NY Teaching Methods :: Essays Papers

NY Teaching MethodsIn recent years the National Science genteelness Standards ( National Research Council, 1996) have shifted from a traditional text obligate style of belief to a more hands-on or differently admitn as constructivism. According to the standards, learning science is a influence that students do, and not something that just happens to them. The standards are designed to outline what students need to know and understand in regards to science. The opportunity to learn science is given to completely students. The interviews that we conducted both reflect two different statement methods. Each teaching style is an example of how the standards are fulfilled in the class. In sound out to compare teaching styles we must first understand the differences between consturctivism and traditionality teaching styles and what they each consist of. Constructivism is a theory about companionship and learning which is drawn on results from current work in cognitive psychology. The focus is on structuring lessons around big ideas or primary impressions which embroil a broad range of activities that promote hands-on learning. For example, problem solving, concept development, and construction of learner generated solutions would all be considered key components of the constructivist teaching method. On the other hand, traditional teaching methods consist of teacher-talk and textbook derived lessons. The emphasis is on curriculum proficiency and either right or wrong answers. The interviews we did elaborate the difference between the two teaching methods. Our first interview was with Jodi Schwedes, a first grade teacher at Jamesville Elementary School. We first asked her what teaching methods she uses in her classroom. She said that she prefers using traditional methods of teaching. She believes young children need anatomical structure in order to be favored in the classroom. However, she as well incorporates constructivism in her classroom by using c ooperative learning. She finds that cooperative learning workings best in small groups rather than large groups. This is because children learn more, understand, and stomach more attention to the material being presented. We then asked her what teaching methods she approximation did not work. She believes that there is no single teaching method that doesnt work or works best overall. She considers herself to be an instructor, educator, and facilitator in the classroom. She also feels that she can provide instruction in several different ways. On one hand she uses hands on learning to promote successful learning in mathematics, language, and science, yet she uses a more structured appeal to other subjects.