What
Because we are all different people we have different experiences which create our prior knowledge and beliefs that we use when we approach new situations. These different beliefs are an important thing to consider when creating lessons for your class because we need to meet their needs while still being respectful of their cultural beliefs they might have. It is also important that you treat everyone with equity so you can have a respectful classroom.
So What
As a teacher I will have the opportunity to many different students with all different types of cultures and beliefs. If I don’t take the time to find out a little bit about those students, then they may withdraw from the class. By taking the time to understand your students you can help improve their learning ability and overall interest in the class.
Now What
In my class room I want my students to feel comfortable and supported so we can have a creative learning environment. In order to achieve this I will get to know my students with their interests, their cultural diversity, and their achievements. I will ask for their opinions and I will respect their responses. I know that their might come a time when I might have a students whose cultural background I am not familiar with. When that time comes I will educate myself about the culture in which the students have grown up so I can build upon their cultural backgrounds.
Thursday, April 30, 2009
Thursday, April 23, 2009
Ch 3 Social and Moral Development
What
This chapter mainly deals with the development of humans and how their Social interaction reflects that. Another thing this chapter addresses is how the self relates to other and vice versa. For instance it talks about how their beliefs influence your cliques and depending on what clique you are in can influence your self esteem. One topic I found helpful was the topic of mixing Cliques so we can create a friendlier environment. We also talked about Erikson 8 stages including; Trust v. Mistrust, Autonomy v. Doubt, Initiative v. Guilt, Industry v. Inferiority, Identity v. Role Confusion, Intimacy v. Isolation, Generativity v. Stagnation, and Integrity v Despair. Some other theorist we discussed was Kohlberg’s theories on moral development and Gilligan’s Criticisms on boys v. girls.
So What
By understanding some of the factors that will influence their social interaction with class mates and how they develop their moral s I can adjust my lesson plans to help them develop into good siticins. Although I can’t make decisions for them, I can help them know their options and possible consequences of their options so they can make the best possible choice for themselves. I also understand that if I set high expectations then they will strive to meet them where as if I set low ones they will believe that I don’t think they are good enough.
Now What
Some factors that would influence their moral development include religion, family relationships, their environment, and their sense of self. Although I may not be able to change these factors I can set a good example for them in the way that I act and do things. Not only can I be an example but I can also talk about other role models, like Twyla Thwarp or Dee, who can be good examples as well. I can also set up moral rules with in my classroom, like Constructive comments only. I can also make sure that they aren’t tempted to steal by having them put their stuff in their lockers while in class. Another thing I can do is encourage my students to participate in various service activities, such as the food drive or sub for Santa. In order to promote interaction among cliques, first I would create an environment where everyone felt like they were equally important to the class by using positive feedback. Then I would encourage students to form new friends by splitting them up in groups that don’t consist of their typical cliques. Once they are in new groups I will give them task that force them to break their boundaries and work with the other students, such as by playing positive negative space.
This chapter mainly deals with the development of humans and how their Social interaction reflects that. Another thing this chapter addresses is how the self relates to other and vice versa. For instance it talks about how their beliefs influence your cliques and depending on what clique you are in can influence your self esteem. One topic I found helpful was the topic of mixing Cliques so we can create a friendlier environment. We also talked about Erikson 8 stages including; Trust v. Mistrust, Autonomy v. Doubt, Initiative v. Guilt, Industry v. Inferiority, Identity v. Role Confusion, Intimacy v. Isolation, Generativity v. Stagnation, and Integrity v Despair. Some other theorist we discussed was Kohlberg’s theories on moral development and Gilligan’s Criticisms on boys v. girls.
So What
By understanding some of the factors that will influence their social interaction with class mates and how they develop their moral s I can adjust my lesson plans to help them develop into good siticins. Although I can’t make decisions for them, I can help them know their options and possible consequences of their options so they can make the best possible choice for themselves. I also understand that if I set high expectations then they will strive to meet them where as if I set low ones they will believe that I don’t think they are good enough.
Now What
Some factors that would influence their moral development include religion, family relationships, their environment, and their sense of self. Although I may not be able to change these factors I can set a good example for them in the way that I act and do things. Not only can I be an example but I can also talk about other role models, like Twyla Thwarp or Dee, who can be good examples as well. I can also set up moral rules with in my classroom, like Constructive comments only. I can also make sure that they aren’t tempted to steal by having them put their stuff in their lockers while in class. Another thing I can do is encourage my students to participate in various service activities, such as the food drive or sub for Santa. In order to promote interaction among cliques, first I would create an environment where everyone felt like they were equally important to the class by using positive feedback. Then I would encourage students to form new friends by splitting them up in groups that don’t consist of their typical cliques. Once they are in new groups I will give them task that force them to break their boundaries and work with the other students, such as by playing positive negative space.
