DOCSLIB.ORG

Computer Science Education at South Allegheny

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Computer Science Education at South Allegheny South Allegheny School District DID YOU KNOW? Computer Science Education at South Allegheny Computer science is NOT just about learning technology. It is about logic, problem solving, Garrett V., first grade, is programming his cat to kick a soccer ball in a Scratch Jr. story. and creativity. Computer science is What is STEM? What is coding? foundational knowledge STEM (Science, Technology, Engineering, Coding is the computer language used to develop and Mathematics) is a term that many people apps, websites and software. Without it, we’d necessary for all students. have heard but are not quite familiar with have none of the major technology we’ve come to Technology affects every field of what that means or what it looks like in a rely on such as Facebook, our smartphones, the st classroom setting. These curricular areas are browser we choose to view our favorite blogs or employment and all 21 century taught in an interdisciplinary and applied even the blogs themselves. It all runs on code. students should have the approach. Rather than teach the four disciplines as separate and discrete subjects, Coding allows our students to explore how opportunity to learn about STEM integrates them into a cohesive technology & computers work and how they are algorithms, how to make apps, learning environment based on real-world shaping the world. When students are learning to applications. According to a report by the code, they are using a programming language and how the internet works. website STEMconnector.org, by 2018, that directs the computer to complete certain projections estimate the need for 8.65 tasks. Coding can be used in a variety of ways million workers in STEM-related jobs. including creating computer software, apps, and websites. Students also learn about these skills by creating games Do you know in Scratch. Fifth Grade students learn what our about advanced loops and variables by coding different types of games using Scratch, youngest learners Sphero Robots, and Bloxels. In the newly updated Digital Literacy curriculum, are doing? elementary students are Second grade students becoming familiar with and collaborating to complete an will be able to create: activity in Puzzlets. Google Slides Kindergarten and First In Third Grade, students Google Docs Grade students are using create an animal’s habitat by Google Sheets Bee Bot Robots to learn about dressing up the Dash Robot directional points and basic and making a maze. Then Students also learn how to sequencing. they code the ‘animal’ to go use search engines, complete through the habitat maze. STEM activities, digital After learning about sequence citizenship lessons, and in other coding programs, the After learning about Second Graders program conditionals and loops in how to use word processing Dash Robots to make music other coding programs, systems. by playing on a xylophone. Fourth Grade students will Fourth grade students testing code a robot to shoot a the catapult they designed. basketball through a hoop. Page 1 DID YOU KNOW? Classrooms that focus on the skills necessary for the future include opportunities for student driven problem solving, real world application of skills, small group instruction, collaboration, communication, and a classroom environment that allows for failure in a safe way. Do you know How are we what our middle preparing school students are our high able to do? school students for their future All students in 8th grade also have Students in 7th grade STEM design and create a course in Technology Education. an apparatus that is used to clean the ocean after after SASD? This class is an introduction to studying the human impact on these ecosystems. engineering and design. Students study marine ecosystems, the Pacific This isn’t your typical woodshop Currently Coding is offered as a Students learn about different trash vortex, and human responsibility to help class anymore! nine weeks exploratory course to fields of engineering, and the restore the ocean's delicate ecosystems then 7th & 8th students who are engineering design process that explain how their device can both clean up trash using code.org, Google's CSFirst, engineers use to solve everyday and cause the least disruption to organisms. Wood and Scratch programming to problems. Students are exposed to Product create stories, art, animations, industry grade design Design and interactive presentations. software which can take a design from computer to 3D printer. This course students learn This class is the and use the T and the E in STEM! 3D Inventor design software. Students design 2 x 4 wooden furniture, which can be later built in the wood shop to their design specifications. Students Career aspirations often begin in middle also learn safe practices while working in the school. Exposure to STEM careers during shop and with the tools they will need to use. this time triggers students to seriously consider jobs in engineering, Students in 6th grade STEM design and build an outdoor home for a rescued lost puppy to technology, manufacturing, biology, etc. keep it cool during a record setting heat wave until his owner is found. Students study materials to determine which will best protect STEM class is an environment the puppy from the effects of thermal energy where students explore, from the sun. collaborate on projects, find By taking what students have and use evidence, and use their already learned in elementary critical thinking skills to school, and deepening the solve real-world problems. curriculum in middle school, Students are given hands-on students will have obtained 9 learning experiences to gain years of computer science/ skills and traits that will make STEM exposure by the time them career ready in they are 14. the future. STEM is offered as a nine weeks exploratory course for all middle school students. Computer Science Principles This is the first Two new courses are being offered