WHAT
As I read through all of my learning logs I pulled out the most important theories and ideas I thought would be the best way to teach students. In chapter 1 I really liked experimental and action research. Action lets students and teachers share their opinions with one another. Action can be customized for each and every teacher/class. This is a great benefit. In chapter 2 I agree with Piaget because to a certain point we all go through each one of his stages at particular times in our lives. I also agree with Vygotsky because different backgrounds play a major role in what kids know. I loved learning about Gardner's multiple Intelligences because it is important to realize what ways students will learn the best in. This helps students know how they learn best as well. When I start teaching I am going to make sure I incorporate Constructivism Learning as much as I can in my lessons.
I took the Your Emerging Theory/Philosophy of Teaching and Learning quiz. My results were Behaviorism 43, Cognitivism 46, and Humanism 42. I scored the highest in Cognitivism. Which makes me excited because I believe that a student will learn more if they discover things on their own rather then being told/lectured. Learning needs structured and organized. It's important to build new information on prior knowledge with the students. Students need to be actively involved in solving problems. Last, give students their recess. I strongly believe that physical exercise increases students ability to think and learn.
SO WHAT
I want my students to reach for things and learn about cause and effect. Experimental learning will help them accomplish this. Action helps students and teacher's learn from each other. A good way for a student to learn is to have them teach it to someone else. I'll let them teach me and the rest of the class about something they have learned. This will help them remember it. I liked Piaget's stages because it helped me understand that not everyone is in the same stage just because they are in the same grade. Therefore, I have to make sure I am teaching them appropriate material that they can understand. I need to give them tasks that are in there ZPD. Understanding Vygotsky's theory helped me know that each student has had different past experiences in different areas. Therefore, this can help me know how to help the students who may be struggling with a certain thing. Knowing about Gardner's multiple intelligences will help me teach the students in different ways to hit each intelligence. I want to test my students to see what intelligences they are more strong in. This will help me know their strengths and weaknesses so that I can teach them in specific ways and they will catch onto it.
Constructivism learning will help the students remember what I teach them and store it into their long term memory. I will use Authentic lesson plans, discovery learning, and community learning. Most students learn best with hands on activities. Cognitivism is key to teaching. I will have structure and organization in my classroom. I will also let students discover and explore so they can remember things I teach them. I am always going to give them their recess and PE time because it is a major key for success. The studies that have been done are showing how many links physical ed has with the brain. This will help my students be more focused and ready to learn.
NOW WHAT
I want to learn about the studies that are going on at this time on Physical Education and the brain. I also want to learn more teaching techniques I can use with each of the theories I listed above. There are many things I can improve on. I think one thing I can improve on is making sure that each day my class is structured and my classroom is well organized. It will create an atmosphere that I want. I can also improve on my biases. I need to make sure that I am not favoring any particular student. Cognitivism is very interesting to me and I think it would be fun to study more about it. This class has been very beneficial for me and I know I will take the knowledge I have obtained and use it in my classroom.
Friday, December 12, 2008
Thursday, December 11, 2008
Extra Credit: Homework
Wow, these articles were interesting. The things that they were saying to argue against homework were kind of a joke. If you are going to write a persuasive article, only put factual things in it. Some of the things they were saying just made them seem uneducated and lazy. The article that Orson Scott Card wrote says, "If the our children can't do the homework alone, then we're the teachers. Unpaid, unwilling teachers." I feel that if a student needs extra help with something and they have already gotten it from the teacher they should be able to take homework home and have their parents help and support as well. It is our job as a teacher to help each and every student as much as we possibly can but, parents need to have that same attitude so that their child can succeed. I remember when I was in elementary I would have questions on some things that we were taught at school. I was to embarrassed to admit to my teacher that I didn't understand. Therefore, I loved homework because it gave me an opportunity to ask my parents. Most of the time they taught me an easier way for me to understand. Of course some teachers can go overboard with the amount of homework they send home with a child. So we need to watch that when we are teachers. Rather then a student missing recess for work they didn't get done in class, why not send it home? Wouldn't the student like that idea better?
Extra Credit: Investigations Math
Investigations Math is a complete K-5 mathematics curriculum developed at TERC in Cambridge, Massachusetts. It's designed to help all children understand fundamental ideas of numbers and operations, geometry, data, measurements and early algebra.
One teacher has said that if you are trained in Investigations Math and know how to present and teach it, then it is a very good resource to have. All of the rest of the articles I read were negative about it. Not one other was positive. Some of the arguments they said were: Investigations Math doesn't teach students their times tables, California did an almost identical program and the students test scores dropped, hundreds of leading University math professors and Nobel Lareates condemn the Investigations Math.
From what I learned, Investigations Math is a very negative program and Alpine District is changing from it to another program. The students do not learn the basic multiplication and division skills that are key to completing higher math programs. Times tables and division is a necessity in life that can not be taken lightly. Most all that I read were negative reviews on it.
One teacher has said that if you are trained in Investigations Math and know how to present and teach it, then it is a very good resource to have. All of the rest of the articles I read were negative about it. Not one other was positive. Some of the arguments they said were: Investigations Math doesn't teach students their times tables, California did an almost identical program and the students test scores dropped, hundreds of leading University math professors and Nobel Lareates condemn the Investigations Math.
From what I learned, Investigations Math is a very negative program and Alpine District is changing from it to another program. The students do not learn the basic multiplication and division skills that are key to completing higher math programs. Times tables and division is a necessity in life that can not be taken lightly. Most all that I read were negative reviews on it.
Extra credit on John Ratey
WHAT
While researching John Ratey I found out some great facts and ideas on physical exercise helping mental exercise. Ratey explains that there is power in having regular exercise because it improves the learning, emotional, and physical well-being of students. He talked about the research they have found on the brain which is: Physical activity helps braincells bind to one another. Exercise provides a stimulus for the mind that creates an environment for the brain to be ready, able, and willing to learn. Learning is enhanced when there is physical activity. It is important for teachers to let students have their recess and not take it away from them. Keeping a student in from recess will not help him/her with learning. In the article I read
Physical Exercise in School: Fitness for Both Body and Mind there was an awesome paragraph that I have quoted it says, "I look forward to the day when educators at all grade levels in all schools detail the ways in which their approach is rooted in the latest brain research, including that which confirms that physical activity and learning are inextricably interwoven. I also look forward to the day when removing recess is not applied as a punishment; instead, recess and other opportunities for physical expression are used to strengthen learning and interpersonal skills. Hopefully, that day is not too far in the future." This says it all.
SO WHAT
Learning about this was very interesting to me because it makes sense. I remember when we were in class and Dr. Cox would tell us the importance of exercising and the brain. So she told us to go and exercise before taking the test. I did this and it really does help. It was amazing to read about why physical exercise helps the brain. How it creates a stimulus for the brain to be more active and willing to learn. This is very important for teachers to understand so they can make sure their students are getting the appropriate amount of time for recess and P.E.
NOW WHAT
Now that I have learned all of this about the brain I am going to try and make sure I put an importance on recess. I also am going to have movement songs and games in my class before tests. This will get their brains working and they will do better on their tests. I have always thought the physical education is important for your body and your mind but now I've learned that research being done backs it up. John Ratey strongly believes that aerobics has a major impact on the brain. This means... Have students reach their target heart rates throughout the day. They can do this at recess. I need to make sure my students are being active at recess and not just sitting around.
