Benny

= My Philosophy of teaching: =

The process of learning is one that does not end and continues to flourish as more students learn material then proceed to make additions to the subjects at hand, thus furthering the knowledge in any given subject matter. It is how the information is portrayed through the medium of a classroom that will determine the difference between teaching styles and which methods work better in a specific area. With teaching, it is much more than simply reading material to a class then hoping for the best. As a teacher, one must learn many different techniques and how to identify student’s learning abilities so that the material can be presented in more than one manner, thus allowing a bigger majority of the class to not only understand the material, but also be able to apply it.



//__**My Framework:**__// For my Framework I have decided to include six categories that i believe to be essential in the building blocks of learning. The notion of a treasure chest is one that begins empty, similar to that of a student entering a new class; Then the gold coins becoming pieces to the puzzle and ultimately leading to the full treasure chest that would assume the knowledge has been attained. These pieces are important together but all stand strong individually. The Objective shows direction, where the lesson will take us. Acquiring information as well as Vocabulary Reflection are vital in the learning process and lead into the Personal Meaning aspect. The student needs to be mentally ready by becoming familiar with the subject at hand through the objective. Finally, for the reflection part, one needs to sit back and review all that has been learned in order to know where this information will be applicable to; thus showing retention as well as comprehension.

**Acquiring Information**

**__Types of Thinking (literal, interpretive, creative):__** Each of these types of thinking would be included in my Acquiring Information section of the framework. These processes of thinking allow for the flow of information into the brain and lead to connections being made that hopefully are being comprehended and applied. All necessary in the learning process it just depends on which works best for a given situation.

**__Assimilation/Accommodation:__** Piaget’s theory helps us understand these two types of adapting to new information. This would include assimilating what is being processed into a pre-existing scheme, or accommodating the information by changing the outside information to fit the internal structure.

**__Quantitative/Qualitative Research:__** This is included in acquiring information because both are great ways of researching depending on what you are looking for. While the Quantitative research focuses more on numbers and statistics; it can be considered more efficient because all aspects of experiment are known and one is able to test the hypotheses. Qualitative research focuses more on case studies and shows how the design emerges as the study goes on.

**__Brain Research:__** This could fit other categories but its main focus is on analyzing information about the brain and how certain things affect cognitive development. Since educational research is based on methods and theories on how students learn best as well as how to go about teaching, it would follow the acquiring information path of my framework.

**__Intelligence:__** This word is very versatile and thus can fit into pretty much all the sections. Intelligence has a way of including many aspects of knowledge not just one specific thing such as knowing how to add. We base intelligence in accordance with how the student responds overall in a subject or topic and therefore has the flexibility for applying meaning, setting an objective, and even aide in mental readiness to learn.

**__Varied Learning Styles:__** This topic helps us understand how a student acquires information and in which fashion is the best suiting for a specific student. This fits this section because as an educator, it can be more beneficial to plan around how students learn best in order to have them comprehend the material and retain it.

Modeling best fits in acquiring information because when we have a model to observe, we are taking in pros and cons to approaching any given situation or problem. With the model doing the set task first, the student can capitalize on what mistakes have been made and therefore be able to provide a more concrete performance that can be attributed to the loss of nervousness that may occur, and demonstrate that the task can be carried out successfully. Group focus: This term best fits in aquiring knowledge becasue it allows for many students to work together in order to achieve a goal. By providing group work, the students gain better perspective and have more chances of becoming involved. This can also help in getting more done, and having students be aware of more types of situations through group work.
 * __Modeling:__**
 * __ ﻿ __**
 * __Group focus:__**

**Vocabulary Retention**

**__Chunking:__** With chunking we can group individual bits of information and organize it in a more concise manner that allows for remembering more material easier. This fits perfect with vocabulary retention because words can be grouped into categories that separates terms and helps with learning smaller portions at a time.

**__Transfer:__** With transfer, we can use the influence of past knowledge on learning new material that can help vocabulary to be retained by using the words in a familiar manner, thus making it easier to program in your brain.

