Models of Teaching free essay sample

This paper explores the experience of synectics, a teaching model that comes from the informational-processing family. This model is known as the art of enhancing creative thought and through our group experience it has given us proof. Creativity is a huge part of the model and its purpose is to bring out creativity from the students. Synectics brings all children the process of metaphoric thinking known as the foundation of creative thought. As my group and I continued to study the model we discovered great connections and outcomes from teaching a lesson through synectics in two different grade levels. This paper will serve as a reflection from my experience using the synectics model as well as my group experience. Synectics Model In the beginning, my group and I were very puzzled about the model because it was something we were unfamiliar with and it took a while for us to comprehend the book. We will write a custom essay sample on Models of Teaching or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So, our first thing we decided as a group was to go home and read the chapter and explore the model and do personal research that could benefit our understandings. When Amanda, Tessa, Doug and I met up again we shared what we learned, but once again we remained stuck. My group was still feeling fuzzy about the model because we understood the rational but we did not know how to put it into practice. The Models of Teaching by Joyce, Weil, and Calhoun provided great information and examples but we still had no clue on how and what we were going to conduct a lesson using the model. Amanda and I brought in some lessons that we found on the internet that could be helpful for our group. One of the lessons was called â€Å"Running the Mile† by Jennifer Hoffman and just by reviewing it on my own it clicked and I understood what we needed to do. I know Amanda had an idea but I was not sure about Tessa and Doug because they still seemed unsure. The day we met in class for the last time was when our group asked our instructor for guidance and what she did was read the Synectics part from the Models of Teaching out loud and our group’s light bulb lit up. It was very interesting on how that happened because right after our instructor left the table we began coming up with a plan and lessons. As we group we decided that we were going to carry out two lessons. Doug and Tessa worked together to create a lesson for juniors at Doug’s school while Amanda and I collaborated on lesson for her 6th graders. We decided to carry it this way so we could compare the different outcomes for out final reflection. Once we figured out the synectics model we quickly put together two lessons less than ten minutes and began scheduling dates to teach and observe in the actual classroom. Working with Amanda we talked about an appropriate lesson that could connect to her current theme in the classroom. She mentioned that they will be studying the Holocaust so from there we came up with a lesson that dealt with Adolf Hitler whereas Doug and Tessa created a lesson that involved the Great Depression. Both lessons seemed very interesting and exciting because using the synectics model to teach it had unlimited outcomes. On November 15, I arrived at Amanda’s classroom as an observer and began my note taking. When I got there Amanda shared with me that she taught the lesson to another class of hers and said that it went very well because she got them to compare Hitler to a computer as well as a shark. Synectics consists of six phases and is easy to get confused at first but when it is successfully carried out it offers a creative outcome. I will provide the lesson summary that we will use to conduct the lesson. Lesson Summary: Step One: Phase One- Provide background information over Hitler and the Holocaust. The main resource for this is: http://www. ushmm. org/museum/. This will provide a ton of information over the different groups that were targeted and it provides background information over the process of the Holocaust. Step Two: Significant Question: How is Hitler like a Machine? This will be written on the front board and students will be asked to complete their answers in their journals that are stored in class. This will be a warm up to the lesson that we will be doing. Step Three: As a class, we brainstorm different machines. Students decide on one machine to become. They are to then write what they would do as this machine. Step Four: Compressed Conflict- Write adjectives on the board that describe the machine. Then have a discussion over the antonyms and the adjectives that conflict with one another. Example: Violent versus Quiet. We will then choose these as a class to compare together and discuss. Step Five: Now pick and animal to compare the compressed conflict with. Ask students, how is this animal like the compressed analogy? Example, say we choose a lion. How is a lion both quiet and violent? Step Six: Going back to the Holocaust, how