While researching John Ratey I found out some great facts and ideas on physical exercise helping mental exercise. Ratey explains that there is power in having regular exercise because it improves the learning, emotional, and physical well-being of students. He talked about the research they have found on the brain which is: Physical activity helps braincells bind to one another. Exercise provides a stimulus for the mind that creates an environment for the brain to be ready, able, and willing to learn. Learning is enhanced when there is physical activity. It is important for teachers to let students have their recess and not take it away from them. Keeping a student in from recess will not help him/her with learning. In the article I read
Physical Exercise in School: Fitness for Both Body and Mind there was an awesome paragraph that I have quoted it says, "I look forward to the day when educators at all grade levels in all schools detail the ways in which their approach is rooted in the latest brain research, including that which confirms that physical activity and learning are inextricably interwoven. I also look forward to the day when removing recess is not applied as a punishment; instead, recess and other opportunities for physical expression are used to strengthen learning and interpersonal skills. Hopefully, that day is not too far in the future." This says it all.
SO WHAT
Learning about this was very interesting to me because it makes sense. I remember when we were in class and Dr. Cox would tell us the importance of exercising and the brain. So she told us to go and exercise before taking the test. I did this and it really does help. It was amazing to read about why physical exercise helps the brain. How it creates a stimulus for the brain to be more active and willing to learn. This is very important for teachers to understand so they can make sure their students are getting the appropriate amount of time for recess and P.E.
NOW WHAT
Now that I have learned all of this about the brain I am going to try and make sure I put an importance on recess. I also am going to have movement songs and games in my class before tests. This will get their brains working and they will do better on their tests. I have always thought the physical education is important for your body and your mind but now I've learned that research being done backs it up. John Ratey strongly believes that aerobics has a major impact on the brain. This means... Have students reach their target heart rates throughout the day. They can do this at recess. I need to make sure my students are being active at recess and not just sitting around.
Tuesday, December 9, 2008
Ch. 10 Social Cognitivism
WHAT
In class we talked about social cognitivism. The two main characteristics of social cognitivism are; reinforcement behaviorism and motivation attention memory. We also learned that learning is an internal process that may or may not lead to a behavior change. People learn by observing others and, in the process, begin to assume control over their own behavior.
Reciprocal causation deals with three subjects: Motivating beliefs, perceptions, values, emotions, meanings, Environmental factors (reinforcers, punishers), and Behavior. These three things move in a cycle. The power of expectations are: The rewards or punishments a student receives in present or past makes them able to predict what will happen in the future. When a teacher is in the process of shaping a class. The teacher is acquiring a behavior they use continuous reinforcement and as time goes on in order to maintain the behavior the teacher's reinforcement is minimized. As a teacher we need to be consistent and build trust with the student.
Some characteristics of social cognitivism to look for are: Modeling-ARMM-attention, Self Regulation-goals/setting, Self Efficacy-How we achieve the goal- self challenging tasks in their ZPD, vicarious learning- monkey see monkey do, reinforcement/punishment, self instruction, vicarious reinforcement/punishment, and self evaluation.
SO WHAT
Now that we have learned about social cognitivism we can understand why children mimic adults and things they see on video games or television. We can see how much this can effect a child's personality, actions, and feelings. This is very key because when we teach we need to make sure we are being a good example and modeling good behavior. Also we need to make sure we are giving reinforcers to good behavior, cuing, using precision commands, and giving punishment to behaviors we don't want to see in our classroom.
I liked when Dr. Cox said, "Don't smile until after Christmas." because the statement is very true. We need to be stern and strict at the beginning to shape our students with the behaviors that we want and then later on we can let off and give them some slack. It is a lot harder to be "easy going" at the beginning and then try and change it to a strict, stern atmosphere later on. Making sure we are being consistent on the rewards and punishments is key because the students will then predict what will happen in the future. Therefore, they will do, or not do, a specific behavior because of what they will get in return.
NOW WHAT
When I become a teacher I am going to have to watch what I do and say because students will be absorbing all that I do and they will look up to me. I want them to have good attitudes, be respectful, and have responsibility. Therefore, I need to have a good attitude, be respectful to them, and show that I am responsible. Some ways of doing this are: Be excited about EVERY subject I teach, be courteous, give positive feedback, compliment them on specific things they did that impressed me, be on time, and always be available for them if they have questions on assignments or grades. Most of these things come naturally but I know I still need to work on all of them. Especially giving SPECIFIC compliments to students. Because I tend to generalize them.
I need to make sure I can remember to be strict and "not smile before Christmas" because I can see myself being to sweet and easy on them at the beginning. I want them to think I'm a fun/cool teacher. This will be very hard for me to do but that is my goal. I am going to have a strict, stern, and organized classroom so that the students will be angels by the middle of the year. I need to also make sure I am being consistent with rewards and punishments so that I will build that trust with my students. This will help them be able to understand the expectations that I expect from each of them.
In class we talked about social cognitivism. The two main characteristics of social cognitivism are; reinforcement behaviorism and motivation attention memory. We also learned that learning is an internal process that may or may not lead to a behavior change. People learn by observing others and, in the process, begin to assume control over their own behavior.
Reciprocal causation deals with three subjects: Motivating beliefs, perceptions, values, emotions, meanings, Environmental factors (reinforcers, punishers), and Behavior. These three things move in a cycle. The power of expectations are: The rewards or punishments a student receives in present or past makes them able to predict what will happen in the future. When a teacher is in the process of shaping a class. The teacher is acquiring a behavior they use continuous reinforcement and as time goes on in order to maintain the behavior the teacher's reinforcement is minimized. As a teacher we need to be consistent and build trust with the student.
Some characteristics of social cognitivism to look for are: Modeling-ARMM-attention, Self Regulation-goals/setting, Self Efficacy-How we achieve the goal- self challenging tasks in their ZPD, vicarious learning- monkey see monkey do, reinforcement/punishment, self instruction, vicarious reinforcement/punishment, and self evaluation.
SO WHAT
Now that we have learned about social cognitivism we can understand why children mimic adults and things they see on video games or television. We can see how much this can effect a child's personality, actions, and feelings. This is very key because when we teach we need to make sure we are being a good example and modeling good behavior. Also we need to make sure we are giving reinforcers to good behavior, cuing, using precision commands, and giving punishment to behaviors we don't want to see in our classroom.
I liked when Dr. Cox said, "Don't smile until after Christmas." because the statement is very true. We need to be stern and strict at the beginning to shape our students with the behaviors that we want and then later on we can let off and give them some slack. It is a lot harder to be "easy going" at the beginning and then try and change it to a strict, stern atmosphere later on. Making sure we are being consistent on the rewards and punishments is key because the students will then predict what will happen in the future. Therefore, they will do, or not do, a specific behavior because of what they will get in return.
NOW WHAT
When I become a teacher I am going to have to watch what I do and say because students will be absorbing all that I do and they will look up to me. I want them to have good attitudes, be respectful, and have responsibility. Therefore, I need to have a good attitude, be respectful to them, and show that I am responsible. Some ways of doing this are: Be excited about EVERY subject I teach, be courteous, give positive feedback, compliment them on specific things they did that impressed me, be on time, and always be available for them if they have questions on assignments or grades. Most of these things come naturally but I know I still need to work on all of them. Especially giving SPECIFIC compliments to students. Because I tend to generalize them.