this year at South Allegheny. Computer Science year SAHS is Principles and AP Computer Science offering Principles. Computer Science Principles introduces students to the foundational courses in concepts of computer science and challenges Computer them to explore how computing and technology can impact the world. More than a Science traditional introduction to programming, it is Principles a rigorous, engaging, and approachable course that explores many of the foundational through the ideas of computing so all students understand math how these concepts are transforming the department. world we live in. These courses can also fulfill a math or science graduation requirement for students in the state of Pennsylvania. Page 2 DID YOU KNOW? ADVERTISING & DESIGN Students can earn credits in Advertising and Design through courses offered at SAHS. Students work with indoor/outdoor vinyl for signage and wall graphics both inside and outside the district. They work with heat vinyl and screen printing for t-shirts. Students use Adobe Photoshop, Adobe Illustrator and Intuous Digital Drawing tablets when they take Graphics 1-4 or Advertising & Design. The Video It’s important for students to Production/ TV understand STEM and computer Broadcasting science because computers and Putting the course provides an technology are literally all around opportunity for students to explore us. Most students understand how to Broadcasting and use technology, but don’t necessarily “A” in STEAM Video production know how technology works. In in a hands-on order to continue innovating and setting. Students creating new technologies, though, work in the High we need to understand how School TV studio to produce a variety of videos and those technologies TV projects such as commercials, news work. Making this connection stories, interviews, television advertising, through the integration of a STEAM public service announcements, and short films. Topics covered include the basic aspects of aligned curriculum K-12 as well as the pre-production, production and post- exposure to the principles of CS will production process including storyboarding, script allow our students an integrated writing, camera techniques/movements, audio thought process. The goal will be for production, non-linear editing, and special effects. students to see how both sides of Much of the emphasis is on learning the the process support each other. production tools. "Having to complete assignments from Miss Thomson, our reading teacher, justifies our time in the recording studio. She'll say that we have a choice to either, "write, rap, or recite' our responses to an assignment and we all just roll with it based on what we like. A group of four of us go to the recording studio where we can freestyle our response.” Moving Masterpieces – Coding in Art Classes -Camaren Terry and Reco Barrett, 8th graders According to research, a benefit of multimedia learning is that it takes advantage of the brain's ability STEM education This project enables to make connections between verbal and visual representations of becomes STEAM students to choose a content, leading to a deeper education when you painting, recreate it in understanding, which in turn add in the “arts”. 3D and add supports the transfer of learning Through opportunities Hummingbird to other situations. All of this is in advertising and Robotics. The coding important in today’s Global economy, as we are preparing design, graphic arts, art that the students design students for a future where higher- courses, and music. adds movement, lights level thinking, problem solving and One opportunity that and sound to the collaborative skills will be required. our students have robotics. Each project allows them to explore is a unique design coding, robotics and art expressing the original history through the art and how the student creation of Moving interprets it. Masterpieces. Computing jobs are the #1 source of new wages in the United States. There Check This Out! are 500,000 current job openings in every industry, every state, and they are projected to grow at twice the rate of all other jobs.
Load more

Recommended publications
  • Full-Day Kindergarten: a Missing Link in the Prekindergarten Through Third Grade (P-3) Continuum for Many Students
    BACKGROUNDER: Full-day Kindergarten: A Missing Link in the Prekindergarten through Third Grade (P-3) Continuum for Many Students ull-day kindergarten provides an essential bridge Too Few States Require Districts to Offer Fbetween prekindergarten (preK) and the primary Full-day Kindergarten grades. In kindergarten classrooms, students develop the academic, social, and emotional skills they need to ``Currently, only 11 states and the District of be successful later in school. These benefits seem to be Columbia require districts to offer at least five hours greater for children from disadvantaged backgrounds. of kindergarten per day.1 However, far too many children have no access to full- ``Forty-five states require that school districts provide day kindergarten, and not enough has been done in the at least half-day kindergarten. last decade to provide more children with access to this `` critical link between early childhood and K-12 education. There are five states that do not require districts to offer any type of kindergarten program, although many school districts offer half-day kindergarten Why is Full-day Kindergarten Important? at a minimum. ``Thirty-five states do not require children to attend In recent years, state and federal initiatives have greatly kindergarten. expanded access to prekindergarten programs for three- and four-year-old children. This expansion provides many more children with access to high-quality, full-day, The Amount of Instructional Time Students and often, full-year preK programs. Unfortunately, too Receive in Full-day Kindergarten Matters many children will follow full-day preK with half-day kindergarten which may jeopardize the important As in all grades, the amounts of instructional time academic and social gains made in preK.
