What?
My personal theory of how students learn is that there isn't one set way that students learn. Each person is completely individual, and just as we all act and think differently, we all learn differently. I also think that each learning theory is appropriate for different people at different times. Sometimes memorizing is the best way to teach, but sometimes allowing students to explore is the best way to teach. Learning depends on the material being taught and the individual's preference.
So What?
This above mentioned belief will impact my classroom by driving me to incorporate all the learning theories and styles into my lessons. Sometimes I'll want to use modeling and scaffolding to help my students learn the material. Sometimes I'll want to use discovery learning, and push my students to explore the material on their own. I think these decisions will be made depending on my classroom environment and the subject matter.
Now What?
Now I just need to figure out how to become very aware of how each of my students learn, which will take a lot of effort on my part. I need to discover more ways to differentiate for each individual student.
Monday, April 27, 2009
Chapter 4 Learning Log
What?
Chapter four is about group differences. A group difference is a consistently observed difference among diverse groups of students. We discussed in class ways to be sensitive to our students' cultures. We discussed that we should talk to our students and let them know they can address us if we ever happen to make an offensive comment in the classroom. It's important to be aware of different cultural norms, so we can understand our students' behaviors.
So What?
This topic was important to be addressed in class because when we do have our own classrooms our students' cultural backgrounds will have an impact on our classroom environment. We need to be aware that different cultural norms may affect a student's behavior, and we need to know how to properly address the behavior if it is causing a problem in the classroom.
Now What?
Being aware of the fact that my student's background, culture, or religious beliefs may affect how he/she behaves in class will allow me to be more understanding and go about proper ways to address any problems. As we discussed in class, some cultures don't find tardiness to be a problem. This would be a big problem and disturbance to me, however. Being aware of a cultural difference can help me to properly address the student or the student's parents when needs be.
Chapter four is about group differences. A group difference is a consistently observed difference among diverse groups of students. We discussed in class ways to be sensitive to our students' cultures. We discussed that we should talk to our students and let them know they can address us if we ever happen to make an offensive comment in the classroom. It's important to be aware of different cultural norms, so we can understand our students' behaviors.
So What?
This topic was important to be addressed in class because when we do have our own classrooms our students' cultural backgrounds will have an impact on our classroom environment. We need to be aware that different cultural norms may affect a student's behavior, and we need to know how to properly address the behavior if it is causing a problem in the classroom.
Now What?
Being aware of the fact that my student's background, culture, or religious beliefs may affect how he/she behaves in class will allow me to be more understanding and go about proper ways to address any problems. As we discussed in class, some cultures don't find tardiness to be a problem. This would be a big problem and disturbance to me, however. Being aware of a cultural difference can help me to properly address the student or the student's parents when needs be.
Monday, April 20, 2009
Chapter 5 Learning Log
What?
In class we reviewed key information from Exceptional Students, such as what IDEA and IEP mean (Individuals with Disabilities Act and Individualized Education Plan). We then moved on to cover information about individual differences. We covered five theories of how people learn individually. Spearman's g states there are 2 factors on intelligence: underlying tasks and specific tasks. Cartell's fluid and crystallized states that fluid is the ability to think abstractly and is set beliefs or knowledge. Sternberg's Triarchic theory states that there are 3 factors of intelligence: environment, cognitive processes, and prior knowledge. Distributed Intelligence states that that thinking is enhanced by physical objects. Gardner's Multiple intelligences states that there are 8 specific ways people learn.
So What?
Having an understanding of different ways students learn and even struggles some students will have with learn will help me be a better teacher because I will be aware of how to help them.Knowing different learning preferences will better help me to differentiate for my students. This topic was important to be discussed for the same reasons. Future teachers need to be aware of differentiation and why they need to implement it into their lessons. Differentiating one's lessons helps reach multiple learning types.
Now What?
Having a knowledge of Gardner's Multiple Intelligences will really help me in my classroom. I'll attempt to recognize what intelligence my students are inclined to and focus my lessons towards those learning styles. This will really help my students to grasp the material and probably enjoy doing it because they are able to learn how they prefer. I still feel like I need to work on my understanding of the other theories of intelligence because they were merely defined rather than explained how to implement.
