Elizabeth+C.

I believe that education is an ever changing field, that needs to be altered depending upon our students and ourselves as educators. I will use background knowledge on many different theorists and compile the theories in order to create the perfect learning environment for each and every student. I believe that all student learns differently and it is my goal to convey information in any way possible in order for every student to make the most of their learning experience. I feel it is the right of every student to have a complete and thorough learning experience and it is my ultimate goal to provide that.

Teaching strategies, checking for understanding, guided practice, independent practice, and growth all lead to the ultimate educational goals. If all of these steps are followed then the overall goals of teaching our students to the best of our and their ability will be achieved. This fits with the you do I help portion of Cognitive Apprenticeship. || Memory Tricks- Allows students to practice and study on their own, memory flashing, chunking, use all senses, etc. || Motivation- Student and teacher both need to work on motivation, learning to learn strategies, power thinking, and intellectual stamina. || Assessment- knowing the learning goals and teaching to those goals will help to create a worthwhile assessment. ||
 * Teaching Strategies || Checking for Understanding || Guided Practice || Independ. Practice || Growth || Goals ||
 * Types of Thinking- teaching strategies need to be altered because of the different types of thinking of our students (differentiated instruction) || Socially Constructed Meaning: The teacher can observe the students' understanding by allowing them to construct meaning socially and allowing them to enhance their learning by teaching. || Socially Constructed Meaning: The students are practicing their skills while still being guided by their teacher, and while working with their classmates. || Assimilation/Accommodation: The students' learn to assimilate and accommodate during independent practice. || Assimilation/Accommodation:The students' individual growth is dependent upon their ability to assimilate and accommodate. || Piaget's Stages of Development: The ultimate goal of what is being taught needs to be altered depending on the developmental stage of the students. ||
 * Intellectual Stamina- ensure student understanding and focus by teaching intellectual stamina || Differentiated Instruction- Teachers can differentiate in three parts of education, one of which is during the process. The teacher can monitor understanding through this aspect of differentiated instruction. || Zone of Proximal Development: The zone of proximal development is created during guided practice. || Differentiated Instruction-Can be used when assigning students a final project or assessment. || Quantitative/Qualitative Research: Growth of the teacher is enhanced by the practice of conducting research. || Differentiated Instruction- Differentiated instruction can be used to provide students with different products, the end goals of a unit can be a final product that is differentiated. ||
 * Piaget's Stages of Development: The teaching strategies used depend on the developmental stages of the students. || Cognitive Apprenticeship- The idea of first I do you watch, I do you help, you do I help, then you do I watch. Throughout these steps the teacher is checking for student understanding. || Differentiated Instruction- Differentiated instruction can be used in order to group students in order for them to learn from one another within their zones of proximal development. || Cognitive Apprenticeship- This fits with the you do I watch portion of Cognitive Apprenticeship. || Differentiated Instruction-Differentiated content can be provided for students who have a grasp on the content, and require work on the next level in order to grow. || Updated Bloom's Taxonomy- Teachers can use the updated version of Bloom's taxonomy to help students create goals for themselves (and the teacher can have goals for individual assignments, units, etc.) ||
 * Exceptional students- students who have abilities or problems so significant that they require special education...keeping these students in mind when planning lessons and researching new strategies is integral to my philosophy. || Memory Tricks-Memory tricks (such as memory flashing) can be used in order for the teacher to see if students know the content. || Cognitive Apprenticeship-
 * Theory of multiple intelligences-all students have eight intelligences, but use one or two the most, the teacher needs to keep these in mind when planning. || Assessment-used to obtain information about student performance. Teachers use assessment to gauge student growth. || Memory Tricks- Teaching of memory tricks can help the teacher to help the students practice their new knowledge. || Motivation-student motivation directly effects their independent practice. If the learner has great motivation to learn they are more likely to do so. || Video games for motivation-If we allow our students new and different ways to learn and practice, they are more likely to have personal growth. || Standardized test- state and nationwide testing are also things that we must focus our teaching on. ||
 * Mainstreaming- teaching children with disabilities in regular classes-this concept requires the classroom teacher to accommodate all students. ||  || Exemplar- a specific example of a given category that is used to classify an item. Teachers can use a specific example in order to model what students are to create. || Self-management- students’ management of their own behavior and responsibility for their own actions can be most well practiced independently. || Problem Solving- creating new solutions for problems in order to expand the students knowledge. || Validity-when our goals are testing and assessment, it is important for our means of assessment to be valid. ||
 * Differentiated Instruction- The idea of differentiated instruction can be incorporated in three different aspects of education, the content, process, or product. All of these can be incorporated into the teachers teaching strategies. ||  || Guided Discovery- the teacher provides some directions to students to guide their practice. ||   || Restructuring- conceiving of a problem in a new or different way. Students can show their knowledge and growth by looking at a problem in a new way. || Reliability-when our goals are testing and assessment, it is important for our means of assessment to be valid. ||
 * Behavior Management- Appropriate teacher-student relationships: appropriate leadership, classroom as a team, aware of student needs. ||  || KWL chart- in order to guide students to recognize their own understanding and what they have learned. ||   || Service learning- students can extend their learning to the real world and are able to grow not only academically but emotionally as well. || Culture fair/culture free test- when creating an assessment, it is important for it to be free of cultural biases, meaning students from all different cultures can answer the questions equally. ||
 * Classical Conditioning/Operant Conditioning-Teachers can incorporate these two types of conditioning to work on their classroom management and to determine their own teaching style. ||  || Collaboration- teaching students collaboration will help group work which is an intricate aspect of guided practice ||   ||   || Self-actualization- ultimate teaching and learning goals being fulfilled. ||
 * Task-involved learners- a teacher’s knowledge of the type of learner the student is will affect the teaching strategy. ||  || Reciprocal questioning- this is an effective strategy for use in guided group practice. ||   ||   || Goal orientations- beliefs that students achievement is related to their goals. ||
 * Work-avoidant learners- a teacher’s knowledge of the type of learner the student is will affect the teaching strategy. ||  || Jigsaw- this strategy is a way for students to coconstruct knowledge by explaining to other students and learning from them as well. ||   ||   ||   ||
 * Classroom management- a teacher’s strategy of classroom management is often reflected in their teaching strategies. ||  ||   ||   ||   ||   ||
 * Procedures- Following specific procedures is an integral part of following different new strategies. ||  ||   ||   ||   ||   ||
 * Group focus- the teacher’s ability to keep as many students as possible involved in activities. ||  ||   ||   ||   ||   ||