This week’s readings focused on many different facets of teaching. I will focus on each topic and try to expound on why one should implement the various methods and strategies such as teaching concepts, assessing students, teaching students to think historically, implementing TPCK as a foundational aspect of education, and different pedagogical approaches when using technology in the classroom and the subsequent effects on student learning. While these topics may seem disjointed, one commonality arises out of the maze of information. In order to mold and shape reflective and participatory citizens, educators must teach through inquiry-based learning that focuses on the “how” and not the “what.”
Teaching Concepts and Assessing Competence
Teaching Social Studies in Middle and Secondary Schools (2009) provides the pedagogical framework for the basis of teaching in the middle grades arena. This week’s readings focused on how to teach concepts. It is critical that students fully understand concepts in order to create the reflective citizen. Implementing instructional methods and strategies that focus on teaching students to be competent citizens through critical thinking activities is a must in the classroom. If students know how to work through perspectives, biases and problems, then stereotypes and assumptions can be broken down. If students understand the issue, then the facts and figures will follow. Additionally, the reading focused on assessment strategies. Everything from pre-assessment to checklists to checking competence strategies was outlined. These readings are merely part of the greater whole of the wealth of information on how to effectively teach in the classroom. Dr. Beal’s (2008) textbook will always be kept near my desk and frequently used during my student teaching as I continuously formulate my own style to teaching.Teaching as an Interconnected Discipline
Tying into how to effectively teach, Mishra and Koehler (2006) argue that there are many flaws in teaching with technology. They insist that while many educators know what to teach, they have a difficult time using technology in the classroom to connect with the content. Teachers may know what to teach, but there is a link missing when connecting pedagogy with content through technology in the classroom. By showing these fallacies of education programs and current ways of structuring teacher workshops for example, they have created a framework that they insist is critical for educators to know how to teach technology to their students and focus on the content as well. Their theoretical framework is called “Technological pedagogical content knowledge” or “TPCK.” The researchers provided examples on educational programs that forced teachers to use technology to solve problems and diverge from the typical genre of just showing teachers how to use software in the classroom. Interconnecting technology, content, and pedagogy is essential to connect with students and mold them into analytical thinkers who can work with technology to solve today's problems by discovering the past (Mishra & Koehler, 2006).Manger versus Facilitator
Furthering the topic of technology, content, and pedagogy, Manfra and Hammond (2008) investigated how important a teacher’s pedagogy influenced his or her teaching. Their article reinforced TPCK as a critical facet of an educational framework and positively framed the interconnected of the three nodes of teaching. However, they evidenced that while Mishra and Koehler (2006) purported that technology drove their decisions in the classroom, pedagogy had the greatest influence on how students learned. Their study investigated two current teachers and how the methods of how they taught. Their findings concluded that each teacher choose a different style/method as a leader in the classroom in order to facilitate lessons and subsequent student acquisition of knowledge. One teacher performed as a manager and the other teacher acted as a facilitator. Their findings suggest that if teachers want to implement a constructivist style of teaching, then teachers must realize their pedagogical aims and adjust them as needed in order to create a classroom environment that supports this style of learning (Manfra & Hammond, 2008). Teaching Students to Think Historically
VanSledright (2004) discussed why is it important for educators to teach students to think in a historical manner and how to perform this arduous task. This ties into the other readings in that we as educators should try to implement methods into creating a classroom that implements constructivist methods of teaching. Giving students responsibility, allowing them to become free and independent thinkers, and giving students the opportunity to research the past using their own eyes and ears will bridge the gap between learning facts and truly understanding the historical implications of a past event in history.Concluding Remarks
As the countdown dwindles towards my impending student teaching experience, the anxiety grows. Thankfully, I have these blog posts to work through and critically examine the wealth of information, advice, strategies, theories and methods that have overtaken my brain throughout the semester. I really have enjoyed soaking up all the necessary base knowledge of why, what, and how to effectively teach Middle Grades Social Studies. Yet, the true challenge will come when I enter the classroom full of students who will love or hate me. I can only hope that I can apply everything that I have learned and look back at my experience, and say “Wow, what an experience! Now, someone please offer me a job!!!”
Beal, C. M., Bolick, C. M., Martorell, P. H. (2008). Teaching social studies in the middle and secondary schools. Upper Saddle River, NJ: Person Merrill Prentice Hall.
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