In class we reviewed key information from Exceptional Students, such as what IDEA and IEP mean (Individuals with Disabilities Act and Individualized Education Plan). We then moved on to cover information about individual differences. We covered five theories of how people learn individually. Spearman's g states there are 2 factors on intelligence: underlying tasks and specific tasks. Cartell's fluid and crystallized states that fluid is the ability to think abstractly and is set beliefs or knowledge. Sternberg's Triarchic theory states that there are 3 factors of intelligence: environment, cognitive processes, and prior knowledge. Distributed Intelligence states that that thinking is enhanced by physical objects. Gardner's Multiple intelligences states that there are 8 specific ways people learn.
So What?
Having an understanding of different ways students learn and even struggles some students will have with learn will help me be a better teacher because I will be aware of how to help them.Knowing different learning preferences will better help me to differentiate for my students. This topic was important to be discussed for the same reasons. Future teachers need to be aware of differentiation and why they need to implement it into their lessons. Differentiating one's lessons helps reach multiple learning types.
Now What?
Having a knowledge of Gardner's Multiple Intelligences will really help me in my classroom. I'll attempt to recognize what intelligence my students are inclined to and focus my lessons towards those learning styles. This will really help my students to grasp the material and probably enjoy doing it because they are able to learn how they prefer. I still feel like I need to work on my understanding of the other theories of intelligence because they were merely defined rather than explained how to implement.
Tuesday, March 24, 2009
Chapter 10 Learning Log
What?
Chapter 10 focuses on Social Cognitivism. This is learning as an internal process that may or may not lead to a behavior change. This theory believes that people learn by observing others and, in the process, begin to assume control over their own behavior. Reciprocal causation is an important concept of this theory. This is an interdependence of environment, behavior, and personal variables as these three factors influence learning and development. Another important concept is the power of expectations, which is students engaging in a behavior and then receiving a consequence which enforces their expectations and predictions.
So What?
It is important for a future teacher to have a knowledge of this theory, and important to be on the class syllabus, because it focuses on a basic way of learning. It seems commonsense for people to learn by observation, and this is a big part of classroom learning. Great teachers will understand that students will not only observe what teachers are meaning to teach, but they will understand that students can also learn from observing our behaviors. It is important to understand that modeling good behaviors is a great way to subtly teach students.
Now What?
I can use live modeling in my classroom to promote the behaviors I want my students to participate in. Also i can use symbolic modeling in my English class by having my students study fictional characters and how they influence an observer's behavior. This could even be an interesting topic to discuss as a class. One concept I would like to learn more about is self-efficacy. Although I understand what it is and that it is task oriented, I'm not sure understand how to influence more self-efficacy in my students, or even if it is possible.
Chapter 10 focuses on Social Cognitivism. This is learning as an internal process that may or may not lead to a behavior change. This theory believes that people learn by observing others and, in the process, begin to assume control over their own behavior. Reciprocal causation is an important concept of this theory. This is an interdependence of environment, behavior, and personal variables as these three factors influence learning and development. Another important concept is the power of expectations, which is students engaging in a behavior and then receiving a consequence which enforces their expectations and predictions.
So What?
It is important for a future teacher to have a knowledge of this theory, and important to be on the class syllabus, because it focuses on a basic way of learning. It seems commonsense for people to learn by observation, and this is a big part of classroom learning. Great teachers will understand that students will not only observe what teachers are meaning to teach, but they will understand that students can also learn from observing our behaviors. It is important to understand that modeling good behaviors is a great way to subtly teach students.
Now What?
I can use live modeling in my classroom to promote the behaviors I want my students to participate in. Also i can use symbolic modeling in my English class by having my students study fictional characters and how they influence an observer's behavior. This could even be an interesting topic to discuss as a class. One concept I would like to learn more about is self-efficacy. Although I understand what it is and that it is task oriented, I'm not sure understand how to influence more self-efficacy in my students, or even if it is possible.
Chapter 9 Learning Log
What?
Chapter 9 focuses on the theory of Behaviorism. Behaviorism is a semi-permanent change in behavior. The advantage of this theory are that reinforcing proper behaviors promotes classroom compliance. However, the disadvantages are that there is no grantee that the behaviors are permanent, and it tends to focuses on rewards rather than learning. There are five main assumptions that we covered in our class discussion. First, the environment has a large influence. Second, learning is an observable event. Third, learning is a behavior change. Fourth, a focus on contiguity of events, which is a series of things in a continuous connection. Fifth, a focus on the similarities of learning principles across species. It is also important to note that classical conditioning is a conscious decision, and operant conditioning is a conscious decision.
So What?
Behaviorism is important to know as a future teacher and be included on the class syllabus because it can help a teacher understand students behaviors, and help a teacher to promote classroom compliance. Understand the content of this chapter will help me to be a great teacher by helping me to understand students' behaviors. With the understanding of positive and negative reinforcers I can always increase a behavior, whether by rewards (positive reinforcements) or by causing an avoidance (negative reinforcements).
