What:
After reviewing several of my other blogs and thinking about what I believe learning to be, I have decided that my theory would be that most students learn by interest. This is not so simple as it sounds... you must consider what does interest mean. Interest defined by dictionary.com is "the feeling of a person whose attention, concern, or curiosity is particularly engaged by something." Thus in my theory attention (particularly concern and/or curiosity) must be met. To met interest must include to important things: 1. the student must already have the appropriate "readiness" or preparation to be interested -- no one is interested in things that they have completely no idea or preparation for; 2. Lastly the student find the subject matter applicable in someway, or it will have no affect and will presumably be lost with short-term memory.
So What:
I believe my theory will be very "real" and valuable in my classroom. I believe it will be real because I know it is truly apart of my beliefs about education (not that I didn't enjoy learning from other theorists, but I didn't like, believe or trust everything we learned), and I feel it will be valuable because I feel spiking students interests is the beginning of worlds, doors, and learning. We have all been that student that, in some situation, just needed something to be interested in the subject matter -- interest, personal connection, and readiness might have made a world of difference in that content. As a future English teacher I am lucky because I have a whole world of text to self connections in novels, stories and poems, but how relative and worthwhile is the material if the students are not interested? Or if the have no previous knowledge or skills to find interest in it? Obviously, if the students find no value there is no value for them because they wont learn it! For me, my classroom philosophy will be to inspire students to think for themselves and to achieve my philosophy goals I will have to peek their interest. I believe learning should be exploring thoughts, ideas, concepts and connections, but exploration can only occur when there is a reason to explore-- Interest!
Now What:
In my future classroom I will implement my personal theory through first a student intelligence test (creating interest through their abilities), evaluation of students KWL on certain types of literature, observation of classroom culture and student grades (Hootie tootie British literature is going to cut it if I have a room full of lower class Harlem students), and student opinion - let the student choose once in a while what they want to learn.
I feel to accomplish my goal to peek student interest and inspire critical thinking skills, I will need a little more education on adolescent development, particularly the brain. The brain is so immersed in personality and development, that I feel it would be helpful to study more in hopes to understand my students, their interests, and their abilities better.
Further I feel that a more in depth examination and study of Kohlberg's moral development stages would help me understand and maximize appropriate student morality level thinking. In life everyone is fascinated by morality and the positive and negative effects of it, thus understanding my students moral development will help them increase their own personal moral development by implementing zone of proximal development morality topics.
Tuesday, April 28, 2009
Chapter 4
What: In class we discussed group differences and how that can affect our ability as teachers. In the book is discusses as term of "equity" meaning absence or bias toward particular individuals or groups of students. Continuing in class we examined how our culture can appear, to us, to be right, but other diverse students might see our cultural inflictions as unfair, rude, demeaning, or even biased. Further the chapter explores the foundations of groups diversity and how our cultural "lens" can affect our behavior towards students.
So What:
I feel it is important for teachers to be aware of their biases because then they can adapt and change. Understanding how or why a teacher might stereotype a certain student into a category will promote the awareness that will later promote changing behavior. A major portion of a teachers classroom time grading and assessing students should not be infringed by biases -- classrooms should be as objective and fair as possible for students needs and abilities to be met and developed.
Now What:
As a future teacher I have learned a lot about my personal biases and subjection. I feel grateful that I have had the opportunity through classes like ESL and Ed. Pysch for helping me become more aware of my personal flaws when relating to diversity or differences. For me, awareness is essential to a safe classroom culture where students can feel welcome, safe, and successful.
So What:
I feel it is important for teachers to be aware of their biases because then they can adapt and change. Understanding how or why a teacher might stereotype a certain student into a category will promote the awareness that will later promote changing behavior. A major portion of a teachers classroom time grading and assessing students should not be infringed by biases -- classrooms should be as objective and fair as possible for students needs and abilities to be met and developed.
Now What:
As a future teacher I have learned a lot about my personal biases and subjection. I feel grateful that I have had the opportunity through classes like ESL and Ed. Pysch for helping me become more aware of my personal flaws when relating to diversity or differences. For me, awareness is essential to a safe classroom culture where students can feel welcome, safe, and successful.
Wednesday, April 22, 2009
What: In class we re-covered a lot of what we learned in our two prerequisite classes. We reviewed important parts of special needs students such as IEP, IDEA, inclusion, least restrictive environment, etc. IDEA- Individuals with disabilities Act, IEP- Individualized Education Plan, Inclusion- mainstreaming students with disabilities into the regular classroom, Least restrictive environment- one in which a child can thrive and meet their potential without restriction in the classroom. Further we discussed differentiation strategies and theories to which help meet the needs of many diverse intelligences.
So What:
Understanding how to help and address the needs of special needs students help schools, teachers, parents, and the child to progress forward on the right path for that child. Throughout the semester we have discussed many ways that students differ, and the important part for teacher is to appropriately address those differences in students so the student can maximize learning potential-- this also follows along with Gardner's multiple intelligences, where students are more capable of learning when specific intelligences are enhanced and explicated.
Now What:
As a teacher I want all my students to succeed, not just the easily taught "teacher's pet," but all my students to achieve success in learning. Whether I have students with difficult special needs, IEP's, or just need extra support my job is to be there for them, to teach them in the way they need. I understand that the real world of teaching is not "Polly Anna" and perfect, and most likely I wont be able to always fully address a students need, but dang it I will try!
