Welcome to teachingandlearning.us
QUALITY ASSESSMENT CONSULTANT
TEACHING AND LEARNING.us
Classes for Professional Development for Teachers
Copyright. 2004. Aaron Givan, Ph.D
All rights reserved.
Versions of each of the following class topics-descriptions can be structured for K-8, 9-12, and the college level—1-3 semester hours each, S/U, letter grade for any distance learning mode.
I. THE MIND AND EDUCATION
1. Brainwork for Educators
How the mind works and the best learning/teaching mechanisms for the patterns pertinent to the individual are explored, personalized and applied in a site specific experience.
2. Windows on the Mind—“Intelligences Refined”
“Intelligences” defined, integrated and applied to the teaching-learning cycle—includes an overview of multiple, emotional and meta intelligences within a whole person perspective of the teacher/learner.
3. Educating the Whole Person
An integration of the cognitive-emotional and physical-social domains emphasizing the importance of behavioral structures and available dynamics as applied to teaching and learning.
4. The ARTS As Core Courses in American Education
Based on research in the “Artistic Foundations of Education” that incorporates the problem based learning elements facilitated by arts experiences as applied to teaching-learning.
5. Classroom Applications of Learning Styles and Strategies
Identification and synthesis of learning styles and possible accompanying strategies applied to site specific circumstances.
6. The Mind and Education: Effective Applications—Fieldwork Projects
Personalized design of a practical research project of mind-based insights within specifically identified problems at an identified site.
II. CLASSROOM DEVELOPMENT
7. Individual Gifts: Effective Classroom Applications
Problem-based teaching and learning insights are applied within a whole person analysis of structure and dynamics that emphasizes refining/bridging
individual gifts, especially gifts of diversity, within collaborative-cooperative processes for groups.
8. Groups Alive: Group Development for Teachers & Learners
Problem-based teaching and learning insights are applied within a whole person—group based analysis of group structure and dynamics that emphasizes refining/bridging identified, site-specific, group gifts within collaborative-cooperative process for groups: a group project oriented approach.
9. Understanding and Facilitating Character Education in American Culture
Analysis of character education traits that is applied in a personal synthesis of a site
specific design that includes personal and professional ethics parameters.
III. ONLINE EDUCATION
10. Curriculum Development
Survey of curriculum, online teaching strategies, online student traits and an application proposal for a learner-chosen sample site.
11. Managing Teaching Online
Exploration of present practices with a personalized sample based on learner specialization.
12. Learning Styles & Strategies for the Internet
Determines personalized preferences for learning and teaching on the internet and applications that bridge diverse styles with an internet class.
IV. THE PERSON OF THE TEACHER
13. Personal and Professional Development for Teachers
A whole-person approach to finding what works best in your personal teaching practice—emphasizes a life-long learning plan and teacher support groups.
14. Wellness and Proficiency in Your Professional life as a Teacher
Explores, documents, and applies personal insights into personal/vocational risks and teaching visions.
CHOOSING A TOPIC-CLASS:
1. Choose a topic that interests you.
2. Structure, with the help of your mentor, a learning contract, syllabus, and appropriate study materials—text and/or articles. For a 3 hr class, include a 10 page research paper OR a field experience (requires a 5 page summary report/presentation).
For a one hr class: a five page paper OR short field experience with a 5 page report.
1. Letter: S (Satisfactory)/U (Unsatisfactory) and/or
2. Rubrics’ critique of (A) Field Demo Presentation or (B) Portfolio.
CLASS SCHEDULING CYCLE:
Classes start as mutually arranged.
Each certified/semester hour is $275.00/hour; that is, $275.00 for a one hour class, $825.00 for a 3 hour class.
APPROACHES TO LEARNING
Aaron Givan, Ph.D.
(Copyright. 2002. Aaron Givan.)
For me, learning is a lifelong journey that connects one’s inner sense of personality structures and preferred behaviors that give expression to that structure with varied approaches to learning. I think one best starts from an inner awareness of connectedness to the cosmos and then follows the journey to places those awarenesses can lead.
