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MELS 601 Aldridge Chapters 5, 6, 7, & 12

MELS 601 Aldridge Chapters 5, 6, 7, & 12. Changing Curricular Practices No Child Left Behind? Developmentally Appropriate Practice: Best Practice for all Students Discipline and Classroom Management. Changing Curricular Practices. Teaching as Transmission Straight Rows Worksheets

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MELS 601 Aldridge Chapters 5, 6, 7, & 12

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  1. MELS 601 Aldridge Chapters 5, 6, 7, & 12 Changing Curricular PracticesNo Child Left Behind?Developmentally Appropriate Practice: Best Practice for all StudentsDiscipline and Classroom Management

  2. Changing Curricular Practices • Teaching as Transmission • Straight Rows • Worksheets • Textbooks • Scripted Lessons • The teacher’s role is to utilize the prescribed curriculum and make few real decisions.

  3. Changing Curricular Practices • Teaching as Transaction • In transaction, “knowledge is seen as constructed and reconstructed by those participating in the teaching learning act.” • Students study the prescribed curriculum • Group work • Activities are more open-ended and promote higher level thinking skills • Differentiation is practiced • Decisions are still made primarily by the teacher, with student input, but meaning is guided by the teacher and constructed by the students.

  4. Changing Curricular Practices • Teaching as Inquiry • Inquiry classrooms encourage a considerable amount of student interaction in groups. • Used in developmentally appropriate classrooms • Inquiring environment is created • Children are encouraged to explore and learn about topics of their own interest • Students play active role of classroom learning • The general management of an inquiry classroom takes a tremendously resourceful and skilled teacher.

  5. Changing Curricular Practices • Teaching as Transformation • The curriculum is designed so that students can study how people or other living creatures make a difference in the world. • Students may decide to study giraffes in an inquiry classroom, in a transformation classroom, the study would go a step further to determine how giraffes have made a difference in the world • Curriculum takes on a whole new meaning…how does it impact our planet

  6. Question • Which of the previous frameworks presented in this chapter do you believe the federal government most supports? • Parents most support? • Principals? • Undergraduate Professors of Education? • Why?

  7. No Child Left Behind • Enough Said

  8. Best Practice for all Students • Read the Scenarios on Pg. 121 of text • Which classroom would you prefer to be in? • Do you still see scenario one in today’s schools?

  9. Questions • Why are professional organization guidelines sometimes in conflict with recommendations made by federal, state, and local administrators? • Was developmentally appropriate practice used when you were in school? If so, how?

  10. Discipline and Classroom Management • What does your school have in place to help the beginning teacher with classroom management and discipline? • How do you as a principal assist a veteran teacher that is having issues with classroom management and discipline?

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