I need to make sure I can remember to be strict and "not smile before Christmas" because I can see myself being to sweet and easy on them at the beginning. I want them to think I'm a fun/cool teacher. This will be very hard for me to do but that is my goal. I am going to have a strict, stern, and organized classroom so that the students will be angels by the middle of the year. I need to also make sure I am being consistent with rewards and punishments so that I will build that trust with my students. This will help them be able to understand the expectations that I expect from each of them.
Monday, December 1, 2008
Ch. 9 Behaviorism Learning Log
WHAT
This chapter for some reason was a little harder for me to understand. We started off class with the definition of learning. Learning is semi-permanent change in behavior. The potential advantages of defining learning as a change of behavior are; it can be measurable, and the objective needs to be measurable. The disadvantages are; mode of assessment is going to differ from each student, Implicit knowledge, and classical conditioning.
Assumptions are: Influence of the environment, focus on observable events, learning as a behavior change, contiguity of events, and similarity of learning principles across species. Classical conditioning is INVOLUNTARY. For example: Raising your hand, class schedule, love/hate subjects. It is the way you learn emotionally. Whereas Operant conditioning is VOLUNTARY. Antecedent stimulus (input), and reinforcement.
Practical Reinforcers are unique to each student. They should always encourage a behavior. Start with self reinforcement then go with praise, attention, grades and recognition, home-based reinforcement, privileges, activity reinforcement (Premack Principle), Tangible reinforcers and or token economy, and last resort--Food.
How we can reinforce the group is with group contingency, and token economy. We can use shaping in the classroom by Breaking tasks down into smaller sections, Attainable criterion, and successive aproximity. Reinforcement, group contingency, token economy, and shaping are all parts/characteristics of behaviorism.
We also talked about how we can Eliminate Behaviors. First start with Reinforcing incompatible behaviors, then Cuing, Beware of the "Extinction Burst", Don't be afraid to tell students what you're looking for, and Extinction. Number 1 thing to remember is, don't be afraid to tell students what you are doing. and the Second thing is, stick with it. Some effective forms of punishment that we discussed in class are: Verbal reprimands, response cost-losing a reinforcement, logical consequences, time-out, and in school suspension. Some ineffective forms are: Physical punishment, extra classwork, out-of-school suspension, and missing recess. Potential problems with puncher's are: Temporary, may distract student from behavior, negative emotional responses, aggression, doesn't illustrate the correct behavior, and severe punishment may cause harm.
In class we discussed some characteristics we could look for to recognize behaviorism. These included; token economy, shaping, little steps towards it, reinforcement, and cuing.
SO WHAT
Knowing the definition of learning will help us remember that it is a semi-permanent change. It helps to know that classical conditioning is involuntary because we can see why students do things without being taught by us. Like, raising their hand, maybe study habits, as teachers we have the obligation to teach students to love subjects not hate them, and needing a class schedule to follow. Without a class schedule students would be lost. The classroom would be out of control.
Operant conditioning is the opposite of classical. Operant is voluntary. If the students are being reinforced by something they will keep doing that particular action. This is how we can shape our classrooms and maintain good management in our class. We need to reinforce our students in a positive way for good behavior. Making sure we stick with reinforcers no matter what behavior we are trying to change is key. In class we discussed that when you are trying to change a behavior their will be an "Extinction Burst" which is a period of when the students behavior you're trying to change, bursts! Pretty much the student is out of control. Which is a good thing because that's the last thing that will happen before it starts to decline. What I got out of class was that punishment is the last resort. Try to avoid it unless you have to use effective forms of punishment.
NOW WHAT
When I become a teacher I am going to remember to have a detailed class schedule that is structured every day. This will help my students stay focused and feel secure in the classroom. If their are behavior problems in my classroom I need to look at what I am doing wrong to promote them and then the student. Because sometimes teachers are doing things that are reinforcing that bad behavior. Pull away the reinforcement and the student will stop that behavior. This is an important thing for me to remember because I will have a hard time with it.
I have always believed that rewarding students is way more beneficial then punishing them. When we talked about the punishments in class I was glad to hear that punishment are the least effective because then I don't have to change my beliefs on that. In my classroom I am going to try to avoid punishment and stick to doing the 4 to 1 ratio. Using precision commands will help me with my classroom management as well.
We also talked about teaching students to have the desire to learn. Not to do things to receive tokens, or tickets, or any other kind of prize. I think rewarding students is great but teachers can go overboard with it as well. I need to be careful to remember not to fall into that trap.
This chapter for some reason was a little harder for me to understand. We started off class with the definition of learning. Learning is semi-permanent change in behavior. The potential advantages of defining learning as a change of behavior are; it can be measurable, and the objective needs to be measurable. The disadvantages are; mode of assessment is going to differ from each student, Implicit knowledge, and classical conditioning.
Assumptions are: Influence of the environment, focus on observable events, learning as a behavior change, contiguity of events, and similarity of learning principles across species. Classical conditioning is INVOLUNTARY. For example: Raising your hand, class schedule, love/hate subjects. It is the way you learn emotionally. Whereas Operant conditioning is VOLUNTARY. Antecedent stimulus (input), and reinforcement.
Practical Reinforcers are unique to each student. They should always encourage a behavior. Start with self reinforcement then go with praise, attention, grades and recognition, home-based reinforcement, privileges, activity reinforcement (Premack Principle), Tangible reinforcers and or token economy, and last resort--Food.
How we can reinforce the group is with group contingency, and token economy. We can use shaping in the classroom by Breaking tasks down into smaller sections, Attainable criterion, and successive aproximity. Reinforcement, group contingency, token economy, and shaping are all parts/characteristics of behaviorism.
We also talked about how we can Eliminate Behaviors. First start with Reinforcing incompatible behaviors, then Cuing, Beware of the "Extinction Burst", Don't be afraid to tell students what you're looking for, and Extinction. Number 1 thing to remember is, don't be afraid to tell students what you are doing. and the Second thing is, stick with it. Some effective forms of punishment that we discussed in class are: Verbal reprimands, response cost-losing a reinforcement, logical consequences, time-out, and in school suspension. Some ineffective forms are: Physical punishment, extra classwork, out-of-school suspension, and missing recess. Potential problems with puncher's are: Temporary, may distract student from behavior, negative emotional responses, aggression, doesn't illustrate the correct behavior, and severe punishment may cause harm.
In class we discussed some characteristics we could look for to recognize behaviorism. These included; token economy, shaping, little steps towards it, reinforcement, and cuing.
SO WHAT
Knowing the definition of learning will help us remember that it is a semi-permanent change. It helps to know that classical conditioning is involuntary because we can see why students do things without being taught by us. Like, raising their hand, maybe study habits, as teachers we have the obligation to teach students to love subjects not hate them, and needing a class schedule to follow. Without a class schedule students would be lost. The classroom would be out of control.
Operant conditioning is the opposite of classical. Operant is voluntary. If the students are being reinforced by something they will keep doing that particular action. This is how we can shape our classrooms and maintain good management in our class. We need to reinforce our students in a positive way for good behavior. Making sure we stick with reinforcers no matter what behavior we are trying to change is key. In class we discussed that when you are trying to change a behavior their will be an "Extinction Burst" which is a period of when the students behavior you're trying to change, bursts! Pretty much the student is out of control. Which is a good thing because that's the last thing that will happen before it starts to decline. What I got out of class was that punishment is the last resort. Try to avoid it unless you have to use effective forms of punishment.