This journey, in my life, has led to an emphasis on choices that are presented in a non-directed manner so that each person can choose to give expression in class room work to what he/she loves to do. The syllabus provides a framework within which the process of learning can move creatively. The group in the class room becomes the
functional teaching mechanism for the goals and learning outcome objectives for the learner; I am at once a guide, facilitator, mentor, coach and listener, and mutual learner, as well as instructor. The group members provide support for one another and share viewpoints and experiences appropriate to the learning tasks of the day.
Approaches to learning can vary with the specific context and events in a particular setting. Some approaches that can work together include the following perspectives:
1. Culturally relevant experiential learning: the facts/content of old and new knowledge are applied in daily settings using relevant teaching/learning strategies and techniques; theories and principles of learning are connected within social and cultural contexts that show the benefit of relationships among participants (the collective) and the beauty of wisdom within the self (the individual).
2. Human information processing: the changes in processing learning within human environments moves around the process of naming learnings (content and process) and allowing the total context of knowledge to grow at small and extended levels so new artifacts (products and services) result.
3. Structure and behaviors: a person’s individual preferences on how to learn best provide the foundations/structural model in which each one of us can practice learning behaviors that increase knowledge and wisdom and provide meaningful activities through a life time. Learning models can identify starting points for problem solving; for example,
A. Experimenting to find answers (1),
B. Reflecting on ideas (2),
C. Working step-by-step (3),
D. Judging value/importance (4).
Such a model might use 4 “P’s” for describing learning as a recycling process that builds upon itself: passionate (1), Poised (2), Patient (3), and Pragmatic (4).
AARON GIVAN, Ph.D.
(Copyright. 2005. Aaron Givan. All rights reserved.)
STRUCTURE AND DYNAMICS IN ORGANIZATIONS
One way to think about organizations and the functional modes necessary to make them operate is to use a naturalistic or organic approach--enough structure, like the skeleton system of the human body to support the organizational patterns [as imaged in an organizational chart by the entities named in the chart, for example] so they do not fall apart, but also, enough flexibility within the structure to allow for movement [as indicated by the connecting lines showing the relationships among the entities named within the chart]--rather like the muscle and ligaments of the human body.
The structure-dynamics relationship for human organizations can be modeled using a number of natural-organic examples from nature: for example, the leader-worker pattern in bee colonies or the various kinds of ant colonies that have been found. Individual gifts and preferences within humans can come close to the assigned functions of individual groups within these organic organizations; combining individual gifts can foster the completion of group interests/goals.
The added dimension for a human organization is the power of choice of the individuals within the structure--more rigid or more flexible, as the case may be--to work within the normal give-and-take ranges of the existing organization at any given moment. The introduction of a crisis/problem variable within the normal "activities of daily operation" (ADO) can solicit several kinds of response that demonstrate the power of individual choice:
1. Empirical needs assessment that is process and thing oriented: like a fire in an aircraft that needs immediate response by-the-numbers--rather like the larger guard ants standing guard over the workers as they do their work. In such an instance there is strong structure established by the SOP's for such situations and very defined, expected responses that still require the element of human choice.
2. Appreciative inquiry that is person and group oriented: this emphasizes the continuation of what is working and building on those elements. The group's awareness of its own functioning helps guide and facilitate the health and growth of the group with permissions and protections within the group for members to help one another define the operating rules as ADO functions are processed in the moment.
For teaching purposes and purposes of analysis and model building, more simple elements are considered within any study of an organization--for example, models like management by walking around, theory X and theory Y, and the like.
One place to begin in such modeling studies is to understand the structure-behavior patterns within each individual within the organization; this can be done, for example, by using the MBTI type inventories suggested as part of this class and by keeping notebooks for the analysis of such patterns for the groups within which you work. A comparison of the findings from correlated studies of such notebook records can show suggestive models and ways of teaching and assessing ADO patterns.
At another level, rehearsing responses to the analyzed patterns as a group experience--talking it over together through whatever means--can allow for the more complex patterns that are present due to the power of choice and the need to maintain one's identity. How these dynamics work out becomes the acting operating dynamics in actual play in the moment.
At this point, the structure-dynamics dance among the players in the organization is compound and complex: compound in that the lines of movement within the named entities within the organizational chart have vibrancy--they are not static; complex in that the named entities are interacting in multiple ways with one another all at once at any given moment.
It's a wonder that a large organization can function at all; yet that is the beauty of human groups--they are compound-complex entities and, for me, living-organic creations...
