– Volume I –
a) Concepts of Students’ Interest (Teacher’s Manual Vol. I of II): ISBN: 9798325490804
Author: Dr. Martin Odudukudu
Target Audience: (1) College Level Student Teachers and their teachers.
(2) k-12 School Teachers and administrators
(3) Parents
Format: Paper and Hard Back Versions;
Page size 7.44 X 9.24
Book Length: Number of Pages = 394.
– Volumes II –
(b) Content and Strategy Centered Teaching and Learning (Teacher’s Manual Vol. II of II). ISBN: 9798325493416
Author: Dr. Martin Odudukudu
Target Audience: (1) College Level Student Teachers and their teachers.
(2) k-12 School Teachers and administrators
(3) Parents
Format: Paper and Hard Back Versions;
Page size 7.44 X 9.24
Book Length: Number of Pages = 412.
Date of Publication – May 2024
In these books, Dr. Martin Odudukudu explained phases of thinking and how phases of thinking relate to phases of lesson (learning) activities.
Content and Strategy Centered Teaching Learning (CSCTL)
Klein (2003) explained that it would be a mistake to think of the major conflicts in education as disagreements over the most effective ways to teach. David Klein (2003) stated that broadly speaking, the education wars of the past century are best understood as a protracted struggle between content and pedagogy. The important point Klein (2003) made is that, for some unclear reason, the cause of the main educational conflict of our time is deceptively hidden from educators. He explained that “there should be no more conflict between content and pedagogy than between one’s right foot and left foot. They should be working together in tandem toward the same end and avoid tripping each other.” The point here is that the main educational conflict is because educators conflate the terms content teaching and pedagogy. Klein (2003) pointed out that content and pedagogy are two words signifying two different activities that reinforce each other and/or work “in tandem” to achieve the same purpose, but not two words signifying the same activities. The activities signified by the words pedagogy or content teaching may be lost when the terms are interpreted as the same.
Content and Strategy Teaching and Learning (CSCTL)
Content teaching and pedagogy differ; content teaching is focused on helping students to learn how to address and/or resolve problems. A person may be learning how to address or resolve problems but not how to address and resolve problems effectively. Therefore, in addition to engaging and learning how to address and solve problems, there is an additional strand where a person learns to independently initiate and develop the initiatives to learn independently; that is, create instances of practice to understand and consolidate what they learned. Specifically, a teacher requires knowledge of students’ interests to structure lessons that can help to reflect and develop students’ interests. Otherwise, teaching is restricted to content; and a teacher does not enable students to see or become excited by an advantage of a lesson or content learning, and teaching cannot be described as pedagogic (Dewey, 1934).
Pedagogy
Pedagogy, or what the pedagogues did in ancient Greece that might have been blended into and/or interpreted as strict content teaching today, is preparing students for classroom learning activities, ensuring (1) students’ home experiences related to classroom learning activities, (2) students’ learning resources were intact, (3) students understood or memorized formulas and strategies, (4) students understood how they must check their personal impulses, concerns, and/or needs during classroom lessons, and so on. Specifically, ancient pedagogues would have focused on helping students to mitigate or eliminate obstacles that prevented them from gaining the full benefits of classroom lessons. Dewey (1934) explained that students do not learn effectively from strict content teaching; rather, students develop self-motivation and learn more effectively from a teaching practice where content teaching and pedagogy reinforce each other, and they are explained in these books as Content and Strategy Teaching and Learning (CSCTL).
Citation/Recognition
Research activities for these books were recognized by the United States Department of Education. @ https://www.regulations.gov/comment/ED-2023-IES-0182-0013
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About Dr. Martin Odudukudu
Dr. Martin Odudukudu (1) is a renowned researcher of students’ interest, (2) an educational journal reviewer and editor at SAGE Publishing Company, (3) has 21 years of experience as a teacher in Nassau County and NYC Department of Education, and (4) earned his Master’s degrees in Education from Hofstra University, Hempstead, N.Y. 11550 and Doctorate degree NorthCentral University, Scottsdale, AZ 85255.
Contact Information:
Email: (1) asuwafo@aol.com
(2) nyited@gmail.com