Now What?
One piece of information from this chapter that I think is really important to implement into my classroom is using response costs rather than verbal reprimands. Verbal reprimands are probably easier; however, they can be ineffective and embarrassing for the student. Response costs, taking away a previously earned reinforcer or the opportunity to obtain a reinforcer, because it doesn't provide the attention that some students seek for with their inappropriate behaviors, and it doesn't publicly embarrass the students either.
Chapter 9 focuses on the theory of Behaviorism. Behaviorism is a semi-permanent change in behavior. The advantage of this theory are that reinforcing proper behaviors promotes classroom compliance. However, the disadvantages are that there is no grantee that the behaviors are permanent, and it tends to focuses on rewards rather than learning. There are five main assumptions that we covered in our class discussion. First, the environment has a large influence. Second, learning is an observable event. Third, learning is a behavior change. Fourth, a focus on contiguity of events, which is a series of things in a continuous connection. Fifth, a focus on the similarities of learning principles across species. It is also important to note that classical conditioning is a conscious decision, and operant conditioning is a conscious decision.
So What?
Behaviorism is important to know as a future teacher and be included on the class syllabus because it can help a teacher understand students behaviors, and help a teacher to promote classroom compliance. Understand the content of this chapter will help me to be a great teacher by helping me to understand students' behaviors. With the understanding of positive and negative reinforcers I can always increase a behavior, whether by rewards (positive reinforcements) or by causing an avoidance (negative reinforcements).
Now What?
One piece of information from this chapter that I think is really important to implement into my classroom is using response costs rather than verbal reprimands. Verbal reprimands are probably easier; however, they can be ineffective and embarrassing for the student. Response costs, taking away a previously earned reinforcer or the opportunity to obtain a reinforcer, because it doesn't provide the attention that some students seek for with their inappropriate behaviors, and it doesn't publicly embarrass the students either.
Chapter 7 Learning Log
What?
Chapter 7 is about the Constructivism theory. Constructivism focuses on learning being an active process in which learners construct their own meaning. Advantages of this theory are students play an active role in the learning experience, and students often learn on a deeper level because they are creating a meaning. However, a big disadvantage to this theory is that students may often create a meaning based on a misconception. It is important to note that a misconception is a belief that is inconsistent with a commonly accepted scientific explanation. Students are most likely to revise these misconceptions when they recognize their beliefs are inadequate. Also it is important to understand that prior knowledge and expectations are especially likely to influence learning when new information is ambiguous. Therefore it is important for a teacher to communicate material in as clear a way as possible to avoid students misinterpreting it.
So What?
One of the main ideas I took from this chapter that I feel is extremely important for future teachers to be aware of, and therefore making this chapter important to be on the syllabus, is avoiding student misconceptions. This information, that ambiguous and unclear instruction can lead to misconceptions, can help one to be a great teacher by making the teacher simply making a teacher aware. To understand that students may often fill-in any vague spots in a teachers instruction with their own meaning, which has the potential to be incorrect, makes a teacher make certain that his/her instruction and communications are clear.
Now What?
There are several key was to assure students don't leave my classroom with misconceptions of the material I have taught. First, common misconceptions can be addressed. If I am aware of common misconceptions that often arise with a certain concept, addressing them can make students aware of them. Second, I can address these misconceptions and provide new information that contradicts them. Third, I can address the fact that often students at any level create misconceptions, and revising them is part of the learning process. And fourth, I need to be aware of what my students are saying during and after the lesson to catch in lingering misconceptions.
Chapter 7 is about the Constructivism theory. Constructivism focuses on learning being an active process in which learners construct their own meaning. Advantages of this theory are students play an active role in the learning experience, and students often learn on a deeper level because they are creating a meaning. However, a big disadvantage to this theory is that students may often create a meaning based on a misconception. It is important to note that a misconception is a belief that is inconsistent with a commonly accepted scientific explanation. Students are most likely to revise these misconceptions when they recognize their beliefs are inadequate. Also it is important to understand that prior knowledge and expectations are especially likely to influence learning when new information is ambiguous. Therefore it is important for a teacher to communicate material in as clear a way as possible to avoid students misinterpreting it.
So What?
