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.
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