What?
And so all good things must come to an end! C'est la vie! How to do this class justice in a blog...I won't. I have learned a lot from our discussions our activities and projects. It has been a great class to have at the beginning of the program...I think it gets us off to a good start thinking about students and the science of their minds while giving our first try at creating lessons for them. There was a lot of theories to learn and then a lot of ways that they contradict each other and a lot of generalities to sort through to get to a lot of specifics that could change into whole studies titled individually for each student we ever come in contact with. Vygotsky's ideas center around the idea that children learn through observation of adults while Piaget's theories are based on a progression through stages. Constructivists believe that students will create knowledge for themselves as they filter information through their own experience. And then other chapters focused on the fact that children are whole people not just knowledge receivers and discssed how their behaviors and morals would come into play in our classrooms.
So what?
A great way to think about this all in a way that was realy concrete for me was to think of Gardner's multiple inteligences and to recongize that lesson material needs to be presented in many different ways in order to reach each student and also because being presented multiple times is the way of getting information into long term memory. My perspective coming from this class is based on my understanding of the whole student. I understand that in order for school to translate to anything outside of school students must engage in authentic activities. They need to be taught to understand how a particular lesson applies to their lives and see math used outside of "math time" and literature used outside of "reading time." Compartmentalizing subjects or students is so artificial!
Now what?
Onward and upward. Now what? Now I go through the rest of my education with a great spring board for understanding how to design my classroom setting, my lessons, my management techniques in a way that works. I really think this class is perfect to have at the beginning and maybe even as a pre-requisite. Now I conquer the world of teaching and thank Dr. Cox in my autobiography entitled, Kathryn Rappleye: Teacher of the Year 2011. I am a kinesthetic personality type with talents in people and I'm pretty much going to love every student that comes into my classroom and trying to understand them through the theories I've learned teach them ways to use their talents to figure out how they are going to contribute to the world. I will then be sited in thier autobiographies as Kathryn Rappleye M.Ed. in books entitled something like, Little Timmy: Pluto is a Planet and I have Proof. That's all I can think to say that I haven't already said, though silly and idealistic it may be. I guess idealist may be one of the requirements for teachers as well. Thank you for a great semester!
Tuesday, April 28, 2009
Chapter 4
What?
This chapter prompted reflection and discussion on the differences in students we will see as teachers from cultural backgrounds, to socioeconomic status, through something as "simple"
as gender differences. It pointed out that as teachers we need to be aware that students from varying cultures will respond differently to the Western classroom setting. It also gave signs to watch for so students are not misjudged. A students odd behavior in class should not automatically be seen as an academic issue but should be taken in as the child is, on a wholistic approach. A student who is struggling at home, know as "at risk" will be quiet in class for much different reasons than a student from a culture in which children are being polite if they are quiet.
So what?
Our classroom discussions over the past two weeks have hopefully been a little eye opening for all of us future teachers. While we addressed the fact that making premature judgements on our students would be unjust and boiled down to the point that students are still individuals, we also need to give some credence to the generalities of this chapter. The students we meet will not always fit into the mold that our book seems to lay out for them, it is important to be aware of some of the characteristics of the culture in general. I think a study of my friends, and sometimes myself, who do not fit the mold their color, religion, or gender would outline for them gives even more weight to the chapter and the ideas it presents. If a person does not fit their stereotype, they are usually all too painfully aware of the fact and are tied to that stereotype, if not by following, even more so by not following. When an identity is challenged it becomes an even bigger deal. As an example, there was a student in my classes in high school who had an issue with her stereotype. She was African-American. But hers was a different case. She was just a second generation African-American with no history in United States slavery but with heritage in the royalty of a tribe in Nigeria (I may be wrong on the country). One of my favorite things about her was that she actually had royal jewels! Wow! She was wealthier than any of the other (white or Asian) country clubbers in our honors class and always did some of the best work. She was also active in the school and was a basketball player. That is where her stereotype made the biggest difference. All of the other girls on the basketball team, most of the African-Americans from generations on end, were not in the honors classes and did not have the same background she did. I watched as her vocab changed depending on which crowd she was needing to fit in to at the time. She used a different lingo with her team than with her friends in the honors class, a lingo often associated with ignorance (based on the grammatical errors). Hers was a hard spot to be in.
Now what?
As not only a teacher, but a fellow citizen/growing person/charitable human being, I think it is important to always be aware of your own shortcomings and try to keep an open mind. I read the book Blink by Malcolm Caldwell and some of the studies he discussed were fascinating. Some of the studies he did on people's perceptions of race and what qualities are associated with different races were pretty scary. People tested on tests requiring speed in decision, and which were designed to test a person's subconscious, showed in people, most of whom seemed to be open minded and professed racial understanding, an ingrained reaction to associate bad with black. The test and study seemed to conclude that consciously placed there or not, we all have prejudices that are there due to history, media, family, etc. The book went on to talk about training oneself into making better snap decisions and did not leave me feeling hopeless. It appears that these things we automatically think are natural and it will be our job, especially as those in charge to a large degree of what children take into their learning purposely and into their subconscious for 7 hours a day, to be careful with our own pre-judgements and the examples we set because of them. We must also be sensitive to the needs of students due to their different backgrounds and be able to work with them, while not offending by assuming we know what is going on based on our pre-concieved ideas.