can we compare this animal to a machine? Why is the Holocaust a quiet and violent lion, for example? Students will now gain an understanding of being able to connect Hitler/Holocaust to an animal that they are more familiar with. In the classroom this is what I observed. Phase One: Substantive Input- Teacher provides information on new topic which was carried out by Amanda the day before I came. She provided a PowerPoint about the Holocaust as well as information about Hitler. Phase Two: Direct Analogy- Teacher suggests direct analogy and asks students to describe the analogy. Amanda asks her 6th grade students to create a list of machines and gives them two minutes. These are the machines they came up with disposal, computer, microwave, car, oven, washer, lawn mower, shredder, copy machine, blender, toaster and vacuum. Phase Three: Personal Analogy- Teacher suggests students â€Å"become† the direct analogy. Amanda then tells her students to choose a machine and write about how it would be to be the machine. For example, a student chose a vacuum and this is what she wrote, â€Å"My owner always uses me to clean up stuff. In my point of view, I get fed. I am always sucking up all kinds of things like junk etc. Whenever they dump stuff out, I become hungry and it makes me feel like my whole stomach has been taken away. † Phase Four: Comparing Analogies- Students identify and explain the points of similarity between the new material and the direct analogy. Amanda then asks her students to vote on a machine as a class that they will use to compare Hitler with. The class voted on a shredder and came up with a simile. This is what one student wrote, â€Å"Hitler is like a shredder because he killed people and a shredder also kills paper. Also since a shredder sounds torturous, Hitler also tortured people. They are also both powerful. † The students came up with adjectives for the shredder such as hungry, happy, choking, short, powerful. Phase Five: Explaining differences- Students explain where the analogy does not fit. Amanda explained this step as the compressed conflict and had the student create a list of oxymoron from the adjectives in step four. This is what her class came up with†¦ Short vs. Powerful, Choking vs. Happy, Torturous vs. Happy, Choking vs. Hungry. Phase Six: Exploration- Students reexplore the original topic on its own terms. Amanda then gave her students 2 minutes to list some animals. The students listed zebra, tiger, lion, cheetah, pony, and bear. As a class they were told to choose one animal that matched their compressed conflict of being torturous vs. happy. Hence, they all agreed on a lion. Phase seven: Generating Analogies- Students provide their own direct analog y and explore the similarities and differences. Amanda then instructed her students to compare a lion to Hitler. Here are some of the responses her students gave. * â€Å"Hitler is like a lion because they are both like leaders and have followers. They also kill a lot and they are both smart. † * â€Å"Hitler is like a lion because they are both very powerful and vicious. They both kill things they don’t like and are both big leaders and have followers. † For the extension part we agreed that they could illustrate their outcomes if there was extra time available. Overall, the experience of using the model was a success because it brought so much creativity to the table and I was shocked that her class chose a lion for the animal to describe Hitler. I was shocked that no one brought up Lion King the Disney movie, because that movie makes a lot of reference to Hitler and dictatorship. It was very interesting how her students made a connection to it without thinking very hard. The rational of the model synectics gives students an opportunity to express their ideas creatively and make connections with the unknown. As students are prepared to start mixing analogies and similes together to create a connection, it gives students a chance to make a much more interesting connections in their daily writing and for the purpose of this assignment. Using the Holocaust as our main focus to teach about Hitler was an achievement because by overlooking what the students made connections with was obvious that they could express what Hitler felt and acted. In conclusion, this model at first seemed more challenging but after awhile it began to fall into place. It deals with thinking outside the box and for me being a creative person I enjoyed learning about the model and having to teach students to also think outside the box and not be afraid of the unknown outcomes. As a future educator, I feel that this model has been very beneficial and I look forward to utilizing again in my own classroom as writing warm ups to new stories or materials. This model helps students make connections with their background knowledge as well as concepts they are unfamiliar with and it also challenges them to bring their creativity out. Reference Joyce, B. , Weil, M. , amp; Calhoun, E. (2009). Models of teaching.

