a) Concepts of Students’ Interest (Teacher’s Manual Vol. I of II): ISBN: 9798325490804
– Two Volumes –
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;
Format: Paper and Hard Back Versions;
Page size 7.44 X 9.24
Book Length: Number of Pages = 394.
(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 lessons or learning activities.
Students, especially children, do not enter the classroom and immediately decide to engage as the teacher desires. No. Children do not think like that. Even the students who follow orders easily still think naturally. They approach learning tasks by engaging the same thinking activities they perform outside the classroom. Obedient students may not be as dramatic as defiant students in holding on to their beliefs and understanding. However, they still think in phases. They perceive, analyze, and synthesize occurrences to represent an object before expressing an interest for the object. Teachers are responsible for understanding phases of thinking. They must figure out how to engage students and help them learn effectively. Teachers must understand children’s experiences and/or interests to help them learn effectively. This requires an adequate theory of student interest (Renninger and Heidi, 2018). By understanding and structuring lessons to reflect phases of students’ interest and thinking, teachers foster an environment where curiosity thrives. Students become more aware of their thinking activities. They feel empowered to explore their full potential both inside and outside the classroom. Children develop the critical skills they need to engage deeply and learn effectively, and they cultivate a lifelong love for learning,
Many teachers want to engage and help their students to learn effectively. However, Renninger and Heidi (2018) explained that the problem of education is the lack of an adequate theory of interests. Researchers have failed to produce this theory. There has been little or no coordinated efforts to maximize this good intention. This means that a teacher may says that a lesson must start with a “Do now.” However, no one has the formula to show how that relate to students’ interest. It is unclear what “Do now” means and how it relate to students’ interests. There is also no indication of how they would help students to more effectively engage a lesson. Concepts of Interest (the first volume of the books) presents a theory of interest. Content and Strategy Centered Teaching and Learning, CSCTL (the second volume) explains how teachers must structure lessons. It reflects students’ thinking and help them to learn effectively.
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Citation/Recognition
Research activities for these publications were recognized and published 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 is a researcher of students’ interest. He is an educational journal reviewer and editor at SAGE Publishing Company. He has 21 years of experience as a teacher in Nassau County and NYC Department of Education. He earned his Master’s degrees in Education from Hofstra University, Hempstead, N.Y. 11550 and Doctorate degree from NorthCentral University, Scottsdale, AZ 85255.
Contact Information:
Email: (1) Enato@nyite.org
(2) nyited@gmail.com