This chapter prompted reflection and discussion on the differences in students we will see as teachers from cultural backgrounds, to socioeconomic status, through something as "simple"
as gender differences. It pointed out that as teachers we need to be aware that students from varying cultures will respond differently to the Western classroom setting. It also gave signs to watch for so students are not misjudged. A students odd behavior in class should not automatically be seen as an academic issue but should be taken in as the child is, on a wholistic approach. A student who is struggling at home, know as "at risk" will be quiet in class for much different reasons than a student from a culture in which children are being polite if they are quiet.
So what?
Our classroom discussions over the past two weeks have hopefully been a little eye opening for all of us future teachers. While we addressed the fact that making premature judgements on our students would be unjust and boiled down to the point that students are still individuals, we also need to give some credence to the generalities of this chapter. The students we meet will not always fit into the mold that our book seems to lay out for them, it is important to be aware of some of the characteristics of the culture in general. I think a study of my friends, and sometimes myself, who do not fit the mold their color, religion, or gender would outline for them gives even more weight to the chapter and the ideas it presents. If a person does not fit their stereotype, they are usually all too painfully aware of the fact and are tied to that stereotype, if not by following, even more so by not following. When an identity is challenged it becomes an even bigger deal. As an example, there was a student in my classes in high school who had an issue with her stereotype. She was African-American. But hers was a different case. She was just a second generation African-American with no history in United States slavery but with heritage in the royalty of a tribe in Nigeria (I may be wrong on the country). One of my favorite things about her was that she actually had royal jewels! Wow! She was wealthier than any of the other (white or Asian) country clubbers in our honors class and always did some of the best work. She was also active in the school and was a basketball player. That is where her stereotype made the biggest difference. All of the other girls on the basketball team, most of the African-Americans from generations on end, were not in the honors classes and did not have the same background she did. I watched as her vocab changed depending on which crowd she was needing to fit in to at the time. She used a different lingo with her team than with her friends in the honors class, a lingo often associated with ignorance (based on the grammatical errors). Hers was a hard spot to be in.
Now what?
As not only a teacher, but a fellow citizen/growing person/charitable human being, I think it is important to always be aware of your own shortcomings and try to keep an open mind. I read the book Blink by Malcolm Caldwell and some of the studies he discussed were fascinating. Some of the studies he did on people's perceptions of race and what qualities are associated with different races were pretty scary. People tested on tests requiring speed in decision, and which were designed to test a person's subconscious, showed in people, most of whom seemed to be open minded and professed racial understanding, an ingrained reaction to associate bad with black. The test and study seemed to conclude that consciously placed there or not, we all have prejudices that are there due to history, media, family, etc. The book went on to talk about training oneself into making better snap decisions and did not leave me feeling hopeless. It appears that these things we automatically think are natural and it will be our job, especially as those in charge to a large degree of what children take into their learning purposely and into their subconscious for 7 hours a day, to be careful with our own pre-judgements and the examples we set because of them. We must also be sensitive to the needs of students due to their different backgrounds and be able to work with them, while not offending by assuming we know what is going on based on our pre-concieved ideas.
Monday, April 20, 2009
Chapter 5 Reflection
What? This was a good chapter to have at the end of our studies in educational psychology. It seemed to boil everything down to, "Every student is different in the way they learn best and it is your job to figure out how teach them all...you can do it!" One of the best points was to recognize that labels don't work and that students have a disability or whatever the case may be...it is not that the students are. Making that distinction is to use people-first language. Intelligence, in this chapter, is defined as: "The ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks." It then outlines many ways that ability can differ from student to student.
So what? Part of our conversation on Chapter 4 seemed to address the fact that, though students may be very different, as teachers we will not be able to cater to every need or know everything going on. The same applies to Chapter 5...though all of these things may seem overwhelming to take in, it comes down to being aware of what you are dealing with and what ways there are out there for dealing with those differences.
Now what? I think that in my future teaching, I will be more aware of varieties in student learning and will, hopefully, be able to move more quickly from something not working right, to trying to find a way of reaching a specific student, than a teacher who may have a narrow understanding of students might have. When I was growing up there was the "regular kids"...the ones that did fine sitting in their desks and listening and then regurgitating what they learned...and the special education kids. There ws no spectrum...you were one way or the other. I think these thingsd that are being emphasized now will make education more pleasant than it may have been in the past, because it addresses the different needs and strengths of children. Wonderful!
So what? Part of our conversation on Chapter 4 seemed to address the fact that, though students may be very different, as teachers we will not be able to cater to every need or know everything going on. The same applies to Chapter 5...though all of these things may seem overwhelming to take in, it comes down to being aware of what you are dealing with and what ways there are out there for dealing with those differences.
Now what? I think that in my future teaching, I will be more aware of varieties in student learning and will, hopefully, be able to move more quickly from something not working right, to trying to find a way of reaching a specific student, than a teacher who may have a narrow understanding of students might have. When I was growing up there was the "regular kids"...the ones that did fine sitting in their desks and listening and then regurgitating what they learned...and the special education kids. There ws no spectrum...you were one way or the other. I think these thingsd that are being emphasized now will make education more pleasant than it may have been in the past, because it addresses the different needs and strengths of children. Wonderful!
