Discussion Questions

Discussion Questions

I have 2 discussion questions- 

I will need done by tomorrow

The Professors instructions are very clear- whoever I choose I will need you to pull your sources for answers from the attached 

Below is the professors expectations for the format of EACH DISCUSSION RESPONSE- 

Response needs to be at least TWO FULL PARAGRAPHS APA format! 

Instructor’s Comments:  the requirement for each discussion response is a direct citation from the textbook for all initial discussion responses. Additionally, the post response should be formatted in APA. You are also free to use other peer-reviewed resources as long as the direct citation from the textbook is also included in the response. Please consider looking at hoe to cite a reference. A citation is different than a reference. A reference goes at the end.It would be your responsiblity to find the journal number, the issue number, and the page numbers for this article.Please respond with the proper reference formatted in APA 7th edition.

Topic 5 DQ 1      

Write two rules you can use to determine which learning materials are appropriate for your students/audience. Have you been in a situation where learning materials were less appropriate than they should have been? How did you handle it?

Topic 5 DQ 2      

Has your understanding of learning goals and objectives affected your teaching philosophy? Identify the changes in your philosophy.

collect references and citations from here

https://www.gcumedia.com/digital-resources/cengage/2013/mckeachies-teaching-tips_14e.php
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=e663b8c5-2709-43e4-88a6-ac2ed582ca11%40pdc-v-sessmgr04&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=89660293&db=ehh
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=14186c37-31b0-4783-9d1f-ad79bdacb1e8%40pdc-v-sessmgr04&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=112898026&db=a9h
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=54823f51-93e5-4a7d-9904-bb90ded0787a%40pdc-v-sessmgr03&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=56534247&db=ehh
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=3c0f137c-30ba-4ce7-9d0d-310b153a23e7%40pdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=17cbe599-2a46-4a46-a819-5987e5b2818a%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=91956481&db=ehh
https://web-b-ebscohost-com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=3861f635-f1d7-4bb3-ab75-2909a8256d43%40pdc-v-sessmgr03&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=ATLAn3814571&db=rfh

make sure responses are SEPERATED INTO DISCUSSION ONE AND TWO

Some students already answered these two questions- heres how they answered to help you format your answer – do not copy exactly but use their answers to help you understand how to word your answers

Topic 5 DQ 1

Write two rules you can use to determine which learning materials are appropriate for your students/audience. Have you been in a situation where learning materials were less appropriate than they should have been? How did you handle it?

Kyra M.

2 posts

Re: Topic 5 DQ 1

Hello class,

Learning material for a lesson can be either beneficial or detrimental for student learning if it is not appropriate for your students or audience. Learning material helps the instructor to help deliver a lesson and reach the certain objectives that the students or audience is trying to learn about. When I am trying to determine which learning materials are needed and should be included for my students my first rule is to analyze at the overall goal of the lesson. Basically, in order to know what learning materials and methods will be useful to teach the lesson, I look at the end goal and how I can get my students to reach it by the end of the lesson. I also have to understand what certain accommodations are needed for differentiation for the categories of students in my class. Meaning sometimes I may use different materials because of my students that have an IEP and the learning material is not useful for them to learn from. I may also use more materials that would benefit for my students that are ELL or have 504 pans in place. Most students learn from different learning styles and approaches. I try to ensure I am using a variety of learning styles to keep my students engaged and my learning material match with those. For example, for my visual learners, I would use videos and pictures when they are learning academic language to make connections.

My second rule that I go by to determine if the learning materials are appropriate is recieving their feedback. Basically, we never know if information works for our students until we try it. Sometimes we may think material and content it too difficult for our students so we have to test out to waters to know the students strengths and weaknesses with the lessons. I have learned, “ You stop your lecture to obtain feedback. You directly ask a student to tell you whether your lecture has been clear; or you ask whether the student has any questions; or you even ask the student to explain in his or her own words what you covered” (McKeachie & Svinicki, 2014, p.154). This method helps the teacher identify the best outcome to understand the certain learning materials that are appropriate for their students based on their opinions and feedback. Also asking the students questions helps. For example, the teacher will ask the class is it easy using the linking cubes to count? If the students respond as no, then the teacher may find other manipulative to help all students that are struggling with counting with linking cubes.

I have been in a situation where the learning materials were less appropriate for my students. It was for my Kindergarteners. We follow Saxon Math and it is a grade higher so my kindergarten students are learning 1st grade math. Sometimes the lessons are too equipped and the learning materials are less appropriate for them in my opinion because they are so young and are still learning the basics. I try to first look at the lesson and see if there is another way to teach the lesson with the appropriate learning materials and have my students still reach their end goal/ objectives. I would switch some things around the lesson and I found that this actually worked. I try to find ways to benefit all my students since there are some students that understand the information fast and there are other students that just struggle because of class-level diversity. According to Haslerig (2013), “Structural diversity allows for students’ interactions and engagement with racially and/or ethnically diverse peers— both inside and outside of the classroom—which in turn yield educational benefits” (p. 159).

Haslerig, S., Bernhard, L. M., Fuentes, M. V., Panter, A. T., Daye, C. E., & Allen, W. R. (2013). A compelling interest: Activating the benefits of classroom-level diversity. Journal of Diversity in Higher Education6(3), pp. 158–173. https://doi-org.lopes.idm.oclc.org/10.1037/a0034065

McKeachie, W., & Svinicki, M. (2014). McKeachie’s teaching tips. Cengage. (14 ed.). Boston, MA. Retrieved from https://www.gcumedia.com/digital-resources/cengage/2013/mckeachies-teaching-tips_14e.php

Ashley P. 