Glyptodon Facts and Figures

Glyptodon Facts and Figures Name: Glyptodon (Greek for carved tooth); also known as the Giant Armadillo; pronounced GLIP-toe-don Habitat: Swamps of South America Historical Epoch: Pleistocene-Modern (two million-10,000 years ago) Size and Weight: About 10 feet long and one-ton Diet: Plants Distinguishing Characteristics: Huge, armored dome on the back; squat legs; short head and neck About Glyptodon One of the most distinctive- and comical-looking- megafauna mammals of prehistoric times, Glyptodon was essentially a dinosaur-sized armadillo, with a huge, round, armored carapace, stubby, turtle-like legs, and a blunt head on a short neck. As many commentators have pointed out, this Pleistocene mammal looked a bit like a Volkswagen Beetle, and tucked up under its shell it would have been virtually immune to predation (unless an enterprising meat-eater figured out a way to flip Glyptodon onto its back and dig into its soft belly). The only thing Glyptodon lacked was a clubbed or spiked tail, a feature evolved by its close relative Doedicurus (not to mention the dinosaurs that most resembled it, and which lived tens of millions of years earlier, Ankylosaurus and Stegosaurus). Discovered in the early 19th century, the type fossil of Glyptodon was initially mistaken for a specimen of Megatherium, aka the Giant Sloth, until one enterprising naturalist (braving howls of laughter, no doubt) thought to compare the bones with those of a modern armadillo. Once that simple, if bizarre, kinship was established, Glyptodon went by a bewildering variety of vaguely comical names - including Hoplophorus, Pachypus, Schistopleuron, and Chlamydotherium - until the English authority Richard Owen finally bestowed the name that stuck, Greek for carved tooth. The South American Glyptodon survived well into early historical times, only going extinct about 10,000 years ago, shortly after the last Ice Age, along with most its fellow megafauna mammals from around the world (such as Diprotodon, the Giant Wombat, from Australia, and Castoroides, the Giant Beaver, from North America). This huge, slow-moving armadillo was probably hunted to extinction by early humans, who would have prized it not only for its meat but also for its roomy carapace - theres evidence that the earliest settlers of South America sheltered from the snow and rain under Glyptodon shells!

Organisational behaviour Essay Example | Topics and Well Written Essays - 2250 words

Organisational behaviour - Essay Example Similarly, and again by analysing well known persons, we find that their leadership abilities and characteristics are not confined to only the rich and famous, but apply equally to the hard pressed CEO trying to turn around a failing manufacturing plant, or a dedicated school teacher attempting to breathe life into quadratic equations whilst struggling with yet another edict on curriculum change. But by taking a hard look at the subject most would agree that leadership could be seen as a set of skills or perhaps the practice or use of a set of skills. Some leaders will fail to use this set of skills to best effect, some will be average in terms of skills use and others will set an example to the rest in a display of dazzling intensity and supreme capability. What has this latter leader got that the others haven’t? Are there components to this form of leadership that can be dismantled and inspected? Indeed, can leadership be defined, written about and learned? The search for a ‘definable’ leadership is now an industry. Books are written about it; there are foundations that specialise in it; there are seminars, lectures and even university courses on the subject. Few if any of the well known leaders of our time have even thought about receiving instruction on the subject, let alone attending a course. So why all the hype? The answer of course is that effect ive organisational leadership is critical component of a well run business and effective leadership can be looked upon as an individual’s ability to advance the common goals of a group or organisation or company and so moves the group away from the status quo toward a future state of being desired by the owners or shareholders or society. The group could as easily be a family owned corner shop, a multinational corporation, a military regiment or a school. By understanding its organisational behaviour dynamics, there is a greater potential for that group to meet and overcome competitive and economic