Again, one way to think about organizations and the functional modes necessary to make them operate is to use a naturalistic approach--enough structure, like the skeleton system of the human body to support the organizational patterns [as imaged in an organizational chart by the entities named in the chart, for example] so they do not fall apart, but also, enough flexibility within the structure to allow for movement [as indicated by the connecting lines showing the relationships among the entities named within the chart]--rather like the muscle and ligaments of the human body.
The key for successful operations is the achievement of some kind of balance between the structure of an organization and the movements/dynamics within the structure...
Can you give examples of this balance and the tensions that go with it within your organization?
Philosophy of Education ONLINE Applications
Aaron Givan, Ph.D. [5/10/2004]
1. Pedagogical Considerations Unique to Online Education:
Within the "Approaches to Learning" philosophy of education statement posted above are several facets unique to an ONLINE environment:
Personal choices: I encourage personal choices within the required assignments so that learning style preferences can surface and foster individual expression and creative thinking skills. The online environment enhances the ability of learners to make such choices and share the results with others at the same time; therefore, the experiences of the group mature over time within the class term.
Graduated assignments: The discussion follows a routine, four-part developmental approach to considering topics germane to each week’s study topic; this model is expanded with the weekly project process which is completed in sequential steps similar to that of a professional journal article. These two processes are interlocked and promote each other over the life of the term successfully due, largely, to the immediate feedback available through the technology used.
2. Course Tools: Within any electronic platform there is available a variety of tools, for example,threaded discussion options that include immediate response capabilities, that can enable a lively discussion on a topic; these discussions can be recycled each week to aid in knowledge development. This encourages complex knowledge building.
3. Assessment: Specific content and length of assignments as related to class goal/core learning outcomes are defined within each week’s context and performance rubrics are used to score student postings—see syllabus for points breakdown and the weekly discussion for rubric/specific learning activity relationships.
4. Instructor Comments and Feedback: I post questions and comments within the threaded discussions on a regular basis; the emphasis is on allowing individual, internal student style preferences to find a means and forum for immediate, practical applications within the contexts of the assignments being done—for example, 1. Experimenting to find answers, 2. Reflecting on ideas, 3. Working step-by-step, and 4. Judging value/importance.
The problem solving modes (1-4 above) are aligned with specific learning styles; weekly experiences within these style constructs provide a structure/a track to run on while doing work assigned for the term. The emotional and social dynamics that take place within the structural elements (1-4 above) include expressions than can be 1. Passionate, 2. Poised, 3. Patient, and 4. Pragmatic. These four dynamics are also similarly aligned with the learning styles accessed by the problem solving modes (1-4) listed above. The development/growth of the whole person is fostered using these processes.
Aaron Givan, Ph.D. [5/13/2004]
MY PUBLICATIONS: Root Research Resources with emphasis on transdisciplinary, wide contextual knowledge base for
Community Resource Inventory. Photocopied. Browning Community Ministries, A 50 agency survey handbook. (Revised and republished by a continuing task force, 1980.)
Community Trust Building Guidelines. Photocopied. Guidelines, general and specific, for establishing problem solving groups in human communities. Browning Community Ministries, 1978.
Community Trust Building: Problems and Prospects among the Blackfeet Indians of Browning, Montana, 1977-1978. Phoenix: Kosmos Business Systems, 1978, 1989.
"How To Have Friends." Phoenix, Az: photocopied, copyrighted 1981 in Single Scene, Issue 230 (Oct. 16-31, 1981, page 5).
An Operational Theory of Wellness: A Diverse Dimensional Perspective with an Integrated/Multi-faceted Model. Phoenix, Az: Kosmos Business Systems, 1984,199pp.
"On Caring: A Cross-Cultural Experience," God's People Learning to Care, American Baptist Women, 1985-86, Valley Forge, PA. A four page devotional guide.
Eye Movement Interest Indicator (EMIl). 1989. Phoenix, AZ: Kosmos Business Systems.
Learning to See Lateral Eye Movements: Developing Consistency in Assessing a Cerebral Hemisphere Indicator. Phoenix, AZ: Kosmos Business Systems, 1989.
Relation of Vertical/Lateral Eye Movements to Work/Vocational InterestPreferences. Phoenix, AZ: Kosmos Business Systems, 1989. 1990.
