Running head: THEORISTS

Today's Teaching using Yesterday's Lessons Terry Gallivan Liberty University EDUC 500 B26 January 21, 2012

THEORISTS Today's Teaching using Yesterday's Lessons Teachers, in the 21st century, have unique challenges ahead on this journey called teaching. These include lesson planning, preparation for the instruction, the execution of the lesson, the evaluation of the assessment, as well as many numerous tasks required by the learning process or the administration. Yet, the ultimate goal is the success of the individual child crossing the path for knowledge. The question is can teachers reach every child when the

window of optimal learning is open? Sadly, the answer is no. For many are called, but few are chosen. (Matthew 22:14, KJV) Teachers must learn yesterdays lessons in order to teach todays student. The knowledge and wisdom we learn from God will allow for a discernment of the learning theories which we will utilize to instruct our students. This summary will explore the intentional teachers goals as well as three theorists surrounding best teaching practices. The article What Ive learned about Effective Reading Instruction from a Decade of Studying Exemplary Elementary Classroom Teachers explores the characteristics of an intentional teacher. An intentional teacher has a well thought out plan to achieve the most advantageous learning environment for all students. Their success is not determined on the curriculum materials, pedagogical approach, or the reading program they will teach . Intentionality is the process by doing things for a purpose; teachers who use intentionality plan their actions based on the outcomes they want to achieve. (Slavin 2012, pg. 4). The data of the research for this article reveals instruction that cannot be packaged or regurgitated from a common script because it is responsive to childrens' needs. (Allington 2002). A major component to the success of intentional teachers is an administrations willingness to teach beyond the man-dated curriculum set forth by the district. Intentional teachers do not teach to the test but rather they are confident that good instruction is the key to the students success. The

THEORISTS study revealed this to be truth by examining the test results. An intentional classroom setting conveys a sense of being a part of a team with an ultimate goal of achieving life-long learning.

The intentional teacher believes academic lessons must be planned according to the students he / she is presently teaching. The plans of the diligent lead surely to plenty, but those of everyone who is hasty, surely to poverty. (Proverbs 21:4-6, KJV). The reading teachers in the article practice intentionality instruction beyond the prepackaged guidelines or district curriculum design. Time allotted for the students in Reading typically required as much as 50% of the school class time with the intentional teachers class room compared to traditional practices involving as little as 20 minutes in a 300 minute instructional day. The students in the intentional teachers classroom cover all core content during their writing time, by guided readings, independent reading and other proven strategies to produce high-performing readers. The goal is for the student to become part of the learning process from demonstrations and practice. As stated in the article, The exemplary teachers we studied too often had to teach against the organizational grain. They rejected district plans that required all children to be placed in the same textbook or trade book (and do the same worksheets on the same day). (Allington 2002). Talking in the intentional classroom environment is a part of the everyday curriculum. The class involves the interaction between teacher / student and student / student discussions. The discussions entail problem-posing, problem-solving, on-topic, personalized interactions opposed to idle chatter. Success comes in what you do not what you are asked to do. The article will give insight to what it takes to be an intentional teacher and problems in teaching pre-packaged curriculum. The first theorist we will explore is Jean Piaget and his theory as explained in Piagets Theory of Intellectual Development and its Implication for Instructional Management at Pre-

THEORISTS Secondary School Level. Piagets sixty years of work in the development of child learning, has given educators a useful outline in determining at what speed a child can or should be able to learn. Piagets theory describes infants, children and young adults on a natural born sequence of four learning stages. Piagets theory, decrees all of the developmental skills must be completed before the next stage is to be entered into; there is no changing the sequence. A childs thought process is the basis to determine the stage a childs mental / learning capabilities lie for parents and teachers. Lets consider the following analogy the stacking of blocks which

represents a skill that has been developed during the course of several years from birth. If a skill has not been developed the child has an empty void; with enough voids there will be a collapse of valuable concepts. Parents and teachers must create a firm foundation during each stage for the subsequential skills to build. The sound advice given in this article suggests it is a key requirement for teachers to be observers and advocates for their students. It is important as teachers we do not over simplify Piagets concepts and thereby try to rush students based on age without taking into account his / her developmental learning level. Children commonly lose out on the fundamentals for a variety of reasons but ultimately a developmental skill was not obtained and needs to be re-introduced. Stage 1: Is learning the basic survival skills. The stage of visualization is the foundation to the rest of the three stages. A child obtains the concept of object permanence which is the basis for memory growth. It is important that we do not dismiss the importance of Stage II as just part of learning the three Rs. This is the stage which promotes communication skills. If a child is in classroom where silence is the norm a child can lose the ability to speak with confidence and fluency. When we enter Stage II the world opens up to us, no more following the basics of evolution / survival we emerge as individuals. Stage II is where the realization that we