NOW WHAT
When I become a teacher I am going to remember to have a detailed class schedule that is structured every day. This will help my students stay focused and feel secure in the classroom. If their are behavior problems in my classroom I need to look at what I am doing wrong to promote them and then the student. Because sometimes teachers are doing things that are reinforcing that bad behavior. Pull away the reinforcement and the student will stop that behavior. This is an important thing for me to remember because I will have a hard time with it.
I have always believed that rewarding students is way more beneficial then punishing them. When we talked about the punishments in class I was glad to hear that punishment are the least effective because then I don't have to change my beliefs on that. In my classroom I am going to try to avoid punishment and stick to doing the 4 to 1 ratio. Using precision commands will help me with my classroom management as well.
We also talked about teaching students to have the desire to learn. Not to do things to receive tokens, or tickets, or any other kind of prize. I think rewarding students is great but teachers can go overboard with it as well. I need to be careful to remember not to fall into that trap.
Monday, November 24, 2008
Ch. 7 Learning Log
WHAT
Today I really enjoyed the lesson taught. We learned about Authentic Activities which are; hands on activities that have to do with real life situations. In these activities students get to analyze and find solutions for different things. We went over the definition for Discovery Learning (Students explore concepts and come up with definitions and characteristics on their own, without direct instruction from the teacher with scaffolding.) and Community of Learners (Teachers and students collaborate together to help one another learn (actively.)
I learned that the more senses we have involved in our memory making, the better we're going to learn things. Expository learning is giving facts/lectures. Constructivism learning is a hands on way/ active way of learning things. The steps for this are: Discover students misconceptions-pre-assessment, convince students that their existing beliefs are inadequate, motivate students to learn correct explanations, maintain self-esteem, and monitor what students say and write for persistent misconceptions. "Knowing is a process not a product." -Jerome Bruner (I liked that part of the quote we read... I'm kinda random.) The 5 E's of actively learning are: Engage, explore, explain, elaborate, and evaluate.
SO WHAT
Authentic lesson plans are so beneficial for students because it is hands on and they are going to remember what they learn better because they are using more than one sense. Discovery Learning and Community learners are excellent ways of learning because Discovery learning gives students a chance to explore things on their own with a teacher's assistance if needed and Community learners give students and teachers a chance to collaborate with one another and see what works and what doesn't with learning. This gives students an input and helps us as teachers understand where students are coming from and what their opinions are on things. Expository Learning is not as beneficial for students in my opinion but it is sometimes how we have to teach certain categories and topics. Knowing the different steps of Constructivism Learning is very important because in order to teach with it appropriately and effectively we must know the different steps and how to use them.
Today I really enjoyed the lesson taught. We learned about Authentic Activities which are; hands on activities that have to do with real life situations. In these activities students get to analyze and find solutions for different things. We went over the definition for Discovery Learning (Students explore concepts and come up with definitions and characteristics on their own, without direct instruction from the teacher with scaffolding.) and Community of Learners (Teachers and students collaborate together to help one another learn (actively.)
I learned that the more senses we have involved in our memory making, the better we're going to learn things. Expository learning is giving facts/lectures. Constructivism learning is a hands on way/ active way of learning things. The steps for this are: Discover students misconceptions-pre-assessment, convince students that their existing beliefs are inadequate, motivate students to learn correct explanations, maintain self-esteem, and monitor what students say and write for persistent misconceptions. "Knowing is a process not a product." -Jerome Bruner (I liked that part of the quote we read... I'm kinda random.) The 5 E's of actively learning are: Engage, explore, explain, elaborate, and evaluate.
SO WHAT
Authentic lesson plans are so beneficial for students because it is hands on and they are going to remember what they learn better because they are using more than one sense. Discovery Learning and Community learners are excellent ways of learning because Discovery learning gives students a chance to explore things on their own with a teacher's assistance if needed and Community learners give students and teachers a chance to collaborate with one another and see what works and what doesn't with learning. This gives students an input and helps us as teachers understand where students are coming from and what their opinions are on things. Expository Learning is not as beneficial for students in my opinion but it is sometimes how we have to teach certain categories and topics. Knowing the different steps of Constructivism Learning is very important because in order to teach with it appropriately and effectively we must know the different steps and how to use them.
NOW WHAT
When I start teaching I am going to make sure I incorporate Constructivism Learning as much as I can in my lessons. This will help the students remember what I teach them and store it into their long term memory. This means I can use Authentic lesson plans, discovery learning, and community learning. I'm so glad we had this lesson because I have always learned the best with hands on activities and a big percentage of my students will be the same way. Now I know the reason why it is so beneficial for students is because of all the different senses they are using. I enjoyed Jerome Bruners quote, "Knowing is a process not a product." because this made me step back and think about how I can benefit my students. For my students to understand/know something I need to make sure I am actively directing them along the way. I can't just say something and expect them to know what I am saying right off the bat. It takes time and practice to master a concept and really understand what the concept is. Therefore, I need to make sure I remember the 5 E's for active learning and use them daily in my classroom.
Tuesday, October 28, 2008
Ch. 6 Cognitive psychology
WHAT
In class today we talked about cognitive process which works similarly to a computer. Sensory Register has unlimited storage capacity and the information stored in it can be lost within 2-3 seconds. In order to have students come out of the sensory register you have to have their attention. This brings them into their working memory which is short duration and it has a limited storage unit. In order for students to store information into their long term memory the process encoding has to come into play. Encoding is the process of fixing or modifying the knowledge. The long-term memory is where we want our students to store the information we are teaching them. Long-term memory has unlimited capacity and unlimited duration. There are three types of long term memory. The first is Declarative/semantic: Factual knowledge, the second is Procedural: "How to" knowledge, and last is Episodic: Event/picture memories knowledge. Some strategies for Encoding information is: Rehearsal, Meaningful learning, organization, elaboration, visual imagery, and mnemonics. Effects: Primacy- 1st thing you learn sticks. Recency- Last thing you learn sticks. A positive transfer facilitates new knowledge. A negative transfer inhibits new knowledge. Some test reviewing strategies are: Identifying important information, taking notes, retrieving relevant prior knowledge, organizing, elaborating, and summarizing.
SO WHAT
Learning about cognitive process now tells us that we need to teach the students in a way so they can store the new information in their long term memory. Therefore, we need to catch their attention and keep it. Then we need to use the process of encoding to make it possible for our students to store the information in their long term memory. If we can learn to teach every single lesson that way our students would rarely forget the information we taught. How great would that be for assessments? We need to get the strategies down for encoding information. If we could use these strategies each time we do a lesson our students would benefit extremely from it. We need to make sure that we are making our lessons interesting for the student and meaningful for the student. We also need to make sure that we are teaching students all of the effective study/review skills.
NOW WHAT
Knowing this about cognitive process, I now can better help my students in my future classroom. I am going to memorize all of the strategies, meanings, and skills needed for each of them. Knowing all of these strategies will help me accomplish my goal, which is teaching the students to the best of my abilities. My number one goal is having students enjoy, love, and store anything they learn in my class. This is not an easy goal to accomplish but I am going to try my best to accomplish it. Students need to know the strategies for reviewing, studying. I wish I would have known them when I was growing up. I knew a few but not all. I am going to have my students practice these strategies daily in different ways to help them be able to study and review things effectively on their own.