Brain
What?
In class we learned about the brain and some of its main functions. At the beginning of class we took a test to see how much knowledge we had about the brain. Then we were split into partners to study a specific part of the brain. Then after we had time to research our part of the brain we split into two learning circles so every group had one person who had researched each section of the brain. We then spent a lot of the class discussing what each of us had learned from our research. This process of learning a subject and splitting into groups is called a jigsaw. Some of the parts of the brain we learned about include: Hippocampus (which helps with memory, learning, and emotions) and Wernicks area (which helps with understanding and comprehension). We also learned about how the brain develops from the back to front causing younger people to have problems with making decisions.
So What?
This topic is important to know about because it helps me to have a basic knowledge of how the brain works. This is also useful because as a teacher you have to plan lessons for a variety of students with different abilities but still make your lessons equal, or at least as close as you can get to being equal. However, if you are able to understand what some of their commonalities are you can create a diverse lesson which engages all your students. For instance, in class we talked about how teenagers have developed their emotional part of their brain but have not developed their rational/ decision making part of their brain.
Now What?
By understanding this I know that my teenager’s emotions will be all over the place but they won’t be able to make decisions or plan ahead. When I plan a lesson out I will want to help them make decisions without getting their emotions too involved to keep the situation neutral. I also have a nifty teaching strategy to use when I go into the classroom.
In class we learned about the brain and some of its main functions. At the beginning of class we took a test to see how much knowledge we had about the brain. Then we were split into partners to study a specific part of the brain. Then after we had time to research our part of the brain we split into two learning circles so every group had one person who had researched each section of the brain. We then spent a lot of the class discussing what each of us had learned from our research. This process of learning a subject and splitting into groups is called a jigsaw. Some of the parts of the brain we learned about include: Hippocampus (which helps with memory, learning, and emotions) and Wernicks area (which helps with understanding and comprehension). We also learned about how the brain develops from the back to front causing younger people to have problems with making decisions.
So What?
This topic is important to know about because it helps me to have a basic knowledge of how the brain works. This is also useful because as a teacher you have to plan lessons for a variety of students with different abilities but still make your lessons equal, or at least as close as you can get to being equal. However, if you are able to understand what some of their commonalities are you can create a diverse lesson which engages all your students. For instance, in class we talked about how teenagers have developed their emotional part of their brain but have not developed their rational/ decision making part of their brain.
Now What?
By understanding this I know that my teenager’s emotions will be all over the place but they won’t be able to make decisions or plan ahead. When I plan a lesson out I will want to help them make decisions without getting their emotions too involved to keep the situation neutral. I also have a nifty teaching strategy to use when I go into the classroom.
Monday, April 20, 2009
Chapter 5 Special Education
What
In every class room you will have different students with different needs. Although most kids in the classroom will have the same average abilities, there are some who may be retarded (below average general intelligence) or gifted (unusually high ability in one or more areas) who might need special modifications to be set. In 1975 the U.S. Congress passed Public Law 94-142 also known as the Individuals with Disabilities Education Act (IDEA). Since it was passed it has been amended several times so now it grants educational rights from birth until 21 for people with cognitive, emotional, or physical disabilities and guarantees them several rights. Just recently the federal government started to require students with special needs to be included in regular classrooms in neighborhood schools to the greatest extent possible. The student should also have the opportunity during inclusion to have the least restrictive environment or the most typical environment that with sufficient supplementary aids can meet their needs. In class we discussed five different learning theories which can help you reach your individual students needs, including:
Spergman’s G-he believed that there were two factors to learning 1. Individual cognitive tasks and 2. Individual intelligences. His theory is what the IQ test is based on.
Catell’s Fluid and Crystallized – believed in two distinctly different components of general education. 1. Fluid where you have the ability to change or adapt knowledge quickly 2. Crystallized where they accumulate knowledge and skills from their experiences.
Sternberg’s Triarchic Theory – believed in three factors that incorporate intelligence 1. Environmental, adapt either the behavior or environment to fit the other 2. Cognitive process, required by tasks, 3. Prior experience, ability to learn because of past experiences.
Distributed Intelligence – Thinking facilitated by physical objects or technology, concepts, and symbols of ones culture.
