Instructor Teaching Guide for VideoWorkshop for Foundations of Education p. 1

Preface

The Instructor Teaching Guide to VideoWorkshop for Foundations of Educationcan provide exciting opportunities to explore the foundations of education through video clips, corresponding questions and weblinks.

The purpose of this Guide is to help you integrate this CD-ROM into your own teaching style and classroom environment. The videos were chosen to connect to the content your students are learning through your lectures and their textbook. The goal of this supplement is to allow you to use the CD-ROM to its full benefit, for your teaching and your students’ learning.

Here are suggestions for how you might incorporate VideoWorkshop for Foundations of Education into your classroom assignments.

Individual Writing Assignments

Use videos as a stimulus for writing. Ask students to analyze the video clips based on the text or other readings. How can they use the concepts in the course to talk about the events on the video clips?

Have students create a journal. For every module, students must write in their journal about their favorite website from "Connecting to the Web" and explain why it is significant within the context of the course.

Use the weblinks as the basis for essays or reaction papers. Create assignments around weblinks that bring current issues into course work.

Collaborative Writing Assignments

By working in groups, individual student products are shared to produce a superior group product. Not only does this cut down on the number of papers the instructor needs to grade, but it also encourages students to learn from each other.

Set up “electronic communities” of students and assign an activity from the Student Guide to complete cooperatively. Ask them to communicate about their ideas only through e-mail so they have to express themselves clearly in writing and so there is a record of each person's contribution. As part of the assignment, have them review the transcripts of their discussions and analyze what helped them learn and what helped them produce a good final product.

Multiple Choice Questions

Use the multiple choice questions in your exams to encourage students to do the material.

Internet Research

Discuss with students how to analyze a website for reliability. This is a good opportunity for students to learn about becoming discriminating web users. Ask them how they might evaluate web resources in the context of the five traditional print evaluation criteria: accuracy, authority, objectivity, currency and coverage. Have them consider the following questions:

Who is the creator of the site?

What is the authority or expertise of the individual or group that created the site?

Is there an evident bias in the site?

Do the web pages have many typos and grammatical mistakes that may indicate a lack of editorial oversight and questionable accuracy of content?

Large Classroom Assignments

Assigning activities for large classes can sometimes be challenging. The activities listed for each module in the Student Learning Guide, however, can be easily adapted in a variety of ways if you teach in a large classroom environment. The activities can be assigned to “electronic communities” or groups of students in the class, enabling them to collaborate on the work via e-mail outside of class. This will give students an opportunity to practice clear written communication, to collaborate on work, and to interact with other students and the instructor. Students can then e-mail their results to you, or you can ask a member of each group to share their results with the class.

How to Use This Instructor Teaching Guide

Each Module of the Instructor Teaching Guide includes:

Learning Objective. Describes what the student will learn by reviewing the video clip and completing the Observation Questions and Next Step activity.

Summary. This briefly describes the video clip.

Student Activities. Offer suggestions for using the information from the video clip in class. These activities are from the Next Step feature in the Student Learning Guide.

Multiple Choice Questions. Answers included.

Instructor Teaching Guide for VideoWorkshop for Foundations of Education p. 1

Table of Contents
Module 1: Profession of Teaching...... 5

Video Clip 1: Getting Off to a Good Start (2:34)

Video Clip 2: The Enriched Environment (5:28)

Module 2: School and Society...... 9

Video Clip 3: Service Learning Projects (5:36)

Module 3: Legal Foundations...... 12

Video Clip 4: Inclusion (2:13)

Module 4: Philosophical Foundations...... 15

Video Clip 5: Developing a Philosophy of Education (3:57)

Module 5: Diversity and Multicultural Education...... 17

Video Clip 6: Self-Esteem in a Multicultural Classroom (3:35)

Video Clip 7: Ethnic Diversity and Standards Planning (2:26)

Module 6: Curriculum Development...... 20

Video Clip 8: Curriculum Planning (4:15)

Module 7: Assessment...... 22

Video Clip 9: Standardized Tests (7:45)

Video Clip 10: Authentic Assessment (5:57)

Module 8: Technology...... 26

Video Clip 11: Managing Technology in the Classroom (7:38)

Video Clip 12:The Role of Technology (2:38)

Test Bank...... 29

Student Learning Guide
INSTRUCTOR’S TEACHING GUIDE

Module 1: Instructional Design

Learning Objectives:

After completing this module, you will be able to

  1. discuss the importance of planning for the first day of school.
  2. define enriched environment and discuss its benefits.

Video Clip 1: Getting Off to a Good Start

Summary:

The first weeks of school are crucial to establishing the climate for the rest of the year. Students will quickly decide - Is the teacher a professional? Are you going to manage the issues? Is the content worthwhile to be involved in?

Student Activities:

  1. Explain how you first became interested in the profession of teaching. As you've taken various education courses, has your perspective changed on what it means to be a teacher? Explain.

If this is their first education course, focus the question on how they became interested in the profession. Then consider revisiting this question at the end of the course to see if their answers change.