Monday, March 9, 2009
Learning Log Chapter 10
What?
Chapter 10 was on the subject of Social Cognitive Views of Learning. This seems to be a very holistic view of learning as that which comes from both a students interactions with their environment, and the people in it, combined with what is already in them individually...called reciprocal causation. Some ways of learning without experiencing are by watching another person (modeling) or learning from other's mistakes (vicarious reinforcement or punishment). An important point made in this chapter was the introduction of the term self-regulation as the ability of the individual to make decisions on how they will go about achieving goals and learning.
So what?
I saw some similarities between the social-cognitive theory and Vygotsky's theory: learning happens through one's interaction with and observation of their environment. What I did like was the student or individual centered aspect of this kind of learning. Sometimes it is hard to understand one's self from a third party view point but we can cultivate self-regulated behavior by taking honest evaluation of our strengths and weaknesses (self-efficacy) and acting on what we know of ourselves.
Now what?
A lot of what was discussed in this chapter made me feel a little helpless as a teacher because students are just drinking in information from their peers and environment all willy-nilly and I have no control over that. Because I cannot always monitor what a child takes in, what seems to be the most important impact a positive adult can have on a child is the encouraging of self-efficacy. I won't always be with the child when they learn or have to act on what they've learned but, by instilling in them the understanding that they can be and do what they want to be and do, I can offer support from a distance. Modeling was one of the points that seems scary because, as an adult, teacher or parent, children see what I am doing and will learn from it. The reinforcement of behaviors was also an important point for teachers.
Chapter 10 was on the subject of Social Cognitive Views of Learning. This seems to be a very holistic view of learning as that which comes from both a students interactions with their environment, and the people in it, combined with what is already in them individually...called reciprocal causation. Some ways of learning without experiencing are by watching another person (modeling) or learning from other's mistakes (vicarious reinforcement or punishment). An important point made in this chapter was the introduction of the term self-regulation as the ability of the individual to make decisions on how they will go about achieving goals and learning.
So what?
I saw some similarities between the social-cognitive theory and Vygotsky's theory: learning happens through one's interaction with and observation of their environment. What I did like was the student or individual centered aspect of this kind of learning. Sometimes it is hard to understand one's self from a third party view point but we can cultivate self-regulated behavior by taking honest evaluation of our strengths and weaknesses (self-efficacy) and acting on what we know of ourselves.
Now what?
A lot of what was discussed in this chapter made me feel a little helpless as a teacher because students are just drinking in information from their peers and environment all willy-nilly and I have no control over that. Because I cannot always monitor what a child takes in, what seems to be the most important impact a positive adult can have on a child is the encouraging of self-efficacy. I won't always be with the child when they learn or have to act on what they've learned but, by instilling in them the understanding that they can be and do what they want to be and do, I can offer support from a distance. Modeling was one of the points that seems scary because, as an adult, teacher or parent, children see what I am doing and will learn from it. The reinforcement of behaviors was also an important point for teachers.
Wednesday, March 4, 2009
Learning Log Chapter 9
What?
This chapter was on the much loved by Dr. Cox behaviorist theories. It included terms that should have been termed differently because they are confusing (i.e. negative reinforcement). Basically the chapter discussed the the idea that the study of behavior would produce evidence of learning. It also showed studies and theories on how to change that behavior through conditioning. The two types of conditioning are classical and operant. Classical conditioning is accomplished when two stimuli are presented at the same time thus increasing the desired behavior. Operant conditioning occurs when behavior is increased because of reinforcement.
So what?
Ah...so what? The problem/opportunity (as Doc Waters terms problems) is that we as teachers can inadvertently promote behavior that we do not approve of depending on how, how quickly, and how often we respond to student behavior.
Now what?
Well now I'm going to be over-analytical of everything I do...happy? Well, to a degree anyway. I will learn to recognize the types of stimuli to present so my students respond in a desired way. I will also be cautious of what kind of reinforcement illicits what kind of behavior and recognize that it will be different from student to student.
This chapter was on the much loved by Dr. Cox behaviorist theories. It included terms that should have been termed differently because they are confusing (i.e. negative reinforcement). Basically the chapter discussed the the idea that the study of behavior would produce evidence of learning. It also showed studies and theories on how to change that behavior through conditioning. The two types of conditioning are classical and operant. Classical conditioning is accomplished when two stimuli are presented at the same time thus increasing the desired behavior. Operant conditioning occurs when behavior is increased because of reinforcement.
So what?
Ah...so what? The problem/opportunity (as Doc Waters terms problems) is that we as teachers can inadvertently promote behavior that we do not approve of depending on how, how quickly, and how often we respond to student behavior.
Now what?
Well now I'm going to be over-analytical of everything I do...happy? Well, to a degree anyway. I will learn to recognize the types of stimuli to present so my students respond in a desired way. I will also be cautious of what kind of reinforcement illicits what kind of behavior and recognize that it will be different from student to student.
Monday, February 23, 2009
Learning Log Chapter 7
What?
