...students develop self-reliance, confidence, problem solving, and adaptability, while simultaneously gaining knowledge and developing a sense of efficacy in their ability to negotiate inherent dilemmas in practice. When pedagogical strategies “block the exits” to escape from the implications and effects of their practice, students are held to high benchmarks of critical and reflective thinking. The “lived” experience provided by a problem-based pedagogy also develops confidence and a sense of efficacy in students. Moreover, this approach integrates thinking and doing in a way that binds practices with the social and ethical effects produced. Introduction Journalists often describe their thinking as so intrinsic as to defy explanation. They say they “know a good story when they see one” and “know what to do without thinking" because their thinking processes, once internalised, are used almost without consciousness. But as Adam (1993:11,13) found, journalism always involves the conferring of judgement on the shape of things. So it is important that journalists can recognise the influences on their thinking in a context “where every decision is a professional decision, a commercial decision and an ethical decision” (Sheridan Burns 1995:5). This model uses critical reflection as a cognitive bridge between journalism theory and professional practice. Through it, students develop self-reliance, confidence, problem solving, and...
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...practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002), for example, reported that over half of fourth graders in urban districts are unable to read at a basic level. In response to data on both the overall level of American children’s academic skills and the significant gap between economically disadvantaged and middle-class children, the “no child left...
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...Critical thinking is a process that I didn’t have very much knowledge about until this week’s learning activities. Reading about critical thinking, logic, and decision making, made me realize how much I use it in my everyday life. In our readings they state “critical thinking frees us from nonsense” (Being a Master Student, Ch7). This is true because when we think with a clear mind it enables us to make better decisions. As I continued to read about critical thinking I noticed that there are many different interpretations and definitions of the meaning of critical thinking. When I was reading the Electronic Reserve Readings, the definition of critical thinking that stood out the most to me was Haplem (as cited in Fowler, 2002) defines critical thinking “as thinking that is purposeful, reasoned, and goal-directed the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task” (Fowler, 2002). I thought this definition was a great way to define critical thinking. It is telling me that you should define the problem, ask yourself questions, and answer those questions logically. There are 6 steps that are to be followed or used during the critical thinking process. I read and then interpreted the steps in my own words, so I could understand them better. Step 1: Identifying the issue or topic. Step...
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...|[pic] |Syllabus | | |College of Humanities | | |US/101 Version 7 | | |Introduction to University Studies | Copyright © 2012, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view...
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...expand into the elementary school ages. As the new school year approaches I will be redesigning the classroom environment and curriculum by incorporating theories from Reggio Emilia, Creative Curriculum, and High Scope Curriculum along with including state standard activities to cover the main concepts for the core subjects to prepare for Kindergarten. Classroom environment and teaching strategies will incorporate philosophies and theories from Reggio Emilia, Creative Curriculum, High Scope Curriculum, and Piaget’s theory into a comprehensive curriculum design for preschoolers. When developing curriculum it is important for this age group to have several approaches. “Children ages 3–8 benefit from planned, teacher-guided, interactive small-group and large- group experiences” (NAEYC, 2009). “Reggio Emilia programs demonstrate how planning an environment is driven by respect for the rights of the child to a beautiful welcoming space that promotes relationships and attention to detail” (Jaruszewicz. 2012). Emergent curriculum introduces topics of study where lessons are child initiated and theme based on student’s interest. Another belief that I have started to practice is the importance of learned centered activities. I believe that with the environment being set up properly it can...
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...Articles Building a Culture That Encourages Strategic Thinking Ellen F. Goldman1 and Andrea Casey1 Journal of Leadership & Organizational Studies 17(2) 119–128 © Baker College 2010 Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/1548051810369677 http://jlos.sagepub.com Abstract The ability to think strategically is critical for leaders and managers at multiple organizational levels. Specific work experiences can contribute to the development of an individual’s strategic thinking ability. Culture, among other organizational factors, can either encourage or limit those contributions. Leaders, as culture constructors and transformers, can act to maximize the relationship between organizational culture and the process of learning to think strategically. A cadre of formal training, developmental activities, and self-directed learning initiatives can provide leaders with the skills to enhance the strategic thinking of those they lead. Keywords strategic thinking, management learning, leadership development, organizational culture “Culture eats strategy for lunch.” This management truism is linked to examples of how strategy failed, acknowledging that actions attempted were inconsistent with the organization’s values, beliefs, and assumptions (Weeks, 2006). The strategy-eating potential of culture has been used as the basis for recommending that leaders initiate large-scale change efforts to align culture with strategy. However, it has...
