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.
Monday, February 16, 2009
Social And Moral Development
What?
This week we learned about moral and social development. Every action has a reaction and how we treat developing children and adolescents contributes to the future actions of the person. According to Erickson, if children are treated with love, encouragement, praise, and affection, then the child will develop more positive characteristics such as trust. Kohlberg discuss stages of social moral conformity starting with obedience. He believes that children are obedient in order to avoid punishment and later progress to being guided entirely by their own conscience. These are both great theories to explain everyday life.
So What?
Today’s researchers find that those who have made a strong commitment to an identity tend to be happier and healthier than those who have not. Those with a type of identity confusion tend to feel out of place in today’s world. With the world rapidly changing, identity crises are more common today than in Erikson's day. Exploring different aspects of yourself in the different areas of life, including at work, within your family, and in romantic relationships, can help strengthen your personal identity.
Now What?
I plan on applying social and moral interactions to the students by building positive activities in my classroom. Teaching problem-solving strategies have been proven to be beneficial in other classrooms. I would focus on teaching and modeling these strategies at the beginning of the year before the conflicts among the students in the classroom even begin. I have learned that a teacher needs to do more than just teach academics in the classroom. How the student feels inside the classroom walls affects the students learning experience and attitude. As a teacher, I hope to continue to improve my skills on dealing with these issues so that everyone in my classroom may feel appreciated, comfortable, and welcome while exploring different ways to finding their identity.
This week we learned about moral and social development. Every action has a reaction and how we treat developing children and adolescents contributes to the future actions of the person. According to Erickson, if children are treated with love, encouragement, praise, and affection, then the child will develop more positive characteristics such as trust. Kohlberg discuss stages of social moral conformity starting with obedience. He believes that children are obedient in order to avoid punishment and later progress to being guided entirely by their own conscience. These are both great theories to explain everyday life.
So What?
Today’s researchers find that those who have made a strong commitment to an identity tend to be happier and healthier than those who have not. Those with a type of identity confusion tend to feel out of place in today’s world. With the world rapidly changing, identity crises are more common today than in Erikson's day. Exploring different aspects of yourself in the different areas of life, including at work, within your family, and in romantic relationships, can help strengthen your personal identity.
Now What?
I plan on applying social and moral interactions to the students by building positive activities in my classroom. Teaching problem-solving strategies have been proven to be beneficial in other classrooms. I would focus on teaching and modeling these strategies at the beginning of the year before the conflicts among the students in the classroom even begin. I have learned that a teacher needs to do more than just teach academics in the classroom. How the student feels inside the classroom walls affects the students learning experience and attitude. As a teacher, I hope to continue to improve my skills on dealing with these issues so that everyone in my classroom may feel appreciated, comfortable, and welcome while exploring different ways to finding their identity.
Wednesday, February 4, 2009
Cognitive Learning
What?
This week, we learned about that brain and how it works and develops. We studied Piaget and Vygotsky and how to best use this knowledge. Piaget taught that students learn the things you’re teaching and then they put them into use. Piaget had 4 stages for his cognitive development: Sensor Motor Stage, Preoperational Stage, Concrete Operations Stage, and Formal Operations Stage. Piaget believed that the students control their own views on the knowledge they learn. Piaget also believed that the student’s environment influenced their learning. As teachers we learn how to put his knowledge to work in how we present things to the students.
Vygotsky differs from Piaget in his outlook on cognitive learning. He taught that the student has to have interaction with adults to enable them to foster the ideas and then they will develop their cognitive learning. He believed that the students need the adults to help them process the way that they should perform a task and that the adults will help the student accomplish the task they are learning. Educators feel that by looking at it from Vygotsky’s viewpoint, that it will be helpful to know the student’s cultural and social settings. Vygotsky believed that these make a difference in the student’s learning.
Linguistics was another learning tool that we gained more understanding about. We found that we need to start a vocabulary with our students to help them develop the terminology that will be used in classroom. This will also be useful in their everyday life.
So What?
What we accomplished this week was the ability to study different ideas on how students learn. Both Piaget and Vygotsky had good points to bring to the educator’s attention. Now as teachers we will need to assess our students and what works best for them. We might find ourselves using some of both of their ideas. I found it interesting that linguistics plays a part in how our students will be able to communicate with both their fellow students and the teacher. A good teacher will take the things they learn and be able to expand on them in future classroom experiences. This week has given us some good things to file away for future use.
Now What?
I need to make my classroom a place where the students can fully understand the concepts I am trying to teach them. To do this I will have to observe my students and test different ways to see what works best for them. The experiences they will have while in my class need to be enjoyable, but also useful in the business world. The business world also has its own form of language, and by introducing the students to these vocabulary words they will be able to better understand the things being taught to them.
This week, we learned about that brain and how it works and develops. We studied Piaget and Vygotsky and how to best use this knowledge. Piaget taught that students learn the things you’re teaching and then they put them into use. Piaget had 4 stages for his cognitive development: Sensor Motor Stage, Preoperational Stage, Concrete Operations Stage, and Formal Operations Stage. Piaget believed that the students control their own views on the knowledge they learn. Piaget also believed that the student’s environment influenced their learning. As teachers we learn how to put his knowledge to work in how we present things to the students.