This chapter discussed the way information presented is combined with the perspective and experiences a person has had in life to create knowledge. As construction occurs, and students try to find a place for new information reconstruction errors occur. A way for people to get outside of their own understanding, or individual constructionsim, they learn and collaborate with others who may see things differently... social constructivism. Much like a type of assimilation, there are ways in which we organize information in order to make sense of it: concepts, schemas or scripts, theories, and worldviews.
So what?
Because students construct knowledge based on their own understandings paired with what I present, there are going to be variables I cannot control. So, what I can control must be...dealt with wisely and organized so the varied learners will be able to construct something wonderful with it!
Now what?
As a teacher, it will be important to establish a community of learners in order for students to learn from the varying experience bases their classmates, and teacher, come from so they can recognize the different ways of interpreting knowledge. Even though we all construct information differently, there are some ways that are illogical and so, in order to avoid misconceptions, it will be important to help students have access to valid forms of information so they can construct knowledge well. Some examples are: presenting expert's perspectives, promoting classroom dialogue, and assigning authentic activities.
This chapter discussed the way information presented is combined with the perspective and experiences a person has had in life to create knowledge. As construction occurs, and students try to find a place for new information reconstruction errors occur. A way for people to get outside of their own understanding, or individual constructionsim, they learn and collaborate with others who may see things differently... social constructivism. Much like a type of assimilation, there are ways in which we organize information in order to make sense of it: concepts, schemas or scripts, theories, and worldviews.
So what?
Because students construct knowledge based on their own understandings paired with what I present, there are going to be variables I cannot control. So, what I can control must be...dealt with wisely and organized so the varied learners will be able to construct something wonderful with it!
Now what?
As a teacher, it will be important to establish a community of learners in order for students to learn from the varying experience bases their classmates, and teacher, come from so they can recognize the different ways of interpreting knowledge. Even though we all construct information differently, there are some ways that are illogical and so, in order to avoid misconceptions, it will be important to help students have access to valid forms of information so they can construct knowledge well. Some examples are: presenting expert's perspectives, promoting classroom dialogue, and assigning authentic activities.
Saturday, February 21, 2009
Learning Log Chapter 6
What?
This chapter gave discussed the different ways in which people obtain knowledge and store it. A person turns information into memory by receiving it through a sensory register and then giving it proper attention. If attention is given, the information goes to the working memory until it is processed enough to be put into long term memory. That transference into long term memory is only possible if best teaching and learning processes are followed.
So what?
It is important to provide the right, and varying, activities to students so they are able to turn the info we as teachers present to them into actual memory and knowledge. A student must be able to engage with the topic in order to really process it enough to really get it. Examples of this given are: rehearsal, meaningful learning, elaboration, and visual imagery. Some ways of connecting to the subject will make it easier for students retrieve the knowledge with mnemonics and memorization being fairly low on the scale compared with accessing prior knowledge.
Now what?
My job is first of all, to learn to use the different types of memory storage in my own learning, in order to understand the benefits of my options and to be able to know how to best help my different students in the future. It will be important to understand, and accept, what topics lend themselves to what kind of learning and be able to work within those limits (e.g. Mnemonics are important for some things that require real memorization and a connection to a topic might not be as possible to form in a spelling lesson as in a social studies lesson).
This chapter gave discussed the different ways in which people obtain knowledge and store it. A person turns information into memory by receiving it through a sensory register and then giving it proper attention. If attention is given, the information goes to the working memory until it is processed enough to be put into long term memory. That transference into long term memory is only possible if best teaching and learning processes are followed.
So what?
It is important to provide the right, and varying, activities to students so they are able to turn the info we as teachers present to them into actual memory and knowledge. A student must be able to engage with the topic in order to really process it enough to really get it. Examples of this given are: rehearsal, meaningful learning, elaboration, and visual imagery. Some ways of connecting to the subject will make it easier for students retrieve the knowledge with mnemonics and memorization being fairly low on the scale compared with accessing prior knowledge.
Now what?
My job is first of all, to learn to use the different types of memory storage in my own learning, in order to understand the benefits of my options and to be able to know how to best help my different students in the future. It will be important to understand, and accept, what topics lend themselves to what kind of learning and be able to work within those limits (e.g. Mnemonics are important for some things that require real memorization and a connection to a topic might not be as possible to form in a spelling lesson as in a social studies lesson).
Tuesday, February 17, 2009
Temple Grandin
What an amazing presentation. I really enjoyed hearing from Dr. Grandin. She has so much to offer and is, in herself, a testimony of the great things children with disabilities can do. For one thing, I found myself extremely sensitive to the noises going on in the room because I was wondering if they were affecting her. She was eloquent and amazing and yes, I did notice a somewhat social awkwardness. I looked her up on Wikipedia and, under personal life, there is a quote from her saying, "the part of other people that has emotional relationships is not part of me." Of course I found that sad because relationships with other people mean so much to me. But, her talents and research and the things she has offered mankind are amazing and sometimes, I wonder, and I think she even pointed out, that people with these kinds of disabilities are able to do what they do, not in spite of their disability but because of it. She gave the example of computer people: they would not have time to be successful and make the advancements they've made for mankind if they were very social.