Gardners Multiple Intelligence – Belief in eight different abilities or intelligences. 1. Linguistic, ability to use language 2. Logical-mathematical, ability to use reason logically 3. Spatial, ability to notice details of what one sees and to imagine and manipulate visuals objects in one’s mind 4. Musical, ability to create, comprehend, and appreciate music 5. Bodily-kinesthetic ability to use one’s body skillfully 6. Interpersonal, ability to notice subtle aspects of other people’s behavior 7. Intrapersonal, awareness of one’s own feelings, motives, and desires 8. Naturalist, ability to recognize patterns in nature and differences among various life-forms and natural objects
So What
Our classrooms today will have students who could be gifted and or retarded that will need to be included in our regular classes. As a teacher it is my job not only to meet the needs of my students but to also provide the least restrictive environment for any disabled student I might have. In class we discussed five different theories we can apply in our classrooms to help us achieve the individualized lesson which IDEA requires. We are also required by the state to make accommodations in our lesson plans for the different types of learners we might have.Spergman’s G-he believed that there were two factors to learning 1. Individual cognitive tasks and 2. Individual intelligences. His theory is what the IQ test is based on.
Catell’s Fluid and Crystallized – believed in two distinctly different components of general education. 1. Fluid where you have the ability to change or adapt knowledge quickly 2. Crystallized where they accumulate knowledge and skills from their experiences.
Sternberg’s Triarchic Theory – believed in three factors that incorporate intelligence 1. Environmental, adapt either the behavior or environment to fit the other 2. Cognitive process, required by tasks, 3. Prior experience, ability to learn because of past experiences.
Distributed Intelligence – Thinking facilitated by physical objects or technology, concepts, and symbols of ones culture.
Gardners Multiple Intelligence – Belief in eight different abilities or intelligences. 1. Linguistic, ability to use language 2. Logical-mathematical, ability to use reason logically 3. Spatial, ability to notice details of what one sees and to imagine and manipulate visuals objects in one’s mind 4. Musical, ability to create, comprehend, and appreciate music 5. Bodily-kinesthetic ability to use one’s body skillfully 6. Interpersonal, ability to notice subtle aspects of other people’s behavior 7. Intrapersonal, awareness of one’s own feelings, motives, and desires 8. Naturalist, ability to recognize patterns in nature and differences among various life-forms and natural objects
So What
Now What
Whenever I get the chance to teach I try to incorporate different styles of teaching so my kids won’t get board, so I can reach a variety of learners, and so I can help my students to remember what I taught. Most often if you go into a class where the teacher instructs the students in the same way every lesson you will notice that the students tend to lose focus because they are board. By varying the styles of the way I teach I can help my students to maintain focus and therefore be more involved in my lessons. Not every student learns in exactly the same way so if a vary my day to day lesson I have a better chance at reaching all the different types of intelligences or learners. This will also help my students to be able to recall what I taught because they will have several connections to that idea or concept. As a dance teacher I make it my goal to give my students opportunities for hands on experiences which incorporate several intelligences at a time giving them more opportunities to create and experience learning.
Tuesday, March 31, 2009
Ch 10 Social Cognition
What
Within this chapter there are three underlining important factors. The first is how we are influenced and able to learn through observation. This factor helps people learn what behaviors might be punished or reinforced by watching others. Then as they are able to see what consequences happen from certain behaviors they will start to model their behaviors after others. The second underlying factor is how you are able to control your own environment. This happens mainly while some is self-regulating what they decide to learn and how they decide to react once they observe their environment. The last factor is motivation mostly through setting and achieving goals. In class we discussed how it is especially important now days to reinforce self-regulation because our students are the entitled generation, in other words they are entitled to get something without having to work for it. Another topic of discussion was the importance of showing them good examples of behaviors you want them to portray.
So What
As a future teacher I will be educating the “entitled generation”. This means that not only do I have to teach them in my subject but I have to help them understand how to be self-regulated so they can be prepared for the real world. Another reason why this chapter is important is because when we are teaching our students we need to be aware of outside factors that will influence their behavior. By looking at outside factors which might be influencing student’s behaviors teachers can make their attempts at classroom management more effective.
Now What
Within this chapter there are three underlining important factors. The first is how we are influenced and able to learn through observation. This factor helps people learn what behaviors might be punished or reinforced by watching others. Then as they are able to see what consequences happen from certain behaviors they will start to model their behaviors after others. The second underlying factor is how you are able to control your own environment. This happens mainly while some is self-regulating what they decide to learn and how they decide to react once they observe their environment. The last factor is motivation mostly through setting and achieving goals. In class we discussed how it is especially important now days to reinforce self-regulation because our students are the entitled generation, in other words they are entitled to get something without having to work for it. Another topic of discussion was the importance of showing them good examples of behaviors you want them to portray.
