INTRODUCTION
This article analyzes four social influences regarding the conversion of Chinese students to Christianity, and provides responsive implementations to give WELS educators a foundation for approaching their work from a proper cultural perspective. Continue reading
By: Professor Daniel Gawrisch
“What is your favorite part of the school day?” Ask most children this question and the inevitable response will be “Recess!” Although you may have been looking for an academic subject as a response, think twice before you correct the child. Recess is a highly valuable part of the daily school schedule that accomplishes educational objectives and battles childhood obesity. Opportunities at recess promote growth in the psychomotor, cognitive, and affective learning domains and provide students with spiritual growth applications.
This topic will be covered in 2 separate blog posts. The first blog post will focus on the psychomotor learning domain and value of physical activity. Continue reading
Written by Dr. Lawrence Olson
“Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.” (Matthew 28:19-20)
Making disciples: that’s the mission that God has given us. What a sacred responsibility! What a glorious privilege! Continue reading
Written by Dr. Alan Spurgin
Differentiation components are content, process, and product. The fourth component is environment and how differentiation looks in the classroom. How does your classroom stack up to differentiation of content, process, product, and environment? Maybe taking a look at differentiation and implementing the components would give your teaching a boost. Read on to find out how your classroom can look using differentiation. Continue reading
Written by Alan Spurgin
The way teachers were instructed how to teach, even as little as ten years ago, followed this line of thinking: Teachers were to teach to the middle, and those who were very bright (high cognitive ability) would learn in spite of the teacher. The child with low cognitive ability, or the emotionally and behaviorally disturbed child, would do menial tasks. Continue reading
Written by John Meyer
In an earlier blog article, I wrote about a gap that exists between the culture of WELS schools and that of society (see Is It Too Late for WELS Schools?). I propose that one aspect of that gap is the difference between the educational paradigms of 21st-century parents and that of many teachers. A paradigm is a perception of reality based upon one’s experiences and beliefs about a given topic, and it serves as an orienting framework to interpret the world (Kuhn, 1962; Mezirow, 1991). Continue reading
Written by Rebecca Berger
Homework assigned by teachers is an imposition on family time that has not been proven to benefit elementary school (kindergarten through grade 5) students. Educators in the United States have been researching homework for over 80 years without arriving at definitive conclusions about its purpose or efficacy. Continue reading