I think the overall message of Dr. Grandin's presentation was applicable to all students: find where the students excel and build from that. She focused on how it is possible for students with different subject strengths to learn other things through them: a child likes trains, you teach reading by reading about trains. She agreed that there are some things that do need to be learned in public education that may not be a strength but if a child's strengths are focused on, then they can be reached. She gave the example of her own struggle with algebra. She may have been more successful in math if she had had the opportunity to explore geomentry or triganometry as a companion study to her algebra. And, going back to her apparent lack of social interaction, she did emphasize the importance of a child with autism having interaction with their peers and not becoming isolated. In order to be a success, one must learn to work with other people, even if they don't quite understand them. It is apparent that Temple Grandin has done this in her own life and it is our responsibility, as teachers, to do so as well in our work with students with disabilities.
I think the overall message of Dr. Grandin's presentation was applicable to all students: find where the students excel and build from that. She focused on how it is possible for students with different subject strengths to learn other things through them: a child likes trains, you teach reading by reading about trains. She agreed that there are some things that do need to be learned in public education that may not be a strength but if a child's strengths are focused on, then they can be reached. She gave the example of her own struggle with algebra. She may have been more successful in math if she had had the opportunity to explore geomentry or triganometry as a companion study to her algebra. And, going back to her apparent lack of social interaction, she did emphasize the importance of a child with autism having interaction with their peers and not becoming isolated. In order to be a success, one must learn to work with other people, even if they don't quite understand them. It is apparent that Temple Grandin has done this in her own life and it is our responsibility, as teachers, to do so as well in our work with students with disabilities.
Tuesday, February 10, 2009
Learning Log Chapter 3
What?
The chapter gave the studies of two theorists and their ideas about emotional and moral development. Erikson's theory depicts the emotional growth of a human being as they grow in their understanding of themeselves and their connection, or lack of, to the people and world around them. Kohlberg's theory shows stages of moral development: preconventional, conventional, and post conventional. These stages explain the various reasoning behind people choosing right from wrong.
So what?
It is clear that a child's emotional and moral stability will have a great impact on their success in school. Emotionally, a student must be equipped with the confidence it takes to function in and contribute to a group with an understanding that their contribution is valid and important. Morally, if a student is going to get along well in the world (and the classroom), and if the classroom is supposed to help them prepare for life as an adult then they must understand ethical behavior and the expectations of the culture. Though one's belief system may be different, at least a prosocial understanding must be in place.
Now what?
My task as a future educator and fellow member of the human race is to learn to balance individuality and personal beliefs with creating accepting and loving environments in school and elsewhere. This topic of study has come at a perfect time for me as I try to understand the beavior and needs of a roommate. Her personality and emotional stability are different from mine and, in order to keep from making her feel that she needs to change, I must learn to understand where she is coming from and have sympathy for the motives to her actions. When morality comes into play in the classroom, it will be important to make sure that the values of the individuals are protected while still creating some norms in the classroom to follow. A classroom should be a safe place and, while moral development is key in creating that atmosphere, ideas of right and wrong should not be discussed in a way that would make anyone feel uncomfortable. We want to be very free to discuss deep and interesting things in the classroom, but to a degree, some discussions must be kept to the individuality of a home. I can see this as a struggle, especially in a state with such a prominent church as Utah's. Morality must be discussed without impossing religious values on anyone or making them feel uncomfortable with the ones they have already.
The chapter gave the studies of two theorists and their ideas about emotional and moral development. Erikson's theory depicts the emotional growth of a human being as they grow in their understanding of themeselves and their connection, or lack of, to the people and world around them. Kohlberg's theory shows stages of moral development: preconventional, conventional, and post conventional. These stages explain the various reasoning behind people choosing right from wrong.
So what?
It is clear that a child's emotional and moral stability will have a great impact on their success in school. Emotionally, a student must be equipped with the confidence it takes to function in and contribute to a group with an understanding that their contribution is valid and important. Morally, if a student is going to get along well in the world (and the classroom), and if the classroom is supposed to help them prepare for life as an adult then they must understand ethical behavior and the expectations of the culture. Though one's belief system may be different, at least a prosocial understanding must be in place.
Now what?
My task as a future educator and fellow member of the human race is to learn to balance individuality and personal beliefs with creating accepting and loving environments in school and elsewhere. This topic of study has come at a perfect time for me as I try to understand the beavior and needs of a roommate. Her personality and emotional stability are different from mine and, in order to keep from making her feel that she needs to change, I must learn to understand where she is coming from and have sympathy for the motives to her actions. When morality comes into play in the classroom, it will be important to make sure that the values of the individuals are protected while still creating some norms in the classroom to follow. A classroom should be a safe place and, while moral development is key in creating that atmosphere, ideas of right and wrong should not be discussed in a way that would make anyone feel uncomfortable. We want to be very free to discuss deep and interesting things in the classroom, but to a degree, some discussions must be kept to the individuality of a home. I can see this as a struggle, especially in a state with such a prominent church as Utah's. Morality must be discussed without impossing religious values on anyone or making them feel uncomfortable with the ones they have already.
Monday, February 9, 2009
Learning Log Chapter 2
What?
Children, humans, are amazing processors and go through different stages of processing at different times in their lives. The accumulation and assimilation of or accommodation of knowledge into our lives and brains is an amazing ability. Theorists, including Vygotsky and Piaget, have different ideas of how this works and when it or why it happens in a child's life but the ideas all center around how a human child becomes who they'll be as a human adult.
