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.
Wednesday, February 25, 2009
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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