    [Show full text]
  • Initiatives from Preschool to Third Grade a POLICYMAKER's GUIDE
    FEB 2018 Initiatives From Preschool to Third Grade A POLICYMAKER'S GUIDE BRUCE ATCHISON LOUISA DIFFEY SPECIAL REPORT www.ecs.org | @EdCommission 2 he period between preschool and third grade is a tipping point in a Tchild’s journey toward lifelong learning — from “learning to read” Of the 2.5 million to “reading to learn.”1 If children do not have proficient reading skills by third grade, their ability to progress through school and meet grade-level students who dropped expectations diminishes significantly. While all areas of children’s learning and development are critical for school success, the predictive power of out of high school last a child’s third-grade reading proficiency on high school graduation and year, about 1.6 million dropout rates is startling.2 Consider: were firmly set on that J Children who are not reading proficiently by third grade are four times less likely to graduate from high school on time. trajectory when they were 8 years old. J If they live in poverty, they are 13 times less likely to graduate on time. J In 2016, they comprised more than half of all students (63 percent) who did not graduate on time. Pair that with the knowledge that about 30 percent of all fourth-graders and 50 percent of African-American and Hispanic fourth-graders nationwide are In 2016-17, 30 states reading below grade-level. Over half are likely to drop out or will not graduate on time. increased funding for If policymakers are to make a significant impact on the readiness of our pre-K, demonstrating nation’s future workforce, interventions and strategies to address gaps in overall support for learning must begin much earlier than third grade.
    [Show full text]
  • Stats in Brief: Instructional Time for Third- and Eighth-Graders in Public and Private Schools
    The amount of time students spend in learning environments, as well STATS IN BRIEF as the amount of time that students U.S. DEPARTMENT OF EDUCATION FEBRUARY 2017 NCES 2017–076 are exposed to instruction in particular subjects, have been topics of debate and concern in education policy and practitioner circles (McMurrer 2008; Instructional Time National Academy of Education 2009). Indeed, an early but foundational review of literature on instructional time highlighted for Third- and its importance for student learning (Berliner 1990). Differences in the use of time, however, make instructional time Eighth-Graders difficult to study. For instance, allocated time—or the time that schools or teachers schedule for instruction in particular in Public and subjects—is distinct from the time that students spend actively engaged with and learning from instructional materials Private Schools: (Berliner 1990). Despite the difficulties in studying instructional time in its varied forms, researchers have agreed that it is School Year 2011–12 important to study the amount of time that students in different grades have been AUTHORS PROJECT OFFICER exposed to particular subjects (Coates Kathleen Mulvaney Hoyer John Ralph Dinah Sparks National Center for Education Statistics 2003; Lanahan, Princiotta, and Enyeart Activate Research, Inc. 2006; Long 2014; Morton and Dalton 2007; Perie, Baker, and Bobbitt 1997). Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships among variables, or support causal inferences. We This publication was prepared for NCES encourage readers who are interested in more complex questions and in- under Contract No.
    [Show full text]
  • Introduction
    Introduction The 2017 Computer Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the computer science curriculum at different grade levels. Information from Computer Science Teachers Association, K-12 Computer Science Framework, College Board Advanced Placement Computer Science courses, Exploring Computer Science, were considered in identifying computer science content necessary for success for all students in postsecondary pursuits. Standards are identified for kindergarten through grade eight, with an optional selection of electives modules at the middle school level, and a sequence of high school courses. The standards are organized into the following content strands: Computing Systems, Networks and the Internet, Cybersecurity, Data and Analysis, Algorithms and Programming, and Impacts of Computing. The Standards of Learning within each strand progress in complexity throughout the grade levels and into high school course content. While the standards are organized by strand and identified numerically, local curricula and pacing guides should determine the instructional sequence of the content. The K - 8 standards were designed to be integrated into instruction in multiple subject areas including mathematics, science, history, English, fine arts, and career and technology courses. The middle school and high school electives are separate courses and modules, but where appropriate, connections are made to content in other disciplines. The high school standards are designed to provide flexibility in application of core ideas to various contexts. The core practices of computer science, including collaboration, communication, and fostering an inclusive culture, describe the behaviors and ways of thinking that computationally literate students use to fully engage in today’s data-rich and interconnected world.