So what?
So everything...not so what! I know that my moral and social selves are just as, if not more, important to me than my intellectual self. When I am comfortable in those parts of myself, I will succeed. Students can't work in a classroom that does not support or at least protect these very important aspects of themselves.
Now what?
As a teacher, it will be important for me to understand the levels of understanding students are dealing in, depending on their age level. It is appropriate to push those levels (zone of proximal development) but not to the point of frustrating the student. It is also important to recognize the limitations of students at different times in their lives. As a teacher and growing educator and person myself, it is wonderfully refreshing to know that I am still growing and that the possibilities for my brain are still endless. The idea of strengthening certain pathways in my brain by repeated use is helpful to know and supports the theory that practice makes perfect.
Children, humans, are amazing processors and go through different stages of processing at different times in their lives. The accumulation and assimilation of or accommodation of knowledge into our lives and brains is an amazing ability. Theorists, including Vygotsky and Piaget, have different ideas of how this works and when it or why it happens in a child's life but the ideas all center around how a human child becomes who they'll be as a human adult.
So what?
So everything...not so what! I know that my moral and social selves are just as, if not more, important to me than my intellectual self. When I am comfortable in those parts of myself, I will succeed. Students can't work in a classroom that does not support or at least protect these very important aspects of themselves.
Now what?
As a teacher, it will be important for me to understand the levels of understanding students are dealing in, depending on their age level. It is appropriate to push those levels (zone of proximal development) but not to the point of frustrating the student. It is also important to recognize the limitations of students at different times in their lives. As a teacher and growing educator and person myself, it is wonderfully refreshing to know that I am still growing and that the possibilities for my brain are still endless. The idea of strengthening certain pathways in my brain by repeated use is helpful to know and supports the theory that practice makes perfect.
Sunday, February 1, 2009
The Brain
What?
In class we learned about the actual structure of the brain...the where and what of the different parts. Something I noticed was that a lot of the structures seemed to have overlapping responsibilities. The brain is wonderful and the things it can do are amazing. That stronger bonds are formed in the brain as more neurons draw together and that myelination occurs over time to make connections quicker is amazing. It does appear with this added knowledge that there may actually be science behind the mother council that, "Practice makes perfect." More interestingly, to me, was the reading about the theories of the development of the brain. Piaget's theory of stages is interesting and though it seems like there is doubt that children actually follow the stages perfectly, they seem to build on each other in a way that would imply one after another. Vygotsk's theory seemed just as valid but a little more contrived. The idea that adults pass down to children the way of handling the world in their culture sounds correct but I don't know that it is as contrived as the text appeared to make the theory seem; it's not like adults are contriving activities or situations in which to teach a child a lesson...they just come along in everyday living. I guess I'm not sure how the two really differ yet. They seem to both say that children develop through interaction with the world around as they grow through different awarenesses and levels of understanding.
So what?
The thing from this section of study that I find the most interesting is the idea of the zone of proximal development. Making sure to teach within that zone for each of the students in my class will keep them excited about what they are learning. Over stretching students who aren't ready will only frustrate them and for students who excel easily, the task will be to no stagnate.
Now what?
There is so much to learn about what to expect from children as a teacher. Not only is it important to understand how children learn at different ages but also to be aware that within that age group there will be quite a spectrum of development due to the child as well as their home environment and nutrition and so many things.
In class we learned about the actual structure of the brain...the where and what of the different parts. Something I noticed was that a lot of the structures seemed to have overlapping responsibilities. The brain is wonderful and the things it can do are amazing. That stronger bonds are formed in the brain as more neurons draw together and that myelination occurs over time to make connections quicker is amazing. It does appear with this added knowledge that there may actually be science behind the mother council that, "Practice makes perfect." More interestingly, to me, was the reading about the theories of the development of the brain. Piaget's theory of stages is interesting and though it seems like there is doubt that children actually follow the stages perfectly, they seem to build on each other in a way that would imply one after another. Vygotsk's theory seemed just as valid but a little more contrived. The idea that adults pass down to children the way of handling the world in their culture sounds correct but I don't know that it is as contrived as the text appeared to make the theory seem; it's not like adults are contriving activities or situations in which to teach a child a lesson...they just come along in everyday living. I guess I'm not sure how the two really differ yet. They seem to both say that children develop through interaction with the world around as they grow through different awarenesses and levels of understanding.
So what?
The thing from this section of study that I find the most interesting is the idea of the zone of proximal development. Making sure to teach within that zone for each of the students in my class will keep them excited about what they are learning. Over stretching students who aren't ready will only frustrate them and for students who excel easily, the task will be to no stagnate.
Now what?
There is so much to learn about what to expect from children as a teacher. Not only is it important to understand how children learn at different ages but also to be aware that within that age group there will be quite a spectrum of development due to the child as well as their home environment and nutrition and so many things.
Monday, January 26, 2009
Reflection on Webquest of
What?
Descriptive: Strictly observational with data collection as the sole point of this kind of study. A start off point for the other studies.
Corrleational: Often confused with experimental, correlational studies do not make a change in environment but, from collected data, make a general statement about the relation of two or more factors.
