What?
(How do children learn?)
All students don't clearly fit the learning mold. I know there are some students that are bright, but they don't excel on tests. Gardner claim’s that there are several different kinds of intelligences (Intrapersonal, Linguistic, Logical-mathematical, Musical, Spatial, Bodily-kinesthetic, and Interpersonal). He has shown me, and others involved with teaching and learning, a way of beginning to understand how those students learn in different ways. The key was to focus on what they could do well, instead of what they could not do. It is very important as a teacher to take those individual differences among the students very seriously and to maintain a deep interest in how their minds are different from others to be able to help them learn and use their minds according to their ability.
So What?
(How does that impact the way I teach?)
An awareness of multiple-intelligence theory has motivated me as a teacher to want to find more ways to teach and evaluate my students so that they will be successful in the classroom and in life. This will aid me in my task of designing lesson plans that will use all or several of the intelligences in my lessons and asking student opinions about the best way to teach and learn certain topics. Students can learn to initiate and manage complex projects when they are creating student projects. Assessments are designed to allow students to show what they have learned. Sometimes this takes the form of allowing each student to decide the way he or she will be assessed, while meeting the teacher's criteria for quality. By doing so, this will allow students to gain mastery of their valued skill gradually, with effort and discipline over time.
Now What?
(What do I still need to learn and explore to teach?)
Having a better understanding of Gardner's theory of multiple intelligences, is a way to learn and explore students so that I can better understand the learners in my midst. By teaching I can allows students to safely explore and learn in many ways, and I can help students direct their own learning. As a teacher I can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning.
Monday, April 27, 2009
Tuesday, April 21, 2009
Group Differences
What?
This week we learned about the education implications of individual differences. Students from diverse cultural backgrounds may have difficulty adjusting to a traditional classroom in our country. We learned what the term intelligence means and how we can promote intelligent behavior in all of our students in the classroom. Intelligence is the ability to modify and adjust one’s behaviors in order to accomplish new tasks successfully. It involves many different mental processes, and its nature may vary, depending on the culture in which one lives. We also discussed how to accommodate the unique needs of students from lower socioeconomic groups and how we can identify students that are at risk for school failure and how we can help these students achieve academic success. In conclusion, the problem of individual differences can be tackled with multi dimensional tasks. The teacher, school authorities, and parents should all work together to meet the individual requirements of the students.
So What?
The notion that individuals differ in various abilities, capacities and cultural backgrounds necessitates the adoption of individual tendencies in education. It compels the teachers to realize that in any group there are individuals, who deviate from the norms of the group. Along with the average, the presence of very superior and extremely dull is equally possible in the classroom. Every teacher should try to have the desired knowledge of the abilities, capacities, interests, attitudes, aptitudes and other personality traits of his pupils and should render individual guidance to children for maximum utilization of their potentialities. It is wrong to expect uniformity in gaining proficiency or success in a particular field from a group of students. On account of their subnormal intelligence, previous background, lack of proper interest, aptitude and attitude some students have to lag behind in some or other area of achievement. All students can not be benefited by one particular method of instruction and a uniform and rigid curriculum.
Now What?
The first step in making provisions for individual differences is frequently assessing the students and their progress in the form of intelligence tests, cumulative record cards, interest inventories, attitude scales, and aptitude tests. Once students are assessed properly, they should be placed in groups based on their ability. Such groups can prove beneficial in adjusting the method of instruction to varying individual differences. To meet the requirement of varying individuals, the curriculum should be as flexible and differentiated as possible. As teachers, we should adjust our curriculum to meet the needs of out students. Schools must also adopt some social programs or methods of teaching to enable students to learn at their own individual pace. Having this knowledge and using these tools will aid us as teachers to educate our students in the best possible way.
This week we learned about the education implications of individual differences. Students from diverse cultural backgrounds may have difficulty adjusting to a traditional classroom in our country. We learned what the term intelligence means and how we can promote intelligent behavior in all of our students in the classroom. Intelligence is the ability to modify and adjust one’s behaviors in order to accomplish new tasks successfully. It involves many different mental processes, and its nature may vary, depending on the culture in which one lives. We also discussed how to accommodate the unique needs of students from lower socioeconomic groups and how we can identify students that are at risk for school failure and how we can help these students achieve academic success. In conclusion, the problem of individual differences can be tackled with multi dimensional tasks. The teacher, school authorities, and parents should all work together to meet the individual requirements of the students.
