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Peace. This is Sherry, I am 23 and in my Senior year at University of North Carolina at Charlotte. I am graduating next fall to become an elementary school teacher. I was born and rasied in Michigan, but moved to North Carolina in 2006. I am super excited about learning using Wikiversity and working with students from Germany and Bulgaria!

Piston's Game January 2008

My answers to the common reading questions!

How Can ICT Literacy Skills Support Global Awareness at the K-5 Level? questions to answer: 1. The reading on ICT/Global Awareness describes two examples of how ICT (Information and Communications Technology)skills can support global awareness. What do you think are the benefits to students who participate in these types of projects? What similar types of projects might you do with students when you begin teaching?

'Common Reading Answer 1 >' There are both measurable and immeasurable benefits for students participating in projects such as the ones described in the article. The measureable benefits are the knowledge and academic aspect of being educated about a different culture. Students remember more of what they DO and less of what they read therefore projects such as these make an abstract concept such as diversity or multiculturalism concrete. Doing this will help the student actually learn the main ideas and concepts instead of simply memorizing and regurgitating information. The immeasurable benefit for the students involved in ICT/Global Awareness projects is what they take home with them. The positive attitude and empathetic feelings students discover while working on these projects is not something you can teach to your students. These are feelings and emotions that are instilled in a child at a young age and they will carry them with them throughout their lives. What we are teaching our students through global awareness projects is much bigger than ourselves or our classroom…It is teaching tolerance and acceptance that will help build a more positive global community. The types of projects I do in my classroom will be decided by the technology resources that we have. Regardless of the level of technology in my classroom my students will discover Global Awareness on a personal level. The simplest project that we would do would be a pen pal project. Although this is very basic, it can be done at whatever level technology my school has (i.e. postal service or electronic mail.) Another project that I would be interested in doing with my students would be a scavenger hunt. Students would have to work with students from another location to find items they need. Students would not be provided with a list of items but with a list of clues. Not only does this help my students find out about another location of the world, it helps them learn about their location as well.

Framework for the 21st Century questions to answer: 2. The Framework for 21st Century Learning list 4 areas that are important for a 21st education: Core Subjects and 21st Century Themes; Learning and Innovation Skills; Information, Media, and Technology Skills; and Life and Career Skills. Which of these, if any, are the schools in your area addressing? What does a teacher in training like yourself need to know and be able to do in order to teach 21st century skills to children?

Common Reading Answer 2 > The school that I was placed in for my clinical observation this semester is a high-risk school. This means that there are a lot of minority and low-economic status students. At this school it seems as though they focus most of their time on developing the character of the students. The majority of the students do not have a positive or positive role model at home so they must get formal instruction in school as to how they should act and when. Even though this is an elementary school the primary focus is on Life and Career Skills. A great deal of time is spent dealing with behavioral issues, and there is a common them as to how they are handled. Teachers and faculty constantly help students with their self-direction, productivity, accountability, and responsibility. In order to teach 21st century skills to our students it is very important that we know and display them as their teacher. It is difficult to teach and apply skills that you yourself are not familiar with. As a teacher you should also know your students and know what 21st century skills your students would benefit from the most. The 21st century skills cannot be taught in a lesson but must be applied and instilled in the classroom each and every day. Knowing which 21st century skills your students need help with the most will make sure that they are getting the most positive exposure possible in the classroom.''

Our Groups KWL Chart:

1. KWL Chart[edit]

types of instruction and learning theories


  • The U.S focuses primarily on behaviorism, information processing, and constructivism.
  • Behaviorism is teacher directed and mostly involves the teacher presenting content to the students where the students aren't really active
  • Information processing focuses on how people absorb their environment, encode information, and relate it to what they already know
  • Constructivism is very student centered and provides students with hands-on activities, problem solving and typically allows students to collaborate with others.
  • In constuctivism, teacher acts as a facilitator or coach.
  • Constructivism has shown higher achievement and results for most content and is more stressed in most of our teacher education classes. However the behaviorist and cognitivism/information processing do have advantages for some things .
  • Teachers teach their lessons using a variety of stratigies listed above. There is no right or wrong way to teach a lesson, however some topics will go over bettter if it is taught one way over the next.
  • In schools now , lessons are very constructivist. They use to be taught more in a behaviorist way. In schools students are encouraged to work in groups learn through inquiry.


  • The main theories in Germany are (like in the U.S.) behaviorism, information processing and constructivism.
  • In Germany is not really a law, which tells us what theory we have to use. So everyone is relatively free to choose the one he or she likes best.
  • In former times, behaviorism was most popular, but now the focus is on constructivism.
  • In Germany there is not just one theory, but a mixture of all those outlined above.
  • We would like to know what the main learning theories are called in Germany / in the U.S. and which theories are encouraged
  • We would like to know how these theories are taught to teacher education students in Germany / in the U.S.
  • We would like to know which type of learning theories & instruction are most widely used in Germany / in the U.S.
  • We would like to know if teachers are expected to teach their classes based on a specific learning theory. For example: do they have to teach in the theory that the school believs or are they allowed some flexibilty.
  • We would like to know how successful kids are using one method over the others.
  • Over generations, did the learning theories taught change or have teachers always been encrouaged to teach a certain method.

  • I learned that Germany and the United States have the same learning theories, including behaviorism, information processing, and constructivism.
  • Both Germany and the United States traditinally focused on behavorism but now highly encourage constructivism.
  • Germany's learner centered approaches include journals, role play, and students teaching lessons, which is very interesting.

Our presentation[edit]