In class today we talked about cognitive process which works similarly to a computer. Sensory Register has unlimited storage capacity and the information stored in it can be lost within 2-3 seconds. In order to have students come out of the sensory register you have to have their attention. This brings them into their working memory which is short duration and it has a limited storage unit. In order for students to store information into their long term memory the process encoding has to come into play. Encoding is the process of fixing or modifying the knowledge. The long-term memory is where we want our students to store the information we are teaching them. Long-term memory has unlimited capacity and unlimited duration. There are three types of long term memory. The first is Declarative/semantic: Factual knowledge, the second is Procedural: "How to" knowledge, and last is Episodic: Event/picture memories knowledge. Some strategies for Encoding information is: Rehearsal, Meaningful learning, organization, elaboration, visual imagery, and mnemonics. Effects: Primacy- 1st thing you learn sticks. Recency- Last thing you learn sticks. A positive transfer facilitates new knowledge. A negative transfer inhibits new knowledge. Some test reviewing strategies are: Identifying important information, taking notes, retrieving relevant prior knowledge, organizing, elaborating, and summarizing.
SO WHAT
Learning about cognitive process now tells us that we need to teach the students in a way so they can store the new information in their long term memory. Therefore, we need to catch their attention and keep it. Then we need to use the process of encoding to make it possible for our students to store the information in their long term memory. If we can learn to teach every single lesson that way our students would rarely forget the information we taught. How great would that be for assessments? We need to get the strategies down for encoding information. If we could use these strategies each time we do a lesson our students would benefit extremely from it. We need to make sure that we are making our lessons interesting for the student and meaningful for the student. We also need to make sure that we are teaching students all of the effective study/review skills.
NOW WHAT
Knowing this about cognitive process, I now can better help my students in my future classroom. I am going to memorize all of the strategies, meanings, and skills needed for each of them. Knowing all of these strategies will help me accomplish my goal, which is teaching the students to the best of my abilities. My number one goal is having students enjoy, love, and store anything they learn in my class. This is not an easy goal to accomplish but I am going to try my best to accomplish it. Students need to know the strategies for reviewing, studying. I wish I would have known them when I was growing up. I knew a few but not all. I am going to have my students practice these strategies daily in different ways to help them be able to study and review things effectively on their own.
Friday, October 24, 2008
Extra Credit. Fertile Mind article reflection
This was an interesting article. It was kind of hard to understand but what I got out of it was that the brain is growing and working way before the baby is born. This is why the baby can recognize the mother and fathers voice when they are newborns. They are already developing and they have a 100 billion neurons at birth. Infants learn so quickly and this is a reason for that rapid growth. I liked how the article said, "Of all the discoveries that have poured out of neuroscience labs in recent years, the finding that the electrical activity of brain cells changes the physical structure of the brain is perhaps the most breathtaking." because this tells us that this is a major discovery and should not be taken lightly. We need to start teaching and showing our babies things to enhance their minds. They are capable of so much more than we think. Sensory experiences are what will shape the childs brain. Remember that!
Extra Credit Race/Gender test
This was a fun test to take. It was kind of stressful for me because you couldn't take your time. I am a person who likes to go slow and think before answering. The results didn't seem very accurate to me but maybe that's because I don't know myself as well as I thought. For the race test I felt bad about my results because they said that I strongly preferred white people over black people. I don't feel that way at all, but I can see why I might have answered slower on some because I have lived in a majority white community so to see black people it is kind of different. Don't get me wrong every person that I have met that are black have been amazing people, I just haven't had the opportunity to meet very many different ethnicity's. I'd love to have the opportunity to travel and do that.
The Gender test was funny because subconsciously I was thinking about the common norm how males career/ women family. My results were a slight association of Female with CAREER and Male with FAMILY compared to Male with CAREER and Female with FAMILY. Which is crazy because I would have felt like it was either opposite or pretty equal. I am with the 6% of people that took that test. Most people associated males with career and females with family. My results surprised me on both tests. That is why I believe these tests weren't very accurate.
The Gender test was funny because subconsciously I was thinking about the common norm how males career/ women family. My results were a slight association of Female with CAREER and Male with FAMILY compared to Male with CAREER and Female with FAMILY. Which is crazy because I would have felt like it was either opposite or pretty equal. I am with the 6% of people that took that test. Most people associated males with career and females with family. My results surprised me on both tests. That is why I believe these tests weren't very accurate.
Tuesday, October 14, 2008
Ch. 3 Personal and Social Development Learning log
WHAT
In class we learned that Social Development has to do with; personality-behavior, temperament-emotions-reactions. These will effect our classroom. We also talked about Sense of Self which is the way that we see ourselves. Past experiences form our sense of self. Developmental change is another subject we went over. The three different stages of development are; childhood, early adolescence, and adolescence. In the childhood stage we are fairly optimistic about ourselves. Early adolescence we are fairly negative about ourselves. In adolescence our self image levels off. We learned Erikson's eight stages of development: 1. Bun- Trust vs. Mistrust, 2. Shoe- (Autonomy vs. shame, 3. Tree- Initiative vs. guilt, 4. Door- Industry vs. inferiority, 5. Hive- Identity vs. Role confusion, 6. Sticks- Intimacy vs. Isolation, 7. Heaven- Generativity vs. stagnation, and 8. Gate- Integrity vs. despair. We also learned about Kohlberg's Moral Development his three stages are: 1. Preconventional- Behave because we don't want to get punished/exchange of a favor. 2. Conventional- Good recognition, Law and order/ a rule is a rule. 3. Postconventional- Social contract/ Universal Ethical principle. We also talked about emotional Intelligence which is understanding when emotions are appropriate. We need a balance between our emotional mind and our rational mind.
SO WHAT
Personality behavior is vital for us to know because the personality of the students is going to effect the classroom severely in a negative or positive way. Sense of self is going to be how our students view themselves differently. The stage of development of ones self that our students will be in is the Childhood stage. Therefore, our students for the most part will feel optimistic about themselves. Out of the eight Erikson's stages most of our students will be in the Industry vs. Inferiority which means that we need to give our students a lot of praise and rewards. They don't need negative reinforcement and the don't need to always hear what they did wrong and what they need to change. In Kohlberg's moral development our students will probably be in the preconventional and conventional stages. We need to recognize that there is different levels of emotional development and some students will be able to know how to control their emotions with no problem. Others may not and that is where we come in.
NOW WHAT
I took in a lot while listening to this lesson and I was thinking as we went through these things as a class of how to use and apply them to my future classes. In my classroom I know I am going to have many students with different personalities and I need to have a plan on how to handle each one of them. As a teacher I want to help build my students sense of self confidence up, not bring it down. Therefore, I am going to reward, give positive feedback when appropriate, and never criticize their ideas and views. This will be hard because most of us react differently when we hear someone say the wrong answer, we automatically want to say no and snap back with the right answer. This also goes along with Industry vs. Inferiority which is the Erikson's stage they will most likely be at. Since our students will either be at the Preconventional and conventional stage we will need to teach them with what stage they are not at. For example if a student is at the Preconventional level (behaves because afraid of being punished, exchange for a favor) we need to slowly teach them about the conventional stage (Good recognition, law and order, a rule is a rule.) This will help them develop to that next stage. We also need to teach our students how to manage, control, and use certain emotions. This will help our students who may be struggling with this understand how to accomplish that. Learning when emotions are appropriate is a great life skill and will help them throughout their whole lives.
