From the data collection of all of the three classes it shows that the steeper the ramp the faster the object will go down that ramp. Each class has done an experiment to show these results. Each teacher in each class will also challenge their students so see if they can enhance their thinking skills. The purpose of this essay is to answer the selected questions accordingly. Ms. MacLean, Mr. Mixon, and Mr. Gillam all use a similar technique. This similar technique is called visual learning. “Visual learning fosters the obtainment of knowledge that students may not get from verbal explanation.” (Cook et al., 2011)
1. What do you notice about the strategies Ms. Maclean uses to teach her students about observation and data collection?
Ms. Maclean …show more content…
5. How does Ms MacLean teaching develop her student’s readiness as well as respond to where the students are developmentally. First she teaches the lesson to children. After teaching the lesson then she asses the children and see what they know already. Lastly she have them applying what they learned to pictures or everyday use.
1. What do you notice Mr. Mixon is doing to encourage his students development of …show more content…
Mixon encourages his children by praising the student’s who figures out the problems. He considers that a totally different way of thinking. "He calls one of his student’s a genius” for figuring out the problem in a different way. (Building on what we know: cognitive processing.) He emphasizes that all kids are different and unique n has different ways of figuring out the problem. In his lessons he likes to use hands on objects such as throwing the ball to a student to see if they are paying attention, toy cars and ramps. In order to encourage student development he likes to get the kids active and motivated.
2. How does Mr. Nixon teaching support his student’s development of formal operational reasoning or abstract thinking?
Mr. Mixon teaches formal operational reasoning because by not having the formula present, it allows his students to think on their own. If he gave the table and formula Mr. Mixon feels as though his student would not think on their own. Once the students figured out the formula then they are asked to share their answer with the class. The results were that the car accelerated as it went down the ramp. Now they will find out what will happen if the car has more mass. After finding these results he allows the students to ask one another questions to see if they understand what they have just collected as data.
1. What do you feel is most effective about how Mr. Gillam encourages his students to evaluate his students, draw inferences, and predict outcomes?
1. What do you notice about the strategies Ms. Maclean uses to teach her students about observation and data collection?
Ms. Maclean …show more content…
5. How does Ms MacLean teaching develop her student’s readiness as well as respond to where the students are developmentally. First she teaches the lesson to children. After teaching the lesson then she asses the children and see what they know already. Lastly she have them applying what they learned to pictures or everyday use.
1. What do you notice Mr. Mixon is doing to encourage his students development of …show more content…
Mixon encourages his children by praising the student’s who figures out the problems. He considers that a totally different way of thinking. "He calls one of his student’s a genius” for figuring out the problem in a different way. (Building on what we know: cognitive processing.) He emphasizes that all kids are different and unique n has different ways of figuring out the problem. In his lessons he likes to use hands on objects such as throwing the ball to a student to see if they are paying attention, toy cars and ramps. In order to encourage student development he likes to get the kids active and motivated.
2. How does Mr. Nixon teaching support his student’s development of formal operational reasoning or abstract thinking?
Mr. Mixon teaches formal operational reasoning because by not having the formula present, it allows his students to think on their own. If he gave the table and formula Mr. Mixon feels as though his student would not think on their own. Once the students figured out the formula then they are asked to share their answer with the class. The results were that the car accelerated as it went down the ramp. Now they will find out what will happen if the car has more mass. After finding these results he allows the students to ask one another questions to see if they understand what they have just collected as data.
1. What do you feel is most effective about how Mr. Gillam encourages his students to evaluate his students, draw inferences, and predict outcomes?