I, actually, love Gardner's Multiple Intellegences because it gives me an opportunity to be creative with my lessons and activities... which in truth, lets be serious, old school teaching was a little mundane and needed a little more sparkle. I think activiely approaching new and creative ways to teaching helps many types of student intellects engage and achieve success in school.
So What:
Understanding how to help and address the needs of special needs students help schools, teachers, parents, and the child to progress forward on the right path for that child. Throughout the semester we have discussed many ways that students differ, and the important part for teacher is to appropriately address those differences in students so the student can maximize learning potential-- this also follows along with Gardner's multiple intelligences, where students are more capable of learning when specific intelligences are enhanced and explicated.
Now What:
As a teacher I want all my students to succeed, not just the easily taught "teacher's pet," but all my students to achieve success in learning. Whether I have students with difficult special needs, IEP's, or just need extra support my job is to be there for them, to teach them in the way they need. I understand that the real world of teaching is not "Polly Anna" and perfect, and most likely I wont be able to always fully address a students need, but dang it I will try!
I, actually, love Gardner's Multiple Intellegences because it gives me an opportunity to be creative with my lessons and activities... which in truth, lets be serious, old school teaching was a little mundane and needed a little more sparkle. I think activiely approaching new and creative ways to teaching helps many types of student intellects engage and achieve success in school.
Wednesday, April 1, 2009
Chapter 10 Social Cognitivism
What: Basically chapter 10 covers how behavior is cognitively constructed. The chapter covers three major points: the power of observation, the role of control, and the importance of motivation.
Observation is discussed through modeling, as the chapter defines modeling to be a person who demonstrates a behavior for someone else. "Students learn many academic skills, at least in part, by observing what others do" (350). There are many ways that people learn and react to something from a model; a major example of modeling behavior in the classroom is the direct instruction model.
The role of control is explained as how people can be masters of their environments, such as self-regulations that lead to personal goals. People can often choose the activities in which they participate, thereby controlling the particular experiences they have. When people (or in my case students) observe models demonstrating certain behaviors, they can control what and if they learn by paying attention and by encoding what the see in particular ways. Furthermore, controlling oneself leads to a more independent life, where the individual seeks their own goals by evaluating themselves with personal reinforcement after.
The importance of motivation is explained as to consciously choose certain activities, work hard at them, and persist in the face of failure-- or in other words the individual must have high self-efficacy to truly have solid motivation. Ultimately, an individual must have control and motivation to essentially take charge of their own motivation.
So What?
Obviously as a teacher, modeling and motivating is a very important aspect of the job description. It is essential to model behavior that is directed toward students in a way that will enhance their learning -- obviously students wont learn from a model who is not respected, thus the teacher (me) must have the students respect and attention to show them modeling behavior. Also, as a teacher, I think it is important to teach our students how to develop and regulate their personal self-regulative life style -- as a secondary teacher this aspect is HUGE to helping our students achieve independence for life after high school.
Now What?
Modeling is a natural ability for most adults (at least with somethings) and it should be a natural skill as a teacher. The best example of teaching through modeling is the lesson plan of Direct Instruction, which in jest give the students a model then allows the students to later practice the modeled behavior. Although, as a teacher, I will not need to plan a full out direct instruction plan to model behavior, it is a lesson plan that I will use when I want to show my students how or what to do.
Observation is discussed through modeling, as the chapter defines modeling to be a person who demonstrates a behavior for someone else. "Students learn many academic skills, at least in part, by observing what others do" (350). There are many ways that people learn and react to something from a model; a major example of modeling behavior in the classroom is the direct instruction model.
The role of control is explained as how people can be masters of their environments, such as self-regulations that lead to personal goals. People can often choose the activities in which they participate, thereby controlling the particular experiences they have. When people (or in my case students) observe models demonstrating certain behaviors, they can control what and if they learn by paying attention and by encoding what the see in particular ways. Furthermore, controlling oneself leads to a more independent life, where the individual seeks their own goals by evaluating themselves with personal reinforcement after.
The importance of motivation is explained as to consciously choose certain activities, work hard at them, and persist in the face of failure-- or in other words the individual must have high self-efficacy to truly have solid motivation. Ultimately, an individual must have control and motivation to essentially take charge of their own motivation.
So What?
Obviously as a teacher, modeling and motivating is a very important aspect of the job description. It is essential to model behavior that is directed toward students in a way that will enhance their learning -- obviously students wont learn from a model who is not respected, thus the teacher (me) must have the students respect and attention to show them modeling behavior. Also, as a teacher, I think it is important to teach our students how to develop and regulate their personal self-regulative life style -- as a secondary teacher this aspect is HUGE to helping our students achieve independence for life after high school.
Now What?
Modeling is a natural ability for most adults (at least with somethings) and it should be a natural skill as a teacher. The best example of teaching through modeling is the lesson plan of Direct Instruction, which in jest give the students a model then allows the students to later practice the modeled behavior. Although, as a teacher, I will not need to plan a full out direct instruction plan to model behavior, it is a lesson plan that I will use when I want to show my students how or what to do.
Thursday, March 19, 2009
Chapter 9
What:
Chapter 9 wasn't my favorite, but still it is very useful. Throughout the chapter we learned about behaviorism, conditioning, and stimulating learning by conditioning responses. According to chapter 9 the definition for learning was a semi-permanent change in behavior, which means that environment and stimuli play a huge role in this theory. Accordingly, the chapter covers the idea of "reinforcers" Reinforcer, as defined in the chapter, is a consequence of a response that leads to increased frequency of the response. Such, there can be a positive or negative reinforcer; positive reinforcement is anything that is added as a consequence to increase behavior (whether desirable or undesirable by the student), and negative reinforcement is anything removed to increase behavior. Although there are many other reinforcers, these are the two that we, as a class, covered most thoroughly.
