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.
Monday, February 23, 2009
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.
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