Robin's model altered from reading week 2

I read both readings thinking they were both required for this assignment. Upon reading the "Theories for...Educators" chapter, I began to think that this assignment (although I understand why it is helpful in building our theories and developing our identities as teachers) is impossible to perfect. It clearly said "We need multiple metaphors for learning and throwing one in favor of another is dangerous" Moreover, I was patting myself on the back for including modern ideology in my original model but was very happy to finally have some examples and data knowledge behind my ideas. For example I previously acknowledged  differences among students as "resources" and knew that people learn first through example before participation. However, as the brain research module pointed out, there needs to be repetition and practice in order to go from just information to genuine skill. To clarify, I do believe there has to been a skeletal structure for "what students should learn" since critical thinking and problem solving even in it's natural context, "the real world problems", assumes a genuine understanding and even mastering of basic knowledge. Jerome Bruner's spiral effect still holds a loose truth even in today's more personal and exploratory theories of practice. I still believe teachers should try to know and appeal to her all student's learning styles but at this point I'd like to move beyond that kind of basic task. With all this acknowledged, I'd like to make my model more specific, inclusive, and alter it slightly.

Observation and Introduction The boy watches and listens to his elder fish.

The student observes members of a community before becoming a member of the community.

The boy wonders about fish.
The student uses what he already knows to weed out what isn't known. Creates questions for exploration. It is the teacher's job to make subjects relative to students.
Example: Who here has ever been fishing? Caught a fish?

Exploration and Practice: The boy fishes.
The student takes his learning into his own hands. Children are not always naturally active participants in their own learning. It is the teacher's job to inspire, tap their interests, get them involved and actively participating so they can get past any anxieties and enjoy learning.

 Teacher gives guidance without dictating or hindering possible perception differences. Every child has a uniqueness that is a resource to the classroom community.

Reflection Analysis and Furthering learning
The student reflects on what he learned during exploration and practice; making connections and seeing the broader picture. The teacher should collaborate each unique experience to make the most out of the common experience. Teacher uses a questioning method to both facilitate discussion and open up doors for future learning. Student should have something to show for his learning be a new skill, a poster, presentation, paper, project. This gives them something visual to sum up their specific learning experience and also something tangible to be proud of their achievement. Self pride is the best positive reinforcement and motivates them to learn more.