Case Based Learning

Case Based Learning

When I realized I was doing my project on case based learning, I honestly was not very enthusiastic about it at first. I thought it would be hard to understand the concept of case based learning. However, I came to realize that case based learning is actually very familiar to me. My psychology teacher used case based learning quite a bit. She would give us a narrative of someone’s mental problem and we students would have to decipher what is their mental problem. It was quite fun to me. Also, it required me to take responsibility for my learning. In fact, I would even say case based learning is used in math. For example, word problems where people are involved could be considered case based learning because a narrative is given. Students are required to solve a problem and learn from the problem. Moreover, problem based learning and case based learning are very similar to each other. They both deal with a situation, but case based learning is more in depth. When I become a teacher, I will definitely use case based learning. I will use it in my science class and social studies class.

Project Based Learning

When I become a teacher, I would definitely use the project based learning method. I love that it involves collaboration and critical thinking skills. I would use it if was teaching a geography class. I would have three students per group. Each group would work interdependently to do a project on a continent that I choose for them. They would talk about countries found on that continent, estimated population for that continent, events that occurred within that continent, and surprising facts about that continent. They would learn information about the continent they previously did not know. If I was teaching a science class, I would use project based learning to help my students learn more about energy. They would be able to get as creative as they like. They would be able to present using technology, posters, 3-D visuals, and more. I cannot wait to teach using project based learning in my future class. Also, I like project based learning as a student.

Prensky Text

I really enjoyed reading the Prensky text. It proved to be very advantageous for me. Since I will be an early childhood educator, it helps me learn the appropriate way to implement technology in the classroom. I learned that technology should not overshadow the lesson. Instead, it should enhance the lesson. There are ways to partner technology with the curriculum. Also, I did not think of teaching as a way to partner with students. I always thought of teachers as mainly leaders. I did not know that there was a different type of student partnering. I thought there was one general way of partnering. I did not know that teachers and students have so many roles.

The Prensky text answers so many questions I have about teaching in the future. It helped me feel less nervous about teaching in the future. It also helped me understand how the curriculum can be real and relevant

Constructivism

Before completing the constructivism lesson, I was familiar with constructivism. I heard about it in my Child Development class. It intrigued me because it was a very different approach. However, it was not until now that I realized several of my teachers used the constructivist approach. My history teacher used it often. In class, she asked us about our own experiences and related it to the history lesson. She used many online videos, books, and lectures as teaching sources. She was very interactive. We were allowed to work in groups. At first, it was very aggravating to my classmates and me. We were so used to the traditional classroom approach. The constructivist approach required us to do more work than expected. However, when we discovered the answers for ourselves, it was very rewarding to us. In fact, we grew to love the class and it made us better students. I will definitely be using constructivism in my classroom.

Flipped Classroom

Flipped Classroom

By Jovana Combs

During my middle school years and high school years, I wish I had more teachers that used the flipped classroom approach. I would have retained more information. I would also have retained it longer. The use of lectures and one-sided discussions were a bore to me. Even though I know discussions involve more than one person, I did not feel like that in class. Teachers mainly talked and asked if we understood. If we understood, our discussion response would be yes or no. If our discussion response was yes, the teacher would move on to our next assignment due. If our discussion response was no, the teacher would lecture us more on the topic. This approach led to short-term memory for answering the tests. After finishing each test, we would forget the material. However, the flipped classroom approach causes students to present their assumptions or knowledge about the material. Moreover, I like that teachers serve as a guide. It allows teachers to assess their students’ knowledge. It allows them to understand their students’ perspective. Also, it gives room for different ideas to be shared among students. Students would be able to retain the information longer and know how to use it in the real world. As a future teacher, I will definitely use the flipped classroom approach in my class.

21st Century Skills

21^st Century Skills Blog by Jovana Combs

Initially, I thought 21^st century skills was based heavily on technology. After completing the 21^st century skills lesson. I learned that technology is just one aspect of it. It relies heavily on being competent within the world of technology. Sure, technology is great. However, it is our responsibility as people to use our critical skills while using technology. Technology was created to make our lives easier, but we should also have the survival skills that if our cell phone battery died at an important moment, we would have the skills to continue to function without the phone. In addition, I am glad that partnership for 21^st century skills aims to help students learn the 21^st century skills. That group is investing in our future by making sure millennials have information literacy skills, collaboration skills, communication skills, creativity and innovation skills, problem solving skills, and responsible citizenship skills.

Pedagogic Creed

After some years of observing some teachers’ beliefs about educating young children, I have developed my own pedagogic creeds. One of my creeds is that all children should be stimulated and motivated by the curriculum. They understand the lesson better when they are having fun. Also, the curriculum should be appropriate and challenging. Less behavior problems occur when they are engaged in an appropriate activity. Another creed of mine is children should be viewed as unique individuals. Each child learns different. With my creeds, children will reach their maximum potential.

I could not have developed my own pedagogic creeds without concepts from early childhood educators. One inspiring concept is tabula rasa by John Locke. Children are blank slates when they are babies. Unfortunately, I have not observed this concept in early child education yet. Another concept I like is John Amos Comenius’s learning by doing. Rather than telling the steps to an activity, the teacher allows the children to participate. I notice this in every early childhood education I have seen. Also, Friedrich Wilhelm Froebel had a good concept of children’s playtime when he proposed that kindergarten should be like a child’s garden. Children need to enjoy the beauty of playing which is just to have simple fun. I noticed this concept being used when I watched the young kids play outside at the Northwest Shoals Child Development Center. They played with various toys such as bikes, climbing bars, playhouse, and etc. In addition, Maria Montessori’s sequential learning was a good concept. I noticed this at Northwest Shoals Child Development Center also. For two weeks, the children would learn how to put the name in a slot for a particular center. Then, the children would work at that center. Another great concept is Rousseau’s free play. I used this concept when I worked at Ridgecrest Baptist Child Development Center in Dothan, Alabama. On Fridays, I would allow the children to choose to play with any toys for the afternoon. In conclusion, these concepts have improved child care education.