**__Over-learning:__** This may be beating it into the ground at times, but thought over-learning one can master the vocabulary by making it redundant thus embedding the meaning in your memory.

**Reflect on Learning**

**__Stimulus Response:__** Stimulus Response can also be included in other sections but I feel it best fits the reflection aspect of my framework because when we respond to something, we are acknowledging that something has been learned and therefore can relate our internal meaning to it based on new material. Even if we are not aware of this process, we always have some form of response to a stimulus that shows we have connected with what we are being exposed to.

The concept map will aide in reflecting on what you have learned because when your drawing the charts and making connections, you can see how these ideas are related.
 * __Concept Map:__**

Making a portfolio can be a very motivating device when the student has completed the course. It will allow for a sense of accomplishment and the student can refer back to the portfolio to see how progress was made throughout the course. This can be vital in the reflection of learning in that it gives another view of what has been done as opposed to filing the work away and never seeing how all the pieces come together.
 * __Portfolio:__**

Here we see a policy where students are encouraged to summarize what the speaker before them said before having the chance to answer. This term best suits this section of my framework because students can make sure they know what is going on, before rushing to answer for the sake of answering.
 * __Paraphrase rule:__**

**Objective**

**__Piaget’s Stages of Development:__** These stages would be included in the objective section of my framework because by knowing when and how the students learn best, we as educators can foresee when to implement new techniques as we pass through the stages as the child develops naturally then learns.

**__Vygotsky’s ZPD:__** Using ZPD or the Zone of Proximal Development we can again use to help set an objective for the class. We want to challenge the students just enough outside their comfort zone without going too far and discourage them from learning. Here we can test students potential and maintain a level of fairness across the board.

**__Learning:__** Learning is used in this context to identify when a change has been made within the student that has allowed him/her to grow and have the ability to retain information then put it into practice. I included it in my Reflection section because once something is learned, a student has already in a way reflected on it when it comes into play in their life.

**__Reinforcement:__** This includes Positive Reinforcement, Negative reinforcement, and Punishment. These are all manners in which to help with behavior issues that can be good or bad. It would be included in objectives because it helps the teacher plan around certain issues and in the same respect make attainable objectives with regard to how the students will respond to certain behavior, may it be a reward for finishing first or shutting off the lights when students are talking too much.

These objectives show how progress is being made for specific groups as well as all students. This is important so students are aware of how much better they are doing and also provides direction towards achieving the goal of doing better than the previous year. It can be motivating for the students to see how well they are doing and how much they have grown academically.
 * __ Adequate yearly progress (AYP): __**

Using an exhibition is not only a good way to measure knowledge, but also provides an objective for the class. The students will have in mind the final project that incorporates a public presentation and will show how progression was made throughout the course. In preparing for the project, the student will be keeping all the material in mind to ultimately put something together, also showing how connections were made proving comprehension.
 * __Exhibition:__**

__**Hunman Agency:**__ Human Agency best fits in the objective portion of my framework because it allows coordination of learning skills and emotions to reach your goals. With having an objective in mind, using goal reaching skills can only help further learning.

This term deals with how students focus on a a task or problem and work hard in order to master it. A task involved learner will pay attention to all details and focus on the subject at hand without being distracted, that allows for a more valid outcome.
 * __Task Involved Learners:__**

This term involves keeping lessons and the groups moving at an appropiate pace that allows for a better flow in the class. We want our students to feel at ease and not anxcious by over-doing lessons plans, and packing too much into a small time frame.
 * __Movement management:__**

**Personal Meaning**

**__Socially Constructed Meaning:__** This is very vital in the framework and would be included in the personal meaning section because it incorporates outside sources or members of the class to make things have meaning by relating to real life issues. This topic advances students in other ways and helps build other skills that sitting down to read and memorize cannot.