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...INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little to prepare their students for reflection. Reflection activities allow students a sense of intellectual ownership and a better understanding of oneself and one's own abilities. Reflection is more than problem solving which has an excessive concern for right answers. It focuses on how questions arise. This always requires greater synthesis and creativity than does simple answers. Service...
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...Meeting the needs of gifted learners poses a challenge for most educators, thus gifted leaners need to be identified and nurtured for the benefit of gifted learners, educators and the community at large. This essay is going to examine 3 blanket characteristics of a gifted learner and suggest strategies to enhance giftedness in teaching and learning process. Eric (1985) groups characteristics of gifted learners into general behavioural, learning and creative features. A variety of approaches can be used to meet the needs of gifted learners in the classroom. The teacher or educator has the following our areas when developing the curriculum: * The content of the curriculum subject * The processes that engage the students * The products of their studies * The learning environment Definition of terms Giftedness Definition 1: Giftedness is ‘a synchronous development’ in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optically (Columbus Group, 1991) Definition 2: Giftedness is the possession and use of untrained and spontaneously expressed natural abilities (called aptitudes or gifts) in at least one ability domain to a degree that places...
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...Multicultural Education Scenario AED 200 Contemporary Issues in American Education March 10, 2010 June Roman Multicultural Education Scenario Multicultural education focus in providing equal education opportunity to all types of students from all cultural backgrounds including English for Speakers of Other Language (ESOL) and Exceptional Student education (ESE) students. Principals and teachers are striving to reform and guide students into becoming critical thinkers and lifelong learners in multicultural classrooms. Schools are finding new ways to assist students in thinking deeply about a subject, communicating their ideas, writing, and using their knowledge to solve real-world problems regardless of their background. One of the major goals of language development is for students to become literate and develop academic competent. Being able to understand and appreciate literature, learn other subjects through English, communicate orally, and in writing is one of the major goals of any school with ESOL and ESE students. Schools that meet this challenge use a variety of strategies to adjust their program to serve their students in multicultural classrooms. Davidman & Davidman (1997) stated several multicultural strategies are as follows: 1. Multi-perspective teaching of American, Canadian, Mexican, and World History 2. Un-tracking 3. Gender-Fair Instruction 4. Teaching Conflict Resolution Techniques ...
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...Child Directed Learning Center Geraldine Hicks ECE 611 Early Childhood Curriculum and Methods Instructor: Holly Lopez October 9, 2017 Description of Learning Center including materials and equipment. Learning centers are beneficial to students and offer a powerful opportunity to develop. Learning Centers are well defined interest areas that provide children with a wide range of materials and opportunities to engage in hands on learning across the curriculum (Stuber, 2007). Centers give children opportunities to make decisions, expand on previous experiences in a meaningful way, develop at their own rates among activity areas, and develop skills working on their own, with peers, and with adults. Developmentally appropriate...
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...Different Learning Styles Lianet Hernandez Carlos Albizu University Different Learning Styles Centuries ago the way students’ intelligence was assessed and judged was by their linguistic and logical mathematic intelligence. In 1983 Howard Gardner a professor of education at Harvard University changed this way of thinking among people. He developed multiple a intelligence theory stating that everyone learns differently and have different intelligence. Multiple intelligence gives adults a new perspective to look at their lives, because it provides opportunities to look for potential that was left behind in their early years of life, and which can be develop through programs. The majority of teachers have implemented activities that foster the different learning styles, but currently there are schools that depend on book-based teaching, and excessive repetition. As a result teachers label students as being smart or not by relying on just using one or two learnings style which may not be indicative of the student’s intelligence. (National Science Foundation, 2005) By recognizing and understanding the different learning styles educators can better understand the techniques to use with different students. The learning styles have more influence than a person might realize. A person best learning styles might guide the way they learn. The different learning styles also change the way a person represents experiences, and the way they retain information. According...