One of the main ideas I took from this chapter that I feel is extremely important for future teachers to be aware of, and therefore making this chapter important to be on the syllabus, is avoiding student misconceptions. This information, that ambiguous and unclear instruction can lead to misconceptions, can help one to be a great teacher by making the teacher simply making a teacher aware. To understand that students may often fill-in any vague spots in a teachers instruction with their own meaning, which has the potential to be incorrect, makes a teacher make certain that his/her instruction and communications are clear.
Now What?
There are several key was to assure students don't leave my classroom with misconceptions of the material I have taught. First, common misconceptions can be addressed. If I am aware of common misconceptions that often arise with a certain concept, addressing them can make students aware of them. Second, I can address these misconceptions and provide new information that contradicts them. Third, I can address the fact that often students at any level create misconceptions, and revising them is part of the learning process. And fourth, I need to be aware of what my students are saying during and after the lesson to catch in lingering misconceptions.
Saturday, March 7, 2009
Chapter 6 Learning Log
What?
Chapter 6 is about cognitivism and learning. We discussed the three basics of learning; learning is due to experience, meaning is constructed by the learner, and prior knowledge and beliefs play a role in meaning. The brain labels and stores information for later retrieval. When we are introduced to a stimuli it goes to our R.A.S., and from there it goes to our thalamus, which sorts the information to different parts of the brain. This sorting process is short-term memory. The different parts of the brain send this information to the hippocampus for encoding, and then the information is sent back to the different parts of the brain for long-term storage. It is important to know that memory isn't stored in one place. There are also three types of memory: working, explicit, and implicit. Explicit deals with facts and events. Implicit deals with procedural, reflective, emotional (in the amygdala), and sensory conditioning. We also discussed encoding, which is the format changing of new information as it is being stored in memory.
So What?
As a future teacher knowing the process of learning and cognitive processes are important. I know understand how the different types of memory are formed and what these different types of memory are. This can help me to help my students retain the information I will be teaching them. This topic was important to be included on the syllabus now I am aware that memory isn't stored in one place, so giving students visual, auditory, kinesthetic, etc. stimuli is important. Being aware of this can help me to become a great teacher by pushing me to be more cognizant of implementing different types of stimuli in my lessons. This will help my students to store the same information in different parts of the brain, making it easier for them to store and retrieve information.
Now What?
Because learning is due to experience, I'll need to review information frequently or making the learning experience memorable. Also, being aware that meaning is constructed by the learner and his/her prior knowledge plays a role in meaning will help me to strive to dispel any misconceptions that might be forming. Stimuli is taken in by the senses and memory isn't stored in one place in the brain; this information will push me to integrate different types of stimuli into my lessons, such as visual, auditory, kinesthetic, musical, and linguistic activities. However, I believe that I will still need to understand more about what improves maintaining a memory and what improves retrieving a memory.
Chapter 6 is about cognitivism and learning. We discussed the three basics of learning; learning is due to experience, meaning is constructed by the learner, and prior knowledge and beliefs play a role in meaning. The brain labels and stores information for later retrieval. When we are introduced to a stimuli it goes to our R.A.S., and from there it goes to our thalamus, which sorts the information to different parts of the brain. This sorting process is short-term memory. The different parts of the brain send this information to the hippocampus for encoding, and then the information is sent back to the different parts of the brain for long-term storage. It is important to know that memory isn't stored in one place. There are also three types of memory: working, explicit, and implicit. Explicit deals with facts and events. Implicit deals with procedural, reflective, emotional (in the amygdala), and sensory conditioning. We also discussed encoding, which is the format changing of new information as it is being stored in memory.
So What?
As a future teacher knowing the process of learning and cognitive processes are important. I know understand how the different types of memory are formed and what these different types of memory are. This can help me to help my students retain the information I will be teaching them. This topic was important to be included on the syllabus now I am aware that memory isn't stored in one place, so giving students visual, auditory, kinesthetic, etc. stimuli is important. Being aware of this can help me to become a great teacher by pushing me to be more cognizant of implementing different types of stimuli in my lessons. This will help my students to store the same information in different parts of the brain, making it easier for them to store and retrieve information.
Now What?
Because learning is due to experience, I'll need to review information frequently or making the learning experience memorable. Also, being aware that meaning is constructed by the learner and his/her prior knowledge plays a role in meaning will help me to strive to dispel any misconceptions that might be forming. Stimuli is taken in by the senses and memory isn't stored in one place in the brain; this information will push me to integrate different types of stimuli into my lessons, such as visual, auditory, kinesthetic, musical, and linguistic activities. However, I believe that I will still need to understand more about what improves maintaining a memory and what improves retrieving a memory.
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