Further we studied the concept of punishment. Punishment, as defined by ch. 9, is a consequence that decreases the frequency of the response it follows. Thus, there are two types of punishment: presentation and removal. Presentation punishment is like it sounds, we are presenting an unwanted stimuli to decrease behavior; removal punishment, on the other hand, is the removal of a wanted stimuli to decrease behavior.
Therefore, we must always be aware of the outcome we want from our students because whether we want to increase good behavior or decrease bad behavior we must know the basic concept of stimulus.
So What:
I believe, as you've conditioned our class to believe (by behaviorism), that constructivism is going to be a practice that I will use more intensely in my future classroom. BUT I do think that behaviorism is important, and we use it everyday without realizing what we are doing. That is why I feel it was very important to understand HOW to use concepts within Behaviorism theory, because without the knowledge of how and/or why, we wont be achieving the desired result as readily as we want. Although punishments and reinforcements are not new ideas to me, the new realization of different ways and techniques in applying them are most helpful to understanding how to get that desired result.
Now What?
As a future teacher I want to be able to control and motivate my students to the highest levels possible (of course I know this is only and idealistic dream), but without the knowledge of how to appropriately manipulate their behaviors when and how I will be lost. Now I feel I have a little more control over how I control my students. As I use reinforcers and punishments I now feel I will be using them successfully and appropriately. I have listed examples of how I might use each in to increase learning and good behavior.
Positive reinforcement- A an English major, nothing is more satisfying than feeling I am learning something useful from a text. As I ponder on the positive reinforcers that my previous professors/teachers used I realized that I will use them as well. For example: As my class is discussing the possible meanings of a certain text I can use positive reinforcement such as "great response, that was very well thought out." Although I am not applying more than a verbal complement, I am still using an added reinforecer to achieve increased learning.
Negative reinforcement- Adding more homework until the concept of whatever (let's say conjunctions) is learned. When the students have completed the extra work successfully (that means 85% or higher) then the stimulus of added homework will be removed.
Presentation Punishment- I am not a parent, but I KNOW the most used presentation punishment in my parents home was "spanking." Unfortunately, teachers can't use this... although I think many teachers have wanted to at one time or another. As a future teacher the best example I can think of is detention. For example, little Timmy keeps distracting my class with outbursts of talking and laughing, so I present him with after school detention until his outrageous behavior has decreased.
Removal Punishment- Well lets say that my 8th grade English class has never had a seating chart but the disturbances throughout class are at an all time high, thus I remove their seating freedom and confine them to a seating chart to decrease learning distractions.
Chapter 9 wasn't my favorite, but still it is very useful. Throughout the chapter we learned about behaviorism, conditioning, and stimulating learning by conditioning responses. According to chapter 9 the definition for learning was a semi-permanent change in behavior, which means that environment and stimuli play a huge role in this theory. Accordingly, the chapter covers the idea of "reinforcers" Reinforcer, as defined in the chapter, is a consequence of a response that leads to increased frequency of the response. Such, there can be a positive or negative reinforcer; positive reinforcement is anything that is added as a consequence to increase behavior (whether desirable or undesirable by the student), and negative reinforcement is anything removed to increase behavior. Although there are many other reinforcers, these are the two that we, as a class, covered most thoroughly.
Further we studied the concept of punishment. Punishment, as defined by ch. 9, is a consequence that decreases the frequency of the response it follows. Thus, there are two types of punishment: presentation and removal. Presentation punishment is like it sounds, we are presenting an unwanted stimuli to decrease behavior; removal punishment, on the other hand, is the removal of a wanted stimuli to decrease behavior.
Therefore, we must always be aware of the outcome we want from our students because whether we want to increase good behavior or decrease bad behavior we must know the basic concept of stimulus.
So What:
I believe, as you've conditioned our class to believe (by behaviorism), that constructivism is going to be a practice that I will use more intensely in my future classroom. BUT I do think that behaviorism is important, and we use it everyday without realizing what we are doing. That is why I feel it was very important to understand HOW to use concepts within Behaviorism theory, because without the knowledge of how and/or why, we wont be achieving the desired result as readily as we want. Although punishments and reinforcements are not new ideas to me, the new realization of different ways and techniques in applying them are most helpful to understanding how to get that desired result.
Now What?
As a future teacher I want to be able to control and motivate my students to the highest levels possible (of course I know this is only and idealistic dream), but without the knowledge of how to appropriately manipulate their behaviors when and how I will be lost. Now I feel I have a little more control over how I control my students. As I use reinforcers and punishments I now feel I will be using them successfully and appropriately. I have listed examples of how I might use each in to increase learning and good behavior.
Positive reinforcement- A an English major, nothing is more satisfying than feeling I am learning something useful from a text. As I ponder on the positive reinforcers that my previous professors/teachers used I realized that I will use them as well. For example: As my class is discussing the possible meanings of a certain text I can use positive reinforcement such as "great response, that was very well thought out." Although I am not applying more than a verbal complement, I am still using an added reinforecer to achieve increased learning.
Negative reinforcement- Adding more homework until the concept of whatever (let's say conjunctions) is learned. When the students have completed the extra work successfully (that means 85% or higher) then the stimulus of added homework will be removed.