So What
As a future teacher I will be educating the “entitled generation”. This means that not only do I have to teach them in my subject but I have to help them understand how to be self-regulated so they can be prepared for the real world. Another reason why this chapter is important is because when we are teaching our students we need to be aware of outside factors that will influence their behavior. By looking at outside factors which might be influencing student’s behaviors teachers can make their attempts at classroom management more effective.
Now What
Tuesday, March 24, 2009
Ch 9 Behaviorism
What
Our behavior is affected by the stimuli we receive. The response we receive when we present the stimuli depends on how it is presented and the learner’s beliefs about the stimuli. Not all responses are intentional some are involuntary and the learner may not even know that they will respond that way until the stimuli is presented to them. This process of adding or subtracting stimuli in order receive certain behaviors is called behaviorism. Behaviorism can be useful when you are dealing with younger kids because they require more of an immediate reward. However, it can also be disadvantageous because the learners may become dependent on the instant gratification. If you plan on using behaviorism the best thing to do is ask your students what would be the most effective reinforcers so you will have the most efficient results. Once you have set up a system it is important that you remain consistent so your students’ results will be consistent.
So What
As a teacher we need to able to recognize when and where we need to use stimuli to achieve our desired out come. Likewise we need to recognize when we are over stimulating our students so we can decrease the stimuli. In this chapter we learn that by acknowledging a behavior at the wrong moment we might be causing more harm than good. For instance if Jonny keeps acting out in class and you ignore him for the first five minutes but eventually you ask him what he wants to get him to shut up. Then you are making things more difficult for yourself because you are setting up a higher baseline for them. However, if you address the problem right when it happens then you lower the baseline and help yourself to eliminate future problems. The hardest thing when implementing behaviorism is to be consistent. Often time’s teachers explain the consequences of a behavior but they forget to follow through once the behavior appears.
Now What
I am a huge goal setter I love to make goals and I love to achieve them even more. So in my classes I want to implement not only goals for the class to achieve but I also want them to set up individual goals for themselves. By doing this I believe the students will be more motivated to do the activities they are presented with because it implies to the personally. Setting up goal will also help me to design my lessons for each of my classes instead of having the same lesson repeated for all my classes.
Our behavior is affected by the stimuli we receive. The response we receive when we present the stimuli depends on how it is presented and the learner’s beliefs about the stimuli. Not all responses are intentional some are involuntary and the learner may not even know that they will respond that way until the stimuli is presented to them. This process of adding or subtracting stimuli in order receive certain behaviors is called behaviorism. Behaviorism can be useful when you are dealing with younger kids because they require more of an immediate reward. However, it can also be disadvantageous because the learners may become dependent on the instant gratification. If you plan on using behaviorism the best thing to do is ask your students what would be the most effective reinforcers so you will have the most efficient results. Once you have set up a system it is important that you remain consistent so your students’ results will be consistent.
So What
As a teacher we need to able to recognize when and where we need to use stimuli to achieve our desired out come. Likewise we need to recognize when we are over stimulating our students so we can decrease the stimuli. In this chapter we learn that by acknowledging a behavior at the wrong moment we might be causing more harm than good. For instance if Jonny keeps acting out in class and you ignore him for the first five minutes but eventually you ask him what he wants to get him to shut up. Then you are making things more difficult for yourself because you are setting up a higher baseline for them. However, if you address the problem right when it happens then you lower the baseline and help yourself to eliminate future problems. The hardest thing when implementing behaviorism is to be consistent. Often time’s teachers explain the consequences of a behavior but they forget to follow through once the behavior appears.
Now What
I am a huge goal setter I love to make goals and I love to achieve them even more. So in my classes I want to implement not only goals for the class to achieve but I also want them to set up individual goals for themselves. By doing this I believe the students will be more motivated to do the activities they are presented with because it implies to the personally. Setting up goal will also help me to design my lessons for each of my classes instead of having the same lesson repeated for all my classes.
Tuesday, March 17, 2009
Constructivism Ch7 Learning Log
What
While we grow we are constantly adding or modifying our understanding of the knowledge we have. As we modify or add knowledge we are influenced by our communities, teachers, peers, and ect because we work together to sort out and clarify the information we gain. However, in the end it is up to the students to decide what they learn and how they process. It is because of this process that each individual ends up with different conclusions. Even though each individual ends up with different view of the knowledge that you present to them it is the teachers job to asses them in a way that promotes the subject they have learned. In class we talked about the five E’s - Engage, Explore, Explain, Elaborate, and Evaluate - which can help clear up or prevent misconceptions from occurring. We also discussed the importance of realizing what misconceptions might come up in your topic so you can be prepared to clarify them for your students.