Implementing a GIS System and GPS training in rural Belize Research Paper

Implementing a GIS System and GPS training in rural Belize - Research Paper Example The area is least developed and it consists of some of the most attractive tourists sites including cave networks, a wide range of cultures including that of the early civilization Maya and beautiful lowland plains. Fishing is also a key economic activity in the region and fishermen normally make use of their traditional dugout canoes for fly fishing and catching seasonal lobsters. Besides tourism and fishing, the Toledo District also gains its prominence from small scale agriculture due to the influence of the settlers from the US Confederate who introduced farming in the region. The economy in Toledo thus heavily relies on agriculture to ensure that the local people earn a living. Some of the crops that are popular among the farmers in Toledo include corn and beans. The farmers from the region also produce rice in large scale which is usually auctioned at the District’s Big Falls Rice Mill. The Toledo Cacao Association is similarly responsible for marketing the cacao product which is normally farmed organically. The most popular output that results from the cacao value addition chain is the Maya Gold chocolate brand. Cacao is such a popular crop in the Belize District and it’s celebrated during in a chocolate festival during the Toledo Cacao Festival. Besides rice, corn, beans and cacao, the farmers in Belize also grow additional crops such as hot peppers, chili, sweet potato, yams, coffee, plantain and oranges. Just like it is the norm in variant rural districts in southern and Central America, Toledo has reserved market days at its capital P unta Gorda where the farm produce is sold. The market days include Saturday, Friday, Wednesday and Monday. Agriculture and transportation are complementary in nature and it is imperative to also identify ways through which the GIP and GPS technologies can be used to further enhance the complementary nature of the two economic activities. Complementarity in agriculture and

Self harm and suicide Coursework Example | Topics and Well Written Essays - 250 words

Self harm and suicide - Coursework Example One of the most common myths is that by asking a person on what their suicide thoughts are they are prompted to actually commit suicide. This myth can be handled through knowing the fact that when an individual is asked about their suicidal thoughts their sense of isolation is lowered and they feel cared for and that there is available help. Another common myth is that suicide and self-harm happen without warning. The nurses being aware that most individuals before committing suicide they are verbal about their distress and pain can handle this myth. In addition, the myth that suicide only happens to specific people is common. The nurses bearing in mind that anybody is capable of committing suicide can handle the myth. Finally, the myth that people who talk about suicide are just attention seekers is common. Nurses need to know that in most cases patients will try to communicate before they actually commit suicide (Krysinska,

Best Teaching Aid Is Piece Of Chalk English Language Essay

Best Teaching Aid Is Piece Of Chalk English Language Essay As far back as I can remember, teachers had nothing else but a piece of chalk in school, some just had the plain white ones, while others had the multi coloured ones just to help make the lessons more interesting. Today, as a teacher I am overwhelmed by the multitude of teaching aids available, and even a little alarmed by the cutting edge technology available to me. It may be useful in certain ways, but can easily become confusing if a teacher is unfamiliar with it. But yet, even with all of this exceptional technology available, I still feel that a piece of chalk is still the best teaching tool available. It may not be cutting edge or modern technology, but its simplicity and usefulness is still by far the best instrument available to teachers. While a lot of my colleagues prefer new technology, I remain partial to the chalk. The black board is the main piece of equipment and if one uses it well and to its full potential, one will realize that modern equipments can take a step back. Not every language centre or school can provide us with the latest technology, as some may face strict budgets. Furthermore, I dont think that these modern gadgets are going to make you a better teacher and that student learning efficiency will be greatly increased. The black board and the chalk actually reminds them that they are back in school, for most of us grew up in these types of classrooms and environment, which helps to draw the students attention to the lesson at hand. Think for a moment, what you write and how you write on the board will be transferred into the students note pads and stamped in their minds. There is not one thing about the chalk that makes ones job unfeasible or is not within our reach, using a chalk and board to deli ver a lesson is a step forward that we have to pursue with our mind. A chalk is a teaching tool just like technology is, it is not just a writing tool. For years we have seen teachers using a white piece of chalk. Over time, dustless chalk was developed and eventually coloured ones appeared. The humble piece of chalk itself has evolved over time. Even though we use the blackboard to write our notes for the students, many teachers tend to rely on PowerPoint presentations. Yes, the basics are the same and yes, you can always save a bit of time as all you need to do is just plug in the computer to the projector. But what happens when there is a black out? Your notes are no longer visible and even with a backup generator, if your computer decides to give you trouble, everything your relied on and what was on it may well disappear. But the black board and your piece of chalk is still there. The backup generator will give you sufficient lighting and you can continue your lesson. I find that when you write and present your lesson, students find themselves mo re involved and interaction time is great, for you can always call on your students to write examples on the board themselves. And then again, think of how much, as a teacher, you will save on stationery when you use the chalk. When I was asked to use a classroom equipped with only a white board, I was quite happy at first because it appeared to be a step forward from the black board and chalk but soon, I realised that I needed more than just a black marker. I like to use colours when I teach, for example, verbs in red, adjectives in green and so on and I rapidly found myself spending much more on markers that dried up quite quickly. Obviously the white board may have other uses, such as acting as a screen if you are planning to show slides or a movie using the LCD projector but for teaching spelling or word stress, a board and a piece of chalk are still the best. With a piece of chalk, it is the capability of the user to employ all teaching methods and experiences to get through to and inspire the learners. Jeremy Harmer quotes: The most versatile piece of classroom teaching equipment is the board it provides a motivating focal point during whole-class grouping. With a piece of chalk we have greater influence on our students and we can also establish better connectivity with them. So how do you plan your lesson the old fashioned way? Well it is quite simple, your notes are there to guide you, if you have the opportunity to enter the classroom before your class starts, take advantage to write a few notes on the board, but dont clutter your blackboard, use different coloured chalks to make your point. You can even draw things like simple objects, you dont have to be an expert, and the fact you are using a chalk you can erase and try again. When you use new technologies, you cannot improvise your lesson because you are obligated to follow a set pattern of presentation but some students require additional attention or information and that piece of chalk allows you to become flexible in your lesson. You can erase and rewrite. The possibilities offered to teachers using a piece of chalk are endless. A teaching aid, like a piece of chalk, is just a tool to help us deliver our lesson. How effectively we use the chalk as a teaching tool is up to the teachers creativity because no matter how high tech is only as valuable and as motivating as its user.

