discussion

Course 605 discussion

Here the discussion's question , please write one page for the discussion

Please discuss the following excerpt from page 57. "Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."

Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).

The first student discussion

Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students.  I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.

Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82).  In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote something on the other end of the spectrum. Systematic reform, which promoted 'sameness' in standardized testing, common core standards, minimum competency and adequate performance does not align with the concepts imbedded with existentialism.

The second

I thought the passage on Macmillan and Garrison’s erotetic concept of teaching was very interesting.  The notion that we, as educators, should anticipate the questions that students ought to be asking sounds reasonable; yet, I am not sure that this could be fully achieved in first-year teachers.  We can engage in instructional design and break down a lesson into all of its component parts, making sure that all of the prerequisite knowledge is covered in order to achieve the stated lesson objective.  In that sense, we can anticipate possible questions just based on the hierarchy of knowledge that needs to be learned.  However, until we have experience interacting with students and with the subject matter, I think it would be much more difficult to anticipate all of the questions.  I know my first quarter teaching a first-year seminar was a big eye opener – I had planned out lessons, but truly had no idea how the students would react.  Even today, five years later, I am still surprised at some of the questions they ask. 

I do agree with the passage, that where possible we should create lesson plans that will answer the questions students ought to be asking.  I see two conditions to this statement, though.  First, we need to make sure that the lesson plans engage the students into discovery of these answers, not just creating plans that sequentially answer a series of questions.  Second, our lesson plans need to be reviewed on a regular basis as the students and their needs are ever changing. 

I can see where Existentialists would not support the Common Core Standards.  From what I understand, the Common Core movement suggests that all students should have the same education across the nation.  A 10th grader in Indiana should be achieving the same standards as a 10th grader in California.  From the Existential perspective, having a mandate such as this forces students to become what the system desires.  It removes the individuality that each student brings to the classroom and assumes that all students are both willing and able to learn these standards.  I think the Existentialists would emphasize that students are human beings, not human doings.  That is, school should be a place for students to come and figure out their strengths, weaknesses, and desires in order to shape their future.  School should not be a place where students fulfill a checklist: show up on time, attend 4-7 classes, turn in homework, learn a lesson, complete a worksheet, ask questions, work on new homework, etc.

The third

The excerpt from page 57 led me to a couple thoughts regarding the teacher's role in lesson planning, as it relates to the understanding of their students' intellectual predicaments and questions that may arise. First of all, I think the teacher needs to have some time invested in their students to understand their thinking process, and intellectual capacities. I think whether the teacher is a first year teach or a veteran is irrelevant, because all students will be different, not the same year after year. As far as the lesson planning goes, the teacher should be able to lead the students into their learning by creating such lessons that allows the students to work through the predicaments they may come to. The teacher should know when in the lesson those situations may arise for certain students, as well as the questions that may be brought up, and be able to guide the students into their own discovery of the desired purpose. Knowing the students capabilities and processes is very important while creating these lesson plans, and if done correctly, could lead the students into positive experiences and excitement in learning. 

The excerpt in chapter 4 made me think of an obvious contradiction, in my opinion, that is found across the entire nation and in our society. The contradiction is that we want our students and our citizens to have their freedom of choice and express their individuality through works, but yet try to control the process and outcomes that are based on a standard of equality. In regards to existentialism and the Common Core Standards, student expression and individualism are not accounted, and therefore cannot be compatible with the system of equal standards for all. I have read many posts discussing the fact that standards are not a fair representation of student learning due to the fact that all students are different, learn in different ways, and could show their learning through different ways other than a standardized test. I believe this is true. My point is, our nation cannot have it both ways. If we are to be accountable by means of the Common Core Standards, where everyone is equal, how are teachers not to teach as if everyone were equal? 

The forth

Teacher basis of the educational process is successful.Teacher successful always what we call the general observations on the lesson ended , where the teacher asks himself the following questions:Did the lesson objectives ?Do you respond to students with the lesson ?Do you need to review some of the parts \ Is material suitable for students ?Am I satisfied with my performance in general?Teacher successful special attention to the preparation of the lesson , because it helps students gain the trust and respect him, and gives the teacher confidence in himself , and the teacher will be ready for any question of his students .It also reduces the amount of preparation of trial and error in education , and holds a link to decision , and he can from his critique , and see its flaws.

Evolution of Education is currently characterized by the return of attention to the human element and the emergence of a new role . What distinguishes the administrative and planned and directed and mentor and teacher in the present day, is the ongoing confrontation with the latest developments and unexpected positions and decision-making . It has also become characterized by their relentless quest toward behavior modification and adaptation to reality shifts and pressures of daily work and keep up the same now , what affects the educational curriculum of the renewal and development .Mostly , what explains the occurrence of development and reform in the educational field , is that the Education social activity is influenced by society and affected by it . Since the communities are subject to constantly shift , as well as the education must evolve and continuously , allowing it to adapt to the new requirements . Hence, it is wrong to believe in the possibility of completing a form to complete and is ideal for the platform. The educational systems are constantly working to adapt to changes in the needs and the resulting transformation of societies to modern formats .

The last

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Total views: 3 (Your views: 1)

I do agree that we need to be familiar with the intellectual predicaments of students, therefore doing the best we can to differentiate lessons to best meet the needs of our students. Also we must ahead questions that will stimulate student thinking to grasp the material but also ask questions that are higher level to challenge the students, possibly leading to inquiry of the subject at a deeper level. On the TAP lesson evaluation rubrics, questioning is important to the success of the lesson. As I watch teachers, great discussion and engagement happens based on the questioning asked.

Existentialism theorists would not be in favor of the Common Core Standards, based on their move for freedom and flexibility of what students are being taught. They believe that a structure model for all students is not necessary and students should be able to create their own identities. A few quotes really stood out as I was reading, “Students should have the capacity to reflect, to plan, to choose, and to become is the fundamental work of human existence.” and “…first move is to make every man aware of what he is and to make the full responsibility of his existence rest on him.” These sound good in theory, however some students don’t have the initiative to take control and work towards the necessary skills needed. I’m amazed at how many high school students say they want to get into the medical field, however have only taken the basic level science class. Or a student who wants to major in business in college however they have only taken one of the business classes offered. I do believe there should be some flexibility in education, however some structure and guidance is important to prepare students for an unknown to them.

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