Two Reflective Teachers: Close Reading and Literary Essay Unit
Second, there is not a real grasp of reflection as an interactive or dialogical process. His work was grounded in the idea that ‘the individual student teacher learns to reflect on a particular experience individually’ (Cinnamond and Zimpher 1990: 58). To some extent this is mitigated by his stress on active experimentation. There is room for feedback. But doubts remain. There is in his work a lack of attention to the ways in which people’s sense of self, their frames of reference are formed in dialogue with others. I suspect this is part of a larger problem. Dewey often speaks, ‘as if a correct account of the nature of thought would make possible the sort of improvement in thinking which had been promised in the past by others’ (Rorty 1989: xvii). It may be that he was limited by the language of his time.
Steps in Reflective Essay Writing | Social Sci 11
Many students experience math anxiety. Much of this stems from a one style fits all approach to teaching. Traditionally, approaches to teaching mathematics have focused on linguistic and logical teaching methods, with a limited range of teaching strategies. Some students learn best, however, when surrounded by movement and sound, others need to work with their peers, some need demonstrations and applications that show connections of mathematics to other areas (e.g., music, sports, architecture, art), and others prefer to work alone, silently, while reading from a text. All of this is reflected in , which has found its way into schools (Moran, Kornhaber, & Gardner, 2006; Smith, 2002), along with the concept of learning styles.
Effective lessons incorporate best-practice. According to Daniels and Bizar (1998, as cited in Wilcox & Wojnar, 2000), there are six methods that matter in a " best practice classroom." These are integrative units, small group activities, representing to learn through multiple ways of investigating, remembering, and applying information; a classroom workshop teacher-apprentice approach, authentic experiences, and reflective assessment. Further, Mike Schmoker (2006) stated that "the most well-established elements of good instruction [include]: being clear and explicit about what is to be learned and assessed; using assessments to evaluate a lesson's effectiveness and making constructive adjustments on the basis of results; conducting a check for understanding at certain points in a lesson; having kids read for higher-order purposes and write regularly; and clearly explicating and carefully teaching the criteria by which student work will be scored or evaluated" (p. 25). In mathematics classrooms, teachers might tend to ignore writing about the discipline; however, to develop complex knowledge, "students need opportunities to read, reason, investigate, speak, and write about the overarching concepts within that discipline" (McConachie et al., 2006, p. 8).