    [Show full text]
  • Complete Third-Grade Curriculum
    A Look at… Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT OF EDUCATION October 2011 Edition Contents Page Third-Grade Curriculum .................................................................................................................................. 3.1 English Language Arts ...................................................................................................................................... 3.2 Overview .......................................................................................................................................................... 3.2 What Third-Grade Students Should Know ...................................................................................................... 3.2 What Students Learn in Third Grade ............................................................................................................... 3.3 Reading ........................................................................................................................................................ 3.3 Writing ......................................................................................................................................................... 3.5 Speaking and Listening ................................................................................................................................ 3.5 Language .....................................................................................................................................................
    [Show full text]
  • Mrs. Paulson's Class Syllabus Third Grade
    Mrs. Paulson’s Class Syllabus Third Grade Mountainside Elementary School Class Time: 7:30 – 2:25 Location: Room #201 Classroom Teacher: Mrs. K. Paulson Email: [email protected] Location: Room # 201 Phone: 719-382-1430 Afterschool hours: 2:30- 3:10 (Monday, Wednesday, Thursday, Friday). What can you expect from your third grader? We here at Mountainside knows that a quality that tends to show up in a third grader is positive energy. Most third graders are usually always willing to try something new, and they are truly excited about the idea of learning new things. Interestingly enough this same never ending energy is also a third graders biggest challenge. They often love new ideas and projects but they don’t have the attention span to complete the project or often loose interests or become overwhelmed by the project. Although this is often the case, you must remember that every student is unique and all develop at their own pace. A Third Graders Typical Characteristics: Socially you can expect your third grader to enjoy making friends and doing group projects. They are often concerned with fairness and justice. Physically you may notice that your third grader has a lot of energy, play hard and tire out quickly and often seem in a hurry. Academically your third grader may become captivated by an activity or topic. They enjoy using hands on activities to learn new concepts or explain their ideas. The will often ask a lot of questions focusing on the process and the product, and they are often enthusiastic for peer or adult approval.
    [Show full text]
  • Special Education Teacher's Resource Guide for Educable Mentally Retarded Children
    REPORT RESUMES ED 012 529 EC 000 291 SPECIAL EDUCATION TEACHER'S RESOURCE GUIDE FOR EDUCABLE MENTALLY RETARDED CHILDREN. BY- HOVET, MARY R. PUMPHREY, FRANKLIN HOWARD COUNTY BOARD OF EDUC., ELLICOTT CITY, MO. PUB DATE JUN 66 ECdS PRICE MF-$0.50 HC-$4.80 120P. DESCRIPTORS- *EDUCABLE MENTALLY HANDICAPPED, *READING INSTRUCTION, *WORD RECOGNITION, *HANDWRITING INSTRUCTION, *TEACHING TECHNIQUES, SPECIAL EDUCATION, TEACHING GUIDES, PROGRAM PLANNING, UNITS OF STUDY (SUBJECT FIELDS), CURRICULUM GUIDES, ELEMENTARY GRADES, SECONDARY GRADES, RESOURCE GUIDES, ELLICOTT CITY AS A SOURCE OF INFORMATION AND TECHNIQUES ABOUT THE EDUCATION OF THE EDUCABLE MENTALLY HANDICAPPED, THIS TEACHING GUIDE DISCUSSES TEACHER PLANNING, ADJUSTMENT OF INSTRUCTION TO MEET THE NEEDS OF THESE STUDENTS, TEACHING TECHNIQUES, AND EVALUATION. PROCEDURES ARE LISTED FOR INSTRUCTION IN READING, WORD RECOGNITION, HANDWRITING, SPELLING, ARITHMETIC, CREATIVE SKILLS, AND SOCIAL STUDIES. TEN RESOURCE UNITS EMPHASIZING SOCIAL STUDIES FOR PRIMARY, ELEMENTARY, AND MIDDLE EDUCATIONAL LEVELS ARE OUTLINED WITH APPROPRIATE ACTIVITIES AND RESOURCES. ALSO INCLUDED ARE A GLOSSARY OF TERMS, SUGGESTIONS TO SPECIAL SUBJECT TEACHERS WORKING WITH EDUCABLE STUDENTS, AND AN OUTLINE OF THE SPECIAL EDUCATION CURRICULUM IN THE HIGH SCHOOL. (JK) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OP OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. SPECIAL EDUCATION TEACHER'S RESOURCE GUIDE FOR EDUCABLE MENTALLY RETARDED CHILDREN Board of Education of Howard County, Maryland June, 1966 FOREWORD This tentative edition of a Teacher's Resource Guide for Special Education was developed in a series of inservice meetings during the school years 1964-1965 and 1965-1966.