Experimental: Very difficult to conduct outside of a lab due to the complexity of humans and many unaccounted for factors. A control group is necessary.
Action based: A study done that is isolated to one group of people and cannot be generalized. Because there is no control group, it is not a true experimental. It worked for them; it may or may not work for you.
So What?
It is very important to have not only a knowledge base of what types of studies are out there so I can determine what best practices to use in my classroom, but also to know the difference so I don't make a decision based on false conclusions. The circumstances under which these studies are done is so important in determining weather or not they are valid.
Now What?
(1) I need to continute to learn about educational research because, even though I now have a basic understanding of what it is, I don't know how to implement a study in my own classroom. I've also not read really any of the studies which is daunting and exciting because there are so many studies done and so many great ideas out there. It is an opportunity to continue to learn during my career as a teacher.
(2) Considering that teaching is all about begging, borrowing, and stealing, there is no need to reinvent the wheel all of the time. Taking what is learned in reasearch studies and applying it in my own classroom or tweaking it or even disregarding it as not applicable is how this all works and how continual growth is possible. With access to technology and the studies and findings of others and with a good brain and deductive reasoning of my own, there will be no reason not to succeed, and keep succeeding over and over again in newer and better ways.
Descriptive: Strictly observational with data collection as the sole point of this kind of study. A start off point for the other studies.
Corrleational: Often confused with experimental, correlational studies do not make a change in environment but, from collected data, make a general statement about the relation of two or more factors.
Experimental: Very difficult to conduct outside of a lab due to the complexity of humans and many unaccounted for factors. A control group is necessary.
Action based: A study done that is isolated to one group of people and cannot be generalized. Because there is no control group, it is not a true experimental. It worked for them; it may or may not work for you.
So What?
It is very important to have not only a knowledge base of what types of studies are out there so I can determine what best practices to use in my classroom, but also to know the difference so I don't make a decision based on false conclusions. The circumstances under which these studies are done is so important in determining weather or not they are valid.
Now What?
(1) I need to continute to learn about educational research because, even though I now have a basic understanding of what it is, I don't know how to implement a study in my own classroom. I've also not read really any of the studies which is daunting and exciting because there are so many studies done and so many great ideas out there. It is an opportunity to continue to learn during my career as a teacher.
(2) Considering that teaching is all about begging, borrowing, and stealing, there is no need to reinvent the wheel all of the time. Taking what is learned in reasearch studies and applying it in my own classroom or tweaking it or even disregarding it as not applicable is how this all works and how continual growth is possible. With access to technology and the studies and findings of others and with a good brain and deductive reasoning of my own, there will be no reason not to succeed, and keep succeeding over and over again in newer and better ways.
Monday, January 12, 2009
Motivation Blog
1.Why are you here (in the teacher education program, in this class, at UVU)?
I figured out what I wanted to do with my life only after I already got a degree in something else. I then tried to do that thing, without the training (on a Letter of Authorization, a program which I'm sure works for some), and failed. I say I failed, while others come up with excuses for me but whatever it is, I need the education for the profession I now know I love. Had I not had that random experience of doing something I was not completely ready for, I wouldn't have known that this is where I am supposed to be.
2.What motivates you?
Initially I think of really good teachers and coaches who have made my life really good over the years. But when I think hard about the things I succeeded at when I was young, I realize I succeeded mostly because things came naturally. I succeeded in school and athletics because they were easy and the encouragement of others may not have had as much of an impact (their negative displays toward me did though, but I had very few of those). I realize now that when I've done things that were hard, I didn't succeed, unless the motivation was from within. During different times it has been because I felt an obligation to a group or person, because I didn't want to look bad, because I wanted to be better than, etc. From those very small minded, though legitimate ways of thinking, I have come to, hopefully, more solid motivations and one is that I can see the image of the person I want to become and I want to be that me so much that I am willing to take the high and low roads, easy or difficult classes or experiences, to become her. I've spent to much of my life thinking of what I'm not and now I'm so excited about what I am and what I will be and that is motivating.
3.Why do you succeed?
I succeed when the inner motivation to do what I'm doing outweighs the struggle it will take to get there.
4.Why do you fail?
I fail when I don't buy into what I am doing and so have no ownership of my work. I also fail if I don't understand or forget the importance of what I am doing. Not in a prideful way, but in an honest "my daddy said I could be anything I wanted to be" sort of way, I feel that there is really nothing I can't do if put my mind to it. That is a reason my failures are so frustrating because I hate the feeling of knowing I could have done better, but didn't.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher?
My mindset needs to change so that learning for me is part of a process of becoming a better more whole person and is not just another assignment or class. I need to get better at seeing the big picture. My motivation for learning needs to come naturally because what I do is enjoyable and I need to regect the stigma that learning is boring or involves a lot of desk time. I need to do this not only for my learning but so I have that perspective ready to pass on to my students.
I figured out what I wanted to do with my life only after I already got a degree in something else. I then tried to do that thing, without the training (on a Letter of Authorization, a program which I'm sure works for some), and failed. I say I failed, while others come up with excuses for me but whatever it is, I need the education for the profession I now know I love. Had I not had that random experience of doing something I was not completely ready for, I wouldn't have known that this is where I am supposed to be.
2.What motivates you?
