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.
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