    [Show full text]
  • CE 029 792 Lambrecht, Judith J.; and Others Business and Office Education
    DOCUMENT RESUME ED 205 780 CE 029 792 AUTHOR Lambrecht, Judith J.; And Others TITLE Business and Office Education: Review and Synthesis of the Research. 3rd Edition. Information Series No. 232. INSTITUTION Ohio State Univ., Columbus. National Center for Research in Vocational Education. SPONS AGENCY National Inst. of Education (ED), Washington, D.C. PUB DATE 81 CONTRACT 400-76-0122 NOTE 181p.; For related documents see ED 011 566 and ED 038 520. AVAILABLE FROM National Center Publications, The National Centerfor Research in Vocational Education, The Ohio State. University, 1960 Kenny Rd., Columbus, OH 43210 ($10.501: 4 EDRS PRICE MF01/PCOB Plus Postage. DESCRIPTORS Accounting; Bookkeeping: Business Communication:! *Business Education; *Business Skills; Career Education; Data Processing; Doctoral Dissertations; Educational Environment: Educational Objectives;; Educational Philosophy: *Educational Research; Mathematics; *Office Occupations Education; *Office Practice; Shorthand; Social Environment; State of the Art Reviews: Typewriting: Work Environment ABSTRACT This review and synthesis of research in businessand office education is based on doctoral dissertationsand some independent studies completed between 1968 and 1980.Approximately twelve hundred studies are reviewed and representthe following major content areas: philosophy and objectives, educationalenvironment, social and business environment, career education/careers, professional organizations (for teachers, students, and secretaries), bookkeeping and accounting, basic business education,communications, business mathematics, business data processing, shorthandand transcription, typewriting, and word processing. All thecontent areas are broken down into various subareas, such as objectives, curriculum, technology, teaching methods, evaluation, and the like.A comprehensive bibliography of the studies reviewed is included. (CT) *********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document.
    [Show full text]
  • Educational Philosophy Ae (Local)
    Dallas ISD 057905 EDUCATIONAL PHILOSOPHY AE (LOCAL) Mission Educating All Students for Success Vision To be a premier urban school district. Core Values We believe people must have a number of personal values if they are to be effective in their lives and their work. We expect our em- ployees, students, parents, and other stakeholders to nurture and exemplify these values at all times: Trustworthiness Responsibility Respect Caring Citizenship Fairness The Board and the Members of the Board are the elected representatives of the pub- Superintendent lic. As such, it is the Board’s responsibility to declare its core be- liefs and commit the District to a path based upon those beliefs. The Board is responsible, with advice from the Superintendent, to declare those core beliefs and commitments to achieving the Dis- trict’s Mission and Vision. This document is a strategic blueprint for achieving the District’s Mission and Vision. The Board shall provide the Superintendent with the authority to implement this strategic blueprint with fairly broad latitude. It is the Board’s responsibility to communicate expected outcomes to the Superintendent. The Board will hold the Superintendent accountable for those outcomes using a variety of success measurements to exercise oversight along the way. The Superintendent must align in scope and spirit with this strategic blueprint. In everything we do, our goal is to improve the quality of education for all our students. We expect every employee to believe that every student can succeed. We will pursue the following goals: Student Outcome Student Outcome Goal 1: Student achievement on state assess- Goals and Goal ments in all subjects in Domain 1 will increase from 46 to 58 by Progress Measures June 2025.