Vygotsky differs from Piaget in his outlook on cognitive learning. He taught that the student has to have interaction with adults to enable them to foster the ideas and then they will develop their cognitive learning. He believed that the students need the adults to help them process the way that they should perform a task and that the adults will help the student accomplish the task they are learning. Educators feel that by looking at it from Vygotsky’s viewpoint, that it will be helpful to know the student’s cultural and social settings. Vygotsky believed that these make a difference in the student’s learning.
Linguistics was another learning tool that we gained more understanding about. We found that we need to start a vocabulary with our students to help them develop the terminology that will be used in classroom. This will also be useful in their everyday life.
So What?
What we accomplished this week was the ability to study different ideas on how students learn. Both Piaget and Vygotsky had good points to bring to the educator’s attention. Now as teachers we will need to assess our students and what works best for them. We might find ourselves using some of both of their ideas. I found it interesting that linguistics plays a part in how our students will be able to communicate with both their fellow students and the teacher. A good teacher will take the things they learn and be able to expand on them in future classroom experiences. This week has given us some good things to file away for future use.
Now What?
I need to make my classroom a place where the students can fully understand the concepts I am trying to teach them. To do this I will have to observe my students and test different ways to see what works best for them. The experiences they will have while in my class need to be enjoyable, but also useful in the business world. The business world also has its own form of language, and by introducing the students to these vocabulary words they will be able to better understand the things being taught to them.
Wednesday, January 21, 2009
Brain Learning
What?
The brain is the most complex part of our body. This small organ is the captain of our movement, senses, intelligence, and behavior. The brain is the source of all the qualities that define our humanity. While in class, we got into groups and studied selected parts of the brain. We were all informed with some common knowledge and some new and interesting facts. I was assigned the brainstem. A brief review is that it carries most of the cranial nerves and is autonomic, which is responsible for the fight or flight response.
For centuries, philosophers and scientists have been fascinated by the brain, but until recently they viewed the brain as nearly inconceivable. Now, however, the brain is beginning to surrender its secrets. Some interesting facts that are not commonly known were shared in the test, “Welcome to your Brain.” The myth, that we only use only 10% of our brain has been found untrue and the fact is we use 100% of the brain. Another fact that stood out was that while using the full amount of the brain, it only uses as much energy as a refrigerator light.
So What?
This presentation was a basic introduction to the human brain. It helped me understand how the brain works, how to keep it healthy, and common diseases or dysfunctions of the brain. By becoming aware of these functions, it will help in my teaching, so that I can look for problems that my students might have. By learning about the functions of the brain, I can see what parts of the students brain will be used. It will help me to know how they will process the ideas that I am trying to present to them. It also shows you what part of the brain process the different learning techniques. It will help me to remember to use attention getters and fun facts while teaching my students. This lesson was good to review things we already knew about the brain and to enlighten us on new facts that will give us more knowledge.
Now What?
I will now be able to use the knowledge I have gained to teach and reach my students. I might want to use colored images in my teaching, or brainstorming sessions with my students. The brain helps us learn in many ways. Each term I will look for new ways of opening it up to better learning. We can all gain future knowledge to understand the human brain.
The brain is the most complex part of our body. This small organ is the captain of our movement, senses, intelligence, and behavior. The brain is the source of all the qualities that define our humanity. While in class, we got into groups and studied selected parts of the brain. We were all informed with some common knowledge and some new and interesting facts. I was assigned the brainstem. A brief review is that it carries most of the cranial nerves and is autonomic, which is responsible for the fight or flight response.
For centuries, philosophers and scientists have been fascinated by the brain, but until recently they viewed the brain as nearly inconceivable. Now, however, the brain is beginning to surrender its secrets. Some interesting facts that are not commonly known were shared in the test, “Welcome to your Brain.” The myth, that we only use only 10% of our brain has been found untrue and the fact is we use 100% of the brain. Another fact that stood out was that while using the full amount of the brain, it only uses as much energy as a refrigerator light.
So What?
This presentation was a basic introduction to the human brain. It helped me understand how the brain works, how to keep it healthy, and common diseases or dysfunctions of the brain. By becoming aware of these functions, it will help in my teaching, so that I can look for problems that my students might have. By learning about the functions of the brain, I can see what parts of the students brain will be used. It will help me to know how they will process the ideas that I am trying to present to them. It also shows you what part of the brain process the different learning techniques. It will help me to remember to use attention getters and fun facts while teaching my students. This lesson was good to review things we already knew about the brain and to enlighten us on new facts that will give us more knowledge.
Now What?
I will now be able to use the knowledge I have gained to teach and reach my students. I might want to use colored images in my teaching, or brainstorming sessions with my students. The brain helps us learn in many ways. Each term I will look for new ways of opening it up to better learning. We can all gain future knowledge to understand the human brain.
Final Reflection
What?
