[etni] A Bagrut for effective teaching
- From: "David R. Herz" <drh16@xxxxxxxxxxx>
- To: <etni@xxxxxxxxxxxxx>
- Date: Tue, 10 Feb 2009 10:48:51 +0200
On the theory that Bagrut and grades are useful motivators, I would like to
suggest teacher Bagrut and grades for the betterment of the profession.
The Bagrut will be a series of annual tests which will determine schedules,
salaries, and the right and frequency to take a sabbatical. There will be
one exam on general teaching knowledge and theory. There will be one
subject specific general exam and a specific class level exam for each class
a teacher has taught in the past year and for each class a teacher expects
to teach in the following year. In the event that a teacher starts a year
teaching a class in which she has not taken a Bagrut, she must take the
October Bagrut for that level that year and must pass with at least an
eighty to continue teaching.
Teacher grades will be a composite of the inspector's evaluation, the
principal's evaluation, a project and two performance tasks, and meeting of
class performance measures, including percentage attendance, completion of
syllabus and assigned texts, appropriate application of current directives,
passage of standardized tests, progress and motivation measures and student
evaluations.
The Bagrut: General Knowledge and Theory
As a base, the teacher is responsible for knowing the following concepts:
* ACT* (J. Anderson)
* Adult Learning Theory (P. Cross)
* Algo-Heuristic Theory (L. Landa)
* Andragogy (M. Knowles)
* Anchored Instruction (J. Bransford & the CTGV)
* Aptitude-Treatment Interaction (L. Cronbach & R. Snow)
* Attribution Theory (B. Weiner)
* Cognitive Dissonance Theory (L. Festinger)
* Cognitive Flexibility Theory (R. Spiro)
* Cognitive Load Theory (J. Sweller)
* Component Display Theory (M.D. Merrill)
* Conditions of Learning (R. Gagne)
* Connectionism (E. Thorndike)
* Constructivist Theory (J. Bruner)
* Contiguity Theory (E. Guthrie)
* Conversation Theory (G. Pask)
* Criterion Referenced Instruction (R. Mager)
* Double Loop Learning (C. Argyris)
* Drive Reduction Theory (C. Hull)
* Dual Coding Theory (A. Paivio)
* Elaboration Theory (C. Reigeluth)
* Experiential Learning (C. Rogers)
* Functional Context Theory (T. Sticht)
* Genetic Epistemology (J. Piaget)
* Gestalt Theory (M. Wertheimer)
* GOMS (Card, Moran & Newell)
* GPS (A. Newell & H. Simon)
* Information Pickup Theory (J.J. Gibson)
* Information Processing Theory (G.A. Miller)
* Lateral Thinking (E. DeBono)
* Levels of Processing (Craik & Lockhart)
* Mathematical Learning Theory (R.C. Atkinson)
* Mathematical Problem Solving (A. Schoenfeld)
* Minimalism (J. M. Carroll)
* Model Centered Instruction and Design Layering (A.Gibbons)
* Modes of Learning (D. Rumelhart & D. Norman)
* Multiple Intelligences (H. Gardner)
* Operant Conditioning (B.F. Skinner)
* Originality (I. Maltzman)
* Phenomenonography (F. Marton & N. Entwistle)
* Repair Theory (K. VanLehn)
* Script Theory (R. Schank)
* Sign Theory (E. Tolman)
* Situated Learning (J. Lave)
* Soar (A. Newell et al.)
* Social Development (L. Vygotsky)
* Social Learning Theory (A. Bandura)
* Stimulus Sampling Theory (W. Estes)
* Structural Learning Theory (J. Scandura)
* Structure of Intellect (J. Guilford)
* Subsumption Theory (D. Ausubel)
* Symbol Systems (G. Salomon)
* Triarchic Theory (R. Sternberg)
The teacher is responsible for knowledge of the basics of each concept, to
be aware of current criticism of each theory and will be asked to analyze
certain classroom and educational practices in light of specific theories.
The teacher must be able to identify what type of teaching theory (i.e.
behaviorist, cognitivist or constructivist) and should be aware of the basic
criticisms to each approach. Additionally the teacher must be aware of and
identify which thought processes were used in the answering of her
questions.
Bagrut: Subject Specific: English
All of the above plus Krashen, Gillingham, Goodman, and whoever else is in
vogue. The English teacher will be responsible for the following concepts:
* Theoretical linguistics
* Generative linguistics
* Phonology
* Morphology
* Syntax
* Lexis
* Semantics
* Lexical semantics
* Statistical semantics
* Structural semantics
* Prototype semantics
* Pragmatics
* Systemic functional linguistics
* Descriptive linguistics
* Phonetics
* Historical linguistics
* Comparative linguistics
* Etymology
* Sociolinguistics
* Corpus linguistics
* Applied linguistics
* Language acquisition
* Language development
* Language education
* Psycholinguistics
* Neurolinguistics
* Linguistic anthropology
* Cognitive linguistics
* Computational linguistics
* Stylistics
* Prescription
* History of linguistics
The English teacher should also know and know the criticism against the
following:
# 2 Methods of teaching foreign languages
* 2.1 The grammar translation method
* 2.2 The direct method
* 2.3 The series method
o 2.3.1 Variation of direct method
* 2.4 The oral approach/Situational language teaching
* 2.5 The audio-lingual method
* 2.6 Communicative language teaching
* 2.7 Language immersion
* 2.8 Minimalist/methodist
* 2.9 Directed practice
* 2.10 Learning by teaching (LdL)
* 2.11 Proprioceptive language learning method
* 2.12 Silent Way
* 2.13 Pimsleur method
* 2.14 Michel Thomas Method
I could go on, but I have wasted enough time and you get the point. You
could know squat and be a great motivator and teacher, or you could know it
all and be useless as a teacher. Of course, you could have high marks on
both the x- and y- axis, and as we become more expert at measuring the
various variables and their interaction, we could adjust your various
salaries and work conditions appropriately.
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