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...Derreck Angelle Thibodeaux-Lyles Introduction to Psychology August 30, 2013 “Personality Test” Paper Personality tests are used to determine the type of personality, values, interests and skills people have. After taking all three personality test, I have learned that I am an extroverted kinesthetic learner who uses intuition to think things through then make judgments. Certain human cognitive functions depend predominately on either the left or right hemisphere of the brain. In the first test I took, which was the brain dominance assessment, I have learned that I am most likely more dominant in the left side of my brain. Some characteristics of left brain dominance are being logical, verbal, and time oriented. After reading some of the differences that exist between the left and right hemispheres I have concluded that the assessment scores were as accurate as they could be. Prior to taking this evaluation I expected to have more dominance in the right side of my brain because I am right handed. The evidence provided by the website proves my prediction was incorrect. It also so states the most effective way for me to study would be with outlines, lecture notes, or the Cornell format. The next assessment test I took was associated with the terms of introversion and extraversion. Extraversion tends to be displayed in outgoing, talkative, active behavior, whereas introversion is showed in more reserved and solitary behavior. Introversion is the state of or...
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...Rodriguez (2007) and Mikulecky (2011) are intensive advocates of the effectiveness of extensive reading. As Mikulecky describes, extensive reading involves reading large amounts of texts outside the class. The objective is to get students to enjoy them and develop a long-term desire to read. Because reading should be a pleasurable activity, capturing the students’ interest is key. Students should choose their books, and these should be at a level appropriate to their reading ability. The focus of attention is on the meaning and not on the form. Both Rodriguez and Mikulecky agree on the multifold gains of extensive reading. They both agree that students improve their reading comprehension and fluency, in addition to their writing, vocabulary...
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...BS2232 Business Policy Session 1 – Introduction to Business Policy and Strategic Management Dr. Carola Wolf Term 1, 2012/2013 Business Policy and Strategic Management Business policy is the study of the roles and responsibilities of managers at all levels of the organization (top, middle, lower level management), the significant issues affecting organizational success and the decisions affecting organization in long-run. Business Policy demands a broadened understanding of how competition, world economies, politics, and social trends effect organizational effectiveness. Strategic Management includes a set of managerial decisions and actions that determines the long-run performance of a corporation. Including activities of internal and external environment scanning, strategy formulation, strategy implementation and evaluation and control The Relation Between Business Policy & Strategic Management Issues of Business Policy provide a frame for strategic decision making and strategy implementation, guiding managers and employees in their daily actions to act in the interest of the strategy defined by an organization and help organizing organizations in a way to support the strategy (e.g. choice of organizational structure, issues of corporate governance, organization of human resources, leadership etc.) In our course, we integrate both aspects – Business Policy and Strategic Management – to gain a better understanding of how both areas complement each...
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...COLLEGE OF SCIENCE, TECHNOLOGY AND APPLIED ARTS OF TRINIDAD AND TOBAGO (COSTAATT) SCHOOL OF BUSINESS AND INFORMATION TECHNOLOGY Transforming Lives, Transforming Communities, Transforming the Nation….One Student at a Time COURSE OUTLINE Academic Year 2011 - 2012 • VISION To be a student-centered, dynamic and innovative, world-class and multi-campus college, promoting excellence in teaching and learning, serving diverse communities, and producing lifelong learners who can compete globally. • MISSION To be the premier educational institution in: providing high quality, affordable and accessible education programmes serving the needs of business, industry and the diverse campus communities and facilitating the personal and professional development of its students, faculty and staff. DEPARTMENT NAME OF COURSE COURSE CODE CREDITS PREREQUISITE REQUIRED TEXT : : : : : : Management & Entrepreneurship Principles of Marketing MKTG 205 Three (3) NONE Principles of Marketing, Thirteenth Edition by Philip Kotler; Gary Armstrong REFERENCE TEXTS : Basic Marketing by William Perreault Jr.; E. Jerome Mc Carthy; Joseph Cannon APPROVED BY : ___________________________ ________________ CHAIR DATE 1 COURSE DESCRIPTION: This is an introductory marketing course. A realistic examination of how marketing is practiced in business today will be stressed throughout. The basic approach is to view marketing as a total system of business action and not simply as understanding...
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