This chapter by far has been one of the most difficult concepts to understand. If I understood correctly constuctivism is knowledge that is aquired not by your surroundings but by what is inside you...mostly internal. I may have misunderstood though. One thing that I did read in the chapter that I really liked was constructivist assumption which basically says that teachers should engage their students more in the activities that they are teaching; teach outside the box. Any time you provide a fun activity while your trying to teach a child something will bring about positive experiences because besides learning, the child is having fun. It's really difficult for me to imagine a lot of the things that we have been reading because I am not a teacher but I do try to picture these things as a parent because as parents, i am certain we may apply a lot of the same concepts when we teach our children at home.
One factor that I found very interesting was TARGET which are factors that affect motivation and learning. I am doing my literature review on Motivational Theories and TARGET is a great example. It makes me wonder if teachers when creating their lesson plans use Tasks, for example when they are creating a particular activity. Do they use the following factors in their classrooms as well: Authority, Recognition, Grouping, Evaluation and Time. This can be an amazing tool for teachers to use to create a well-rounded learning environment.
I know that week after week I keep asking my classmates for examples of how they use some of these concepts in their classrooms and I do this because it helps me to understand things much better. So if there is any of you out there who read my blog, please post some of the ways you use TARGET in yours classrooms. Whatever you can share is of great value to someone who eventually wants to enter into the educational field.
I agree that TARGET is a great way to motivate, and teachers usually do this with all lessons. Part of teacher training that everyone receives in college helps them first to identify motivators for students, and also how to help reach them for maximum learning. I think where some teachers may fall short would be that they do not simply have enough time in the day for the last element. Between the state and the schools dictating what needs to be taught, and in what time frames, teachers have to sacrifice the time the students need to learn the concept.
ReplyDeleteYou can use the TARGET strategy with your children. Give your boys the TASK of making the Monday night meal. Javier and Julian would have the AUTHORITY to decide the menu, find the recipes, gather ingredients, etc. You could decide on the REWARD. Make it a contest or let them choose a favorite restaurant the next time you eat out. You can decide on the size of the GROUP, both kids together or individually. You can EVALUATE how they are doing by being available for help and feedback. You can then set a TIME limit for completion and\or provide time for learning.
ReplyDeleteResponse: Yes, this is not a quick read and not easily understoond. First, let me share with you how the “real world” of teaching and lesson planning works.
ReplyDeleteIn larger school districts, 3A and up the teacher is given a canned curriculum which today is usually CSCOPE because at last count 80 percent of Texas schools has adopted this as their district curriculum. CSCOPE has a scope and sequence and includes what is known as an Exempliary lesson. Many districts require that teachers teach this Exempliary lesson. Even if they are given some freedom they still must teach certain things at certain times during the week and or 3 week period because district mandated pretests are given. In other words the state has moved towards a canned curriculum that reduces teachers choices.
Smaller schools do not have such strict regulations and teachers usual came develop lessons as they see fit as long as the TEKS are taught and students can pass the TAKS. Even larger districts teachers who shown the ability to have students pass TAKS at high levels are given more freedom but this is changing.
That being said, even CSCOPE takes into account grouping, evaluation and time but the individual teacher must decide the make up of the group, and what evaluation method they are actually going to use. Time is not always in a teachers power due to TAKS testing, benchmark testing, required teaching of concepts at certain times on certain days. Pep rallys, athletic events, homecoming and other activities which take student time also reduces the amount of time a teacher is allowed on a concept. The days of a teacher being in complete control of their class and what is taught there, how it is taught there and when is over.