Life Review System. Phoenix, AZ: Kosmos Business Systems, 1989. 1990.
You and Your Life--Learning To Be Well. 1989. Phoenix, AZ: Kosmos Business Systems,
Survival Skills in the Real World--A Syllabus. Belcourt, N.D.: Aaron Givan, . 1989, 1990. 9pp. For a one hour course at Turtle Mt. Community College, Belcourt, N.D.: DVP 296, DVP 101.
Multicultural Ethics--A Syllabus. Belcourt, N.D.: Aaron Givan, 1989. 12pp. For a three hour course at Turtle Mt. Community College, Belcourt, N.D.: HUM 241.
Fostering Creativity--A Syllabus. N.D.: Aaron Givan, 1990. For a one hour course at Turtle Mt. Community College, Belcourt, N.D.: DVP296. 9pp.
Teaching with Clarity: A Translateral/Superlateral Approach. Belcourt, N.D.Aaron Givan, 1990. For a two hour course at TMCC: HUM 298 (proposed). 7 pp. A Syllabus.
Words Alive: Toward Creativity. Belcourt, N.D.: Aaron Givan, 1990. 7pp. For a 3 hour course at TMCC--HUM 297 (proposed). A Syllabus.
Introduction to Philosophy. Belcourt, N.D.: Aaron Givan, 1990. For a 3 hour class in classical philosophical issues, TMCC--HUM 296, Special Topics (proposed). 9pp. A Syllabus.
Teaching with Clarity--A Syllabus. Belcourt, N.D.: Aaron Givan, 1990. For a 2 hr class to be conducted over a three day period--proposal. 10pp.
Managing Difficult People in the Work Place: Caring for Yourself--Coping with Others. Belcourt, N.D.: Aaron Givan, 1990. For a one day seminar for health professionals working in a hospital. Presented to Nursing Services, IHS/PHS Hospital, Belcourt, N.D. on 8/16 & 17) 1990; sponsored by and taught at Turtle Mountain Community College, Belcourt, N.D. A syllabus-10 pages plus brochure.
Teaching with Claifity--A Syllabus. (Revision). Belcourt, N.D.: Aaron Givan, 1990. 7/27/1990. 14pp.
Caring for the Person of the Care Giver/Helper. Belcourt, N.D.: Aaron Givan, 1990. For a five contact hour seminar. 5pp. Sponsored by Turtle Mountain Community College.
Introduction to Philosophy. Belcourt, N.D.: Aaron Givan, 1990. For a fourh our class in classical philosophical issues, TMCC--HUM 296, 297 (Fall, Winter, 1990). 2 hours per quarter. HUM 296 required to take HUM 297. A syllabus (revision--up-grade). Accepted and sponsored by TMCC. 11 pages.
Study Skills for College. Belcourt, N.D.: Aaron Givan, 1990. For a one hour class for high school students. DVP 100. Sponsored by TMCC.
Words Alive--A Syllabus. Belcourt, N.D.: Aaron Givan, 1990. (A Revision.) One hour credit. DVP 296. For high school students; goal=life interest in English Vocab.)
Wholistic Math/Science Teaching Methods and Applications. Belcourt, N.D.: Aaron Givan, 1990. A revision of Teaching with Clarity--A Syllabus. A Syllabus. For a 4 hour class for teachers in the Belcourt school system--sponsored by TMCC.
Teaching with Clarity: Variations on a Theme--Four Syllabi. Belcourt, N.D.: Aaron Givan, 1990. Four syllabi registered with the copyright office for professional seminar use.
General Psychology--A Syllabus. 4 credit hours--Psy 211B. 11 pages. Belcourt, N.D.: Aaron Givan, 1990.
Personal Art Style Assessment. Belcourt, N.D.: Colors for Living, 1991. An assessment tool for determining an individual's personal art style using a four-part model.
The Effects of Therapeutic Touch on Test Anxiety (Includes: Tests: A Questionnaire). Belcourt, N.D.: Aaron Givan, 1991. A Research proposel and pilot inventory on test anxiety. Based on work first completed in 1985 at Arizona State University, Tempe AZ.
Spirituality and Its Behavioral Traits/Markers--A Wholistic Model. Belcourt, N.D.: Aaron Givan, 1991. An assessment of spiritual behaviors usinga wholistic point of view.
