CUR 550 Professional_Community_Model_Comparison_Paper.docx CUR 550 Education has changed

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CUR 550 Professional_Community_Model_Comparison_Paper.docx CUR 550 Education has changed in many different ways over the past 20 years. Many years ago, the education system was very different from t... he education system today. Teachers taught concepts one specific way, and you learned that way or you did not learn. This was a struggle for many students. This was referred to as the traditional approach. Today school districts encourage a new approach known as the professional learning community. These approaches are different in many different ways and both have benefits and downfalls. The traditional approach to learning focuses on teachers teaching and students learning, also known as œteacher centered. The picture-perfect idea of this is the traditional, students sitting in rows of desks quietly, listening to every word the teacher says and understanding the information being given to them. The teacher is at the front of the classroom direct teaching to the students, modeling the learning for them to follow. This is a hard picture for students that may require kinesthetic learning opportunities, or students that may learn better in small group rather than whole group. This concept of teaching and learning does not help all students or teachers. It is also important to note that the traditional approach believed that teachers work best independently rather than with others. A teacher has the ability to teach without assistance from others and could do it quite well. A teacher that works independently though, is only able to expa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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