PLANNING
Pedagogy is an important discipline that growing adolescences require to become upstanding citizens. Teachers are models for a successful student in the future. Planning is a component of teaching that incorporates many aspects of the role as a teacher: (1) Teaching approaches used, (2) Learning styles incorporated, (3) Technology being used to help teach, (4) Motivational strategies to engage the students and finally (5) the Lesson Plans/Unit Plans that drive the information that is taught to the students. The evaluation of all these planning tools are discussed below:
1. Teaching/Learning Approaches I Use
Making Lectures More Interactive & Available Beforehand
In preparation for those awkward silent moments in lecture when I ask a question, I make the lecture materials available to students beforehand in order for students to have the opportunity to prepare before class and to refer to their notes if they are unsure. When a student is prepared, they are able to interact more freely in class rather than ‘shy away’ from putting their hand up and being involved. Also, having the students become more prepared for class allows me to teach more efficiently and manage my time in accordance with the expectation that the students have already looked over the materials.
Multimedia Learning
There are various means of teaching students in the classroom, such as using multimedia practices. I tend to use multiple ways of reaching out to students from generating PowerPoint presentations to giving exercises and assignments from a textbook. This method has been effective taken the diversity of learning preferences in the classroom. I find that I can reach more students to help them succeed when I teach in many ways.
Repetition & Continual Clarification
The continual enforcement of lecture materials, ideas and assignment instructions are important when the subject matter is difficult to ascertain and understand. Repetition and clarification eliminates confusion and identifies where students are having difficulty. This technique has proven to be very successful when students are too shy to ask questions or ask for further clarification. I use repetition and continuous clarification pro-actively as a teaching strategy to enhance the likelihood of students grasping the material in an effective and prompt manner.
Adamant Note-taking Practices
Personal reflection and exploration of lectures through note-taking during class can help students retain information they have learned. I find that students who take notes are more likely to do better in the course because they are able to later refer to their notes for guidance when learning difficult concepts or material. I commonly practice note-taking while teaching in addition to preparing for my lectures.
Daily Outlines & Expectations
Building a structural foundation, e.g., a daily outline for a lecture, as well as establishing expectations of the students is important for time management and organization. When a teacher is organized, the students will feel less overwhelmed and organized themselves. I always start my lectures off with a daily outline of the activities and assignments that the students are expected to follow. This technique has been very successful for students to become aware of what is expected of them in order to do well in the class.
In preparation for those awkward silent moments in lecture when I ask a question, I make the lecture materials available to students beforehand in order for students to have the opportunity to prepare before class and to refer to their notes if they are unsure. When a student is prepared, they are able to interact more freely in class rather than ‘shy away’ from putting their hand up and being involved. Also, having the students become more prepared for class allows me to teach more efficiently and manage my time in accordance with the expectation that the students have already looked over the materials.
Multimedia Learning
There are various means of teaching students in the classroom, such as using multimedia practices. I tend to use multiple ways of reaching out to students from generating PowerPoint presentations to giving exercises and assignments from a textbook. This method has been effective taken the diversity of learning preferences in the classroom. I find that I can reach more students to help them succeed when I teach in many ways.
Repetition & Continual Clarification
The continual enforcement of lecture materials, ideas and assignment instructions are important when the subject matter is difficult to ascertain and understand. Repetition and clarification eliminates confusion and identifies where students are having difficulty. This technique has proven to be very successful when students are too shy to ask questions or ask for further clarification. I use repetition and continuous clarification pro-actively as a teaching strategy to enhance the likelihood of students grasping the material in an effective and prompt manner.
Adamant Note-taking Practices
Personal reflection and exploration of lectures through note-taking during class can help students retain information they have learned. I find that students who take notes are more likely to do better in the course because they are able to later refer to their notes for guidance when learning difficult concepts or material. I commonly practice note-taking while teaching in addition to preparing for my lectures.
Daily Outlines & Expectations
Building a structural foundation, e.g., a daily outline for a lecture, as well as establishing expectations of the students is important for time management and organization. When a teacher is organized, the students will feel less overwhelmed and organized themselves. I always start my lectures off with a daily outline of the activities and assignments that the students are expected to follow. This technique has been very successful for students to become aware of what is expected of them in order to do well in the class.
2. Learning Styles I Incorporate in my Teaching
All learning styles should be incorporated in teaching because of the major diversity of students in the classroom. The Theory of Multiple Intelligences posed by Gardner (1983) is a good to incorporate as learning styles into the classroom when a teacher is provided with such diverse students. In my teaching, I tend to use as many learning styles to help teach as well as engage my students. Many times, students require multiple learning styles to learn curriculum material taught in a lesson. After all, the students are still discovering their best means of learning; even some of us are still searching!
Visual - Spatial
This learning style targets students that prefer to use picture, images and spatial visualization when learning. I use this learning style frequently to teach a lesson using a computer and projector to allow students to visualize the lesson material. I find it very effective to most students unless they have been identified as a non-visual learner (IEPs). In that case, I will provide notes and verbal explanations of the lesson as I move through the material.
