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Adapting reflection into teaching
Influence and contributions of christianity on education
Reflection in teaching
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Recommended: Adapting reflection into teaching
The notion of making mistakes is an unnerving reality of life in which poses difficulty for many individuals to fathom. This uneasiness usually transpires as a response towards the amalgam of pressures and expectations of success in which are placed upon an individual within their given objective. However mistakes, at times serve as the natural litmus agent in which can be utilized to day us towards an honest since of reflective practice needed in order to obtain success and personal growth within the future.
Within this assignment, this writer will gaze upon a previous teaching experience in which he believes the given outcomes were less than expected within his developed plan. Conducting reflective practice upon this experience, the writer will conduct a four-fold objective in which could be applied towards this experience of which would benefit both the teacher and learner within the future. These objectives include, first, applying new knowledge on how to construct and communicate objectives, student-centered lessons, and learning styles. Second, the writer will discuss how changes made towards the former selected lesson plan will integrate activities to accommodate diverse learners. Third, the writer will evaluate and describe how changes made to the lesson will ensure the objectives were communicated and the students were engaged. Finally the writer will explain which pedagogy, learning styles, and strategies could be used and the outcome that would transpire from the changes.
Constructing and Communicating Objectives, Student-centered Lessons, and Learning Styles
The purpose of Christian education is designed towards the development and maturation of the learner spiritually. This purpose displays itself through a pr...
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.... Biblical foundations for small group ministry: An integrative approach. Downers Grove, Illinois: InterVarsity Press.
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Stratemeyer, F. B., Forkner, H. L., McKim, M. G., & Passow A.H. (1947). Developing a curriculum for modern living (2nd ed.). New York: Bureau of Publications Teachers College.
Pazmino, R. W. (2008). Foundational issues in christian education: An introduction in evangelical perspective (3rd ed.). Grand Rapids, Michigan: Baker Academic.
Wyckoff, D. C. (1961). Theory and design of the christian education curriculum. Philadelphia: The Westminister Press.
Hill, K. H. (2007). Religious education in the african american tradition: A comprehensive introduction. St. Louis, Missouri: Chalice Press.
This paper elaborates on the diverse contributions peoples of African descent have made to the pluralistic religious landscape of America and replicates various passages from our textbook. It focuses on the personal narratives of non-religious to religious leaders—exemplifying their influence on the African American religious movement during slavery and the reconstruction of America. Each section represents different historical periods, regional variations, and non-Christian expressions of African-American religion.
Montgomery, William. Under Their Own Vine and Fig Tree: The African-American Church in the South. Louisiana: Louisiana State University Press, 1993. Print.
Kroll, P. (2006). The African-American Church in America. Grace Communion International. Retrieved March 20, 2014, from http://www.gci.org/history/african
Schultz also stressed the importance of a biblical worldview in the teacher. As the leader in each classroom the students will adapt their teacher’s beliefs, values and finally actions. If they are taught by a teacher who holds a dualistic view of dividing the sacred and the secular, or a postmodern or modern worldview, it will adversely affect the ability of that child to develop Christ centered wisdom based upon the Word of God. Schultz, in referring to the education of children, stated “anything that hinders their moral and spiritual development is the epitome of child abuse.” (2006, p. 163). As such, our curriculum, teaching methods, and moral example, must all reflect a biblical worldview that will evangelize and discipline each student to know and love Jesus Christ.
I am primarily interested in how religion was taught in the early 1970s. Including: what religions were covered, how they were integrated into the text, and the values of the religion that were presented. With my interest in possibly majoring in religious studies I feel that I have an excellent understanding of how religion is taught in our high schools today, but I don’t have a thorough understanding of what it was like to grow up in school in the 1970s and go through school. How was religion presented in the textbooks of schools in the 1970s? My primary goal of this paper is to further my understanding of religion in high schools of the 1970s. Then I would like to further my study by looking at newer documents and regulations that are in place now to govern religion that is taught and expressed in our schools today. What I expect to find is that religion was taught similarly in the 70s without all the newer policies and guidelines of today. Lastly I would like to look at how these policies and regulations in our public schools are affecting our students.
Himes, B. (2011). Discipleship as theological praxis: Dietrich Bonhoeffer as a resource for educational ministry. Christian Education Journal, 8(2), 263-277.
Webarchive.nationalarchives.gov.uk, (2014). [ARCHIVED CONTENT] Key stage 2 | Religious education | Subjects | Key stages 1 & 2 | National Curriculum. [online] Available at: http://webarchive.nationalarchives.gov.uk/20100202100434/http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/religious-education/keystage2/index.aspx [Accessed 22 Apr. 2014].
Towns, Elmer, “Core Christianity” (What is Christianity all About?) Published by AMG Publication, Copyright, 2007
Richardson, William E., and Dave Kidd. “Articles.” Pentecostal Evangel. General Council of the Assemblies of God. Web. 13 Nov. 2011.
Boyd, Gregory A., and Paul R. Eddy. Across the Spectrum: Understanding Issues in Evangelical Theology. Grand Rapids, MI: Baker Academic, 2009.
Maddix, M. A., & Thompson, R. P. (2012). Scripture as formation: the role of Scripture in Christian Formation. Christian Education Journal, S79-S93.
University of Michigan. “Religion in Schools: A look at how religious practices influence education.” .
Everyone, at some point in their life, has made a mistake. Sometimes we get lucky and only falter a little, making it through the problem relatively intact. Other times, we mess up a lot and have to fix what was damaged over a long period of time. However, the same is true for most, if not all cases—those who make the mistake learn from it. Often times, our failures teach us valuable lessons that we only gained because of the experience we gathered after messing up. I have personally achieved a wealth of knowledge and experience just from all of my own little mishaps, and a few major ones.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.