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Essay / Research Paper Abstract
A 5 page paper that analyzes a hypothetical 7th grade classroom lesson. The essay responds to certain questions such as the philosophy that was demonstrated during the lesson, how the lesson illustrated the school's mission and the mission of the School of Education at the college. The writer comments on how the lesson demonstrated pragmatism, realism and existentialism, how the teacher promoted acceptance of diversity and provides general comments about the lesson. Bibliography lists 1 source.
Page Count:
5 pages (~225 words per page)
File: MM12_PG7grobp.rtf
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Unformatted sample text from the term paper:
teacher had written todays topics on the board before students arrived. She then began with questions to help students remember the previous days activities of writing a letter of interest
for a particular job and completing an application form. Following the introduction, the teacher displayed a video of a short job interview. Students worked in pairs to responded to questions,
then shared responses with the rest of the class. Following discussion, the teacher assigned groups of four students each. The task was to write questions for a job interview, conduct
mock interviews within the group with analysis by the other team. Each member of the class was required to write a short essay on their experiences during that class session,
including what they learned during the group process. Students would be called on the next day to read part of their essay to the class. The lesson was pragmatic in
that it was based on an issue many of these particular students are concerned with - getting a job. Some of these students already work in neighborhood shops. Pragmatism was
promoted by William James and John Dewey, among others (Kincheloe, Slattery and Steinberg, 1999). Deweys pragmatism philosophy, which is called progressivism, was based on practical experience and testing hypotheses (Kincheloe,
Slattery and Steinberg, 1999). Dewey promoted social experiences and having students solve problems in group settings (Kincheloe, Slattery and Steinberg, 1999). Groups had to set up in such a
way that each member had an opportunity to participate (Kincheloe, Slattery and Steinberg, 1999). In this lesson, the teacher structured both the pairs activity and the small group activity so
that each person had to contribute to the discussion. In the pairs activity, one student asked questions of the other student and the roles were then reversed. In the small
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