Musical - Rhythmic
This learning style targets students that prefer to use sound and music. I tend not to use this learning style because of my subject matter - science, biology and mathematics. Hands-On experiments and lessons are usually most effective for these subject areas.
Verbal - Linguistic
This learning style targets students that prefer the use of words in either writing or speaking. Visual and verbal learning styles are usually used in combination with each other. I practice my teaching using the visual display of projectors with verbally speaking to the class about my lessons. In addition to my visual-verbal lessons, I also incorporate hands-on exercises or kinesthetic learning to my teaching because it allows students to discover how they can learn best.
Bodily - Kinesthetic
This learning style targets students that prefer using their body, hands and a sense of touch. I greatly encourage and utilize this learning style when teaching students and engaging them because of the interactive nature of the style. For example, I preferably use in-class exercises, laboratories and group work in my classroom. This excites the students and gets them moving around as oppose to sitting at a desk listening to a 'boring' lesson.
Logical - Mathematical
This learning style targets student that prefer to use logic, reasoning and understanding. Science is among the major subject areas that involves the use of logic, reason and understanding. Therefore, I tend to rely on this learning style quite often. This style is actually holds left-brained thinking processes according to Herrmann's metamorphic 'Whole Brain Model' (de Boer et al. 2013). Because classrooms are very diverse, it is important to adhere to left- and right-brained students, therefore I traditionally use all learning styles in my classroom to reach every student. Below is an image of the sections of the brain and their particular thinking processes (de Boer et al. 2013).
Visual - Spatial
This learning style targets students that prefer to use picture, images and spatial visualization when learning. I use this learning style frequently to teach a lesson using a computer and projector to allow students to visualize the lesson material. I find it very effective to most students unless they have been identified as a non-visual learner (IEPs). In that case, I will provide notes and verbal explanations of the lesson as I move through the material.
Musical - Rhythmic
This learning style targets students that prefer to use sound and music. I tend not to use this learning style because of my subject matter - science, biology and mathematics. Hands-On experiments and lessons are usually most effective for these subject areas.
Verbal - Linguistic
This learning style targets students that prefer the use of words in either writing or speaking. Visual and verbal learning styles are usually used in combination with each other. I practice my teaching using the visual display of projectors with verbally speaking to the class about my lessons. In addition to my visual-verbal lessons, I also incorporate hands-on exercises or kinesthetic learning to my teaching because it allows students to discover how they can learn best.
Bodily - Kinesthetic
This learning style targets students that prefer using their body, hands and a sense of touch. I greatly encourage and utilize this learning style when teaching students and engaging them because of the interactive nature of the style. For example, I preferably use in-class exercises, laboratories and group work in my classroom. This excites the students and gets them moving around as oppose to sitting at a desk listening to a 'boring' lesson.
Logical - Mathematical
This learning style targets student that prefer to use logic, reasoning and understanding. Science is among the major subject areas that involves the use of logic, reason and understanding. Therefore, I tend to rely on this learning style quite often. This style is actually holds left-brained thinking processes according to Herrmann's metamorphic 'Whole Brain Model' (de Boer et al. 2013). Because classrooms are very diverse, it is important to adhere to left- and right-brained students, therefore I traditionally use all learning styles in my classroom to reach every student. Below is an image of the sections of the brain and their particular thinking processes (de Boer et al. 2013).
Social - Interpersonal
This learning style targets students that prefer to learn in groups or with others. I encourage this type of learning style in my classroom when students are working on either laboratories, in-class exercises or mathematical problems. I find having my students work in groups allows those students that are social to participate as well as those students who are non-social to come out of their shell and try and share ideas in a safe environment in the classroom.
Solitary - Intrapersonal
This learning style targets students that prefer to work alone and do independent work. At times, there will be students who work better alone and are more successful in doing so. I also practice independent work in my classroom to demonstrate the individual students' understanding without the help of group members.
3. Uses of Technology in My Teaching
The use of technology is growing over time. Technology is the classrooms helps engage students to what they have become accustomed to while growing up. In my teaching lessons, I use a variety of technologies to help engage students on various levels: visually, auditory, verbally and interactively (hands-on).
Google, Google Schoolar
Both these internet tools are very useful for researching a topic in class and learning about a subject you are unfamiliar with.
Google Earth
Google Earth is an internet tool that can be used for lesson demonstrations that focuses on the Earth (e.g., Ecology, Astronomy). Google Earth can be downloaded and used to search for grasslands, ponds, rivers and mountains (indicating their length/height or elevation and coordinates).
Google Docs, Dropbox
Both these tools are also internet driven. Google docs (or Google Documents) is used directly through an email service with google and can be helpful in the classroom to share files between the teacher and the student. Dropbox is very similar to Google docs, except Google docs can be edited by multiple people at a time while other view the changes in real time.
CATME, iPads, iPods
All these technological tools are useful for capturing video and audio of classes and lessons or student presentations. By obtaining this audio/video, personal and peer feedback can be given to make a teacher or student more successful.