So What?
The notion that individuals differ in various abilities, capacities and cultural backgrounds necessitates the adoption of individual tendencies in education. It compels the teachers to realize that in any group there are individuals, who deviate from the norms of the group. Along with the average, the presence of very superior and extremely dull is equally possible in the classroom. Every teacher should try to have the desired knowledge of the abilities, capacities, interests, attitudes, aptitudes and other personality traits of his pupils and should render individual guidance to children for maximum utilization of their potentialities. It is wrong to expect uniformity in gaining proficiency or success in a particular field from a group of students. On account of their subnormal intelligence, previous background, lack of proper interest, aptitude and attitude some students have to lag behind in some or other area of achievement. All students can not be benefited by one particular method of instruction and a uniform and rigid curriculum.
Now What?
The first step in making provisions for individual differences is frequently assessing the students and their progress in the form of intelligence tests, cumulative record cards, interest inventories, attitude scales, and aptitude tests. Once students are assessed properly, they should be placed in groups based on their ability. Such groups can prove beneficial in adjusting the method of instruction to varying individual differences. To meet the requirement of varying individuals, the curriculum should be as flexible and differentiated as possible. As teachers, we should adjust our curriculum to meet the needs of out students. Schools must also adopt some social programs or methods of teaching to enable students to learn at their own individual pace. Having this knowledge and using these tools will aid us as teachers to educate our students in the best possible way.
Monday, April 20, 2009
Students with Special Educational Needs
What?
All students come with their own set of learning abilities. The more we learn about the student, the better we will be able to help them with both their strengths and weakness. We learned that students can blend into their surroundings if the materials they are studying are tailored to their own needs. There are several different types of methods that we can use in our teachings. While some methods will work with one student, it might not work with another. We need to be flexible in how we approach the students. While we are doing this, we need to remember to try to treat all the students with the same expectations to complete a task. While some students might complete the task quickly, others might need several steps to complete the task. Gardner teaches us that students might be able to accomplish their task by using different multi-dimensional models of intelligence.
So What?
We will need to know our students well enough to identify their skills and abilities. We need to know what our students already know. While working with our students we will need to use the specialists that are available in our schools. We can use these specialists to consult and collaborate with about what will work best for the student. We will need to involve the parents in helping us pinpoint thing, such as what is working well for their student and what is not. The parents can also help us to identify what things might trigger the student to be frustrated or display disruptive behavior.
Now What?
The goal is to work to help the students to feel that they are a part of their learning plan. Let them make choices about how they will accomplish the task. Involve parents in helping the student to accomplish the task. Sometimes it might work to have another relative or peer student help them. While implementing the learning material, continue to evaluate the students learning and keep your eyes open for students that might qualify for special services. We can often see the need of our students, but we will need the specialist to assess them to find out what will work best for them. The best outcome we can hope for is to reach each student on their individual level and help them to academically succeed by using whatever method we find works for them.
All students come with their own set of learning abilities. The more we learn about the student, the better we will be able to help them with both their strengths and weakness. We learned that students can blend into their surroundings if the materials they are studying are tailored to their own needs. There are several different types of methods that we can use in our teachings. While some methods will work with one student, it might not work with another. We need to be flexible in how we approach the students. While we are doing this, we need to remember to try to treat all the students with the same expectations to complete a task. While some students might complete the task quickly, others might need several steps to complete the task. Gardner teaches us that students might be able to accomplish their task by using different multi-dimensional models of intelligence.
So What?
We will need to know our students well enough to identify their skills and abilities. We need to know what our students already know. While working with our students we will need to use the specialists that are available in our schools. We can use these specialists to consult and collaborate with about what will work best for the student. We will need to involve the parents in helping us pinpoint thing, such as what is working well for their student and what is not. The parents can also help us to identify what things might trigger the student to be frustrated or display disruptive behavior.
Now What?
The goal is to work to help the students to feel that they are a part of their learning plan. Let them make choices about how they will accomplish the task. Involve parents in helping the student to accomplish the task. Sometimes it might work to have another relative or peer student help them. While implementing the learning material, continue to evaluate the students learning and keep your eyes open for students that might qualify for special services. We can often see the need of our students, but we will need the specialist to assess them to find out what will work best for them. The best outcome we can hope for is to reach each student on their individual level and help them to academically succeed by using whatever method we find works for them.
