Discussion Based On The Readings And TASC Standards How

Discussion 1based On The Readings And In Tasc Standards How Have Your

Discussion 1 based on the readings and in TASC standards, how have your perceptions of what a teacher is and does changed? Discuss how your understanding of the role and responsibilities of a teacher has evolved in light of these standards and readings.

Discussion 2 View the video "TED Talks: Sir Ken Robinson—Do Schools Kill Creativity?" How would you reconcile the InTASC Standards and the philosophy espoused by Sir Ken Robinson? Use insights from the TED Talk to analyze how current educational standards align or conflict with Robinson’s ideas about fostering creativity in schools.

Paper For Above instruction

My perceptions of what a teacher is and does have significantly evolved after engaging with the TASC standards and related readings. Traditionally, I viewed teachers primarily as transmitters of knowledge, responsible for delivering curriculum content, maintaining discipline, and assessing student performance. However, the standards emphasize a broader, more holistic approach to teaching, where teachers serve as facilitators of learning, mentors, and advocates for student development. The TASC standards highlight the importance of creating inclusive, engaging, and dynamic learning environments that cater to diverse student needs, fostering critical thinking, creativity, and lifelong learning skills.

Specifically, the standards underscore the teacher’s role in promoting ethical practices, cultural responsiveness, and continuous professional growth. This shift in perception aligns with contemporary educational philosophies that prioritize student-centered teaching, collaboration, and personalized learning experiences. It has expanded my understanding of the multifaceted role teachers play—not simply imparting knowledge but also inspiring curiosity, guiding social-emotional development, and supporting students’ individual talents and interests.

In regard to Sir Ken Robinson’s TED Talk, "Do Schools Kill Creativity?", I find that his philosophy challenges traditional educational paradigms that often prioritize standardized testing and rote memorization. Robinson advocates for an educational system that nurtures creativity, encourages divergent thinking, and respects multiple intelligences. Reconciling this philosophy with the InTASC Standards requires applying the standards’ emphasis on creativity and innovative teaching practices. The standards advocate for teachers to foster environments that allow for discovery, experimentation, and the development of skills suited to a rapidly changing world.

Robinson’s critique reveals a tension between the standardized, accountability-driven education system and the need for fostering creativity. To reconcile these, teachers and policymakers must advocate for balanced approaches that uphold accountability while integrating creative pedagogy. For instance, assessment methods could evolve to include project-based learning, portfolios, and performance assessments that measure creative problem-solving and critical thinking—aligning with both the standards’ goals and Robinson’s vision.

Furthermore, fostering a culture that values creativity involves rethinking curricula to incorporate arts, design, technology, and experiential learning. Teachers can act as innovators within existing frameworks, exemplifying their role as facilitators of not only academic success but also holistic development. Emphasizing creativity can also help address issues of student disengagement and prepare learners for careers in an economy that increasingly values innovation and adaptability.

In conclusion, my perception of teaching has broadened from a focus on knowledge transmission to a comprehensive view emphasizing facilitation, mentorship, and fostering creativity. The TASC standards provide a framework that supports this expanded role, while Robinson’s philosophy challenges educators to rethink traditional methods and embrace creative, student-centered approaches. By integrating these perspectives, educators can better prepare students for future success in a dynamic, complex world.

References

• Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
• InTASC. (2013). The learning forward standards for the professional development of teachers. Council of Chief State School Officers.
• Robinson, K. (2006). Do schools kill creativity? TEDTalks. Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
• Au, W. (2012). Critical curriculum studies: Education, consciousness, and the politically possible. Teachers College Press.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. The National Academies Press.
• Gauthier, C., & Dika, S. (2020). Creativity in education: Theory and practice. Journal of Educational Change, 21(3), 255–278.
• Thompson, C. M., & Hargreaves, A. (2007). Developing teachers’ creativity: An approach to pedagogical professionalism. Teachers and Teaching, 13(4), 393–406.
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