Presentation Punishment- I am not a parent, but I KNOW the most used presentation punishment in my parents home was "spanking." Unfortunately, teachers can't use this... although I think many teachers have wanted to at one time or another. As a future teacher the best example I can think of is detention. For example, little Timmy keeps distracting my class with outbursts of talking and laughing, so I present him with after school detention until his outrageous behavior has decreased.
Removal Punishment- Well lets say that my 8th grade English class has never had a seating chart but the disturbances throughout class are at an all time high, thus I remove their seating freedom and confine them to a seating chart to decrease learning distractions.
Wednesday, March 11, 2009
Chapter 7
What:
This chapter examines how we as human beings construct knowledge and beliefs about the world, society, and ourselves in them. It discusses how our future students may have formulated certain views, knowledge, and schema about the world. Regardless of the extent to which students acquire their understanding, either on their own or with the help of others, they all construct somewhat unique interpretations of the ideas and events they encounter both in and outside the classroom.
So What:
After reading and reviewing ch. 7, I feel more adequate in my ability to empathize with future students about their conception of knowledge. I will be able to make easier transitions when conceptual changes are needed because I now can understand how or why the student might have made their wrong assumptions.
Now What:
As a future teacher I want to promote “thinking” above any other concept, thus conceptualizing knowledge will be a huge part of my classroom. Although I want to help my students to make correct interpretations, I also want them to make their own conclusions about life and the world around them. This chapter has helped me understand how to achieve conceptual change but also has enlightened me how to engage my students in “thinking.” The more my students understand their perspectives the easier they continue to learn, and the easier I can correctly adjust their learning!
This chapter examines how we as human beings construct knowledge and beliefs about the world, society, and ourselves in them. It discusses how our future students may have formulated certain views, knowledge, and schema about the world. Regardless of the extent to which students acquire their understanding, either on their own or with the help of others, they all construct somewhat unique interpretations of the ideas and events they encounter both in and outside the classroom.
So What:
After reading and reviewing ch. 7, I feel more adequate in my ability to empathize with future students about their conception of knowledge. I will be able to make easier transitions when conceptual changes are needed because I now can understand how or why the student might have made their wrong assumptions.
Now What:
As a future teacher I want to promote “thinking” above any other concept, thus conceptualizing knowledge will be a huge part of my classroom. Although I want to help my students to make correct interpretations, I also want them to make their own conclusions about life and the world around them. This chapter has helped me understand how to achieve conceptual change but also has enlightened me how to engage my students in “thinking.” The more my students understand their perspectives the easier they continue to learn, and the easier I can correctly adjust their learning!
Wednesday, February 25, 2009
Review Course Contract
Reviewing my course contract was interesting, because I had forgotten all I had promised to do. So far my goals remain the same, and so far I am right on track to accomplishing all 3! Although, I have to honestly admit I am a little lax on class prep… I know, I know this is the part that helps me succeed in my goals, but time is quite short these days and sometimes I have to pick and choose what I can really accomplish during the week. Even though I am not preparing as much as I would like, I still feel I am learning significantly through chapter guides and class work-- so I feel okay about prep, just not amazing.
Study strategies are good, at least I felt so after the first test (what a relief!). I have never been a great test taker, but in the last two years I have developed ways that help me get decent grades (you don’t want to know what my test grades were before then!).
If there is anything I really need to change is the fact that I am doing most my homework the night before class, I am such a procrastinator-- this is not because I am lazy (trust me I wish I were) but because I have soo much to do it can be overwhelming (sometimes I cry). Overall I am satisfied with the progress of my contract, and although I could be a little more prepared I still feel I am doing quite well with all the other things in my life.
Study strategies are good, at least I felt so after the first test (what a relief!). I have never been a great test taker, but in the last two years I have developed ways that help me get decent grades (you don’t want to know what my test grades were before then!).
If there is anything I really need to change is the fact that I am doing most my homework the night before class, I am such a procrastinator-- this is not because I am lazy (trust me I wish I were) but because I have soo much to do it can be overwhelming (sometimes I cry). Overall I am satisfied with the progress of my contract, and although I could be a little more prepared I still feel I am doing quite well with all the other things in my life.
Chapter 6
What:
Chapter 6 covered the majority of how people remember and learn material, or as the chapter is named, "Learning and Cognitive Processes." While evaluating the process of learning the chapter reviews "The Model of Human Memory," which includes sensory register, attention, working (short-term) memory, and long-term memory. The sensory register is the component of memory that holds the information you receive, the input of info unencoded. The "attention" is the first step to encoding information and the chapter describes it as "Whatever people mentally pay attention to moves into working memory." Thus, what we focus on will be placed into short term memory. Working (short-term) memory is where we hold and actively think about a limited amount of information-- info stored here doesn't last long unless we do something with it that will place it in long-term memory. Long-term memory is the part that stores information for a relatively long time, and its capacity can hold as much info as the learner needs.
Although the majority of the chapter covered how memory works, it continued by explaining how people learn concepts and knowledge. The chapter reasoned that to learn and remember something effectively, we must give it our undivided attention-- or we must mentally focus on it and temporarily make it the center of our cognitive world.
So What:
I found the chapter very interesting and enlightening. I feel it is an excellent resource to better understanding my own metacognition, but also for future referencing in formulating lesson plans and other ways for providing knowledge to student's memory. As a teacher I need to ensure that learners are placing material into long-term memory status, and the better I understand how long-term memory functions the more likely I will be able to succeed.