Initially I think of really good teachers and coaches who have made my life really good over the years. But when I think hard about the things I succeeded at when I was young, I realize I succeeded mostly because things came naturally. I succeeded in school and athletics because they were easy and the encouragement of others may not have had as much of an impact (their negative displays toward me did though, but I had very few of those). I realize now that when I've done things that were hard, I didn't succeed, unless the motivation was from within. During different times it has been because I felt an obligation to a group or person, because I didn't want to look bad, because I wanted to be better than, etc. From those very small minded, though legitimate ways of thinking, I have come to, hopefully, more solid motivations and one is that I can see the image of the person I want to become and I want to be that me so much that I am willing to take the high and low roads, easy or difficult classes or experiences, to become her. I've spent to much of my life thinking of what I'm not and now I'm so excited about what I am and what I will be and that is motivating.
3.Why do you succeed?
I succeed when the inner motivation to do what I'm doing outweighs the struggle it will take to get there.
4.Why do you fail?
I fail when I don't buy into what I am doing and so have no ownership of my work. I also fail if I don't understand or forget the importance of what I am doing. Not in a prideful way, but in an honest "my daddy said I could be anything I wanted to be" sort of way, I feel that there is really nothing I can't do if put my mind to it. That is a reason my failures are so frustrating because I hate the feeling of knowing I could have done better, but didn't.
5.How do you need to change your motivations and mindset for this class in order to become a great teacher?
My mindset needs to change so that learning for me is part of a process of becoming a better more whole person and is not just another assignment or class. I need to get better at seeing the big picture. My motivation for learning needs to come naturally because what I do is enjoyable and I need to regect the stigma that learning is boring or involves a lot of desk time. I need to do this not only for my learning but so I have that perspective ready to pass on to my students.
Course Contract
Goals:
1. Enjoy learning in this class.
2. Learn how to create an environment in which students enjoy learning.
3. Understand my own brain and the brains of my future students better.
Preparation-
Monday-Tuesday- As soon after class as possible, I will take the notes and thoughts I had during the class and make an entry in my Learning Log. (I enjoy this way of learning and making life's lessons neat and cohesive and use this already in my personal journaling...for that I think I may add the What? So what? and Now? format in my own reflections as well).
Wednesday-Thursday-Over the next two days I will read the text and make notes that I can add to during class as a topic is further clarified. I will also complete any assignments made for the class.
Weekend time will be reserved for bigger projects or emergency set backs but I hope to have the bulk of my studying done during the week. Some time on Saturday will be spent reviewing my notes and picking out some big ideas so I can be ready to contribute to class on Monday.
Throughout the week I think I will also be making observations. I enjoy people watching and over-analyze myself and others so, included in my notes, I will have notes on experiences or connections I made with the chapter to share, if appropriate, during class.
To understand material I will come to class prepared so I am able to engage in the discussion on the material. Though textbook studying can be confusing, it does allow for a good background and springboard from which to work once I am able to be with the class again work together on the subject matter.
If I do not understand the material I will read it again and google more information. If I am unable to understand still I will likely ask my therapist roommate for more information on psych questions and then go to a group of classmates for clarification on the relation to teaching. I am not usually worried about understanding the material but on how much material is going in at a time and being able to save it...should I be worried?
I will reach my goals in this course by keeping my goal in mind and recognizing that the subject matter is people and so be open to engage in the subject by using my own mind and knowledge of others as the supplemental material to the text. Learning about how we learn is enjoyable and may not feel like learning at all...it's like a double negative makes a positive.
1. Enjoy learning in this class.
2. Learn how to create an environment in which students enjoy learning.
3. Understand my own brain and the brains of my future students better.
Preparation-
Monday-Tuesday- As soon after class as possible, I will take the notes and thoughts I had during the class and make an entry in my Learning Log. (I enjoy this way of learning and making life's lessons neat and cohesive and use this already in my personal journaling...for that I think I may add the What? So what? and Now? format in my own reflections as well).
Wednesday-Thursday-Over the next two days I will read the text and make notes that I can add to during class as a topic is further clarified. I will also complete any assignments made for the class.
Weekend time will be reserved for bigger projects or emergency set backs but I hope to have the bulk of my studying done during the week. Some time on Saturday will be spent reviewing my notes and picking out some big ideas so I can be ready to contribute to class on Monday.
Throughout the week I think I will also be making observations. I enjoy people watching and over-analyze myself and others so, included in my notes, I will have notes on experiences or connections I made with the chapter to share, if appropriate, during class.
To understand material I will come to class prepared so I am able to engage in the discussion on the material. Though textbook studying can be confusing, it does allow for a good background and springboard from which to work once I am able to be with the class again work together on the subject matter.
If I do not understand the material I will read it again and google more information. If I am unable to understand still I will likely ask my therapist roommate for more information on psych questions and then go to a group of classmates for clarification on the relation to teaching. I am not usually worried about understanding the material but on how much material is going in at a time and being able to save it...should I be worried?
I will reach my goals in this course by keeping my goal in mind and recognizing that the subject matter is people and so be open to engage in the subject by using my own mind and knowledge of others as the supplemental material to the text. Learning about how we learn is enjoyable and may not feel like learning at all...it's like a double negative makes a positive.
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