In class we learned that Social Development has to do with; personality-behavior, temperament-emotions-reactions. These will effect our classroom. We also talked about Sense of Self which is the way that we see ourselves. Past experiences form our sense of self. Developmental change is another subject we went over. The three different stages of development are; childhood, early adolescence, and adolescence. In the childhood stage we are fairly optimistic about ourselves. Early adolescence we are fairly negative about ourselves. In adolescence our self image levels off. We learned Erikson's eight stages of development: 1. Bun- Trust vs. Mistrust, 2. Shoe- (Autonomy vs. shame, 3. Tree- Initiative vs. guilt, 4. Door- Industry vs. inferiority, 5. Hive- Identity vs. Role confusion, 6. Sticks- Intimacy vs. Isolation, 7. Heaven- Generativity vs. stagnation, and 8. Gate- Integrity vs. despair. We also learned about Kohlberg's Moral Development his three stages are: 1. Preconventional- Behave because we don't want to get punished/exchange of a favor. 2. Conventional- Good recognition, Law and order/ a rule is a rule. 3. Postconventional- Social contract/ Universal Ethical principle. We also talked about emotional Intelligence which is understanding when emotions are appropriate. We need a balance between our emotional mind and our rational mind.
SO WHAT
Personality behavior is vital for us to know because the personality of the students is going to effect the classroom severely in a negative or positive way. Sense of self is going to be how our students view themselves differently. The stage of development of ones self that our students will be in is the Childhood stage. Therefore, our students for the most part will feel optimistic about themselves. Out of the eight Erikson's stages most of our students will be in the Industry vs. Inferiority which means that we need to give our students a lot of praise and rewards. They don't need negative reinforcement and the don't need to always hear what they did wrong and what they need to change. In Kohlberg's moral development our students will probably be in the preconventional and conventional stages. We need to recognize that there is different levels of emotional development and some students will be able to know how to control their emotions with no problem. Others may not and that is where we come in.
NOW WHAT
I took in a lot while listening to this lesson and I was thinking as we went through these things as a class of how to use and apply them to my future classes. In my classroom I know I am going to have many students with different personalities and I need to have a plan on how to handle each one of them. As a teacher I want to help build my students sense of self confidence up, not bring it down. Therefore, I am going to reward, give positive feedback when appropriate, and never criticize their ideas and views. This will be hard because most of us react differently when we hear someone say the wrong answer, we automatically want to say no and snap back with the right answer. This also goes along with Industry vs. Inferiority which is the Erikson's stage they will most likely be at. Since our students will either be at the Preconventional and conventional stage we will need to teach them with what stage they are not at. For example if a student is at the Preconventional level (behaves because afraid of being punished, exchange for a favor) we need to slowly teach them about the conventional stage (Good recognition, law and order, a rule is a rule.) This will help them develop to that next stage. We also need to teach our students how to manage, control, and use certain emotions. This will help our students who may be struggling with this understand how to accomplish that. Learning when emotions are appropriate is a great life skill and will help them throughout their whole lives.
Monday, October 13, 2008
Piaget's 3 tests
I did Piaget's 3 different tests to an eight year old boy who has autism. The first test that I did was with playdoh. I had two of the same sizes and colors of playdoh. I asked him if they were the same size. He said, "yes." Then I smashed one of the balls of playdoh down and asked if they were still the same size. He then said, "Uh huh, yes."
The next test I did was with two of the same size markers but they were different colors. I put them next to each other and asked him if they were the same size. He said, "yes." I then pulled one of the markers over and asked him if they were still the same size. At first he said, "uh no." but then he corrected himself and said, "oh yes." So I said, "Why" He said, "because they are the same markers still."
The last test I did was with circle tokens. I lined up five red tokens in a row spaced equally with five green tokens in another row. I asked him if there were the same amount of red tokens as they were green. He said, "yes" so then I pulled the red tokens farther apart from each other so that they were matching up with the green tokens. I asked him if there were still the same amount of red as green tokens. He said, "uh huh, yes." I asked why. He said, "because they are still the same."
I was really proud of him. I thought that he did an excellent job on the tests. I didn't know how he would do but he is very intelligent so I knew I could perform these tests with him and he would be able to answer the questions I asked him. This was interesting to me to watch because it is crazy how they think. It would be fun to do it to many different kids that are different ages and see the change of levels and capabilities each one of them would have.
The next test I did was with two of the same size markers but they were different colors. I put them next to each other and asked him if they were the same size. He said, "yes." I then pulled one of the markers over and asked him if they were still the same size. At first he said, "uh no." but then he corrected himself and said, "oh yes." So I said, "Why" He said, "because they are the same markers still."
The last test I did was with circle tokens. I lined up five red tokens in a row spaced equally with five green tokens in another row. I asked him if there were the same amount of red tokens as they were green. He said, "yes" so then I pulled the red tokens farther apart from each other so that they were matching up with the green tokens. I asked him if there were still the same amount of red as green tokens. He said, "uh huh, yes." I asked why. He said, "because they are still the same."
I was really proud of him. I thought that he did an excellent job on the tests. I didn't know how he would do but he is very intelligent so I knew I could perform these tests with him and he would be able to answer the questions I asked him. This was interesting to me to watch because it is crazy how they think. It would be fun to do it to many different kids that are different ages and see the change of levels and capabilities each one of them would have.
Monday, October 6, 2008
Ch. 2 Cognitive Development Learning Log
WHAT
In class today we talked about the different parts of the brain. Here is a list of the parts I remember; Dendrites- Pull in information, Synapse- Space between the Axon and Dendrites, Soma- Cell center, Axon- Transfers information, and Neurons grow rapidly before birth. Birth-3 yrs. Have twice as many connections as we do. 3-12 are getting rid of synapses they don't need. 12-19 Neurons grow and synapse duplicate. Adulthood is when we specialize our brains. Then we talked about Jean Piaget and his Stages of Development. Piaget is more nature. These are Sensorimotor(0-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (12 +). The one bad thing we learned about Piaget stages is that each student learns at a different rate. After learning about Piaget we learned about Lev Vygotsky. Lev is more nurture. He believes in interacting with other people is how we learn. People with different backgrounds will have a different view and understanding of things. Vygotsky believes in a Zone of Proximal Development. This is when a student is able to have learned something and may need a little bit of instruction from a teacher. Homogeneous grouping is grouping kids with the same skills up. Heterogeneous grouping is a mix of kids with different levels grouped up. Vygotsky says to do both Homogeneous and Heterogeneous grouping.
SO WHAT
Learning about the brain is very important because all of the different parts have certain jobs. Children's brains will develop at different levels depending on age and experience so it is important to see why they are developing slower or faster. Piaget's levels of development are good to know because they give us an idea on what our students will be able to accomplish generally. We still need to understand and realize that all students learn at different rates and are at different levels in their learning. Vygotsky helps us realize the importance of learning by social interaction. Group projects would be great for students. Vygotsky helps us understand that each student is going to be on a different level because they have had a different background. This helps us as teachers understand that our students have been raised differently therefore, some will know more/less than others. Having a balance of Homogeneous and Heterogeneous grouping is crucial. Some students will need that time to be with students who are on the same level as them and they also need that time with students who are more/less advanced then them. This helps students to interact with everyone in the class and learn from each other.