2 posts

Re: Topic 5 DQ 1

In education every unit, every lesson, centers around one specific idea: what do we want the students to learn? What should they be able to do following the conclusion of the material? If this is the center of the unit/lesson, this should be the root of choosing learning materials as well. If our learning materials are not aligned with our objectives, they will detract from the lesson leaving the students confused and overwhelmed. McKeachie and Svinicki (2014) said it best, “In choosing reading materials, the most important thing is that they fit your objectives” (p. 12). This is my first rule of choosing appropriate learning materials: choose a textbook that aligns with the course objectives. Though a well-chosen textbook is vital to the success of the students, it is also important to recognize that textbooks are rarely written for a specific class, and therefore will never cover every single topic. Furthermore, all students learn and perceive things differently, so the view of one author in a textbook may not align well with the views of all students in the class. Therefore, my second rule when choosing appropriate learning materials is to always supplement the textbook with outside sources and allow students the creative freedom to utilize their own sources of information (as long as they are scholarly). Allowing students to view outside sources such as articles and chapters from other books will help maintain students’ interest in the course material and provide alternate points of view to be considered (McKeachie & Svinicki, 2014, p.11).

I have personally been in a class where the learning materials were not appropriate to the course objectives. Every single week we would have discussions and assignments, and there would be assigned reading from the textbook. For the first few weeks, I thought I must be misunderstanding the directions or that there must have been a typo, because the reading in the textbook fit with that week’s objectives so poorly. By the time I was done with the class I realized that the textbook was simply inappropriate for the class, and I left that feedback upon completion of the course. It was frustrating, being told to read long chapters that had nothing to do with the tasks we were completing that week. I felt that this was probably chosen by curriculum designers, not the instructor themselves, so I kept my head down, got through the class, and left my feedback at the end. Having reading material that does not align with the course is not only confusing, but it can leave students feeling discouraged and frustrated. Choosing appropriate learning materials ensures the success of the students as well as their continued interest in the course.

Svinicki, M. & McKeachie, W. (2014). McKeachie’s Teaching Tips: Strategies, research, and theory for college and university teachers. Cengage Learning.

Topic 5 DQ 2

Has your understanding of learning goals and objectives affected your teaching philosophy? Identify the changes in your philosophy

Julie Corbin 

1 posts

Re: Topic 5 DQ 2

I do not believe that more clearly understanding learning goals and objectives has affected or changed my teaching philosophy, beyond simply clarifying it. I firmly believe that learning is a life long process; that we can learn something new every day and in many ways. I also believe that we can certainly apply what we already know, have learned, or experienced to what we learn in the future – building knowledge on knowledge. To me, this was just an assumption I had growing up and continuing my learning. I did not know about Bloom’s Taxonomy of Learning or Fink’s or any of the theorist that created constructivism theory and learning from experience. As I learn the theories it is clearer. It makes more sense beyond “it is what it is.” I also believe that learning and teaching is very fluid and ever changing. We need to be able to adjust and go with the flow. Certainly having a purpose and a goal in the beginning is key, but knowing that the exact plan that was laid out may not happen is something that I have learned to understand. Svinicki and McKeachie (2014) reiterate, “Although it seems logical to start with goals, in reality, content, teaching methods, and the nature of the students all interact in dynamic ways. So if you find it easier to start by outlining the content of the course, do so” (p.11). These goals and plans have reinforced in my the ideal that we need to have a basis for why we are learning, a goal for what we want to achieve, and motivation to get there. 

Reference

Svinicki, M. D. & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Cenage Learning.

Catina Aiello 

1 posts

Re: Topic 5 DQ 2- Catina Aiello

All-

Upon starting my academic journey, I was asked early on what my teaching philosophy is. How would I apply that philosophy within the classroom? I had to research theories and figure out, which of the theories best fit my idea of teaching and how I would want my students to learn. After some research I decided on constructivism theory, I felt it best described my approach to my studies and understanding the material(s).

My understanding of learning goals and objectives has affected my teaching philosophy in a positive way. My teaching philosophy since starting my program is constructivism theory. “constructivism, considered by some educational theorists to be a branch of cognitivism, is the study of a learner’s own construction of knowledge.1-3 Constructivists believe individuals learn best when they actively construct their own meaning of new content presented to them. Learners process, or construct, new information by relating it to their experiences, attitudes, and beliefs as a reference” (Clark. 2018. P 180). The more I learn and understand I see a correlation between constructivism and cognitivism that can be applied in a classroom. “cognitivism replaced behaviorism as the dominant learning theory in the late 1950s and early 1960s.1-3 The theory of cognitivism emphasizes the role of mental activities in the learning process and includes actions such as: thinking, remembering, perceiving, interpreting, reasoning and problem solving.

Some key changes to my philosophy are using both constructivism and cognitivism simultaneously. Really understanding that, the idea of thinking and problem solving are mental activities that should not only be used but encouraged within the learning process. As Svinicki and McKeachie (2014) states, “Strategic learners understand the role of relevant prior knowledge and can use this knowledge to help themselves learn new things (Alexander and Judy, 1988; Maggioni and Alexander, 2010)” (p.295).

Reference

Clark, K. R. (2018, November). Learning Theories: Constructivism. Radiologic Technology90(2), 180–182.

Clark, K. R. (2018). Learning Theories: Cognitivism. Radiologic Technology90(2), 176–179.

Svinicki, M. & McKeachie, W. (2014). McKeachie’s Teaching Tips: Strategies, research, and theory for college and university teachers. Cengage Learning.

5.0

5.0