strategies I would like to use in my classroom are Anticipatory Chart, Cooperative Graphing, Corners and Send-A-Problem.

In our Saturday session we used the KWL Chart or Anticipatory chart and I really liked it. It’s a good way for students to organize what they already know and what they would like to know. I liked how after completely the chart students pair up with other students to see if they got their questions answered. As a math teacher I know that this tool won’t always be applicable but I think it’d be a great way to start off the school year by reviewing topics learned the year before.

As a math teacher I think Cooperative Graphing would be a great way to teach students how graphs work and why they are useful. Graphs are used quite often in every day life so it’s important for students to understand how they work. I like the idea of them working together on the project so they are responsible for one aspect of the graph, but they are still seeing how the other aspects of the graph work, and how they all work together to form the final picture.

I think corners would work well in a math classroom as well, especially when studying theorems, math vocabulary, or as in the example provided to study shapes. I like the student interaction that it provides in the classroom.  It allows students to move about the classroom and discuss ideas with other students, while also providing the information about the topic to clear up any areas of confusion the students might have.

Send-A-Problem could also work well in a math classroom to study for tests. It may not be a traditional method for a math class but it gives students the opportunity to work on a problem on their own and then compare answers within a small group and work on the problem until they all agree on the same answer. Sometimes there are different ways of getting the same answer and this is a great way for that to be showcased.

Which instructional strategies do you think you are least likely to use in your future classroom, and why would you not use them? (Discuss at least 3-5)

The instructional strategies I would be least likely to use in my future classroom are Comprehension Check, Quick Drawing and Reader Response Chart.

As I read through the list of Instruction Strategies there were a quite a few that I couldn’t envision using in a math classroom, but could see in working in other classrooms such as English or History. Comprehension Check was the one strategy that I don’t feel would be effective in most classrooms. There is very little student interaction and I feel as though students would be likely to continually say they understood something, even when they didn’t. That would give the teacher a false sense of security that the students understood the topic at hand.

Choral Reading is a strategy that I can’t see using in a math classroom, but I also struggle to understand how it would be effective in other subject areas. Compared to other subjects there is less reading in math and I think for math doing sample problems and having students work on those is much more effective than reading the material chorally. I’m also not sure of the effectiveness of reading chorally, it seems to me that it’s just reading and repeating the material.

Reader Response Chart is another strategy that it’s not likely I’ll use in the classroom, but it is one of many that I could have chosen.  There are many great strategies but quite a few of them are focused on subjects that use a lot of reading and writing.

Because I am teaching math many of these strategies don’t fit well in the classroom. Reader Response Chart is one of those. Others would include the Quick Draw or Quick Writing, Reading Guide, Directed Reading Activity, etc. 

Part B:

How would you use an agenda in class with your students and what instructional purposes might it serve in managing the classroom?

                                    

I think agendas are a valuable tool in the classroom for both the teacher and the students. From a student standpoint it’s always good to know what you will doing that day in class and what you will be expected to complete outside of class. From a teaching standpoint an agenda will help you plan ahead as well as help with time management skills during class and throughout the week and month.

I would set up both a daily agenda and a weekly agenda for my students. This would show them how the time will be utilized in class (i.e. first 30 minutes for a quiz, last 15 minutes for review, etc) as well as what will be covered later in the week (i.e. test on Friday, paper due Wednesday, etc). For myself I would use a daily agenda, a weekly agenda, and a flexible monthly/yearly agenda (because I know things will change). This will help me budget my time and help to keep me on task. A flexible monthly/yearly agenda will help me to see the bigger goal over the course of the year but still allow me to make adjustments if needed.

Andragogy vs Pedagogy

            Learning as an adult is much different from learning as a child. The teaching strategies used in teaching children are not typically as effective in teaching adults. Adults are choosing what they are learning and therefore self-motivated to succeed. The key to that success is to use self-reflection or self-assessments to monitor goals and progress.

The teaching strategies used when I was in school were mostly lecture based. Teachers would present the material in class and then we would complete our homework on the material. The material taught was geared to our grade level and building on the progress of year’s prior. As an elementary school student I had no influence I what I would learn. Upon entering middle and high school I had a limited influence on what I would learn. I was able to select “elective” classes, but I had no control over the learning in the classes I selected. Attendance was not optional. According to Jackson’s (1998) chart child learners are grouped by age level or ability, have teacher prescribed content, a rigid traditional structure and mandatory attendance policies. This matches my K-12 schooling experience. Jackson (1998) also lists that child learning is subject centered and I find that also to be true of my experience. While there were some problem solving exercises the majority of the work was based on information learned and remembered.

            In order to succeed in this fast-paced alternative licensure program self-motivation is key. As Malcolm Knowles did with his Boy Scout merit badges (Carlson 1989, p1) if I have a plan and stick to it I will succeed. Planning and organization are a major part of being a success in this online program. The adult learning experience should be different from the child learning experience because I have chosen this program and I want to learn the material and succeed in doing so. For me learning experience is key. As with the students in Knowles star class I do not wish to be lectured to and have no interaction with the material being taught (Carlson 1989, p2). The instructor should expect different things from an adult student learner than an adolescent learner. Because adult learners have selected this class they should be motivated to do the work and be successful in the class. Adults are accountable for their own behaviors and the instructor should expect that assignments are done and time and are complete. They should also expect that adult students will still make mistakes, but they should learn from those mistakes. The instructor should also expect students to direct their own learning while they provide guidance and help when needed. (“Andragogy”)

            Self-Assessment is one of the greatest tools for learning as an adult. I take pride in completing my tasks and assignments and I want to do the best that I can in all aspects of learning. “Andragogy” discusses that adults want to plan and evaluate their own instruction. I know this is true for myself. Beyond taking this class I plan to continue my education in the teaching field and continue to improve my skills. “Andragogy” also discusses that adults desire to learn about things that they are interested in and that the learning is problem-centered and not content-oriented. I know that my education in becoming a teacher and my continued education will be successful because it is something that I want to do.

            As a child the learning process is much more rigid and without choices. The learning process of an adult needs to be flexible and allow the adult to choose what they are going to be studying for them to have the best chance for success. As for myself I am eager to begin learning and to continue learning throughout my career.

Works Cited

Andragogy. (n.d.). Instructional Design. Retrieved January 9, 2013, from http://www.instructionaldesign.org/theories/andragogy.html

Carlson, R. (1989). Malcolm Knowles: Apostle of Adragogy. Vitae Scholasticae , 8(1). Retrieved January 8, 2013, from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm

Jackson, W. (n.d.). Adult vs Child Learning.

http://cybermesa.com/~bjackson/Papers/Androgogy.htm. Retrieved January 10, 2013, from cybermesa.com/~bjackson/Papers/Androgogy.htm

Introduction

I recently started an certification course in teaching and I just want a place to put my assignments in a format that's easy for me to come back and search for things as I begin my career in teaching.

I've been a manager for over 10 years and I now work as an office manager.