THE ART OF TEACHING
Description/Overview
When is the last time you had a class that was all direct instruction? Probably yesterday, right? Most teachers base their lessons on direct instruction. This type of pedagogical learning strategy is based off skills-sets using lecturing, tutorials, discussions, workshops, observations, case studies and active learning. In a social studies classroom, direct instruction is aimed at creating an argument, which is then directed to discussion. This is the integration of personal views and opinions that can be expressed through the art of discussion. This is a key component in direct instruction. There is no single, signature pedagogy in any subject area, especially social studies. This certain curriculum can also encompass inquiry-based lessons as well as student-centered learning. It is all based off the type of lesson in which you are teaching, but most of the time, social studies is a direct instructed lesson.
Skills Gained
During my field experience I learned that the signature pedagogies of all social studies' teachers are different. It is all depended on what kind of teacher you are. If you are more of a constructivist, analyst, or settle on inquiry-based lessons, it is all upon who the teacher is. Skills that I have gained in my field experience at Dewitt Clinton High School and In-Tech Academy as well as our classroom, has been most influential as well as a learning experience. Observing how each teacher directs their classroom and their pedagogical approaches has been both instructional as well as confusing. In the end, you want to use them all, but that is not always the case. It is here that I learned that, since writing my "Signature Pedagogy" paper, that my view on my own pedagogy as a teacher as changed since the beginning of this semester. Instead of taking the direct-instruction approach, it has modified to a more student-centered learning. This pedagogical approach focuses on the interest of your students, rather than the focus on the educational process. Focusing on the abilities and learning styles of the students, in order for them to learn the best possible way according to their needs.
Lessons Learned
I have applied the knowledge, insights and skills that I have learned from this experience to other areas of my life in multiple ways. Using the skills and knowledge that I now know will help not only in my future classroom, but in everyday life. A particular set of skills is not only meant to be used in one particular environment, but in multiple. Skills that I have learned are based off how students learn and how they learn in different learning environments. It is at Dewitt Clinton High School that I learned that teachers use the skills they have learned from outside the classroom and to bring them in and use them with their students. This is a way for students to relate to subject matter at a more basic level. Correlating their personal experiences to inside the classroom, helps students to learn the material they have learned back to the outside world. Personal experiences are not the only pathway in which students learn, but it can be seen that when you use classroom information and skills outside of the classroom, it can also be just as useful.
Impact/Importance
This kind of learning can connect to all students, especially my future students. It has impacted the way I helped students during my field experiences. How using my previous signature pedagogy with the students I worked with and refining it to a more appropriate pedagogical approach, as time went on. It is here that I learned the significance of my signature pedagogy on my students. The impact of how a simple change of a pedagogical approach can change the environment of your classroom and students.
When is the last time you had a class that was all direct instruction? Probably yesterday, right? Most teachers base their lessons on direct instruction. This type of pedagogical learning strategy is based off skills-sets using lecturing, tutorials, discussions, workshops, observations, case studies and active learning. In a social studies classroom, direct instruction is aimed at creating an argument, which is then directed to discussion. This is the integration of personal views and opinions that can be expressed through the art of discussion. This is a key component in direct instruction. There is no single, signature pedagogy in any subject area, especially social studies. This certain curriculum can also encompass inquiry-based lessons as well as student-centered learning. It is all based off the type of lesson in which you are teaching, but most of the time, social studies is a direct instructed lesson.
Skills Gained
During my field experience I learned that the signature pedagogies of all social studies' teachers are different. It is all depended on what kind of teacher you are. If you are more of a constructivist, analyst, or settle on inquiry-based lessons, it is all upon who the teacher is. Skills that I have gained in my field experience at Dewitt Clinton High School and In-Tech Academy as well as our classroom, has been most influential as well as a learning experience. Observing how each teacher directs their classroom and their pedagogical approaches has been both instructional as well as confusing. In the end, you want to use them all, but that is not always the case. It is here that I learned that, since writing my "Signature Pedagogy" paper, that my view on my own pedagogy as a teacher as changed since the beginning of this semester. Instead of taking the direct-instruction approach, it has modified to a more student-centered learning. This pedagogical approach focuses on the interest of your students, rather than the focus on the educational process. Focusing on the abilities and learning styles of the students, in order for them to learn the best possible way according to their needs.
Lessons Learned
I have applied the knowledge, insights and skills that I have learned from this experience to other areas of my life in multiple ways. Using the skills and knowledge that I now know will help not only in my future classroom, but in everyday life. A particular set of skills is not only meant to be used in one particular environment, but in multiple. Skills that I have learned are based off how students learn and how they learn in different learning environments. It is at Dewitt Clinton High School that I learned that teachers use the skills they have learned from outside the classroom and to bring them in and use them with their students. This is a way for students to relate to subject matter at a more basic level. Correlating their personal experiences to inside the classroom, helps students to learn the material they have learned back to the outside world. Personal experiences are not the only pathway in which students learn, but it can be seen that when you use classroom information and skills outside of the classroom, it can also be just as useful.
Impact/Importance
This kind of learning can connect to all students, especially my future students. It has impacted the way I helped students during my field experiences. How using my previous signature pedagogy with the students I worked with and refining it to a more appropriate pedagogical approach, as time went on. It is here that I learned the significance of my signature pedagogy on my students. The impact of how a simple change of a pedagogical approach can change the environment of your classroom and students.
- Adjusting and affirming my pedagogical approach based off how I want to teach and how I want my students to learn is a key component in the classroom environment.
- Finding a direction in the way you are teaching can support the importance of key curriculum and standards within the classroom. Your signature pedagogy is the "art of teaching," but instruction is the "practice of teaching."
- It is importance that students understand where you are coming from. What your teaching style is and how you can critically assess them to challenge them everyday in all things.