So What
Even though we may be teaching one topic our students will interpret and taking different things from it. Sometime, what they understand from our lesson isn’t what we intended them to learn. For this reason it is important for us, as teachers, to know our material and recognize when what we are teaching is interpreted incorrectly. If our lesson does end up being interpreted incorrectly it is important to decide whether or not it is important to fix that particular misconception.
Now What
One lesson I could use to teach this method would be a lesson I call plus and minus world. When the kids first enter class I would have decorated with negative signs hanging from the ceiling and positive signs on all the solid objects, i.e. a desk, the walls, and ect. I would also give each of the students a big positive sign to grab their attention or engage them. Next I would tell them to pick and number four spaces in the room where no one else is. Than they would have to find or explore how they can move in interesting ways to their spaces. As they are moving I will explain to them that because the positive objects, themselves, are moving the negative space is shifting as well. Once they understand the difference between positive and negative space they will be taught a game where they can replace, add on, or invade a partners personal negative space. The students will then perform their games in front of the class to be evaluated.
While we grow we are constantly adding or modifying our understanding of the knowledge we have. As we modify or add knowledge we are influenced by our communities, teachers, peers, and ect because we work together to sort out and clarify the information we gain. However, in the end it is up to the students to decide what they learn and how they process. It is because of this process that each individual ends up with different conclusions. Even though each individual ends up with different view of the knowledge that you present to them it is the teachers job to asses them in a way that promotes the subject they have learned. In class we talked about the five E’s - Engage, Explore, Explain, Elaborate, and Evaluate - which can help clear up or prevent misconceptions from occurring. We also discussed the importance of realizing what misconceptions might come up in your topic so you can be prepared to clarify them for your students.
So What
Even though we may be teaching one topic our students will interpret and taking different things from it. Sometime, what they understand from our lesson isn’t what we intended them to learn. For this reason it is important for us, as teachers, to know our material and recognize when what we are teaching is interpreted incorrectly. If our lesson does end up being interpreted incorrectly it is important to decide whether or not it is important to fix that particular misconception.
Now What
One lesson I could use to teach this method would be a lesson I call plus and minus world. When the kids first enter class I would have decorated with negative signs hanging from the ceiling and positive signs on all the solid objects, i.e. a desk, the walls, and ect. I would also give each of the students a big positive sign to grab their attention or engage them. Next I would tell them to pick and number four spaces in the room where no one else is. Than they would have to find or explore how they can move in interesting ways to their spaces. As they are moving I will explain to them that because the positive objects, themselves, are moving the negative space is shifting as well. Once they understand the difference between positive and negative space they will be taught a game where they can replace, add on, or invade a partners personal negative space. The students will then perform their games in front of the class to be evaluated.
Tuesday, March 10, 2009
Ch 6 Learning Log
What
This week’s lesson was about learning and memorization. As I was reading the two words that kept showing up throughout the text were memory and processing because when we are learning the two most important things are memory and the processing of information. Memory is important because it allows us to retain information so that we can recall it at a later date. Whereas the process allows us to perceive analyze and strengthen our connections of memorization. In the book it discusses three different types of memory; i.e. the sensory register, the working or short term memory, and the long term memory. The sensory register is where we receive information, the short term memory is where we are able to process the information, and the long term memory is where we store the processed information. Each of the memory components listed above work together to help you remember and recall information. However, in class we discussed that thanks to scientific studies on the brain, we now know that the brain works a little different from the model previously discussed. First information is filtered through the reticular activating system and is sent to the Thalamus. Then the Thalamus sorts out the information and sends it out to the cerebral cortex. Once the cerebral cortex sorts through the information and decides what is important to keep it sends it back to the hippocampus, where it is processed again and sent back into the cerebral cortex to be filed away. We also discussed how one of the most important parts of learning is the encoding of the information because that is where the information gets modified either for the good or for the bad.
So What
Although it is fascinating to learn about the brain and how it works, the most important thing is that we understand the basics of how our future students learn and process the information we provide them with. As teachers we need to make sure that are students understand our information as correctly as possible. I once had a teacher who was teaching us how to factor exponents by using a short cut method. However, when I went home that night to do my home work I looked at the book because I was confused on one of the problems and the way the book solved it was different from the method my teacher taught, so I decided to combine the two methods which really messed me. Unfortunately, in this situation my math teacher had failed to communicate to me the differences and similarities of the two different methods. So, when my brain went to process and memorize the information it became distorted and very incorrect because of the two similar methods being lumped together. By understanding how the brain works through the information it is provided we can help our students to processes our lessons in the way we meant them to be understood.
