Effective teachers apply particular approaches to make the process of learning more efficient. Thus, some educators focus on the development of creativity, while others focus on ‘auto-education.’ Of course, the student-centered approach is still one of the most used paradigms (Hottecke, Henke & Riess, 2012). It is necessary to note that the three lessons in question bear certain elements of these philosophies. Students’ needs, expectations, and levels are taken into account.
Hence, the lesson plan in mathematics is based on student-centered and âauto-educationâ approaches (âMath Wars!â). Of course, young learners have a short attention span, and they benefit from playing games rather than completing certain routine tasks. At that age, students need more games as they are more engaged during the lesson. The educator uses the principle of the development of a childâs autonomy as well (Holfester 2). During the lesson, children play the game, and they can add certain elements to their game. The teacher is guiding students and helps those who have some difficulties.
As far as the science lesson plan is concerned, it incorporates elements of the student-centered approach and the so-called Montessori method. The lesson starts with the discussion of stages of the frogâs life cycle (âLife Cycle of a Frogâ). Of course, it is held by the level of students. Pictures are funny and appealing to young learners. Students are encouraged to use these pictures to create their own frog life cycle diagrams. Furthermore, the lesson involves the part of students’ autonomous work. Young learners work on their diagrams without any assistance or guidance. Some students may draw their pictures and share their creative diagrams. In this case, the development of students’ creativity will also be involved.
It is noteworthy that many educators use an approach that focuses on creativity and the development of problem-solving skills. Students are encouraged to explore and reveal their creativity when completing a variety of tasks (DeHaan, 172). The third lesson is based on this principle. The teacher tells (or reads) a story (portion by portion), and students use crayons to âtellâ the story as they remember or understand it (âStory Quilts â For the Classroomâ).
Apart from reading comprehension, students train their retelling skills. Researchers stress that the development of students’ creativity is important as it positively affects the development of their cognitive skills (DeHaan 172). Apart from this approach, the lesson also uses elements of the student-centered approach and the auto-educationâ approach. Again, studentsâ autonomy is highly valued and encouraged.
On balance, it is possible to note that the educator employs a student-centered approach (facilitated by the Montessori method) and focuses on creativity in his lessons. This is a holistic approach that helps young learners to acquire and train quite specific skills (adding, reading, retelling, and so on) as well as develop cognition skills and autonomous learning. Students are engaged as their needs and levels are taken into account. They are also encouraged to explore their creativity and to work autonomously, which is important for their further development.
Works Cited
DeHaan, Robert L. “Teaching Creativity and Inventive Problem Solving in Science.” CBE Life Sciences Education 8.3 (2009): 172-181. Print.
Holfester, Chris. “The Montessori Method.” Research Starters 8.3 (2008): 1-6. Print.
Hottecke, Dietmar, Andreas Henke and Falk Riess. “Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project.” Science & Education 21 (2012): 1233-1261. Print.
Life Cycle of a Frog. Web.
Math Wars! Web.
Story Quilts â For the Classroom. Web.