Monday, March 30, 2009
Socialist Cognitive Views of Learning
What?
Social cognitive theory focuses on the influence of watching others and implementing their actions. It theorizes that behavior is influenced by observing others in the context of social interactions, experiences, and outside media influences, and the learner’s expectations. Reinforcement and punishment affect the learners' motivation, rather than causing a behavior. Also, in the heart of social cognitive theory lays modeling. Modeling can be direct (from live models), symbolic (from books, movies, and television), or synthesized (combining the acts of different models). It can influence new behaviors, help existing behaviors, change inhibitions, and arouse emotions. Learners become self-regulated when they set learning goals on their own, monitor their progress toward the goals, and assess the effectiveness of their efforts.
So What?
The social cognitive theory revolves around learning directly correlated to the observation of models and a self-regulated learning process. The self-regulated process presented involves a dynamic and reciprocal theory among personal, behavioral, and environmental influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement.
Now What?
Self-efficacy is a person's belief that he or she is capable of executing certain behaviors or reaching certain goals. Social cognitive theorists propose that one's own prior successes, messages from others, and others' successes (especially the successes of peers) can all enhance self-efficacy. Therefore, in a well organized classroom setting students can observe other students and the environment, combine that with their own thoughts and behaviors and alter their own self-regulatory functions accordingly. In addition, teachers being the model in this situation it is important for the teacher to help build the students self-efficacy levels by recognizing the accomplishments made by the students.
Social cognitive theory focuses on the influence of watching others and implementing their actions. It theorizes that behavior is influenced by observing others in the context of social interactions, experiences, and outside media influences, and the learner’s expectations. Reinforcement and punishment affect the learners' motivation, rather than causing a behavior. Also, in the heart of social cognitive theory lays modeling. Modeling can be direct (from live models), symbolic (from books, movies, and television), or synthesized (combining the acts of different models). It can influence new behaviors, help existing behaviors, change inhibitions, and arouse emotions. Learners become self-regulated when they set learning goals on their own, monitor their progress toward the goals, and assess the effectiveness of their efforts.
So What?
The social cognitive theory revolves around learning directly correlated to the observation of models and a self-regulated learning process. The self-regulated process presented involves a dynamic and reciprocal theory among personal, behavioral, and environmental influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement.
Now What?
Self-efficacy is a person's belief that he or she is capable of executing certain behaviors or reaching certain goals. Social cognitive theorists propose that one's own prior successes, messages from others, and others' successes (especially the successes of peers) can all enhance self-efficacy. Therefore, in a well organized classroom setting students can observe other students and the environment, combine that with their own thoughts and behaviors and alter their own self-regulatory functions accordingly. In addition, teachers being the model in this situation it is important for the teacher to help build the students self-efficacy levels by recognizing the accomplishments made by the students.
Monday, March 23, 2009
Behaviorist Views of Learning
What?
This has lead to a better understanding of how human behavior and learning are affected with stimulus-response and principles. The environment (Antecedent stimuli) that is present evokes different kinds of responses, some of which are voluntary or involuntary. These responses are found in both classical conditioning (involuntary) and operant conditioning (voluntary). The learner’s responses can change based upon the environment they are in. Teachers have found there are many ways to stimulate the learners mind. Some examples of these are punishment or reinforcement.
So What?
All students have their own personalities and learning behaviors. This causes teachers to use different strategies when trying to reach each individual student. This task can be overwhelming to the teacher while they are learning the correct mode to use for each of their students. Students react differently when using behavior shaping activities; some students need step by step help while others need visual help. The behaviorist’s theory has been interesting to learn about and if studied more will help me become better prepared to deal with all the students in my classrooms.
Now What?
I truly believe in reinforcement. I feel it is going to be my number one way to motivate students. I like the positive reinforcement the best (concrete, social, or activity). Although, I can see myself using negative reinforcement as long as it increases the behavior of the target objective. While using positive reinforcements we need to remember to be careful about what kinds we are using. One student may need a compliment about their work to continue working, while another student may not. At the same time the student who doesn’t need the compliment to stay on task might need the compliment to not feel left out. I feel that by learning this behavior mode, I will need to have a watchful eye to be able to help my students get the most out of their educational experience.