Hamdi et al. v. Rumsfeld Essay -- Guantanamo Bay Secretary of Defense

Hamdi et al. v. Rumsfeld Hamdi et al. v. Rumsfeld, Secretary of Defense, et al. could prove the undoing of the Bush administration’s legal defense of the abuses at Guantanamo Bay. In this case, four British citizens are suing Secretary of Defense Donald Rumsfeld as well as a host of Army and Air Force Generals and policy apparatchiks for allegedly authorizing the use of torture in Afghanistan and Guantanamo Bay. The four were captured in Afghanistan, either by Americans or America’s ally, the Northern Alliance, and transported to Guantanamo Bay in Cuba where they were held for over two years. Their status there was not as enemy combatant, which guaranteed them certain protections under the Geneva Convention, but rather as unlawful combatants. They were held without being charged of a crime, without legal representation and were never even brought before a military judge until Rasul v. Bush established their Habeas Corpus rights. They were released in March 2004 without being charged. Their suit accused Rumsfeld et al. of false imprisonment and torture. They were allegedly hit with rifle butts, punched, kicked, â€Å"short shackled† in cramped, painful positions and threatened with unmuzzled dogs. Their cells were cold and exposed to the elements, little better than cages and medical care was denied. The plaintiffs contend that this was the result of deliberate and foreseeable action taken by Defendant Rumsfeld to flout or evade the United States Constitution, federal statutory law, United States treaty obligations and long established norms of customary international law. This action was taken in a misconceived and illegal attempt to utilize torture and other cruel, inhuman, or degrading acts to coerce nonexistent inform... ... Hamdi’s allegations are correct. And the jurisdictional argument has been rejected by the Supreme Court in Rasul v. Rumsfeld. The final part necessary for strong suit against Rumsfeld et al. would be for the Supreme Court to find the conditions in which they were held to be actionable under the Alien Tort Statute. This is the most ambiguous piece in the case. The proof and jurisdiction issues have been dealt with already; the third and final piece will make or break Hamdi’s case. I believe there are actionable causes in this case under the Alien Tort Statute. A close examination of the Founders provides evidence for a liberal (â€Å"expansive† is the pejorative term Scalia uses) interpretation of the statute. With these actionable causes as a capstone to the case, Rumsfled et al. will have to put a spirited defense or risk losing an embarrassing and expensive suit.