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BELIEFS, VALUES + ATTITUDES
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10 EFFECTIVE DAP TEACHING STRATEGIES
3 CORE CONSIDERATIONS OF DAP
5 GUIDELINES FOR EFFECTIVE TEACHING

DOCUMENTATION:

TRADITIONALIST
CONSTRUCTIVIST
Pedagogy: children are passive recipients of knowledge
 
Environment: sterile, cold, desks in rows, teacher’s desk front and center
Pedagogy: children are active  constructors of knowledge
 
Environment: warm, inviting ,learning topic apparent, daily agendas, knowledge of children present, group discussion areas, hands-on    materials, centers and workstations, evidence connecting skills to real life, problem-solving evidence, promotes MEANINGFUL LEARNING
Pedagogy: learning occurs as children work independently on assignments
 
Environment: children at desks working independently, teacher directs whole group lecture
​Pedagogy: learning occurs through social interaction
 
Environment: defined learning spaces for individual, collaborative, and whole group work; class meeting area; work space for teacher-guided instruction with small groups--promotes SOCIAL LEARNING
Pedagogy: Classroom focus is primarily on isolated skills and final products
 
Environment: children at desks, multiple worksheets, multiple textbooks, teaching of subject areas independent of one another
Pedagogy: focus is on process as well as product
 
Environment: children choose work  stations or centers, materials for exploration and interactive learning, organized environment allows children to access and use materials--promotes PURPOSEFUL LEARNING
Pedagogy: textbooks drive the  curriculum
 
Environment: desks, textbooks, worksheets, environments, full of commercially purchased materials that are over stimulating, teacher responsible for materials, procedures and             communication
Pedagogy: hands-on materials,     real-life learning, technology, and answering questions through research drive the learning process
 
Environment: accessible and organized materials, de-cluttered environments, procedures and communication routines in place to promote children’s responsibility--promotes RESPONSIBLE LEARNING
​Pedagogy: assessment focus is on grades and primarily summative; reflection is not part of the learning process.
 
Environment: peripherals include posting of completed worksheets, tests, final products, and final grades
 
​Pedagogy: assessment is formative and focus is on continuous progress; reflection is a key component in the  continuous cycle of teaching and learning
 
Environment: Peripherals include evidence of tapping into prior knowledge, planning,         elaboration, and investigation; collection of multiple artifacts used to assess, plan, evaluate continuously--promotes CONTINUOUS LEARNING
Pedagogy: emphasis is on acquiring facts
 
Environment: large group instruction, factual recall on tests, schedules that depict teaching in isolation without adequate time for           exploration
Pedagogy: emphasis is on in-depth study and problem-solving
 
Environment: computers and research materials, peripherals that are evidence of planning, use of graphic organizers, schedules that allow for adequate time for in-depth exploration and sharing of ideas and findings--promotes INQUIRY BASED LEARNING
Evanshen, 37
TRADITIONALIST or CONSTUCTIVIST
File Size: 12 kb
File Type: pdf
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