NOW WHAT
Learning about Piaget and Vygotsky was great because I saw two different theories that both made sense to me. I agree with Piaget because to a certain point we do all go through each one of those stages at particular times in our lives. As teachers we need to realize this and teach age level appropriate material to our students in our classroom. When I become a teacher that will be interesting to see the different levels each of my students will have and watch them improve and become more advanced throughout the year. I also agree with Vygotsky because I totally believe that different backgrounds play a major role in what kids know. Knowing this now will help me later when I am teaching because I will better understand and be more willing to help children who are struggling in a particular area or subject. I will do group work and individual work in my classroom because I know the importance of both. Grouping the students with their different levels is very beneficial to them because it helps the more advanced explain things and teach the lower leveled students. As they do this the lower level students start to progress and become more advanced. Putting students in homogeneous groups (same level) helps each student build confidence and understand the material being taught. Class unity is a big thing I am going to stress because team work is what will make the difference in grouping and things. I loved this lesson and thought that it was very beneficial to know these things for the future.
In class today we talked about the different parts of the brain. Here is a list of the parts I remember; Dendrites- Pull in information, Synapse- Space between the Axon and Dendrites, Soma- Cell center, Axon- Transfers information, and Neurons grow rapidly before birth. Birth-3 yrs. Have twice as many connections as we do. 3-12 are getting rid of synapses they don't need. 12-19 Neurons grow and synapse duplicate. Adulthood is when we specialize our brains. Then we talked about Jean Piaget and his Stages of Development. Piaget is more nature. These are Sensorimotor(0-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (12 +). The one bad thing we learned about Piaget stages is that each student learns at a different rate. After learning about Piaget we learned about Lev Vygotsky. Lev is more nurture. He believes in interacting with other people is how we learn. People with different backgrounds will have a different view and understanding of things. Vygotsky believes in a Zone of Proximal Development. This is when a student is able to have learned something and may need a little bit of instruction from a teacher. Homogeneous grouping is grouping kids with the same skills up. Heterogeneous grouping is a mix of kids with different levels grouped up. Vygotsky says to do both Homogeneous and Heterogeneous grouping.
SO WHAT
Learning about the brain is very important because all of the different parts have certain jobs. Children's brains will develop at different levels depending on age and experience so it is important to see why they are developing slower or faster. Piaget's levels of development are good to know because they give us an idea on what our students will be able to accomplish generally. We still need to understand and realize that all students learn at different rates and are at different levels in their learning. Vygotsky helps us realize the importance of learning by social interaction. Group projects would be great for students. Vygotsky helps us understand that each student is going to be on a different level because they have had a different background. This helps us as teachers understand that our students have been raised differently therefore, some will know more/less than others. Having a balance of Homogeneous and Heterogeneous grouping is crucial. Some students will need that time to be with students who are on the same level as them and they also need that time with students who are more/less advanced then them. This helps students to interact with everyone in the class and learn from each other.
NOW WHAT
Learning about Piaget and Vygotsky was great because I saw two different theories that both made sense to me. I agree with Piaget because to a certain point we do all go through each one of those stages at particular times in our lives. As teachers we need to realize this and teach age level appropriate material to our students in our classroom. When I become a teacher that will be interesting to see the different levels each of my students will have and watch them improve and become more advanced throughout the year. I also agree with Vygotsky because I totally believe that different backgrounds play a major role in what kids know. Knowing this now will help me later when I am teaching because I will better understand and be more willing to help children who are struggling in a particular area or subject. I will do group work and individual work in my classroom because I know the importance of both. Grouping the students with their different levels is very beneficial to them because it helps the more advanced explain things and teach the lower leveled students. As they do this the lower level students start to progress and become more advanced. Putting students in homogeneous groups (same level) helps each student build confidence and understand the material being taught. Class unity is a big thing I am going to stress because team work is what will make the difference in grouping and things. I loved this lesson and thought that it was very beneficial to know these things for the future.
Wednesday, September 24, 2008
Ch. 5 Individual Differences learning log
What
I learned the definition of intelligence. The reason why they do IQ tests to some individuals is to see if they have a learning disability, not all students have to take these tests. We learned about Gardner's multiple intelligences tests and how they are an optimistic view. Another thing I learned was the two different Intelligences students have. Fluid Intelligence: New tasks, adaptations, and acquiring knowledge, the other is Crystallized Intelligence: Knowledge and skills learned through experience, familiarity. I also learned about IEP's and Classification (labels). We had a class debate on classification. At the end we watched a video on turret syndrome.
So What
I think that it is important for us to know about the different intelligences so that we can have our students take these tests and find out how they will learn the best. This is excellent for our information as a teacher. We had a class debate discussing this and I found that I am for Classification because as an educator I want to know how I can help the student individually and help them succeed. Why try and hide it? I feel that if we try and hide the classifications it's like "repeating history". The video on turrets was really informative and interesting to see how students feel who have a disorder. It is hard even as teachers to realize the different feelings they have to experience on a daily basis.
Now What
In my classroom I am going to have the students take Gardner's multiple intelligences test because it is important to realize what ways they will learn the best in. Also this will give me an idea on their strengths and weaknesses. I will have classification for students that need it so that I can be able to help them succeed as much as possible. I am going to try to understand the feelings of all of my students so that my classroom can be a safe and fun environment for each of them.
I learned the definition of intelligence. The reason why they do IQ tests to some individuals is to see if they have a learning disability, not all students have to take these tests. We learned about Gardner's multiple intelligences tests and how they are an optimistic view. Another thing I learned was the two different Intelligences students have. Fluid Intelligence: New tasks, adaptations, and acquiring knowledge, the other is Crystallized Intelligence: Knowledge and skills learned through experience, familiarity. I also learned about IEP's and Classification (labels). We had a class debate on classification. At the end we watched a video on turret syndrome.
So What
I think that it is important for us to know about the different intelligences so that we can have our students take these tests and find out how they will learn the best. This is excellent for our information as a teacher. We had a class debate discussing this and I found that I am for Classification because as an educator I want to know how I can help the student individually and help them succeed. Why try and hide it? I feel that if we try and hide the classifications it's like "repeating history". The video on turrets was really informative and interesting to see how students feel who have a disorder. It is hard even as teachers to realize the different feelings they have to experience on a daily basis.
Now What
In my classroom I am going to have the students take Gardner's multiple intelligences test because it is important to realize what ways they will learn the best in. Also this will give me an idea on their strengths and weaknesses. I will have classification for students that need it so that I can be able to help them succeed as much as possible. I am going to try to understand the feelings of all of my students so that my classroom can be a safe and fun environment for each of them.
Friday, September 19, 2008
Test Reflection
On my IQ test my biggest strength was in the Spatial section of the test. I enjoyed taking it but I felt kind of stupid because some of the questions I didn't know. When I took my Multiple Intelligences test I was above 20 on all but one. The one that I scored the lowest on was Intrapersonal (Myself smart). This made me excited because I have more than one strength.
My results on my IQ test were pretty rough. I wish I would have been able to score a little higher. My opinion about the Multiple Intelligences test results is good because I fill like I am pretty well rounded and I don't like to do things by myself I like to work with a team.