All four types of research have a proper place and time that they can be used. Each lends to studies of different situations. The descriptive research will allow one to quickly compare, observe and record behavior. Being able to compare two different groups and measuring their progress is one situation in which the correlation research would be helpful. When one needs to study the cause and effect, one could use the experimental research. This allows control over the variables being studied. The researcher will need to be careful and not allow any human errors or bias opinions to influence their study. Action is one that is harder to do, as the researcher will have to spend time identify the problem area. Then planning how to fix it, fallowed by taking action on their plan. Next, they study the consequences of the action and fallow it by identify the general findings.
So What?
By studying these methods it will allow educators to use the best method to study their hypotheses. These four types of research allow freedom to make the best choice for students. The same method of research will not always be used and by learning about each of them, it will cut down on the study time to discover the best way to tract teaching.
Now What?
By being open to the research both teachers and students will benefit. Educators are always learning new ways to complete tasks. It allows educators to experiment different life situations and concerns. Who knows, maybe a teacher or one of their students will invent a new research method.
All four types of research have a proper place and time that they can be used. Each lends to studies of different situations. The descriptive research will allow one to quickly compare, observe and record behavior. Being able to compare two different groups and measuring their progress is one situation in which the correlation research would be helpful. When one needs to study the cause and effect, one could use the experimental research. This allows control over the variables being studied. The researcher will need to be careful and not allow any human errors or bias opinions to influence their study. Action is one that is harder to do, as the researcher will have to spend time identify the problem area. Then planning how to fix it, fallowed by taking action on their plan. Next, they study the consequences of the action and fallow it by identify the general findings.
So What?
By studying these methods it will allow educators to use the best method to study their hypotheses. These four types of research allow freedom to make the best choice for students. The same method of research will not always be used and by learning about each of them, it will cut down on the study time to discover the best way to tract teaching.
Now What?
By being open to the research both teachers and students will benefit. Educators are always learning new ways to complete tasks. It allows educators to experiment different life situations and concerns. Who knows, maybe a teacher or one of their students will invent a new research method.
Tuesday, January 13, 2009
Course Contract
List 2-3 specific goals you have for this course.
1. Learn to make all of my future students successful in school and in life.
2. Be successful, myself, in this class by coming to class, participating, and completing all the work required of me.
Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course?
I will participate in class activities during class. I will read the material ahead of time along with any assignments. Over the weekend I build a review/outline of the information and right before class I will refresh the information and come to class with any questions that I have so that I can attain all the knowledge I can.
Outline the study strategies that you will use to understand the material.
I. Productive time
a. Read
b. Group discussion
c. hands on work
II. Organize notes
a. Notebook
b. Computer-transfer into my own words
c. Make note cards
III. Each week time to review
a. Notes
b. Assignments
c. Then see how I progress
VI. Reward myself for job well done
Explain the process you will follow if you do not understand a topic.
First I will see if I can answer my own questions through reviewing the book and asking my classmates, and then if I can’t come to an understanding, I will ask for assistance from you, the professor. Then after understanding, summarize in my own words the contents of the topic. This tends to help me improve and help me ensure my understanding.
Complete the following statement:
I will reach my goals in this course by coming and actively participating in class, being prepared for class by reading the material before class, asking questions to clarify any topic that I don’t understand completely, and completing the study strategies that I have previously outlined.
Description
1.Why are you here (in the teacher education program, in this class, at UVU)? I am here because the feelings that come along with helping another person are immeasurable. Also, the job security and the reasonable time to spend with my family are reasons why I chose this profession and this class.
2.What motivates you? I am a very self-motivated person. I like to be dependable for those around me, and it brings me great joy when people feel that they can count on me for help. Another thing that motivates me is when I’m allowed to be creative. Also, I’m always motivated when I’m given a challenge.
3.Why do you succeed? I succeed because of my communication skills. I feel that I can communicate well with people from all different backgrounds. I am an intent listener and take what people say to heart and apply it in my life.
4.Why do you fail? I believe that I fail mostly because I expect too much from myself. I like to do as much as possible for others and sometimes I might spread myself too thin. I also am somewhat indecisive and need input from others before I can make important and difficult decisions.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher? In order to become a great teacher, I need to increase my education and learn to teach more effectively. I need to be more enthusiastic about my course work in this class and have an open mind and apply everything I learn to improve myself and be successful as an educator.
2.What motivates you? I am a very self-motivated person. I like to be dependable for those around me, and it brings me great joy when people feel that they can count on me for help. Another thing that motivates me is when I’m allowed to be creative. Also, I’m always motivated when I’m given a challenge.
3.Why do you succeed? I succeed because of my communication skills. I feel that I can communicate well with people from all different backgrounds. I am an intent listener and take what people say to heart and apply it in my life.
4.Why do you fail? I believe that I fail mostly because I expect too much from myself. I like to do as much as possible for others and sometimes I might spread myself too thin. I also am somewhat indecisive and need input from others before I can make important and difficult decisions.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher? In order to become a great teacher, I need to increase my education and learn to teach more effectively. I need to be more enthusiastic about my course work in this class and have an open mind and apply everything I learn to improve myself and be successful as an educator.
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