Kelsey, Petah

EDUG 512
PRQ #7
April 7, 2015
Learning at Different Angles

Which would you prefer? Would you rather sit in the classroom learning math
angles on 2D examples, or go outside and find angles on the blacktop? Working together in
groups, going outside to learn math, or using technology to bring real-world ideas into the
classroom is the kind of learning environment that I enjoy. If I am excited about teaching in fun
and creative ways, then this will transfer over to my students learning according to Deweys
(1965) theory of Criteria of Experience. When I show my students a variety of ways to learn
information, then I will increase their engagement in learning new skills. I will direct and
facilitate a variety of learning experiences through interactions, multiple intelligences, and
cooperative learning.
Through my interactions with my students I am able to ensure that every experience is a
learning experience. John Deweys (1965) philosophy of Criteria of Experience resonated with
me when he wrote, Continuity and interaction in their active union with each other provide the
measure of the educative significance and value of experience (p. 511). Being consistent in my
teaching will help make sure that my students are able to learn at all levels. What this means to
me is, as teachers, we must pick and choose which experiences we want our students to learn. By
doing this, I am able to make those experiences much more valuable to my students. I may seem
to think that the ordinary math fact sheet is boring, but the concept is one to keep. I can still use
the math sheet but I will use it in a fun new way. Instead of using the shapes on the paper we can
go outside and find the angles needed to solve the problems, thus making a lasting impression on

them. TPE 11.3 states, Candidates establish a sense of community, and promote student effort
engagement by creating structures that emphasize collaborative activities and joint problemsolving (Commission on Teacher Credentialing (CTC), 2013). One way to do this is by putting
the students into groups. They will all have a worksheet and a protractor in hand, and as a team,
they will scour the campus for angles that coincide with the measurements on their worksheets.
As a team, they must work together to find the angles and write their answers on the paper. I will
make sure to set the ground rules of staying within a certain boundary and having to be positive
and encouraging with one another. I am the driving force of my future students experiences, and
I am in charge of which direction the experience is heading.
By tapping into and filling my students different needs, I am able to be creative in my
lessons so that all students will learn. Be it through inquiry (hands-on, minds on) or indirect
teaching (concept attainment) strategies, the students can interact with the lesson in a new and
exciting way, thus fulfilling Gardners (1991) multiple intelligence theory Gardners (1991)
theory includes the seven different intelligences: visual-spatial, bodily kinesthetic, musical,
interpersonal, intrapersonal, linguistic, and logical-mathematical. Tapping into multiple senses
adds to the overall learning experience for the student. For instance, I would take my students
outside to the blacktop, with chalk; I would have them draw squares on the ground, the same
amount as the math problem. Then have them jump and count at the same time obtaining their
solution to the problem. Through indirect or inquiry instructional approaches, the students
become the center of the lesson and direct their own learning. Through this method, students will
be taught in way that best serves their needs. Burden and Byrd (2013) add, Instructional
strategies are used that actively involve students through cooperative and interactive approaches
such as projects, cooperative learning, problem-based learning, and inquiry approaches (p. 124).

I feel when the students are more involved in the learning process they learn more, their minds
are more open to the experiences thus becoming more knowledgeable.
Cooperative learning is a tool that all students need for their future. As an adult, you will
be asked to work in groups for your job or collaborate with a person to accomplish a goal. Jacob,
Johnson, and Johnson (as cited in Guillaume, 2008) write, Cooperative learning includes a
family of methods and structures designed to capitalize on every classrooms diversity and to
enrich students cognitive learning and social behaviors (p.161). This way of learning ensures
that all students have a job (positive role interdependence), and that they are held responsible for
it. The learning model, there are five components that hold the students accountable: positive
interdependence, promotive interaction, individual accountability/personal responsibility,
interpersonal and small group skills, and group processing. For instance, the students are in a
group and are researching and planning to present about a chosen mission, then they will have to
use these components in order to be successful. The students will have to plan how to distribute
the work equally and how to encourage one another (promotive interaction). They will have
brainstorm together and come to a consensus on an idea (interpersonal and small group skills),
they would have to also be positive about others opinions, make sure they do what they told
their group they were going to do (personal responsibility). Once they have presented they will
have to give each other feedback on how they felt the whole assignment went (group
processing).
I am more prepared to make creative lessons more meaningful for my future
students. I am ready to go outside of the box and create more lasting memories with them. Be it
learning experiences through interactions, multiple intelligences, and cooperative learning, I will
be able to direct and facilitate learning in a variety of angles. By being able to interact and have

my students be more hands on-minds on this will help them make connections to the materials
that they are learning and will advance them further for their future.

References

Burden, P.R., & Byrd, D.M. (2013). Methods for effective teaching (6th ed.). Upper
Saddle River, NJ: Pearson Education, Inc.

Commission on Teacher Credentialing. (2013). California teaching performance

expectations. Retrieved from http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-FullVersion.pdf
Dewey, J. (1973). Criteria of experience. In The philosophy of John Dewey (Vol. 2), (pp.
511-523). New York, NY: Capricorn Books.
Gardner, H. (1991). Intelligence in seven steps. Retrieved from
http://education.jhu.edu/PD/newhorizons/future/creating_the_future/crfut_gardner.cfm
Guillaume, A.M. (2008). K-12 classroom teaching: a primer for new professionals (3rd ed.).
Upper Saddle River, NJ: Pearson Education, Inc.