YouTube, Wordle
YouTube is very useful in the classroom. Many documentaries and movie clips can be accessed for student viewing to engage the students on the subject being taught. For example, I taught a class on physical and chemical reactions and later showed them a movie by Bill Nye the Science Guy demonstrating examples of chemical reactions.
Wordle is a handy way of demonstrating to students the importance of key terms and important content matter. It is a free downloadable program from the internet. In order to generate a Wordle, an essay or a paragraph about a particular topic would be inserted into a blank box and in a simple click the student would have created their own Wordle. A Wordle gives the student the main key words that are most important to written material and therefore the main message to take away. Below is an example of a Wordle on lake science with swimming zooplankton and how the wind may affect their swimming ability:
Google, Google Schoolar
Both these internet tools are very useful for researching a topic in class and learning about a subject you are unfamiliar with.
Google Earth
Google Earth is an internet tool that can be used for lesson demonstrations that focuses on the Earth (e.g., Ecology, Astronomy). Google Earth can be downloaded and used to search for grasslands, ponds, rivers and mountains (indicating their length/height or elevation and coordinates).
Google Docs, Dropbox
Both these tools are also internet driven. Google docs (or Google Documents) is used directly through an email service with google and can be helpful in the classroom to share files between the teacher and the student. Dropbox is very similar to Google docs, except Google docs can be edited by multiple people at a time while other view the changes in real time.
CATME, iPads, iPods
All these technological tools are useful for capturing video and audio of classes and lessons or student presentations. By obtaining this audio/video, personal and peer feedback can be given to make a teacher or student more successful.
YouTube, Wordle
YouTube is very useful in the classroom. Many documentaries and movie clips can be accessed for student viewing to engage the students on the subject being taught. For example, I taught a class on physical and chemical reactions and later showed them a movie by Bill Nye the Science Guy demonstrating examples of chemical reactions.
Wordle is a handy way of demonstrating to students the importance of key terms and important content matter. It is a free downloadable program from the internet. In order to generate a Wordle, an essay or a paragraph about a particular topic would be inserted into a blank box and in a simple click the student would have created their own Wordle. A Wordle gives the student the main key words that are most important to written material and therefore the main message to take away. Below is an example of a Wordle on lake science with swimming zooplankton and how the wind may affect their swimming ability:
Twitter
Twitter is a social media tool that allows others to communicate over the internet by posting their opinions, theories, accomplishments and news. This tool is helpful for students to start portraying themselves in a professional manner and obtaining career connections for the future.
Twitter is a social media tool that allows others to communicate over the internet by posting their opinions, theories, accomplishments and news. This tool is helpful for students to start portraying themselves in a professional manner and obtaining career connections for the future.
4. Types of Motivational Strategies I Use
Having taught a diverse group of students, I generally try to accomplish several things to help effective learning:
(1) Create a positive and fun environment so that students feel comfortable to ask questions without the fears of discrimination by establishing rules and expectations of the students at the start of class,
(2) Establish lesson plans that incorporate real world applications to prevent the student being overwhelmed when they are finished their academic career,
(3) Provide access to a teacher that is caring and approachable,
(4) Implementation of learning activities that promote self-esteem and personal empowerment in a school environment that they can carry outside of the classroom,
(5) Institute fair and equal processes for assessment and expectation,
(6) Incorporate organized and effective lectures (e.g., use of handouts, tests, and lesson plan outlines), and finally
(7) Promote the respect that each student deserves when developing their mind via learning processes.
(1) Create a positive and fun environment so that students feel comfortable to ask questions without the fears of discrimination by establishing rules and expectations of the students at the start of class,
(2) Establish lesson plans that incorporate real world applications to prevent the student being overwhelmed when they are finished their academic career,
(3) Provide access to a teacher that is caring and approachable,
(4) Implementation of learning activities that promote self-esteem and personal empowerment in a school environment that they can carry outside of the classroom,
(5) Institute fair and equal processes for assessment and expectation,
(6) Incorporate organized and effective lectures (e.g., use of handouts, tests, and lesson plan outlines), and finally
(7) Promote the respect that each student deserves when developing their mind via learning processes.
5. Lesson Plans/Unit Plans
Here is a list of various types of lesson plans that I have adapted:
Fireworks & Explosions - Chemistry_Unit_Lesson_Plan (SNC1P1) | |
File Size: | 485 kb |
File Type: |
Physics_Backwards_Unit_Design_Plan (SNC1P1) | |
File Size: | 212 kb |
File Type: |
Culminating Final Project - Chemistry_Unit_Lesson_Plan (SNC1P1) | |
File Size: | 481 kb |
File Type: |
Problem/Challenge_Posed_Lesson_Plan_On-a-Whim (Generic class) | |
File Size: | 362 kb |
File Type: |
Here I have provided a Chemistry Unit Plan for Grade 9 Applied Students (SNC1P) in Ontario, Canada.
References
de Boer, A. L., Du Toit, P., Scheepers, D., & Bothma, T. (2013). Whole Brain® Learning in Higher Education: Evidence-based practice. Elsevier.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Gardner, H. (1983). Frames of mind. New York: Basic Books.