Now What:
Understanding these principle ideas will help me develop future lesson plans and strategies to help my students remember. Practicing many types learning and memorizing strategies with students in the classroom on a regular basis will help to highten and enhance their learning and retrieval skills. As a teacher I must continually emphasize the importance of understanding classroom subject matter, helping them make many memory ties so that it is easily accessable when needed, because-- what good am I as a teacher if I can not help my students remember and retrieve the information that I have previously taught?
Chapter 6 covered the majority of how people remember and learn material, or as the chapter is named, "Learning and Cognitive Processes." While evaluating the process of learning the chapter reviews "The Model of Human Memory," which includes sensory register, attention, working (short-term) memory, and long-term memory. The sensory register is the component of memory that holds the information you receive, the input of info unencoded. The "attention" is the first step to encoding information and the chapter describes it as "Whatever people mentally pay attention to moves into working memory." Thus, what we focus on will be placed into short term memory. Working (short-term) memory is where we hold and actively think about a limited amount of information-- info stored here doesn't last long unless we do something with it that will place it in long-term memory. Long-term memory is the part that stores information for a relatively long time, and its capacity can hold as much info as the learner needs.
Although the majority of the chapter covered how memory works, it continued by explaining how people learn concepts and knowledge. The chapter reasoned that to learn and remember something effectively, we must give it our undivided attention-- or we must mentally focus on it and temporarily make it the center of our cognitive world.
So What:
I found the chapter very interesting and enlightening. I feel it is an excellent resource to better understanding my own metacognition, but also for future referencing in formulating lesson plans and other ways for providing knowledge to student's memory. As a teacher I need to ensure that learners are placing material into long-term memory status, and the better I understand how long-term memory functions the more likely I will be able to succeed.
Now What:
Understanding these principle ideas will help me develop future lesson plans and strategies to help my students remember. Practicing many types learning and memorizing strategies with students in the classroom on a regular basis will help to highten and enhance their learning and retrieval skills. As a teacher I must continually emphasize the importance of understanding classroom subject matter, helping them make many memory ties so that it is easily accessable when needed, because-- what good am I as a teacher if I can not help my students remember and retrieve the information that I have previously taught?
Wednesday, February 11, 2009
Chapter 3 Learning Log
Chapter 3
What:
During chapter 3 I learned about student relationships, their emotional needs and their developmental stages while in my classroom. We discussed in class the needs that students have because of a particular stage that may impact their learning abilities. Although, we as a class agreed that there are not any set of stages that all people transcend in the exact way and order, we did agree that the stages are applicable to most peoples growth physically and mentally. In chapter 3 we learned about Erickson's 8 stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. shame and doubt (toddler), 3. Initiative vs. guilt (preschool), 4. Industry vs. inferiority (elementary), 5. Identity vs. role confusion (adolescence), 6. Intimacy vs. isolation (young adult), 7. Generativity vs. stagnation (middle age), 8. Integrity vs. despair (retirement).
As we learned about Erickson's cognitive development stages, we also learned Kohlberg's morality developmental stages: 1. Preconventional - a. Punishment, obedience and avoidance. b. Exchange of favors, 2. Conventional- a. Good girl/ boy. b. Law and Order, 3. Postconventional- a. Societal Contract. b. Universal Ethics. Previously in chapter two we discussed two other theorists ideas of development, by which we compared and contrasted the four in class.
So what?
I feel the theories of development are important to understand as a future teacher, because I need to understand what my students are capable of mentally, emotionally, and physically in my classroom. I can not help my students grow into adults if I do not understand what their mental or emotional capabilities are while I am teaching them. As an educator I am a portal for my students into their adulthood, and I want to make that transition smoothly for my students but also make them capable for the adult world.
Now What?
My mother-in-law (and ESL teacher) and I had a discussion on the theories and how they are applicable in the classroom. She explained that she has struggling students who simply can not do one thing or the other, and she she said the best tool for her was to relate back to the theories of developmental stages to understand where those struggling students are mentally. She continued explaining knowing the theories helped her help those students, and place them with the appropriate lessons and work.
Once I talked to her I understood how I might apply the developmental stages in my own classrooms. When I have a struggling student I will obviously use "differentiation" strategies but how can I really understand why they struggle without having a concept of their mental or emotional developmental capabilities? I think as a teacher understanding the student's needs in the classroom will be the most beneficial to their learning, and to my teaching practices. I hope that with the knowledge of the theories in developmental stages, I can give and support my students with their personal appropriate learning tools.
What:
During chapter 3 I learned about student relationships, their emotional needs and their developmental stages while in my classroom. We discussed in class the needs that students have because of a particular stage that may impact their learning abilities. Although, we as a class agreed that there are not any set of stages that all people transcend in the exact way and order, we did agree that the stages are applicable to most peoples growth physically and mentally. In chapter 3 we learned about Erickson's 8 stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. shame and doubt (toddler), 3. Initiative vs. guilt (preschool), 4. Industry vs. inferiority (elementary), 5. Identity vs. role confusion (adolescence), 6. Intimacy vs. isolation (young adult), 7. Generativity vs. stagnation (middle age), 8. Integrity vs. despair (retirement).
As we learned about Erickson's cognitive development stages, we also learned Kohlberg's morality developmental stages: 1. Preconventional - a. Punishment, obedience and avoidance. b. Exchange of favors, 2. Conventional- a. Good girl/ boy. b. Law and Order, 3. Postconventional- a. Societal Contract. b. Universal Ethics. Previously in chapter two we discussed two other theorists ideas of development, by which we compared and contrasted the four in class.
So what?
