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.
Wednesday, January 28, 2009
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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