This has lead to a better understanding of how human behavior and learning are affected with stimulus-response and principles. The environment (Antecedent stimuli) that is present evokes different kinds of responses, some of which are voluntary or involuntary. These responses are found in both classical conditioning (involuntary) and operant conditioning (voluntary). The learner’s responses can change based upon the environment they are in. Teachers have found there are many ways to stimulate the learners mind. Some examples of these are punishment or reinforcement.
So What?
All students have their own personalities and learning behaviors. This causes teachers to use different strategies when trying to reach each individual student. This task can be overwhelming to the teacher while they are learning the correct mode to use for each of their students. Students react differently when using behavior shaping activities; some students need step by step help while others need visual help. The behaviorist’s theory has been interesting to learn about and if studied more will help me become better prepared to deal with all the students in my classrooms.
Now What?
I truly believe in reinforcement. I feel it is going to be my number one way to motivate students. I like the positive reinforcement the best (concrete, social, or activity). Although, I can see myself using negative reinforcement as long as it increases the behavior of the target objective. While using positive reinforcements we need to remember to be careful about what kinds we are using. One student may need a compliment about their work to continue working, while another student may not. At the same time the student who doesn’t need the compliment to stay on task might need the compliment to not feel left out. I feel that by learning this behavior mode, I will need to have a watchful eye to be able to help my students get the most out of their educational experience.
Wednesday, March 11, 2009
Knowledge Construction
What?
Most people try to fill in the concepts of what they are trying to learn with ideas they have from prior knowledge. This knowledge comes from previous learning ideas, social settings, and things they observe around them. For example, a person may hold a belief that balls are round, inflatable and are made to bounce. However, this person may encounter a football (an ellipsoid) that is kicked or thrown, or ball bearings that are solid, or a bowling ball that is solid and has holes drilled into it for the purpose of rolling rather than bouncing. Because we tend to do this sometimes, what we fill in the blanks with is not always correct. This can cause us to have misunderstandings with others. Others can also make errors because of their prior understanding. By letting students work in groups sometimes they can work these errors out for themselves.
So What?
This week’s information can help teachers learn that all people come with their own conceptions or misconceptions. The teacher will need to observe and see where the students are in their thinking to be able to correct and change the ideas to correct ones and then re-teach those things. You will need to know what the students know right or wrong, what questions they have about the subject, what they need to learn and after learning what they might still need to know.
Now What?
All people construct knowledge from the stimuli available, filling in the blanks with assumption from their past knowledge. Teachers need to assess whether students have the appropriate schemas and scripts to understand new subject matter being taught. If they do not, teachers need to backtrack and help them develop that understanding. Some of the ways a teacher can do this is through group study. By using group study some of the ideas the students will come up with can change other student’s misconceptions. Teachers can have the students use Schemes or Scripts to help in this activity. After students have constructed, experimented, and discussed their ideas the teacher can now look and identify the new concepts that have been formed. Some of these theories will still have some misconceptions about how the world works. Not only must teachers help students continue to construct correct concepts, but must also help them discard incorrect beliefs.
Most people try to fill in the concepts of what they are trying to learn with ideas they have from prior knowledge. This knowledge comes from previous learning ideas, social settings, and things they observe around them. For example, a person may hold a belief that balls are round, inflatable and are made to bounce. However, this person may encounter a football (an ellipsoid) that is kicked or thrown, or ball bearings that are solid, or a bowling ball that is solid and has holes drilled into it for the purpose of rolling rather than bouncing. Because we tend to do this sometimes, what we fill in the blanks with is not always correct. This can cause us to have misunderstandings with others. Others can also make errors because of their prior understanding. By letting students work in groups sometimes they can work these errors out for themselves.
So What?
This week’s information can help teachers learn that all people come with their own conceptions or misconceptions. The teacher will need to observe and see where the students are in their thinking to be able to correct and change the ideas to correct ones and then re-teach those things. You will need to know what the students know right or wrong, what questions they have about the subject, what they need to learn and after learning what they might still need to know.
Now What?
