1. Teaching Today: An Introduction to Education 8th edition
Part 1: The Changing Profession
Chapter 1: How Is Education Changing?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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2. Competing Views of Quality Education
In general, Americans know that . . .
Education is our society’s “essential” profession.
The quality of education has a strong impact on our nation’s social, economic, and political health.
Everyone has a vested interest in the level of quality in our schools.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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3. Competing Views of Quality Education
... So, why are there so many views on what needs to be done to “make our schools better”?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

4. Focus Questions
Where are the roots (basic historical foundations) of education grounded?
What are the realities teachers face each day?
Why are the complexities of teaching more overwhelming than teaching?
How do the changes in education, student populations, and the demand for accountability affect teacher’s work day?
When should a professional development portfolio be developed?
Who decides the requirements for teacher licensure in your state?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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5. What are the Foundations?
Social & Philosophical
Historical
Political
Curriculum
Instructional
Legal
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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6. Social & Philosophical Foundations of Education
What is the good society and how should education contribute to that society?
What should be taught?
Who should be taught?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

7. Historical Foundations of Education
Where did current school practices and traditions come from; and are they still important?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

8. Political Foundations of Education
Who has the power to decide priorities?
Who has the power to make decisions that will result in desired modifications?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

9. Curricula Foundations of Education
What is taught in schools?
Why is it taught?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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10. Instructional Foundations of Education
What is good teaching?
What is the balance between traditional instructional strategies and those based on recent research into how the brain operates and processes information?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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11. Legal Foundations of Education
What are the legal and ethical rights and responsibilities of teachers?
What are the legal and ethical rights of learners?
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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12. What Do Teachers Do all Day?
Plan lessons
Keep records and other administrative duties
Supervise extra-curricula activities
Participate on committees
Perform professional group activities
Communicate with parents
Lunchroom or playground duties
Special events
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

13. Multidimensionality In Addition to Planning an Instructional Delivery the Teacher Must
Diagnose Learning Difficulties
Spot Misconceptions
Monitor Learner Progress
Make on-the-spot adjustments
Respond to unexpected Events
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

14. Multidimensionality (continued) In Addition to Planning an Instructional Delivery the Teacher Must
Administer Standardized Tests
Attend Meetings
Keep Records
Relate to Parents
Work with Colleagues
Create Instructional Materials
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

15. Simultaneity Responding Immediately to Multiple Stimuli
When standing before a class you must watch for indications of comprehension, interest, and attention
You must listen to answers to spot misconceptions, signs of confusion and determine relevance
While providing assistance to one learner, you must at the same time monitor the behavior of the rest of the class
You must devise ways to keep students focused when dealing with interruptions
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

16. Immediacy Prepare to Respond Immediately
Be a Proactive Teacher. Remember your school days and think about the kinds of situations that might develop in the classroom and consider possible responses
Role play with veteran teachers; ask for options to likely occurrences (inattention, noise, sleeping, fighting, cursing, cell phones, lateness, lack of homework, food, illness, injury, etc)
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

17. Unpredictability Inconsistent patterns and unexpected events
A teacher’s response to unpredicted events will vary with individual personality, philosophy, and general orientation to teaching.
The person who is uncomfortable in situations that feature unpredictability, might want to consider a career other than teaching.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

18. Publicness Observed by Others
Students monitor every in-class action the instructor takes.
Teacher actions will be observed and interpreted and have consequences beyond the immediate situation.
Parents are welcome in the classroom and to make observations and interpretations.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

19. History Interactions over time
Class culture
Ongoing record of interactions between the teacher and students
The manner in which the teacher relates to learners, plan instructions, and react to unpredictability
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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20. Changes in Theories of Teaching and Learning
Constructivism holds that the mind is always searching for patterns and attempting to resolve discrepancies
● Individuals create knowledge as they
interact with the world around them.
● Construction of new knowledge is rooted
in prior knowledge.
● The social and cultural contexts heavily
influence what is constructed or learned.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

21. Implications of Constructivism
The conditions that best facilitate learning are described as learner-centered and problem-centered.
Learners must be provided with complex, complete, and “authentic” problems.
Learners need to be actively engaged in the learning process by seeking solutions and sharing ideas.
Assessment procedures focus on how well students solve problems and explain what they have discovered and learned.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

22. Multiple Intelligences Different Levels of Ability in individual Categories
Logical-mathematical
Linguistic
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist
Existential
Componential
Experiential
Contextual
Emotional
Implications—
Avoid labels and vary instruction.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

23. PRAXIS Series of Tests Evaluating Individuals Preparing for Careers
PRAXIS I consists of academic skills assessment, some institutions require their passing before being admitted to Teacher Education
PRAXIS II assessments provide information about the teachers’ knowledge of the subjects to be taught, pedagogy, and teaching and learning principles.
PRAXIS III is a classroom performance assessment that usually takes places during the first year of teaching.
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

24. Disposition One Leadership
Influence, Ability to Listen, Commitment to Growth of Others
Listens attentively to others in a variety of contexts
Perceives what to do to maintain good relations with others
Recognizes and appreciates differences in abilities
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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25. Disposition Two Attitudes
Toward Learning, Initiative, Motivation and Responsibility
Accepts consequences for personal actions or decisions
Prioritizes work based on established goals
Seeks clarification and/or assistance as needed
Self-starter, identifies needs and attends to them immediately
Able to identify and utilize various resources in different settings
Works effectively with limited supervision
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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26. Disposition Three Work Ethic
Ability to Work with Others, Dependability, Enthusiasm
Attends class regularly
Exhibits punctuality
Exceptional quality of work
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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27. Disposition Four Verbal and Written Expression Articulates clearly
Verbally Expressive
Organizes and clearly expresses ideas in writing
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
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28. Disposition Five Respectful Characteristics
Empathy, Respect for Rights and Opinions of Others, Integrity
Demonstrates truthfulness and trustworthiness
Gives credit to others when using their work
Communicates without intent to deceive
Demonstrates an understanding, awareness, and sensitivity to the feelings, thoughts, and experiences of others
Demonstrates consideration and regard for the values of others
Engages in deliberate discourse to resolve issues
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

29. Disposition Six Physical Appearance and Emotional Stability
Demonstrates good personal hygiene
Dresses appropriately for the situation
Demonstrates situational appropriate behavior
Maintains emotional control with regard to:
Using appropriate tone of voice
Using appropriate non-verbal expressions
Responding to situations professionally
Accepting feedback from others
Adapting appropriately to new or unexpected situations
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved

30. Professional-Development Portfolios
Include
Introduction
Table of Contents
Critical information
Reflections
Sample lesson plans
Summary comments
See “For Your Initial- Development Portfolio” sections at the end of each chapter in the text
Teaching Today, 8e
Armstrong, Henson and Savage
Copyright © 2009 by Pearson Education, Inc.
All Rights Reserved