When I first received the curriculum, I began to wonder how I was going to teach the material. As I looked over the lesson plans in each unit it felt as if my role was going to be more of a facilitator than the image society had helped me created of a teacher. Although I survived my first semester of teaching sixth grade math, I still felt as if I lacked the confidence I needed to make each lesson plan meaningful. When I enrolled in CalStateTeach, I learned about the variety of instructional models and began to comprehend that the lesson plans I was implementing adopted an inductive teaching approach. Guillaume explains inductive teaching as the students creating and discovering important ideas through interaction of materials, data sources and their peers (Guillaume 152). One aspect of inductive teaching that I find powerful is that the process of learning is more important than the outcome or product produced at the end of class. By process I mean the strategies students come up with to problem solve through a task. This process shows that students are discovering multiple ways to approach a problem instead of relying on a teacher to tell them “the right
When I first received the curriculum, I began to wonder how I was going to teach the material. As I looked over the lesson plans in each unit it felt as if my role was going to be more of a facilitator than the image society had helped me created of a teacher. Although I survived my first semester of teaching sixth grade math, I still felt as if I lacked the confidence I needed to make each lesson plan meaningful. When I enrolled in CalStateTeach, I learned about the variety of instructional models and began to comprehend that the lesson plans I was implementing adopted an inductive teaching approach. Guillaume explains inductive teaching as the students creating and discovering important ideas through interaction of materials, data sources and their peers (Guillaume 152). One aspect of inductive teaching that I find powerful is that the process of learning is more important than the outcome or product produced at the end of class. By process I mean the strategies students come up with to problem solve through a task. This process shows that students are discovering multiple ways to approach a problem instead of relying on a teacher to tell them “the right