Educational Leadership:Revisiting Teacher Learning:A Framewor...
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Saved by 22 people (0 private), first by anonymouse user on 2009-06-16
- Masterymaze on 2009-08-27 - Tags no_tag
- Muzzabar on 2009-07-30 - Tags teaching , constructivism , differentiatedinstruction , ProfessionalDevelopment
- Bwwojci on 2009-07-07 - Tags teaching , best_practices , technology , PLN
- Scedge on 2009-07-06 - Tags teaching , best_practices , technology , education , teacher , PLN , evaluation
- Pgsimoes on 2009-07-05 - Tags aprendizagem , educação
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Educational psychologist Lee Shulman (2004) illustrated the complexity of teaching by comparing the fields of teaching and medicine. He noted that teachers have classrooms of 25–35 students, whereas doctors treat only a single patient at a time. Even when working with a reading group of 6–8 students, teachers are overseeing the decoding skills, comprehension, word attack, performance, and engagement of those students while simultaneously keeping tabs on the learning of the other two dozen students in the room. "The only time a physician could possibly encounter a situation of comparable complexity," Shulman pointed out, "would be in the emergency room of a hospital during or after a natural disaster" (p. 258). He concluded that classroom teaching "is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented" (p. 504).
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