Personal Style Analysis Inventory. Belcourt, N.D.: Aaron Givan, 1991. A multi-form inventory of personality style.
A Personal Perspective on Quantitative/Qualitative Research Methods in Education. Derwood, MD: Aaron Givan, 1995.
Contextual Diversity: Assessment and Practice. Derwood, MD: Aaron Givan, 1995.
Computer Applications in Education: A Case Sampling of Epistemological Pluralism. Derwood, MD: Aaron Givan, 1995
Paradigm Diversity and the Integrated Balance of Educational Processes: A Whole-Person Viewpoint. Derwood, MD: Aaron Givan, 1995.
Matriarchal/Anima Dominance as a Balancing Factor in an Androgynous, Whole Person Approach to Teaching/Learning Principles and Strategies/Skills: A Beginning Handbook. Derwood, MD: Aaron Givan, 1995.
Education through Art/Art Principles-Practices as a Meta-Paradigm: Promoting Skill and Maturity in Mental, Ethical/Moral, and Aesthetic Knowledgeand Development. Derwood, MD: Aaron Givan, 1996.
Laterality and Educational Practices: A Wholistic Approach. A. Givan, 1996. Derwood, MD.
The Essence/Essences of the Philosophical Foundations of Education approaching the Year 2000 A.D. Derwood, MD: A. Givan.
The Treatment of Test Anxiety in Children.Derwood, MD: A. Givan, 1996.
Emotional Inventory for Test Anxiety (EITE-LF; EITA-SF). A. Givan, 1996.Derwood, MD.
Reactive/Maladaptive Test Anxiety Inventory (R/MiAI). A. Givan, 1996.
A Circumplex Model of History: An Overview of the Historical Foundations of Education in the USA. Derwood, MD: A. Givan, 1996.
Educational Trait Index (ETI). A. Givan, 1996. 10 item & 30 item versions.Derwood, MD.
A Wholistic/Circumplex Approach to Test Item Writing and Polychotomous Scoring Procedures: A Continuing Education Module. Derwood, MD: A. Givan, 1996.
Selected Comparative Personality Values (Alpha-Delta) with Associated Teaching Styles and Strategies: A Lesson Plan Application Module. Derwood: A. Givan, 1996.
Test Anxiety--A Matter of Style. Derwood, MD: A. Givan, 1996.
A Psychological View of the Seats of Human Learning--An Interpretative Model. Derwood, MD: A. Givan, 1996.
Problems and Prospects in American Higher Education Approaching the Year 2000 A.D. Derwood, MD: A. Givan, 1997.
The Benefits of Using Creativity Insights/Guidelines in Curriculum Development. Derwood, MD: A. Givan, 1997. Three Major Social Problems Influencing Educational Processes in the USA in the 1990's: A Personal Perspective. Derwood, MD: A. Givan, 1997.
Reflections on Issues/Trends in Educational Anthropology Influencing Educational Processes in the USA in the 1990's. Derwood, MD: A. Givan, 1997.
Collecting \Wildflowers/Medicinal Plants in the USA--Montgomery County, Maryland: An Adjunct to Artistic Creativity--A Summary. Derwood, MD: A. Givan, 1997.
Learning Styles-Strategies for Learners: Research Applications--Mentoring, Personal Growth Enhancement, and Lifelong Planning. (A Workbook.) Derwood, MD: A. Givan, 1997.
Learning Styles: The Keys to Creative Teaching--A Syllabus. Rolla, ND: Aaron Givan, 1998. One Credit Hour--Ed. 600 (NDSU, Fargo, ND).
Seeing Yourself in Your Students--A Syllabus. Rolla, ND: Aaron Givan, 1998. One hour credit--T&L 900 (UND, Grand Forks, ND).
Problem-solving Oriented Teaching--A Syllabus. Rolla, ND: Aaron Givan, 1998.
Practical Approaches for Teacher Improvement--A Syllabus. Aaron Givan, 1998.
Problem-Based Teaching/Learning: Reframing/Refining for the 21st Century-A Syllabus. Rolla, ND: Aaron Givan. 1998. Rolla, ND:
Professional- Excellence Program (PEP). Rolla, ND: Aaron Givan, 1999.