A domain of practice is said to be scientific because practitioners in the domain focus upon a particular subject matter. Without a subject matter, practitioners in a domain do not and cannot be said to focus upon a shared subject matter; therefore, they do not consider the same subject matter, develop shared concepts or shared understanding. With a subject matter, on the other hand, practitioners in a domain mostly emphasize, focus upon and consider the same subject matter; they develop shared concepts of the subject matter; therefore, they are more likely to generate comparable ideas. For example, when a practitioner is failing or incapacitated, another can pick up the tab; thus, the one who may be failing can learn from another who is viable, and accordingly guide and reinforce one another; scientific practice help to develop consistent and increased understanding of problems in a domain.
Teaching children (grade students) and adults (college students) involve differing activities and teaching in differing domains (Caruth and Caruth, 2013). Considerations and concerns that practitioner have, the basis upon which activities are generated and accomplished in the two domains are not the same; nevertheless, practitioners in the domains often operate as if the differing needs/concerns of students in the differing domains are the same; that is, every student simply wants to learn. Whereas, teachers may operate with different views and concepts of student interest in the two domain, they often fail to do consciously. Generally, however, an adult may approach learning task with a goal in mind, but a child may not see learning tasks as relevant to their concerns. Therefore, many children hardly approach learning tasks with such focus. To many children, schooling is a phase of activities that children go through in order to fit in. A child may be seeing other ways to fit in; therefore, most children approach task with amorphous resolve.
College teaching and grade teaching are not the same. Many teachers often confuse the subject matters of these differing domain. The required activities in the two domains are not the same, and this may be because they emanate from differing subject matters. Without a clear explanation of the subject matter relating to the grade level teaching domain, teachers will continue to lack a shared subject matter; therefore, they would not have a basis to consider the need for the same subject matter, develop shared concepts or shared understanding. With a subject matter, on the other hand, practitioners in a domain mostly emphasize, focus upon and consider the same subject matter; they develop shared concepts of the subject matter; therefore, they are more likely to generate comparable ideas. At CDOIL Inc., our primary concern is optimal education for our children; our children are our future, and we want them to have the best education possible.
Mission: Our mission is to transform teaching into a scientific practice.
Our central focus in the Scientific Teaching movement initiative is our emphasis upon the need for teacher to develop and operate with a clear and comprehensive diagnosis of the states of students’ interests and help students to become aware of unproductive concerns prior to the important tasks of content delivery. Our hope is that student may develop such strategies. The steps involved in this scientific (diagnostic) teaching include (1) developing a clear diagnosis of students’ interests, (2) collecting relevant data, and (3) delivering content according to (1) and (2). This may be referred to, looked upon as or even called the traditional data driven instruction, a process with which reader may be familiar. However, data collection in Scientific Teaching differs greatly from the familiar data driven instruction in its methods, focus and substance of data collection; scientific teaching is essentially about interest-centered teaching. And, this is a trade secret of the CDOIL in which we seek a trade mark or patent.
CDOIL is informed by student interests. Students want to achieve success both in school and in life; every student has a natural wish to succeed, and it is due to an individual human need to express one's unique self. Many students under-perform, not because they want low grades, but because they have yet to understand how learning tasks relate to their concerns; integrate their concern and attend to them with undivided attention. CDOIL develops the instructional delivery methods of Content and Strategy Centered Teaching and Learning, intended to help students learn optimally. A unique feature of the CSCTL is that teachers who train to use the methods can develop new, effective, and efficient teaching methods, yet not have to change what is already working well for them. Content and Strategy Centered Teaching and Learning training help to enhance and encourage what teachers already know to do well.
We offer CSCTL training service to help educators develop knowledge, skills, strategies, and tools focused to maximize learning opportunities for all students. Guided by the principles of Content and Strategy Centered teaching and Learning Methods, we support educators' efforts to meet challenges of today's diverse classrooms. We help to develop flexible instructional materials and methods, and to simplify concepts and help students develop increased interest in learning.
Our goal is to enhance the curriculum and align the varied needs of students with the State and National Standard. CDOIL offers free training services on-site or through custom consultation to all schools. In all situation the services we offer are guided by principles of student interest and of Content and Strategy Centered Methodology (CSCTL) of learning.
Benefits of Content and Strategy Centered Teaching and Learning (CSCTL)
(A) CSCTL is an instructional method focused to integrate student concerns with learning tasks (in-school and out-of-school integration).
(B) CSCTL philosophy emphasizes the need for a teacher to be conscious of and deliberate in taking the steps necessary to help students develop increased interest in learning.
(C) CSCTL features five instructional steps, all geared to help students develop increased interest in learning;
1. Activating students’ interest;
2. Connecting students concerns with lesson topic;
3. Clarifying context for understanding a text/topic;
4. Teaching (Reciprocal practice)
5, Independent practice (Evaluation), and 6. Homework.
CSCTL training helps teachers to develop a working knowledge of the functions of interest in learning and how individual variability plays out in different educational environments. It also provides guidelines and techniques for applying CSCTL principles to create lessons and curriculum units. CSCTL techniques help teachers differentiate between Content and Strategy Centered Teaching and enables teachers to consciously help to facilitate students in developing increased interest in learning. CSCTL also enables teachers to develop the strategies for using new technologies (including Thinking Maps and Graphic Organizers, tablets and handheld, etc.), and to make the curriculum more effective.
We emphasize the views that differing definitions of students' interest as teachers have and operate with are opposed to students' optimal learning. We continue to support the calls to clarify concepts of interest and to establishing interest as the required subject matter through which teachers may develop shared views and concepts of student interest. We welcome and appreciated your supporter.
By engaging us, you will be helping to establish student interest as the required subject matter through which teachers may develop shared views and shared concepts of student interest, and you will be helping student to learn optimally.
Encourage your teachers to obtain their continue education credits from the NYITE
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Dr. Martin Odudukudu, CEO, CDOIL Inc.