Bradley's Philosophy of Education Blog

The Praxis 2 Social Studies Content Knowledge Test (5081) is the required Maine state test in order to be considered a highly qualified social studies teacher. This test is comprised of 130 multiple choice questions comprised of US History, World History, Geography, Economics, Civics, and Behavioral Studies. All UMF Secondary Social Studies majors must pass this test six months prior to their student teaching. Though I am the tutor for this test, Students A & B must either have completed or are currently enrolled in classes above. I can only reinforce their current knowledge by establishing their prior knowledge and highlighting content covered by the praxis test. Educators must understand their content in order to properly teach it. As a life-long learner, I am continuously refining my understanding of various topics related to social studies. When I become a teacher, I could be teaching any number of these subjects at the same time. I pride myself on my innovative use of the co

By understanding both student's learning style, MI, expertise, concerns, and ultimate goal, I can develop an effective semester-long agenda for each student. For Student A, I created a schedule that focuses primarily on addressing content. Each meeting session focuses on one of the six major content areas addressed in the Praxis 2. These sessions each begin with establishing the student's baseline, referring to Praxis content materials, answering formative assessment questions, and discussing content. For Student B, I have laid out a similar system of weekly topical meetings. However, the content is supplemented with hypothetical question types, test format, and effective testing strategies. As an educator, each individual has a preferred means of receiving content in order to meet the standard. In a classroom of learners, the best way to ensure student success is to provide multiple means of instruction and assessment. Mixing direct instruction, small-group work, activities,

The two students I tutor are significantly different from each other. Student A is a concrete sequential learner with a multiple intelligence preference towards linguistic and logical. The learner is knowledgable in U.S History and post-World War 1 World History. The learner does not feel confident in their Economic, Geography, and Civics content knowledge. This learner is primarily concerned with reinforcing their content knowledge in order to pass the test. Student B is an abstract random learner with a multiple intelligence preference towards interpersonal and logical. The learner is knowledgable in Ancient World History, Geography, and US History. The learner does not feel confident in their Economics and Civics content knowledge. This learner is primarily concerned with the test format and question type. Given this information, I have structured each session in order to properly address each student's needs. Understanding each students learning style, MI preference, and cont

Over the last month, I have been mentoring two students on the Praxis 2 Social Studies Content Knowledge Test. One major accommodation I had to make was the time of these sessions. I originally attended to hold one study session with both students. One of these students, however, lives significantly off-campus, making them unable to make my original session time. Given this information, I collaborated with the student in creating an alternative meeting time. These students now receive one-on-one tutoring sessions once a week, allowing me to provide individualized supports. I have always held true that an effective educator must collaborate with their students, peers, administrators, and families. I have worked to foster collaboration amongst the current class of secondary social studies teachers. Since our introductions in Practicum, we have become familiar with each other's personality, expertise, and background. By recognizing each individual's value, all of us can continua

I am a pragmatic individual. I understand the world as a constantly changing set of interconnected problems. This may seem ironic given that I am a Social Studies Concentration focusing primarily on History. Most people view History as set in stone and unchanging, something that a pragmatist should be unconcerned with. I, however, know that History is always changing based on new information. This aligns with my belief that the world is constantly changing. I also believe that experience, simulations, and perspective provides the best means of learning. Only through individual growth and open-mindedness can one learn. This further connects with my humanistic viewpoint in education. I believe that it is the role of the educator to translate their content for the students based on the class's interest. I believe that students should be given the freedom to explore their interests within the social studies. As a Pragmatic Humanist, I aspire to give my students authentic learning exper