All people construct knowledge from the stimuli available, filling in the blanks with assumption from their past knowledge. Teachers need to assess whether students have the appropriate schemas and scripts to understand new subject matter being taught. If they do not, teachers need to backtrack and help them develop that understanding. Some of the ways a teacher can do this is through group study. By using group study some of the ideas the students will come up with can change other student’s misconceptions. Teachers can have the students use Schemes or Scripts to help in this activity. After students have constructed, experimented, and discussed their ideas the teacher can now look and identify the new concepts that have been formed. Some of these theories will still have some misconceptions about how the world works. Not only must teachers help students continue to construct correct concepts, but must also help them discard incorrect beliefs.
Wednesday, February 25, 2009
Cognitive Theories
What?
The human memory is like a set of stores in which information is stored, and in addition a set of processes acts on these stores. The 3 different stores include: The Sensory Information Store in which information is entered from eyes, ears, etc. and is either ignored or paid attention to. It is critical to pay attention at this stage so that you will be able to get the information to the Short Term Memory. There are two major ways of transforming the information, interesting features or known patterns. The Short-Term Store or working memory has a limited storage capacity consisting of five, plus or minus two, items that decay and become inaccessible after an estimated time period of 15 to 20 seconds. There are two major concepts in short term memory, either organization (Chunking) or repetition (Maintenance rehearsal). The Long-Term Store can maintain information for very long periods of time. The two processes that are most likely to move the information into long term are elaboration and distributive practice. Long term memory holds many different kinds of information including: facts, events, motor skills, knowledge of laws, and others. The 3 processes include: Encoding (putting information into a store), Maintenance (keeping it alive), Retrieval (finding encoded information).
So What?
Now that I have processed this information from my short term memory to my long term memory I will be able to use this in my teaching skills. This allows me to help my students to access their prior knowledge and organize what is being taught. My students will be in a cognitive learning environment which focuses on putting information into their long term memory, where it will be easy to retrieve and use it in their spiral learning process.
Now What?
Throughout my classes, I plan on catching the students' attention by using cues and moving around the room. We will have open discussions to review the previous day's lesson. I will point out the most important information first and provide handouts so the students can visualize the information. By presenting information in an organized manner shows a logical cycle to concepts and skills. I will start with the simple topics and then move on to the harder, new material. In showing students how to categorize (chunk) related information, it will provide opportunities for students to connect new information to something they already know. Students’ stating important principles several times in different ways makes the information maintenance rehearsal for their short term memories. To reach the long term memory we will have items in each day's lesson to recognize or recall from the previous lesson.
The human memory is like a set of stores in which information is stored, and in addition a set of processes acts on these stores. The 3 different stores include: The Sensory Information Store in which information is entered from eyes, ears, etc. and is either ignored or paid attention to. It is critical to pay attention at this stage so that you will be able to get the information to the Short Term Memory. There are two major ways of transforming the information, interesting features or known patterns. The Short-Term Store or working memory has a limited storage capacity consisting of five, plus or minus two, items that decay and become inaccessible after an estimated time period of 15 to 20 seconds. There are two major concepts in short term memory, either organization (Chunking) or repetition (Maintenance rehearsal). The Long-Term Store can maintain information for very long periods of time. The two processes that are most likely to move the information into long term are elaboration and distributive practice. Long term memory holds many different kinds of information including: facts, events, motor skills, knowledge of laws, and others. The 3 processes include: Encoding (putting information into a store), Maintenance (keeping it alive), Retrieval (finding encoded information).
So What?
Now that I have processed this information from my short term memory to my long term memory I will be able to use this in my teaching skills. This allows me to help my students to access their prior knowledge and organize what is being taught. My students will be in a cognitive learning environment which focuses on putting information into their long term memory, where it will be easy to retrieve and use it in their spiral learning process.
Now What?
Throughout my classes, I plan on catching the students' attention by using cues and moving around the room. We will have open discussions to review the previous day's lesson. I will point out the most important information first and provide handouts so the students can visualize the information. By presenting information in an organized manner shows a logical cycle to concepts and skills. I will start with the simple topics and then move on to the harder, new material. In showing students how to categorize (chunk) related information, it will provide opportunities for students to connect new information to something they already know. Students’ stating important principles several times in different ways makes the information maintenance rehearsal for their short term memories. To reach the long term memory we will have items in each day's lesson to recognize or recall from the previous lesson.
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