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Essay / Research Paper Abstract
A 5 page research paper/ essay that examines Chickering and Gamson's "seven principles of good practice" and Thomas Angelo's fourteen teaching strategies. The writer argues that these educators, with these recommendations, provide a solid foundation for teaching practice and personal philosophy. This examination explores how these principles and strategies might relate to middle school English education in the seventh and eighth grades. Bibliography lists 3 sources.
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5 pages (~225 words per page)
File: D0_khengps.rtf
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strategies provide a solid foundation for teaching practice and personal philosophy. This examination explores how these principles and strategies might relate to middle school English education in the seventh and
eighth grades. Chickering and Gamsons first principle is to encourage contact between students and faculty. A teacher might accomplish this task by establishing a regular time after school, several
times a week, where the teacher is available to answering questions or address concerns. The second principle listed by Chickering and Gamson is very similar to Angelos fourteen strategy. Both
indicate that students should learn from each other through cooperation and interaction. In both instances, these educators indicate that learning is enhanced when it is "more like a team effort
than a solo race" (Chickering and Gamson). Within the context of middle school English class, this could be accomplished through student completing some assignments in teams or groups. Chickering
and Gamson emphasize active learning as their third principle and Angelo endorses active learning as his first principle. As Chickering and Gamson point out, "Learning is not a spectator sport."
In order to truly learn, student cannot simply memorize answers to prepackaged questions. Active learning environments offer students the opportunity to "talk and listen, write, read, and reflect on the
content, ideas, issues and concerns of an academic subject" (Klein 146). A middle school English teacher might promote active learning, while also accomplishing cooperative learning goals, by assigning groups
to investigate some aspect of literature being studied from a viewpoint that not only interests them but also one that they feel is relevant. Angelos fourth strategy points out
that "To be remember, new information must be meaningfully connected to prior knowledge, and it must first be remembered in order to be learned" (Angelo, as cited by Holmwood). For
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