I feel the theories of development are important to understand as a future teacher, because I need to understand what my students are capable of mentally, emotionally, and physically in my classroom. I can not help my students grow into adults if I do not understand what their mental or emotional capabilities are while I am teaching them. As an educator I am a portal for my students into their adulthood, and I want to make that transition smoothly for my students but also make them capable for the adult world.
Now What?
My mother-in-law (and ESL teacher) and I had a discussion on the theories and how they are applicable in the classroom. She explained that she has struggling students who simply can not do one thing or the other, and she she said the best tool for her was to relate back to the theories of developmental stages to understand where those struggling students are mentally. She continued explaining knowing the theories helped her help those students, and place them with the appropriate lessons and work.
Once I talked to her I understood how I might apply the developmental stages in my own classrooms. When I have a struggling student I will obviously use "differentiation" strategies but how can I really understand why they struggle without having a concept of their mental or emotional developmental capabilities? I think as a teacher understanding the student's needs in the classroom will be the most beneficial to their learning, and to my teaching practices. I hope that with the knowledge of the theories in developmental stages, I can give and support my students with their personal appropriate learning tools.
Wednesday, January 28, 2009
Chapter 15 Classroom Assessment Strategies
What:
I felt this chapter presented material that I will actually refer to as a teacher. The chapter discusses the many different ways to assess students, and what ways may be better than others in different settings or circumstances. Of coarse the two most obvious ways to assess are formal and informal. Formal being a planned assessment- such as a multiple choice test, and informal being less systematic and more spontaneous- such as walking around the room during group projects to make sure students are on task and understanding. Other assessment strategies discussed in the chapter are paper-pencil- any type of written response, performance- anything that is more real-world like and usually non-written, authentic- the ability to apply learning to real-world tasks, and traditional- assesses learning separate form real-world tasks. Many other assessment strategies are discussed in the chapter along with "Qualities of a Good Assessment." The qualities of an assessment are very important with alignment of the teacher's lesson plans, and the chapter lists what Prof. Cox calls RSVP- Reliability, Standardization, Validity, and Practicality. These characteristics are especially important in formalized assessment where it can be easy (without objective alignment) to create an unfair or unreasonable test/assessment.
So What:
Today's chapter is especially important for me, as a future teacher, in understanding why alignment is so critical when assessing students knowledge. I don't want to be the teacher that copies a test from a workbook and makes it 90% of the students grade without even reviewing what the test covers. Learning the different forms of assessment, and when/how to use them will be beneficial for my success as a teacher and beneficial for my student's learning and life success.
Now What:
I definitely see myself referring to this chapter in the future as I develop the skills necessary for planning a fair and reliable assessment. As an English teacher I know I will be able to be very creative with assessment, and I hope that I can adapt many different assessments to my classroom so that many different learning types can succeed in their own abilities.
I felt this chapter presented material that I will actually refer to as a teacher. The chapter discusses the many different ways to assess students, and what ways may be better than others in different settings or circumstances. Of coarse the two most obvious ways to assess are formal and informal. Formal being a planned assessment- such as a multiple choice test, and informal being less systematic and more spontaneous- such as walking around the room during group projects to make sure students are on task and understanding. Other assessment strategies discussed in the chapter are paper-pencil- any type of written response, performance- anything that is more real-world like and usually non-written, authentic- the ability to apply learning to real-world tasks, and traditional- assesses learning separate form real-world tasks. Many other assessment strategies are discussed in the chapter along with "Qualities of a Good Assessment." The qualities of an assessment are very important with alignment of the teacher's lesson plans, and the chapter lists what Prof. Cox calls RSVP- Reliability, Standardization, Validity, and Practicality. These characteristics are especially important in formalized assessment where it can be easy (without objective alignment) to create an unfair or unreasonable test/assessment.
So What:
Today's chapter is especially important for me, as a future teacher, in understanding why alignment is so critical when assessing students knowledge. I don't want to be the teacher that copies a test from a workbook and makes it 90% of the students grade without even reviewing what the test covers. Learning the different forms of assessment, and when/how to use them will be beneficial for my success as a teacher and beneficial for my student's learning and life success.
Now What:
I definitely see myself referring to this chapter in the future as I develop the skills necessary for planning a fair and reliable assessment. As an English teacher I know I will be able to be very creative with assessment, and I hope that I can adapt many different assessments to my classroom so that many different learning types can succeed in their own abilities.
Wednesday, January 21, 2009
Research and Studies
What:
Descriptive Study is drawing conclusions about already present information. This study is helpful in statical information such a the percentage of illiterate adults in Utah. This type of study allows me conclude something without changing or comparing variables, but it can too overgeneralize without giving specifics about the subject.
Correlational Study is exploring the relationship present between two variables. This study require no change or manipulation like experimental research, but allows the researcher to assess the impact that one variable may have on another. This study can be inconsistent and although a relationship between the variables may exist the study will not explain why they exist or how they effect one another.
Experimental Study is manipulating a variable to determine the effect on another variable. Unlike correlational study, this study involves the research to control one of the variables in the study to understand another variable. This study can be helpful only when consistent and the variable are dependable, otherwise it can be very unreliable.
Action Study is a personnel research by a teacher and/or school to help improve circumstances or to address particular problems. A teacher and/ or school can address the independent needs of their class and/or school.
So What:
Knowing these different types of research and study will help me be reflective and informed as a teacher. I will be able to knowledgeably address certain issues with the appropriate tools. When and if I need to research a particular issue or method I will know how to research what I need to know.