THEORISTS are children of God and created in his image. Stage III is the transfer from egocentric to socialized communication. A childs ability for discernment, referred in the article as decenteration comes during this stage. This is when the child is able to concretely form

different perspectives the stage of discovery. Stage IV is stage of acceptance. The young adult can view different perspectives and perform self-analyze. A lesson which encompasses on level activities is essential to each of the developmental stages Piaget has outlined for us. I know your works, love, service, faith, and your patience; and as for your works, the last are more than the first. (Revelation 2:18-20 KJV). The second article is The Role of the Generations in Identity Formation Erikson Speaks to Teachers of Adolescents. This article investigates the implications of positive and negative interactions between teachers and students. Erikson's (1968) theory that, almost forty years earlier, detailed the process of identity formation during adolescence and the prominent role played by adults. (Hamman and Hendricks (2005), pg.1, pp2). Teenagers have to explore and form their self-identity based on the influences which are a part of their world. The students are challenging the boundaries and teachers must stand firm on the well-defined line which represents the principals we have personally established for ourselves and them. Many adolescence and adults journey through many roles before a final choice has been made. I call this the Me, Me Who? stage where self-identity is constantly scrutinized. The teenager creates a disconnection between the characteristics of the parents and friends in order to find a distinct self-character. Teenagers may take the persona of rebellion to test the waters. By virtue of their age and position, the older generation provides adolescents with (a) information about what is important for a "successful" life, and (b) a metric by which adolescents may evaluate themselves. (Hamman and Hendricks (2005), pg. 2, pp. 5) This is where teachers

THEORISTS have a responsibility beyond the curriculum to model and teach desirable virtues. Erikson described two specific ways teachers help students make progress toward a true, viable,

authentic, and healthy identity. (Hamman and Hendricks (2005), pg. 2, pp.6). One way is being a Sanctioner. A Sanctioner is discovering and revealing a students capabilities and talents. The second is creating a class room for safe identity growth. Negative evaluations from teachers, on the other hand, have the undesirable potential of destroying academic initiative and alienating adolescents from adults who could be sources of accurate information about future capabilities. (Hamman and Hendricks (2005), pg. 3, pp.1). Middle and high school teachers play a vital role in how an adolescent establishes his / her self-identity. Positive reactions will bestow positive responses in time but negative reactions will bestow negative responses immediately. Now therefore, go, and I will be with your mouth and teach you what you shall say. (Exodus 4:1113). The final theorist is Lev Vygotsky. This is a synopsis of Gifted Students in the 21st Century: Using Vygotsky's Theory to Meet Their Literacy and Content Area Needs. Vygotskys theory primarily states students must be instructed within their Zone of Proximal Development (ZPD). ZPD is the optimal learning window of opportunity. If a student is working within the ZPD there is an excitement and desire for the new knowledge learned. This article explores having various ZPD incorporated into the class rooster. According to the National Society for the Gifted and Talented (2012), the United States Department of Education defines GT as "Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment." Teachers must take note of the word potential given in the US Department of Education definition and not by-pass a ZPD opportunity based on a students

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lack of digital knowledge. A GT student exhibits higher order thinking skills than students of the same age. Critical thinking and being able to discern information for reliability are trait examples which are a requirement for higher level instruction. The GT students need a challenging curriculum to be successful; not more work to be assigned or have the role of tutor. The GT student does need opportunities to develop leadership skills. The teacher / class example in the article is an excellent application how an intentional teacher can teach multiple ZPDs within a diverse class population. The rooster consists of a diversity of developmental levels and the teacher creates a lesson based on bringing together each students gifts for learning. A shepherd guides his sheep, using his rod and staff to nudge them in the right direction. (Van Brummelen, pg 42). Vygotsky believed to achieve cognitive developmental areas of critical thinking, reasoning and remembering the student must be challenge to look beyond the obvious. The opposite of this would be what Vygotsky theory called disequilibrium where the student / child is in a state of anxiety or disorientation. The mind wishes to become at an equilibrium state again and thereby naturally explores options to learning. So he shepherded them according to the integrity of his heart, and guided them by the skillfulness of his hands. (Psalm 78:71-72, KJV). Vygotsky theory states learning must occur within the Zone of Proximal Development. The instruction must be self-paced with mentoring opportunities and authentic learning experiences. There must be a social network to communicate new found information for memory retention. Vygotsky emphasizes learning is obtained when there is social interaction otherwise the lesson is not meaningful and thereby will not be retained to memory. Teachers must ensure there is no social or emotional harm which would cause disequilibrium. Teachers

THEORISTS must be aware of the Zone of Proximal Development and react accordingly when preparing lessons.

In summary, to give prudence to the simple, to the young man knowledge and discretion - a wise man will hear and increase learning, and a man of understanding will attain wise counsel, to understand a proverb and an enigma, the words of the wise and their riddles. (Proverbs 1:4-6, KJV). I would suggest replacing the word man and insert the word teacher to have a clearer understanding of the teachers role. There is much information available to teachers and as such, must be able to critique programs, information, advice, and theories in order to best teach students within various developmental stages. Teacher, in reality, must realize not everybody can accept this teaching, but only those who have received the ability to accept it. (Matthew 19:11, KJV). Teaching is the most rewarding and least appreciated profession but know in the end you will be standing among the first.

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