4.1 Basis for the L=TBCFormula (pt.2)

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

(3) CONSTRUCTIVIST PEDAGOGY-CONTINUED:

The necessary changes in the technology-using, constructivist teacher's methods and strategies are identified in the following chart of differences between constructivist models and traditional knowledge-transmission models

Constructivist Model

 

1. The child is an active participant in her own learning.

2.Ý Learning is based upon wholes and is reduced to parts.Ý

3.Ý Learning has a social element--children can learn by cooperation.Ý

4.Ý The child is asked to explore the purpose of literacy, skill development, or knowledge.Ý

5. Teaching and learning is student-centered, and learning respects individual differences.Ý

6.Ý Learning supports observation, hypothesis generation and testing and reflective thinking.

 

 

Knowledge-Transmission Model

1. The teacher actively transfers her knowledge to the child, who accepts learning passively.

2.Ý Learning is based upon separate parts, sometimes out of context; the child is expected to grasp the wholes.

3.Ý Teaching and learning are abstract and do not rely on any social context, not even on authentic teaching materials.Ý

4.Ý Skills and knowledge are taught for their own inherent value, not for any special purpose or function.Ý

5.Ý Teaching and learning are skill and knowledge based, and children are assumed to be more alike than different.

6. Teaching and learning are product centered, based upon completion of assignments without regard for the child's prior knowledge

Ý(4) SUCCESSFUL PRACTICE:

1.       The L=TBC model has been used to create educational opportunities which redefine the components of the teaching-learning process and which enhance delivery on the promise that all children can learn.Ý

2.       In both middle school and university settings, students become independent learners and self-starters who are socially aware and more confident. They know their areas of expertise and share that expertise spontaneously, working well collaboratively.

The willingness on the part of the Teacher to change, the direction and extent of that change, and implementation of some or all of the components of the L=TBC model all must be grounded on the same realityÖ. That reality being a heart-felt assessment of what students (be they children or adults) need today, at the dawn of a new century, the dawn of a new