Module 5

In Chapter 12, although I've encountered Maslow's Hierarchy of Needs (p. 449) in many other classes, I hadn't truly contemplated it's relevance in the educational setting until I actually observed children whose learning ability directly tied into their level of needs.  In my classroom, when children come to class hungry or tired, they are literally incapable of learning, let alone behave in an appropriate manner suited for the classroom.  I had a student with a new baby sibling whose crying apparently kept the student from getting a good night sleep, fall asleep at her desk during a raucous discussion about fairness of indoor recess.  On many occasions students arrive at school without eating breakfast.  When this happens usually their main focus is on the clock all morning as they wait for lunch time to arrive.  Not much learning can or does take place when students are hungry.  Only when deficiency needs are met, can students move onto higher levels where learning can take place.

In Chapter 14, I found the description of direct instruction interesting.  I've studied teaching by using  the inquiry method, and I employ this via project-based learning as opposed to direct instruction at every opportunity.  Direct instruction is well-suited for lower level taxonomies such as remembering, and although direct instruction results in higher standardized test scores, the "quality" of learning is arguable (p. 542).  Direct instruction does not support higher level critical thinking like project based learning does.