Now What
I have always struggled with memorizing specific information such as numbers and names. However, I am really good at recalling details from stories and events. One reason why I believe that it is so much easier for me to recall the stories as opposed to the names is because of the way I process the information. For instance in my kinesiology class we have to memorize what action the different muscles perform. At first I really struggled with memorizing this information because I would just try to repeat it over and over in my head. But, then I started to observe the students I teach and feel on myself what muscles contract during certain exercises. Through reinvesting what I was learning through different mediums I have seen a vast improvement in my ability to memorize what is being taught. Likewise, if I can teach my students the information I want them to learn by using different intelligences or mediums I believe that they will be able to process the information I provide them with more clearly and increase their probability of memorization just as I have.
This week’s lesson was about learning and memorization. As I was reading the two words that kept showing up throughout the text were memory and processing because when we are learning the two most important things are memory and the processing of information. Memory is important because it allows us to retain information so that we can recall it at a later date. Whereas the process allows us to perceive analyze and strengthen our connections of memorization. In the book it discusses three different types of memory; i.e. the sensory register, the working or short term memory, and the long term memory. The sensory register is where we receive information, the short term memory is where we are able to process the information, and the long term memory is where we store the processed information. Each of the memory components listed above work together to help you remember and recall information. However, in class we discussed that thanks to scientific studies on the brain, we now know that the brain works a little different from the model previously discussed. First information is filtered through the reticular activating system and is sent to the Thalamus. Then the Thalamus sorts out the information and sends it out to the cerebral cortex. Once the cerebral cortex sorts through the information and decides what is important to keep it sends it back to the hippocampus, where it is processed again and sent back into the cerebral cortex to be filed away. We also discussed how one of the most important parts of learning is the encoding of the information because that is where the information gets modified either for the good or for the bad.
So What
Although it is fascinating to learn about the brain and how it works, the most important thing is that we understand the basics of how our future students learn and process the information we provide them with. As teachers we need to make sure that are students understand our information as correctly as possible. I once had a teacher who was teaching us how to factor exponents by using a short cut method. However, when I went home that night to do my home work I looked at the book because I was confused on one of the problems and the way the book solved it was different from the method my teacher taught, so I decided to combine the two methods which really messed me. Unfortunately, in this situation my math teacher had failed to communicate to me the differences and similarities of the two different methods. So, when my brain went to process and memorize the information it became distorted and very incorrect because of the two similar methods being lumped together. By understanding how the brain works through the information it is provided we can help our students to processes our lessons in the way we meant them to be understood.
Now What
I have always struggled with memorizing specific information such as numbers and names. However, I am really good at recalling details from stories and events. One reason why I believe that it is so much easier for me to recall the stories as opposed to the names is because of the way I process the information. For instance in my kinesiology class we have to memorize what action the different muscles perform. At first I really struggled with memorizing this information because I would just try to repeat it over and over in my head. But, then I started to observe the students I teach and feel on myself what muscles contract during certain exercises. Through reinvesting what I was learning through different mediums I have seen a vast improvement in my ability to memorize what is being taught. Likewise, if I can teach my students the information I want them to learn by using different intelligences or mediums I believe that they will be able to process the information I provide them with more clearly and increase their probability of memorization just as I have.
Monday, February 9, 2009
Ch 2 Learning Log
What
The first part of class was a review of our development in adolescence class because we talked about cognitive development. Within cognitive development we briefly discussed the neurons and how they connect in order to relay messages. The main part of today’s class however, was spent discussing the theories of Piaget and Vygotsky. Piaget believed that learning happens through Individual experiences. While Vygotsky believed that learning happens through social structures.
So What
As a future teacher it is important to look how different influence will impact your students learning. This section was included in our jam packed semester to help us realize that we need to incorporate a diverse style of teaching to cover our diverse styled learners. This topic was also important to us because it helps us analyze how our students are processing the information we present them with so we can make changes as needed.
Now What
For me to be able to use this in my future classes I think I would have to become more familiar with these two theories because I feel like we just touched the surface. For me to feel comfortable with incorporating them I think I need to dive into them and get my feet wet. Maybe I could try them on some people I know like my nieces and nephews before I try them on my new students. The first thing I could do is to observe them, kind of like what Vygotsky did. Once I feel like I can see the connection between their theories and my examples for myself I will then try doing some experiments with some of the students I choreograph for to see how receptive they are. Then if they seem receptive and I feel like I have a deep enough understanding then I will challenge my students through improvisation and creative dancing so they will be forced into problem solving situations.