    [Show full text]
  • Grade 3-5 Physical Education Curriculum Units Instructional Days Unit 1
    Grade 3-5 Physical Education Curriculum Grade 3-5 Physical Education Curriculum Course Title: Physical Education Philosophy Quick Link Unit 1: Motor Skill Development Quick Link ➢ Lesson: Movement and Motor Skills ➢ Lesson: Strategy and Psychology ➢ Lesson: Sportsmanship, Rules, and Safety Unit 2: Fitness Quick Link ➢ Lesson: Physical Activity ➢ Lesson 2: Training ➢ Lesson 3: Achieving and Assessing Fitness Grade 3-5 Physical Education Curriculum (​Note:​ Curriculum Matrix based on 180 instructional days; instructional days include assessments.) Units Instructional Days 3 Marking Periods Unit 1: Motor Skill Development 35 Instructional Days 1 Marking Period Unit 2: Fitness 15 Instructional Days Revised March 2020 Adopted August 24, 2015 Grade 3-5 Physical Education Curriculum P hilosophy The philosophy of the Florham Park Physical Education program is to create a learning atmosphere that emphasizes wellness, physical fitness, social and emotional growth, and to encourage students to lead physically active lifestyles. Our focus is to help students become lifelong learners about wellness and have comprehensive movement experiences that focus on fun, involvement, character, self-esteem, fitness, and total well being for our students. The physical education program involves the “total child” and includes physical, mental, social, and emotional growth experiences. Regular involvement in physical activity has been proven to increase test performance, raise self-esteem, reduce the incidence of life threatening disease and produce a positive impact on the social and emotional well being of an individual. The Physical Education program provides an opportunity for the optimal physical and emotional development of an individual. It is an integral part of the educational program and provides another discipline in which a person can become fully educated.
    [Show full text]
  • Starting Early: Education from Prekindergarten to Third Grade
    Starting Early: Education from Prekindergarten to Third Grade VOLUME 26 NUMBER 2 Fall 2016 3 Starting Early: Introducing the Issue 21 When Does Preschool Matter? 37 The Economic Returns to Early Childhood Education 57 Reading and Language in the Early Grades 75 Math, Science, and Technology in the Early Grades 95 Neuroscientific Insights: Attention, Working Memory, and Inhibitory Control 119 Quality in Early Education Classrooms: Definitions, Gaps, and Systems 139 The Early Care and Education Workforce 159 Supporting Young English Learners in the United States 185 Supporting Young Children with Disabilities 207 Parent Programs in Pre-K through Third Grade A COLLABORATION OF THE WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS AT PRINCETON UNIVERSITY AND THE BROOKINGS INSTITUTION The Future of Children promotes effective policies and programs for children by providing timely, objective information based on the best available research. Senior Editorial Staff Journal Staff Sara McLanahan Kris McDonald Editor-in-Chief Associate Editor Princeton University Princeton University Director, Center for Research on Child Wellbeing, and William S. Tod Jon Wallace Professor of Sociology and Public Affairs Managing Editor Princeton University Janet M. Currie Senior Editor Lisa Markman-Pithers Princeton University Outreach Director Director, Center for Health and Wellbeing; Princeton University Chair, Department of Economics; Associate Director, Education and Henry Putnam Professor of Economics Research Section and Public Affairs Allegra Pocinki
    [Show full text]
  • John Barker Philosophy of Classroom Managment and Discipline
    John Barker September 21, 2014 Philosophy of Classroom Management and Discipline There are many different views and philosophies about how children should be educated, and many people have devoted their lives to studying and researching how children learn. Some of these follow a more traditional teacher led learning approach, and others adhere to a more student led approach. Unfortunately (or perhaps fortunately) there is not a “cookie cutter” approach to teaching. Every student, class, and school is different, and I think the specific situation dictates what the most effective philosophy should be, and often this is a mix and combination of what the psychologists and educational philosophers say. There are two main school of thought about the purpose of education: is educations purpose to teach students information, or to teach children critical thinking skills? I would argue that these are not mutually exclusive, and that both are true, especially in the elementary school years. Children need to learn how to read, write, and do at least basic arithmetic in order to function in modern society. These “three Rs” are essential in any career field, but by third grade most students are adept at the basics of the “three Rs”, so what is the point of grades 4-12? Is the purpose of these grades simply to improve upon the skills acquired in K-3? I believe the answer to the question is both yes and no. Improving upon these skills is definitely important, especially in preparation for certain careers, but why does someone that wants to be a journalist need to know algebra, and why does a student that wants to be a physicist need to read Shakespeare? One obvious answer to this question is that (especially at the elementary school age) students do not know what they will do in their lives.
    [Show full text]