**__Maintenance rehearsal:__** Here can we see how students make information a part of them by keeping the material fresh in their minds by repeating what needs to be learned to one’s self. This gives personal meaning because the student is incorporating the material in the forefront of their minds.

**__Elaborative rehearsal:__** This is similar to maintenance rehearsal in that it helps keep information fresh. This method though includes associating the material with something that you already know. By connecting the two, you are making this material have a sense of being something more personal because you can relate to it.

**__READS:__** ** By having the chance to read, review, ask, do, then summarize we create personal meaning mainly in the summarize section because when you summarize something, you are processing the information then turning it into how you see. **

__** Authentic Assessment: **__ ** In a language class this assessment procedure can be very vital in providing personal meaning. By allowing the students to engage in real life situations using the specific material, they can not only demonstrate that they comprehend the material but also incorporate it in their lives thus embedding the information for a longer amount of time. **

This term fits best under personal meaning because it deals with having the teacher believe that they can reach even the most difficult students and have the ability to help them learn. The fact that as a teacher you believe in this, means you believe in your pedagogy and have already surpassed the negative and know you will be able to handle any student and address them correctly depending on the situation.
 * __ Teachers' sense of efficacy: __**

**__Intrinsic Motivation:__** Personal meaning can be a reward within itself which put intrinsic motivation into play by allowing it to take place through activites that provide this sense of pride. This fits my framwork best here because without motivation very little can get accomplished.

This thoery is important in this section of my framework mainly because of its nature to provide motivation through personal perception of events. We need to be able to relate material though our own eyes in order to have it best suit specific types of learning.
 * __Cognitive Evaluation Theory:__**

**__Authentic Task:__**

With authentic task, students can form connections to real life problems. This is very important in learning mainly due to the fact that it provides studetns with a situation or problem that they may actually encounter along thier lives.

**Mental Readiness to Learn**

**__Intellectual Stamina:__** //(Attention control, power thinking, responsibility framework, goal setting)// Intellectual Stamina would fall under this category because it includes skills that help student learn. As with most difficult problems it is getting through the hump that allows for growing and being able to handle any task.

**__Triune Brain Theory:__** This theory consists of three parts: the Reptilian Complex that is the non-thinking part of the brain such as in breathing, The Limbic System which is the gateway to attention and the Neocortex that functions in a more rational manner like in social bonding. It would be included in Mental Readiness because it helps with the best way of preparing students for specific issues and help them comprehend why and how the brain works the way it does.

**__Behavior Change:__** Behavior change is something that can mutually help the student and the teacher depending on situation. This would aide in their mental readiness to learn because if there are behavior issues in the classroom, then the learning process is stopped which affects the overall mental readiness. Students can act out for may reasons so using this change we can help keep students on track.
 * __ Informal assessments: __** With these types of assessments it allows for the teacher to get feedback more regularly to see where the students are in terms of comprehension. This helps the teacher by giving updates, but also keeps students sharp. Since they may be aware of these assessments, they might be more incline to try hard and be mentally ready every class to do well on the assessment.

This term reflects on a person's judgement on their own capabilities in a specific task. It best fits in this are of my framework because it is important that we do not sell ourselves short and realize how much we are capable of doing. We must be aware of past accomplishments and know that if you are mentally ready the rest will follow suit because you are not holding yourself back based on "cant do" attitudes.
 * __Self-efficacy:__**

This term fits best in the mental readiness to learn because it involves self-discipline and will power that both are very vital in the learning process. The fact that they involve self-regulated learning to achieve goals allows for clear thinking and will prepare the student for the lesson.
 * __Volition:__**

This term refers to a belief that ability is a set of skills that can be changed. A student needs to know that they have the tools to accomplish any task. By using this view of ability, a student can have self pride in knowing there is a way of solving a problem based on tweaking one's abilities.
 * __Incremental view of ability:__**

With accepting responsibility for one's own actions, we can better prepare our students by having them acknowledge what they need to do and when by providing self-management skills. This is also prepare them for life and future task management.
 * __Self-management:__**