The first part of class was a review of our development in adolescence class because we talked about cognitive development. Within cognitive development we briefly discussed the neurons and how they connect in order to relay messages. The main part of today’s class however, was spent discussing the theories of Piaget and Vygotsky. Piaget believed that learning happens through Individual experiences. While Vygotsky believed that learning happens through social structures.
So What
As a future teacher it is important to look how different influence will impact your students learning. This section was included in our jam packed semester to help us realize that we need to incorporate a diverse style of teaching to cover our diverse styled learners. This topic was also important to us because it helps us analyze how our students are processing the information we present them with so we can make changes as needed.
Now What
For me to be able to use this in my future classes I think I would have to become more familiar with these two theories because I feel like we just touched the surface. For me to feel comfortable with incorporating them I think I need to dive into them and get my feet wet. Maybe I could try them on some people I know like my nieces and nephews before I try them on my new students. The first thing I could do is to observe them, kind of like what Vygotsky did. Once I feel like I can see the connection between their theories and my examples for myself I will then try doing some experiments with some of the students I choreograph for to see how receptive they are. Then if they seem receptive and I feel like I have a deep enough understanding then I will challenge my students through improvisation and creative dancing so they will be forced into problem solving situations.
Thursday, January 29, 2009
Assessment Learning Log
What
This past week the main focus was on assessment. Before we came in class we had to do a web quest on Assessment. With in the web Quest we had to learn particulars about four types of research. The first type was Descriptive (which describes a situation with in the research), the second was Correlational (which was a type of Descriptive research that looked at the relationships with in the research), the second was Experimental (which is when you manipulate or change part of the environment in order to achieve different affects), and last was Action (which is a part of Experimental research that deals with changing something with in your school or classroom). Then in class we talked about RSVP; i.e. Reliability, Standardization, Validity, and Practicality, and how it is important to balance your test with RSVP. We also discussed the importance of having different types of assessment to reach the different types of learners in your classroom.
So What
Although this type of research has been around for a while teachers continue to teach and test in ways that are unbalanced or biased. For instance take a paper and pen test it only reaches 2 maybe 3 of the different types of learners and they tend to lean more heavily on the practical side for teachers then they do on the other 3. However If teachers were to use a performance activity where the kids had to deal with a real life situation, like mixing hair dye to achieve a desired hair color during their chemistry class, then the students will have the chance at a more balanced form of assessment. Don’t get me wrong I believe that there are moments when paper and pen test are beneficial, I just don’t think they should be a teacher’s only form of assessment.
Now What
As a dance educator, I believe I kind of have it easier then every one else because it is very easy for me to incorporate several multiple intelligences with in my lessons.
For instance if I was doing a lesson on time I will teach them about rhythms and note values using note signs and definition signs (Musical, Logical, visual, Linguistic). then I will have them get up and I will teach them a phrase using note values (Kinesthetic). After they have gone through the phrase a few times I will have them perform it to 2 different songs, one that is slower and one that is faster. Once they perform it I will ask them to take a moment to reflect on what happened with in the 2 different pieces of music (Intrapersonal). We will then share what we noticed (Interpersonal).
As you can see at the end of this simple lesson I have hit 7 out of the 8 MI’s. I do think that on one of the first days of class that I will have them take the test we did so I can have the opportunity to see in more detail what types of intelligences I will be dealing with. As far and assessment goes I kind of know how to asses them, however I think it will be nice to be able to focus on that in a little more detail so I can be able to implicate various styles of assessment.
Monday, January 26, 2009
Hidden Assignment
List 2-3 specific goals you have for this course.
1. I want to be able to understand basic psychological theories.
2. I want to feel more comfortable about teaching on my own in a classroom.
3. I want to know more strategies I can use in order to manage my classroom.
Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
1. First I will feel out the What, so what, now what, right after class so I can summarize what we talked about while it is still fresh in my mind to refer back to later in the week.
2. Then on Thursday I plan on reading the chapter for the next class.
3. Next on Saturday I want to review my what, so what, now what and my study guide in order to brush up on what we learned the previous week and what we are going to talk about this upcoming class.
Outline the study strategies that you will use to understand the material.