  1. Assess your reasons for choosing to teach: for each of the following characteristics, indicate on a scale from 1 to 5 the extent to which it applies to you.

Very Applicable
1 / 2 / 3 / 4 / Not at all Applicable
5
1. love of learning
2. success as a student
3. good sense of humor
4. positive attitudes toward students
5. tolerance toward others
6. patience
7. good verbal and writing skills
8. appreciation for the arts
9. experiences working with children
10. other teachers in the family
11. encouragement from family to enter teaching
12. desire to serve
Total score:

Now that you have completed the self-assessment, calculate your total score; the highest score = 60, the lowest = 12. Interpret the results of your self-assessment with caution. A high score does not necessarily mean that you will be dissatisfied as a teacher, nor does a low score mean you will be highly satisfied. Summarize your reaction to this exercise.

(Source: Parkay and Hardcastle, Becoming a Teacher, 5/e, 2001 Allyn and Bacon.)

Graph the students' answers on an overhead and discuss it in class.

Video Clip 2: The Enriched Environment

Summary:

This clip discusses the concept of enriched environment. This technique enriches students' experience in the classroom by providing multiple opportunities to explore and learn.

Student Activities:

  1. Design an enriched environment for a fifth grade unit on rocks and minerals. What activities would support this? What materials would you include? What special challenges would you expect to encounter?

Break the class into small groups and assign a different topic to each group, or let them choose their own. Have them present their lesson to the class and have the class grade them with a rubric. Ask each group to make copies of their lesson for the rest of the class.

  1. How does the concept of brain-based learning support the idea of an enriched environment?
  1. Visit the websites for the professional organizations for teachers (in Connecting to the Web). What is the purpose of these organizations, and what resources do these organizations offer for practicing teachers?

Discuss with students which organizations you belong to, and how you benefit from them. Encourage them to take advantage of the resources offered.

Multiple Choice:

Circle the response that is most accurate.

1. An enriched environment means

  1. the students are from upper income socio-economic levels.
  2. the school district spends a large amount of money per child on instructional materials.
  3. the students are actively engaged in activities.
  4. the teacher uses multiple resources helpers to teach the class.

Answer: C

  1. Which of the following would not be found in an enriched environment?

A.students actively participating in learning centers

B.students completing workbook pages

C.students bringing their own ideas to the lesson

D.students reflecting on prior experiences

Answer: B

3. The benefits of planning include all of the following except

A.enhances student motivation.

B.Helps to focus student learning.

C.Decreases classroom management problems.

D.Increases classroom disruptions.

Answer: D

STUDENT LEARNING GUIDE

Module 1: Profession of Teaching

Learning Objectives:

After completing this module, you will be able to

  1. discuss the importance of planning for the first day of school.
  2. define enriched environment and discuss its benefits.

Video Clip 1: Getting Off to a Good Start

Observation Questions:

  1. Why is it important to present a professional image to students during the first weeks of school?

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  1. What should a teacher do to insure getting off to a good start?

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Next Step:

  1. Explain how you first became interested in the profession of teaching. As you've taken various education courses, has your perspective changed on what it means to be a teacher? Explain.

______

______

______

______

______

______

______

______

______

______

  1. Assess your reasons for choosing to teach: for each of the following characteristics, indicate on a scale from 1 to 5 the extent to which it applies to you.

Very Applicable
1 / 2 / 3 / 4 / Not at all Applicable
5
1. love of learning
2. success as a student
3. good sense of humor
4. positive attitudes toward students
5. tolerance toward others
6. patience
7. good verbal and writing skills
8. appreciation for the arts
9. experiences working with children
10. other teachers in the family
11. encouragement from family to enter teaching
12. desire to serve
Total score:

Now that you have completed the self-assessment, calculate your total score; the highest score = 60, the lowest = 12. Interpret the results of your self-assessment with caution. A high score does not necessarily mean that you will be dissatisfied as a teacher, nor does a low score mean you will be highly satisfied. Summarize your reaction to this exercise.

(Source: Parkay and Hardcastle, Becoming a Teacher, 5/e, © 2001 Allyn and Bacon.)

______

______

______

______

______

Video Clip 2: The Enriched Environment

Observation Questions:

  1. What is an "enriched environment," and how does it aid learning in the classroom?

______

______

______

______

______

______

______

______

Next Step:

  1. Design an enriched environment for a fifth grade unit on rocks and minerals. What activities would support this? What materials would you include? What special challenges would you expect to encounter?

______

______

______

______

______

______

______

  1. How does the concept of brain-based learning support the idea of an enriched environment?

______

______

______

______

______

______

______

______

______

______

  1. Visit the websites for the professional organizations for teachers (in Connecting to the Web). What is the purpose of these organizations, and what resources do these organizations offer for practicing teachers?

______

______

______

______

______

______

______

______

______

MODULE ONE Connecting to the Web:

National Education Association

American Federation of Teachers

"Teaching with the Brain in Mind," Copyright 1998 by the Association for Supervision and Curriculum Development