Of course the IQ test to me doesn't tell me very much because I study and have a good work ethic. I'm not naturally smart, I have to work really hard at it. The Multiple Intelligences test was fun to do but I don't know if it is extremely accurate because you could put different answers down every time you take it depending on what point of your life you are in.
My highest score on the Multiple Intelligences test was 25 Interpersonal (People smart). My second highest was 23 Logical (Number smart). I tied in four areas with a score of 21 in: Kinaesthetic (Body smart), Naturalistic (Nature smart), Visual/Spatial (Picture smart), Musical (Music smart). I scored 20 in Linguistic (Word smart), and the lowest score was 16 Intrapersonal (Myself smart). My code for results page is vbr18pm64213k
My results for this test. I was pleased with in this test they felt fairly accurate.
The test itself was like any other Intelligence tests I have taken. It was fun but who knows how accurate it is?
I would probably do the Multiple Intelligences test with them (some form of it) just to let them see their different strengths and weaknesses in the intelligences. It's important for them to see the results of this test so that they can improve on the scores/categories they were more weak in. This would help us as teachers to know which student is going to do well in certain subjects and group/individual work and it lets us know which student may struggle with them.
My results on my IQ test were pretty rough. I wish I would have been able to score a little higher. My opinion about the Multiple Intelligences test results is good because I fill like I am pretty well rounded and I don't like to do things by myself I like to work with a team.
Of course the IQ test to me doesn't tell me very much because I study and have a good work ethic. I'm not naturally smart, I have to work really hard at it. The Multiple Intelligences test was fun to do but I don't know if it is extremely accurate because you could put different answers down every time you take it depending on what point of your life you are in.
My highest score on the Multiple Intelligences test was 25 Interpersonal (People smart). My second highest was 23 Logical (Number smart). I tied in four areas with a score of 21 in: Kinaesthetic (Body smart), Naturalistic (Nature smart), Visual/Spatial (Picture smart), Musical (Music smart). I scored 20 in Linguistic (Word smart), and the lowest score was 16 Intrapersonal (Myself smart). My code for results page is vbr18pm64213k
My results for this test. I was pleased with in this test they felt fairly accurate.
The test itself was like any other Intelligence tests I have taken. It was fun but who knows how accurate it is?
I would probably do the Multiple Intelligences test with them (some form of it) just to let them see their different strengths and weaknesses in the intelligences. It's important for them to see the results of this test so that they can improve on the scores/categories they were more weak in. This would help us as teachers to know which student is going to do well in certain subjects and group/individual work and it lets us know which student may struggle with them.
Thursday, September 18, 2008
Ch. 4 Group Differences learning log
What
This chapter was interesting because it talked about the different group differences such as: Culture and Ethnic Differences, Creating a More Multicultural Classroom Environment, Gender Differences, and Why Are There Differences. A few examples of culture and ethnic differences are; language and Dialect, talking vs. silence, eye contact, personal space, questions, and waiting vs. interrupting. Some examples of gender differences are; Physical activity, motor skills, motivation in academic activities, sense of self, and interpersonal behaviors and relationships. Why are they different? Because of heredity, hormones, socialization, peer behaviors, teacher behaviors, and self socialization.
So What
Chapter four is very important because we do need to understand the cultural differences of a student. The more we understand them and their backgrounds the better we can help and teach them. It is also important to understand the gender differences because they do have a few as you can see in the first paragraph. Understanding all of these differences will help us and the students.
Now What
When I start teaching I will be able to understand their are many differences in each student and I will know not to judge them when they walk into my classroom. This will help me look for characteristics of things. The most important thing to me is not stereotyping. I will have to work on this more because it's human nature to stereotype.
This chapter was interesting because it talked about the different group differences such as: Culture and Ethnic Differences, Creating a More Multicultural Classroom Environment, Gender Differences, and Why Are There Differences. A few examples of culture and ethnic differences are; language and Dialect, talking vs. silence, eye contact, personal space, questions, and waiting vs. interrupting. Some examples of gender differences are; Physical activity, motor skills, motivation in academic activities, sense of self, and interpersonal behaviors and relationships. Why are they different? Because of heredity, hormones, socialization, peer behaviors, teacher behaviors, and self socialization.
So What
Chapter four is very important because we do need to understand the cultural differences of a student. The more we understand them and their backgrounds the better we can help and teach them. It is also important to understand the gender differences because they do have a few as you can see in the first paragraph. Understanding all of these differences will help us and the students.
Now What
When I start teaching I will be able to understand their are many differences in each student and I will know not to judge them when they walk into my classroom. This will help me look for characteristics of things. The most important thing to me is not stereotyping. I will have to work on this more because it's human nature to stereotype.
Monday, September 15, 2008
Ch. 1 Educational Research learning log
9/8/08
What
During class today we talked about the different types of Educational Research. The four types were: Experimental, Correlational, Descriptive, and Action. The definition of Experimental is change. The definition we came up with for Correlational is relationship. Descriptive describes. Action definition is teachers.
So What
This is important in the classroom because these types of research are going to be used daily in teaching new data and facts.
Now What
In my classroom I will use all four of these types of research. I will probably use experimental and action the most. I want my students to reach for things, and learn about cause and effect which experimental research will help them with. Action lets students tell their opinions and also teachers. Action can be customized for each and every teacher/class. This is a great benefit.
What
During class today we talked about the different types of Educational Research. The four types were: Experimental, Correlational, Descriptive, and Action. The definition of Experimental is change. The definition we came up with for Correlational is relationship. Descriptive describes. Action definition is teachers.
So What
This is important in the classroom because these types of research are going to be used daily in teaching new data and facts.
Now What
In my classroom I will use all four of these types of research. I will probably use experimental and action the most. I want my students to reach for things, and learn about cause and effect which experimental research will help them with. Action lets students tell their opinions and also teachers. Action can be customized for each and every teacher/class. This is a great benefit.
Monday, September 8, 2008
Motivation
1.) Why am I here? I am here because a couple of years ago I worked with a 3rd grade class and I loved it. Teaching the students was a great feeling. I loved watching each student progress and improve. This was an amazing and life changing experience for me. I worked with a teacher that taught me a lot and she was so wonderful with the children. I was like a sponge in this class, absorbing everything I could to learn more about teaching.
2.) What motivates you? The things that motivate me are: Rewards, the feeling of accomplishment, and learning things that will benefit me in teaching.
3.) Why do you succeed? I succeed because I have never had the desire to fail. Succeeding takes a lot of time, motivation, and discipline. I love the feeling of success.
4.) Why do you fail? Because I don't understand instructions. I don't know the material well enough. I didn't ask enough questions.
5.) How do you need to change your perspective and/or motivations in order to succeed in teaching? I need to think more about being a teacher and what will make me an awesome teacher rather than just being a good student and getting the A.
2.) What motivates you? The things that motivate me are: Rewards, the feeling of accomplishment, and learning things that will benefit me in teaching.
3.) Why do you succeed? I succeed because I have never had the desire to fail. Succeeding takes a lot of time, motivation, and discipline. I love the feeling of success.
4.) Why do you fail? Because I don't understand instructions. I don't know the material well enough. I didn't ask enough questions.
5.) How do you need to change your perspective and/or motivations in order to succeed in teaching? I need to think more about being a teacher and what will make me an awesome teacher rather than just being a good student and getting the A.
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