Know What:
As a future teacher I need to be as informed as possible. Although I feel I need a little more identification practice with the different studies, I do understand the application to the classroom. As teacher I will be studying my students constantly by changing un-needed methods, adapting assessment to students multiple intelligence, understanding why some student are challenging or difficult, and many other circumstances.
Descriptive Study is drawing conclusions about already present information. This study is helpful in statical information such a the percentage of illiterate adults in Utah. This type of study allows me conclude something without changing or comparing variables, but it can too overgeneralize without giving specifics about the subject.
Correlational Study is exploring the relationship present between two variables. This study require no change or manipulation like experimental research, but allows the researcher to assess the impact that one variable may have on another. This study can be inconsistent and although a relationship between the variables may exist the study will not explain why they exist or how they effect one another.
Experimental Study is manipulating a variable to determine the effect on another variable. Unlike correlational study, this study involves the research to control one of the variables in the study to understand another variable. This study can be helpful only when consistent and the variable are dependable, otherwise it can be very unreliable.
Action Study is a personnel research by a teacher and/or school to help improve circumstances or to address particular problems. A teacher and/ or school can address the independent needs of their class and/or school.
So What:
Knowing these different types of research and study will help me be reflective and informed as a teacher. I will be able to knowledgeably address certain issues with the appropriate tools. When and if I need to research a particular issue or method I will know how to research what I need to know.
Know What:
As a future teacher I need to be as informed as possible. Although I feel I need a little more identification practice with the different studies, I do understand the application to the classroom. As teacher I will be studying my students constantly by changing un-needed methods, adapting assessment to students multiple intelligence, understanding why some student are challenging or difficult, and many other circumstances.
Brain Log
What: In class we had the opportunity to research a portion of the brain and teach peers about it. I researched "Hippocampus" which is in the forebrain of the Limbic system, and its roles include short-term memory, spatial navigation/ orientation, some emotions, and some new memories. Although, I couldn't learn everything about the hippocampus, what I found to be most interesting was the hippocampus is the first part of the brain to deteriorate with Alzheimer's Disease. Gee, who knew?
In groups we divided the brain into 12 sections and shared our information/research about the our particular section. What I really learned in the group is how complex and interrelated the brain parts are- if we lose one small part of our brain we may be changed forever in a million different ways!
In class we continued to discuss the brain. I learned half the things I knew about the brain were actually not true. I was also surprised to learn that it develops back to front (physical development and emotional development way before logical/decision making development), but it completely made sense to me and will help me understand or empathize with teenagers.
We discussed a lot about the neuron and its components: cell body- the body of the neuron, dendrite- stem like things that connect with the synapse, axon- the tail looking part that is important in function (this part of the body that you want lots of good fat on to help productivity), and synapse- which channels with the dendrite to make brain connections.
It was interesting and helpful to know that Learning is actually the synapse change or learning is the result of changes/ growth in the neuron's connectivity and firing characteristics.
So what:
For me the message of this class was to understand what is happening when your student is or is not learning. The more understanding I have of how the brain functions, the more adaptation I can give to help my students learn at their best with their brain. Prof. Cox discussed with us how to involve our students in multiple classroom learning activities to stimulate the brain for learning, as she said, "different interactions + different media = different neural development." Thus as a teacher I have to provide many different kinds of learning activities to help develop their ability to learn.
Now what:
If multiple kinds of learning are best for brain stimulation and learning, then I will incorporate many different kinds of learning for students. To help my student be engaged I must engage their brain, so activities that are fun, interactive, physical, interesting or stimulate prior knowledge will be beneficial to their learning. As a teacher I want to help them be at their best learning, to help them understand how to learn and why they learn. In the future when I plan lessons I will make sure to incorporate many different learning strategies for brain stimulation and learning.
In groups we divided the brain into 12 sections and shared our information/research about the our particular section. What I really learned in the group is how complex and interrelated the brain parts are- if we lose one small part of our brain we may be changed forever in a million different ways!
In class we continued to discuss the brain. I learned half the things I knew about the brain were actually not true. I was also surprised to learn that it develops back to front (physical development and emotional development way before logical/decision making development), but it completely made sense to me and will help me understand or empathize with teenagers.
We discussed a lot about the neuron and its components: cell body- the body of the neuron, dendrite- stem like things that connect with the synapse, axon- the tail looking part that is important in function (this part of the body that you want lots of good fat on to help productivity), and synapse- which channels with the dendrite to make brain connections.
It was interesting and helpful to know that Learning is actually the synapse change or learning is the result of changes/ growth in the neuron's connectivity and firing characteristics.
So what:
For me the message of this class was to understand what is happening when your student is or is not learning. The more understanding I have of how the brain functions, the more adaptation I can give to help my students learn at their best with their brain. Prof. Cox discussed with us how to involve our students in multiple classroom learning activities to stimulate the brain for learning, as she said, "different interactions + different media = different neural development." Thus as a teacher I have to provide many different kinds of learning activities to help develop their ability to learn.
Now what:
If multiple kinds of learning are best for brain stimulation and learning, then I will incorporate many different kinds of learning for students. To help my student be engaged I must engage their brain, so activities that are fun, interactive, physical, interesting or stimulate prior knowledge will be beneficial to their learning. As a teacher I want to help them be at their best learning, to help them understand how to learn and why they learn. In the future when I plan lessons I will make sure to incorporate many different learning strategies for brain stimulation and learning.
