RousseauKEY GOALSA. SKILLS/TOOLSThinking Knowledge; comprehension; analysis; evaluation; synthesis; applicationReading Gain information; be able to identify theses or arguments; identify organization of the arguments (eg. Cause/effect; comparison/contrast); critique strengths and weaknesses of authors’ claimsWriting See “Developing” column of writing rubricWeb PageDesignSee rubric for web pageB. GROUP PROCESS/COMMUNITY PARTICIPATION/TEACHER“SOCIAL” SKILLSSEE PORTFOLIO REQUIREMENTS. Ability to collaborate Ability to communicate and participate effectively in small and large group discussions Ability to problem-solve effectively with peers and faculty Ability to provide effective feedback to colleagues about writing and group work Ability to speak in small and large groupsC. KNOWLEDGE OF THEORIES AND TEACHING MODELSThese are the MINIMUM that everyone should know and be able to explain! Besides knowing the content for each person’s theory as described below, you also need to be able to compare and contrast their ideas, apply their ideas to Models of Teaching, and use their theories to analyze learning experiences. Zull Describe the process through which the brain learns (Include in the description the names of the parts of the brain involved and their functions; explain neuronal networks and how communication occurs from neuron to neuron; explain synaptic changes andtheir significance to learning). Rousseau Describe his understanding of development and the relationship of development to learning; explain how the ideas of natural consequences, student-centered learning, teacher as guide, and child as innocent, curious, and good have played out in public schools.Piaget Describe the process of learning from Piaget’s perspective (be able to include in this description the concepts of: schema; assimilation, accommodation, disequilibration; mental operations; and the NATURE of the movement from stage to stage); explain how functions such as object permanence, egocentrism and conservation evolve through the stages and why they are significant to learning and to what students are capable of at given points in their lives; be able toexplain WHAT IS CENTRAL to each stage; explain how knowledge of a student’s level of cognitive development would affect choices of teaching
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