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Chapter 1: Professional Knowledge and skills, Chapter 2: Cognitive…
Chapter 1: Professional Knowledge and skills
Assessment Knowledge and Skills:
You will need to decide what types of assessments you want types of document y our students’ performance after instruction. You also will need to use assessment eff ectively before and during instruction
To be an effective teacher is to have a good command of the subject matter as well as a sound knowledge of teaching. They know how to motivate students and how to communicate, as well as how to work differently with students who have different ways of learning and so on. They also know how to implement technology for teaching.
Subject matter competence:
The teacher's knowledge of the subject matter being taught is often of utmost importance to the student. Having a thoughtful, flexible, conceptual understanding of subject matter is indispensable for being an effective teacher.
Instructional Strategies:
Mention is made of the two main approaches that characterize the teaching of teachers: constructivist and direct instruction.
Thinking skills:
Effective teachers try to get their students to think critically from a young age, although it is often a bit complicated to do so from a young age, but you can start by working on making it affective. In this book we will be talking a little bit about each thing that we should know and take into account.
Goal Setting and Instructional Planning:
Teachers set their teaching objectives and make plans to meet them in ways that challenge and interest their students. The planning has to be such that the objective can be covered and understood.
Developmentally Appropriate Teaching Practices:
It is very important to learn how to teach depending on the age or grade of the child, since each child is at a different level and may not be as developed as others. In this way we must learn to have patience and learn to teach children in a way that each one understands depending on their level of development.
Classroom Management Skills
: An effective teacher always keeps his or her class working together and task-oriented in the classroom. They usually maintain an environment in which a proper learning environment can develop.
Motivational skills:
Students are motivated when when they can make choices in line with their personal interests. Efeective teachers give them the opportunity to think creatively and deeply about projects.
Communication skills:
Good communication and language skills are very important for an effective teacher and for the students. Effective teachers work to improve students’ communication skills as well. Student communication skills are especially important because they have been rated as t he skills mosts ought after by today’s employers.
Paying More Than Lip Service to Individual Variations:
Effectively teaching a c lass of students with such diverse characteristics requires much thought and effort. Differentiated instruction addresses this challenge by recognizing individual variations in students’ knowledge, readiness, interests, and other c haracteristics, then taking these differences into account in planning curriculum and engaging in instruction.
Technological Skills:
Conditions that support the effective use of technology in education include vision and support from educational leaders; teachers skilled in using technology for learning; content standards and curriculum resources; assessment of eff ectiveness of technology for learning; and an emphasis on the child as an active, constructive learner.
Working Effectively with Students from Culturally Diverse Backgrounds:
The efeective teachers should encourage students to have positive personal contact
with other students of diverse backgrounds and think of ways to create settings in which such interaction can occur.
Chapter 2: Cognitive Development :
Development is the pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span. Most development involves growth, although it also eventually involves decay
The early-later experience issue focuses on the degree to which early experiences (especially in infancy) or later experiences are the key determinants of the child’s development.
The continuity-discontinuity issue focuses on the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity).
The nature-nurture issue involves the debate about whether development is primarily influenced by nature or by nurture Nature refers to an organism’s biological inheritance, nurture to its environmental experiences.
Development is not all na ture
or all nurture, not all continuity or all dis continuity, and not all e arly or later experiences. However, there is still spirited debate about how strongly development is infl uenced by each of these factors
Splintered development refers to the circumstances in which development is uneven across domains . One student may have excellentmath skills but poor writing skills.
Until recently little was known about how the brain changes as children develop. Not long ago scientists thought that genes determine how children’s brains are “wired.” Whatever brain heredity dealt them, children were essentially stuck with it. Another important aspect of the brain’s development at the cellular level is thedramatic increase in connections between neurons (nerve cells)
The number and size of the brain’s nerve endings continue to grow at least into adolescence. Some of the brain’s increase in size also is due to myelination, the process of encasing many cells in the
Lateralization is the specialization of functions in each hemisphere of the brain In individuals with an intact brain, there is a specialization of function in some areas.
Reading is an ex cellent example of
how brain functioning occurs along specific pathways and is integrated
Chapter 3: Social contexts and socio-emotional development
Ecological theory consists of five environmental systems that range from close interpersonal interactions to broad-based influences of culture.
The mesosystem in volves linkag es
between microsystems.
A microsystem is a setting in which the individual spends considerable time, such as the student’s family, peers, school, and neighborhood.
The exosystem is at work when experiences in another setting (in which the student does not have an active role) infl uence what students and teachers experience in the immediate context.
The macrosystem involves the broader culture. Culture is a very broad term that includes the roles of ethnicity and socioeconomic factors in children’s development.
The chronosystem includes the sociohistorical conditions of students’ development
Complementing Bronfenbrenner’s analysis of the social contexts in which children develop and the people who are important in their lives, the theory of Erik Erikson presents a developmental view of people’s lives in stages.
Industry versus inferiority is Erikson’s fourth psychosocial stage. It corresponds approximately with the elementary school years, from 6 years of age until puberty or early adolescence
Identity versus identity confusion is
Erikson’s fi ft h psychosocial stage. It corresponds to the adolescent years.
Intimacy versus i solation is Erikson’s sixth psychosocial stage. It corresponds to
the early adult years, the twenties and thirties.
Generativity versus stagnation is Erikson’s seventh psychosocial stage. It corresponds to the middle adulthood years, the forties and fifties. Generativity means transmitting something positive to the next generation.
Integrity versus despair is Erikson’s eighth and fi nal psychosocial stage. It corresponds to the late adulthood years, the sixties until death. Older adults tend to review their lives, refl ecting on what they have done.