Wednesday, January 14, 2009
Course Contract
For this class I have 3 goals: 1. I want to learn how to help students know how to learn better, 2. I want to learn how to make my lesson plans a "key" to student learning not irrelevant, unmemorable and forgettable school, and 3. I want to earn a good grade!
Class Preparation: Well, of coarse, each week will differ but I plan on preparing myself with the readings and assignments. As far as a day to day plan, I have none because every lesson is different- some chapters I will understand better than others and will take less time and effort. I do plan on reading the chapters a few days in advance so that I can reassess my readings the night before class and clarify points that need refreshing.
Study Strategies: Well I guess I am an old fashioned Gal because the best study strategies for me are underlining and note-taking, although, if I have to memorize facts Mnemonic devices work best.
Understanding: If I do not understand material I ask in class... very simple I know, but if it is something I can research and find myself I do with internet or dictionary support!:)
I will reach my goals in this course by following and trying to exceed the Professors guidance and expectations with class discussions, readings and assignments.
Class Preparation: Well, of coarse, each week will differ but I plan on preparing myself with the readings and assignments. As far as a day to day plan, I have none because every lesson is different- some chapters I will understand better than others and will take less time and effort. I do plan on reading the chapters a few days in advance so that I can reassess my readings the night before class and clarify points that need refreshing.
Study Strategies: Well I guess I am an old fashioned Gal because the best study strategies for me are underlining and note-taking, although, if I have to memorize facts Mnemonic devices work best.
Understanding: If I do not understand material I ask in class... very simple I know, but if it is something I can research and find myself I do with internet or dictionary support!:)
I will reach my goals in this course by following and trying to exceed the Professors guidance and expectations with class discussions, readings and assignments.
Thursday, January 8, 2009
Motivation
1. Why are you here (in the teacher education program, in this class, at UVU)?
I have come to realize that life presents different opportunities at different times. I started college very poor and struggled to find "my sole purpose," and later I dropped out of college feeling totally lost. Three years later I realized more of who I was and the potential possibilities I could achieve with my life, and I could look back on my life with a different perspective. The things I learned about myself and the better changes I made in my life inspired me to help others develop their own life potential.
2. What motivates you?
A lot of things motivate me- need of basic necessities (food, shelter, etc.) and things of a higher order such as potential, self-value and self-improvement. Actually it surprises me (as I become more aware of myself and values) what really does motivate me, for example: I had a very well paying job (for my standards anyway) and I could have become successful but I hated how much I had to sacrifice for the job (I wont go into detail) anyway lesson learned I am not motivated by "unhappy" money!
3. Why do you succeed?
Succeed at what? Because I have failed at things too! I suppose this totally depends on what "success" is. Thomas Edison said "I have not failed. I've just found 10000 ways that won't work." I suppose right now I have a lot more success solely because I have wanted to succeed and know my boundaries for success... I do well at school and my job because I desire to make the most of myself and also maintain my limits, but that doesn't mean I have never failed because I have!
4. Why do you fail?
Most out of many, I fail because I try to over-conquer. Many times in my life I did not know my own limitations, and I tried to succeed in things that I was incapable of accomplishing, as I have matured I have learned my own limitations and my potential. Now I can succeed in things I am exceptional at and capable of doing.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher?
Obviously I am motivated or I wouldn't be in this class today, but learning how to be a teacher is a different mindset and can be frustrating/challenging. For me the motivation comes from my first lesson plans (from last semester Fall 08); I realized I was good at making plans (however slow I am now... I will eventually become faster) and I was deeply proud when I finished my lessons and units. I can imagine the class and discussion in my plans, I can imagine the problems and frustrations, and I can imagine the long nights and days of work... and this motivates me to be a great teacher because I know I can be!
I have come to realize that life presents different opportunities at different times. I started college very poor and struggled to find "my sole purpose," and later I dropped out of college feeling totally lost. Three years later I realized more of who I was and the potential possibilities I could achieve with my life, and I could look back on my life with a different perspective. The things I learned about myself and the better changes I made in my life inspired me to help others develop their own life potential.
2. What motivates you?
A lot of things motivate me- need of basic necessities (food, shelter, etc.) and things of a higher order such as potential, self-value and self-improvement. Actually it surprises me (as I become more aware of myself and values) what really does motivate me, for example: I had a very well paying job (for my standards anyway) and I could have become successful but I hated how much I had to sacrifice for the job (I wont go into detail) anyway lesson learned I am not motivated by "unhappy" money!
3. Why do you succeed?
Succeed at what? Because I have failed at things too! I suppose this totally depends on what "success" is. Thomas Edison said "I have not failed. I've just found 10000 ways that won't work." I suppose right now I have a lot more success solely because I have wanted to succeed and know my boundaries for success... I do well at school and my job because I desire to make the most of myself and also maintain my limits, but that doesn't mean I have never failed because I have!
4. Why do you fail?
Most out of many, I fail because I try to over-conquer. Many times in my life I did not know my own limitations, and I tried to succeed in things that I was incapable of accomplishing, as I have matured I have learned my own limitations and my potential. Now I can succeed in things I am exceptional at and capable of doing.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher?
Obviously I am motivated or I wouldn't be in this class today, but learning how to be a teacher is a different mindset and can be frustrating/challenging. For me the motivation comes from my first lesson plans (from last semester Fall 08); I realized I was good at making plans (however slow I am now... I will eventually become faster) and I was deeply proud when I finished my lessons and units. I can imagine the class and discussion in my plans, I can imagine the problems and frustrations, and I can imagine the long nights and days of work... and this motivates me to be a great teacher because I know I can be!
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