1. The form I find the most helpful when learning something new is by first glancing or familiarizing myself with the new material. Then I start to read. While I am reading I like to try visualizing myself in that situation and if I can’t visualizing I try acting it out. If there are no moments for me to visualize then I have to imagine myself teaching this subject to some one else as I review what the book said out loud. I also find that if I don’t know what one word is that I have to look it up or else my mind can’t focus on the rest of it. Then after I have reviewed it either through imagery or through verbalization I try to write it down a summary in my own words to come back and review another day.
Explain the process you will follow if you do not understand a topic.
If a topic is foreign to me I liked to search for information about it on ask.com because they seem to have the most reliable information. I also like to use them because they offer pictures and simple definitions so I don’t have to search through millions of sites to find what I am looking for. Then if I am still iffy on the topic then I ask people around me about it.
Complete the following statement:
I will reach my goals in this course by Staying on task and by not procrastinating my home work.
1. I want to be able to understand basic psychological theories.
2. I want to feel more comfortable about teaching on my own in a classroom.
3. I want to know more strategies I can use in order to manage my classroom.
Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
1. First I will feel out the What, so what, now what, right after class so I can summarize what we talked about while it is still fresh in my mind to refer back to later in the week.
2. Then on Thursday I plan on reading the chapter for the next class.
3. Next on Saturday I want to review my what, so what, now what and my study guide in order to brush up on what we learned the previous week and what we are going to talk about this upcoming class.
Outline the study strategies that you will use to understand the material.
1. The form I find the most helpful when learning something new is by first glancing or familiarizing myself with the new material. Then I start to read. While I am reading I like to try visualizing myself in that situation and if I can’t visualizing I try acting it out. If there are no moments for me to visualize then I have to imagine myself teaching this subject to some one else as I review what the book said out loud. I also find that if I don’t know what one word is that I have to look it up or else my mind can’t focus on the rest of it. Then after I have reviewed it either through imagery or through verbalization I try to write it down a summary in my own words to come back and review another day.
Explain the process you will follow if you do not understand a topic.
If a topic is foreign to me I liked to search for information about it on ask.com because they seem to have the most reliable information. I also like to use them because they offer pictures and simple definitions so I don’t have to search through millions of sites to find what I am looking for. Then if I am still iffy on the topic then I ask people around me about it.
Complete the following statement:
I will reach my goals in this course by Staying on task and by not procrastinating my home work.
Motivation Blog
I am a student firstly because I believe that education is important. I attend this school because I believe there are great teachers here who believe that education is not just about the grade but what you are able to learn. I am becoming a teacher because I believe that being a teacher is one of the hardest jobs which can be the most rewarding if approached correctly.
I always love to face a challenge, so when I was presented with the opportunity of challenging young adults and being challenged by them I became intrigued and have been hooked on the idea of teaching ever since. I am also highly motivated be setting goals for myself them and then trying to achieve them.
I succeed because I am a very determined person who is very good about putting her mind on a goal and achieving it.
However, I sometimes fail because I procrastinate achieving a goal and am not able to meet the deadline.
For this class the main thing I need to change in order to succeed in this class is to schedule my study times so I am not rushing to study or get an assignment done at the last minute.
I always love to face a challenge, so when I was presented with the opportunity of challenging young adults and being challenged by them I became intrigued and have been hooked on the idea of teaching ever since. I am also highly motivated be setting goals for myself them and then trying to achieve them.
I succeed because I am a very determined person who is very good about putting her mind on a goal and achieving it.
However, I sometimes fail because I procrastinate achieving a goal and am not able to meet the deadline.
For this class the main thing I need to change in order to succeed in this class is to schedule my study times so I am not rushing to study or get an assignment done at the last minute.
Web Quset Final Reflection
I have learned that there are tow different types of research the first is where you observe something happening in its own natural environment, and the second is where you change something with in you experiments. An advantage to using Descriptive research is that you are able to see a situation for what it is. Then if you use correlational research you are able to achieve a more detailed experiment because you are looking at one thing with in the basic situation. On the flip side when you look at Experimental or Action research you are able to manipulate the situation to achieve a desired out come. On top of manipulating an experiment Action research also allows you to manipulate your classroom or school so you can see the immediate results of your research.
So What?
Although this information is interesting, it is also beneficial because it allows you to understand that even though one form of research might be useful in one area doesn’t mean that it is the best type of research to use in every area. Like with the maps of Utah we looked at in class, each map contains different information, for example one map contained all counties but didn’t include the roads so some one who wanted to drive from Salt Lake to Beaver wouldn’t know which road to follow. Like wise if I wanted detailed information about what I could change in my class to improve their comprehension of a movement phrase I wouldn’t use the Descriptive research method.
Now What?
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