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Conceptual Framework

Conceptual Framework
By Linda Hillard

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Conceptual Framework

Abstract

The three main components of the conceptual framework model serves as practices and
models throughout my education experiences. I will explain how the conceptual framework has
paved the way for me to become an exemplary teacher in a global community. I will explain how
all three go hand in hand in order to produce the most effective outcomes.

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Conceptual Framework

Conceptual framework is a collaboration of beliefs and practices. The subjects that are
being taught are the tools that structure learning. The teacher must be knowledgeable of the
curriculum in order to create learning experiences conducive and meaningful to the students.
Classrooms are diverse; although everyone may have similar characteristics, each student is
unique in their own way. It is the teachers responsibility to find out the various learning styles
of the students. You may have some kinesthetic learners, visual learners, or auditory learners.
Lesson plans should be designed to meet the various learning styles. Just as we would like the
students to think critically, teachers should be able to think critically as well. There is no same
way of taking in and processing information. A teacher should provide opportunities of learning
that fosters social, intellectual, and personal development.
Liberal Arts Education
I tend to view liberal arts education as the interactive phrase. I say this because whatever
the teacher implies will make a difference in the students perception of the information. Math is
my weakness but I know in order to effectively apply math concepts to the students, I have to
practice myself. Math should encompass experiences that bridge preoperational into concrete
operational thinking (Wortham (1998). Pg 366). Having a strong foundation in various subject
areas will make the teaching experience fun and enjoyable. There is no set age in which children
start thinking critically. It usually starts around kindergarten when children are able to know how
to think. Of course, teachers have to use techniques to help them with thinking critically.
Teachers should ask open ended questions that tend to have one answer. Once children start
pondering, they generate all sorts of responses. The responses doesnt have to be right because
the objective is not about right and wrong, it is about getting the children to think. Once they

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Conceptual Framework
start thinking, they are able to problem solve. In order to problem solve, students must observe,
describe, classify, measure, and infer (Wortham (1998). Pg 243). The students are in the
classroom to gather, discover, integrate, understand, process, and to learn the information
conveyed by the teacher (Student, 2014). Students interaction in the classroom helps build
relationship between the students and the teacher. I noticed the students in the classroom value
what their peers are doing and saying. They should be engaged in meaningful learning that is
student lead with assistance from the teacher when needed. This will allow the teacher to assess
learning, something we will be talking about later on. There is a feeling of comfort when I see
students in charge of their own learning. It just makes it more meaningful. The bond between
teacher and student should be similar to the bond between mother and child. One way to mold
this is to encourage students to do their best because they are capable. Let students know that
they must respect one another and also respect rules (Students, 2014).
Teachers must be excellent models for students as well. Recently, I went to an intake
meeting at one of the high school. The female principal was conducting the meeting. I
immediately noticed that there was too much of her legs showing. I couldnt tell whether she had
on short pants or a skirt. The principal started lecturing on her no tolerance for inappropriate
dress code. Well, a parent spoke up and addressed the principals attire in which the principal
became very defensive. The parent stated that what she was wearing was inappropriate attire to
be wearing around teenage boys, which she was right. When the principal sat down, her skirt
rose up and it almost looked as though she had on a pair of shorts. Instead of the principal
acknowledging her inappropriate dress, her defense was she is not normally around the children.
She is usually sitting behind a desk.

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Conceptual Framework

Put another way, critical thinking is about knowing how to think, not what to think. Teachers use
a number of techniques to help students learn critical thinking, starting as early as kindergarten
and ramping up especially in 2nd grade and beyond. Below are a few of the methods educators
employ; you can try them at home to help your child become a critical thinker.

Critical thinking: Ask open-ended questions. Asking questions that don't have one
right answer encourages children to respond creatively without being afraid of giving the
wrong answer.
Critical thinking: Categorize and classify. Classification plays an important role in
critical thinking because it requires identification and sorting according to a rule, or set of
rules, that kids must discover, understand, and apply. If you play classification games at
home, be sure to follow up the activity with questions about the similarities and
differences between the groups. You can sort everything from dirty laundry to Legos to
produce to doll clothes to promote critical thinking.
Critical thinking: Work in groups. In a group setting, students are exposed to the
thought processes of their peers. Thus, they can begin to understand how others think and
that there are multiple ways of approaching problems not just one correct way.
Critical thinking: Make decisions. Help your child consider pros and cons, but don't be
afraid to let her make a wrong choice. Then evaluate the decision later. Ask your child,
"How do you feel about your decision? What would you do differently next time?"
Critical thinking: Find patterns

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Conceptual Framework

References

Brooks, J. G. & Brooks, M.G.(1993). In Search of Understanding: THE CASE OF

CONSTRUCTIVIST CLASSROOMS. Alexandria, VA. Association for Supervision and
Curriculum Development
Student Engagement Trust. Retrieved from www.studentengagement.org/.4/10/14
Wortham, S.C. (1998). Early Childhood Curriculum. Developmental bases for Learning and
Teaching. Upper Saddle River, New Jersey. Prentice Hall, Inc.