Category: Education

Which concepts need correction or amplification?Is there a concept that is so impacted by another worldview that it needs to be identified as such and then replaced with the Truth?

Biblical Integration

From your list of concepts or outcomes (referred to by Chadwick in chapter seven as structural ideas) within your backward design, identify at least two concepts that can / should be integrated. At this point ask yourself:

Which concepts provide an opportunity to address worldview questions?

Which concepts need correction or amplification?

Is there a concept that is so impacted by another worldview that it needs to be identified as such and then replaced with the Truth?

How can the concept be integrated into the life of the learner?

Begin to think through the five components of the BIC template. Refer to the second page of the template for what needs to be inserted into each of the template blocks.

What light does the Bible or biblical worldview shed on this concept?

What are the specific biblical ideas, principles and references?

Write the biblically integrated concept. Make sure that the truth from the discipline remains clear within the statements. Also make sure the biblical truth is also included within the concept statement.

Finally write ways in which this idea might be integrated into life

An example of a completed template is included among the week eight links.

Your completed template should have the original concept, the biblical principle or truths, the integrated concept, and the life integration ideas (remember that life integration is something the learner would do to respond to the truth or how they should live). Additional notes and biblical references can be included on the space below the template boxes.

Provide a heading that has the subject and grade level in which the BIC will be applied.

How does this theory connect to supporting young children given what you know so far about the guidance philosophy?Describe the results of your Multiple Intelligences Self-Assessment. What was your highest area? Lowest? How do the results align with your own perception of your strengths?

Week 3 Discussion 103

For this week’s discussion board you will discuss the Multiple Intelligences Theory as developed by Howard Gardner. After you complete the self-assessment and review the resources, post your ideas related to the following:

1. Describe the connections between the philosophy of multiple intelligences and the academic concepts discussed in the Big Thinkers: Howard Gardner on Multiple Intelligences video and other posted articles.

2. How does this theory connect to supporting young children given what you know so far about the guidance philosophy?

3. Describe the results of your Multiple Intelligences Self-Assessment. What was your highest area? Lowest? How do the results align with your own perception of your strengths?

After reading The Thinker’s Guide to Socratic Questioning (Elder & Paul, 2006), compare the content with the teaching methods of Jesus as overviewed in the New Testament. To what degree is a biblical approach to teaching in alignment with best practice?

Pedagogy Discussion

After reading The Thinker’s Guide to Socratic Questioning (Elder & Paul, 2006), compare the content with the teaching methods of Jesus as overviewed in the New Testament. To what degree is a biblical approach to teaching in alignment with best practice?

What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired?What are the life applications? What should their response to this knowledge be?

UbD activity

Select a chapter from a science or social studies teacher’s edition of a textbook for the elementary grades or a text for a familiar content area at the secondary or higher ed level. Carefully examine the chapter for the “enduring ideas” or understandings within the chapter. Wiggins and McTighe (2005, p. 14) ask:

What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired?

Have revised the template from Wiggins and McTighe’s Stage 1 (p. 22) to encourage biblical thinking. Complete a stage one template like the one below for the chapter you selected by filling in the information or answers to the questions.

Stage One – Desired Results

Established Goals: What relevant goals (content standards, course or program objectives, learning outcomes) will this design address? These may be found in your teacher’s guide or other course related standards apart from the teacher’s guide (i.e. state standards for a course).

Understandings: based upon your examination of the chapter or unit

Students will understand that…

What are the big ideas? Essential questions?

What specific understandings about them are desired?

What misunderstandings or ideas from other worldviews are predictable?

Essential Questions for the teacher:

Are there goals related to the school’s mission?

What worldview questions relate to these big ideas?

Does the Bible speak about these big ideas?

Will my lesson need biblical integration?

What questions and activities will promote “meaning making and transfer”?

Students Will know…

What should they be able to do as a result of this knowledge and skills?

What are the life applications? What should their response to this knowledge be?

What is the linguistic landscape in this community? How would you design a classroom language ecology that reflects the community’s linguistic landscape?

MULTILINGUAL LEARNING ECOLOGIES (EECE 7912)

The school community is Hispanic so You may write about it. am including the chapter in case you will need it.

Think about the community where your school is located (if you are not currently teaching, select your former school or a relative’s school). What is the linguistic landscape in this community? How would you design a classroom language ecology that reflects the community’s linguistic landscape?

Provide justifications for 3 direct methods of  which could be used to assess specific general education outcomes in both residential and distance education courses.

LIBERAL AND GENERAL EDUCATION, ASSIGNMENTS, DIRECT ASSESSMENTS ASSIGNMENT INSTRUCTIONS

provide justifications for 3 direct methods of  which could be used to assess specific general education outcomes in both residential and distance education courses.

What were the reprecussions for slaves that were caught in the act of learning or being taught to read and write and what innovatiing solutions did slaves create as a means of not getting caught?How did slaves that were fourtunate enough to learn to read and write use their skills in literacy during and post-slavery?

We Slipped and Learned to Read:” Slave Accounts of the Literacy Process, 1830-1865

Paper must be written in essay form and be a min. 1 of page.

In a minimum of one page, answer and discuss the following questions:

1.) First Impressions-What parts of the reading(s) did you find surprising, puzzling, useful, new, already knew, and interesting?

2.) Essential Message

3.) What made literacy a two-edge sword for enslaved blacks?

4.) Explain the differences between biblical and liberating literacy.

5.) Explain how teaching slaves to write threatened the social order established by whites.

6.) What resources did slaves have and use in learning to read and write?

7.) What were the reprecussions for slaves that were caught in the act of learning or being taught to read and write and what innovatiing solutions did slaves create as a means of not getting caught?

8.) How did slaves that were fourtunate enough to learn to read and write use their skills in literacy during and post-slavery?

9.) Significance for African Americans and education

10.) Points of agreement/dissension

11.) Summary/closing

In order to receive full credit for this assignment, you must respond to a minimum of three people. This paper should contain paragraphs with complete sentences, proper spelling, grammar, punctuation and capitalization.

Your responses should also be in complete sentences and should explain your position(s) on the topic of discussion. One sentence statements and/or comments or a simple agree/disagree” will not suffice. You must explain in detail why you agree and/or disagree.

We Slipped and Learned to Read:” Slave Accounts of the Literacy Process, 1830-1865

Author(s): Janet Cornelius

Source: Phylon (1960-) , 3rd Qtr., 1983, Vol. 44, No. 3 (3rd Qtr., 1983), pp. 171-186