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.
Monday, February 16, 2009
Chapter 3 Learning Log
What?
This week in chapter three I learned about our sense of self, developmental changes, Erickson's psychosocial crises, and Kohlberg's theory of moral development. Factors that affect an individual's sense of self are previous performance, behaviors of others, and group membership. Also, students in the secondary education system are going through many developmental changes that affect them, which are an imaginary audience and a personal fable. An imaginary audience is the belief that everyone is watching them and criticizing them for their "imperfections". A personal fable is an adolescents belief that they are they only person that is experiencing what they are experiencing.
Erikson developed eight stages of psychosocial crises. Trust v. mistrust is at infancy, and the child learns either the world is dependable or it is undependable. Autonomy v. doubt is at the toddler age, and the child learns that either the sufficient behaviors or they learn to doubt their abilities. Initiative v. guilt is at the preschool age, and children either learn independence or they develop guilt for their desires. Industry v. inferiority is at the elementary age, and children either learn diligence or they develop feelings of inferiority about their capabilities. Identity v. role confusion is during adolescence, and children will either develop a sense of identify or they will develop role confusion. Intimacy v. isolation is during young adulthood, and individuals will either form relationships or they will feel isolated. Generativity v. stagnation is during middle age, and individuals will either feel that they are contributing to society or they will feel a dissatisfaction in their lives. Integrity v. despair is during old age, and individuals will either look back and feel accomplished or they will look back and feel like they have failed.
Kohlberg has three levels of moral development: preconventional, conventional, and postconventional. Within preconventional there is punishment avoidance (Is someone watching?) and exchange of favors (What can I get out of this?). Within conventional there is good boy/good girl (wants acceptance) and law and order (duty to fulfill the rules). And within postconventional there is social contract (How do rules benefit society?) and universal ethical principle (Can I accept the consequences of a broken rule?).
So What?
Understanding the factors that go into building a person's sense of self are important because student's in the age group will really affected by their own sense of self. 7th through 12th grade is a time when students are really modeling themselves, and by being aware of these factors I'll be able to understand and help them. Also understanding Erikson's and Kohlberg's theories are important because they can help me better understand my students and their actions. I can understand why my students are making the decisions they are, and I can understand what is driving them. It was important to include these topics in our class syllabus so as a soon-to-be teacher I can understand stages and developments that my students are going through.
This knowledge can help me to be a great teacher because of the understanding, patience, and empathy it can bring. Erikson says students at the age level I will be teaching are going through the Industry v. inferiority stage or the identity v. role confusion stage. Knowing this I can understand and help my students learn diligence and develop a place in society. By understanding Kohlberg's stages of moral development I can understand my student's actions and their thoughts behind them, and I can also teach them about higher level moral thinking.
Now What?
Because of my understanding of an adolescence's sense of an imaginary audience I can attempt to help them understand the reality of it. I think this will be done best by sharing my own experiences because of their sense of the personal fable. It's important to help students through this stage in life because it can be a extremely traumatic experience, I know. Also with my knowledge of Erikson's psychosocial crises I can assess where my students are at and attempt to help them through these stages. Some students aren't going to get the praise for accomplishments and the help with role confusion at home. I can try to be that stability and help for them. Finally, with my understanding of Kohlberg's levels of moral development I can base class discussions or assignments on the components of these levels. I think it would be interesting and helpful for the students to discuss the levels of moral development.
This week in chapter three I learned about our sense of self, developmental changes, Erickson's psychosocial crises, and Kohlberg's theory of moral development. Factors that affect an individual's sense of self are previous performance, behaviors of others, and group membership. Also, students in the secondary education system are going through many developmental changes that affect them, which are an imaginary audience and a personal fable. An imaginary audience is the belief that everyone is watching them and criticizing them for their "imperfections". A personal fable is an adolescents belief that they are they only person that is experiencing what they are experiencing.
Erikson developed eight stages of psychosocial crises. Trust v. mistrust is at infancy, and the child learns either the world is dependable or it is undependable. Autonomy v. doubt is at the toddler age, and the child learns that either the sufficient behaviors or they learn to doubt their abilities. Initiative v. guilt is at the preschool age, and children either learn independence or they develop guilt for their desires. Industry v. inferiority is at the elementary age, and children either learn diligence or they develop feelings of inferiority about their capabilities. Identity v. role confusion is during adolescence, and children will either develop a sense of identify or they will develop role confusion. Intimacy v. isolation is during young adulthood, and individuals will either form relationships or they will feel isolated. Generativity v. stagnation is during middle age, and individuals will either feel that they are contributing to society or they will feel a dissatisfaction in their lives. Integrity v. despair is during old age, and individuals will either look back and feel accomplished or they will look back and feel like they have failed.
Kohlberg has three levels of moral development: preconventional, conventional, and postconventional. Within preconventional there is punishment avoidance (Is someone watching?) and exchange of favors (What can I get out of this?). Within conventional there is good boy/good girl (wants acceptance) and law and order (duty to fulfill the rules). And within postconventional there is social contract (How do rules benefit society?) and universal ethical principle (Can I accept the consequences of a broken rule?).
So What?
Understanding the factors that go into building a person's sense of self are important because student's in the age group will really affected by their own sense of self. 7th through 12th grade is a time when students are really modeling themselves, and by being aware of these factors I'll be able to understand and help them. Also understanding Erikson's and Kohlberg's theories are important because they can help me better understand my students and their actions. I can understand why my students are making the decisions they are, and I can understand what is driving them. It was important to include these topics in our class syllabus so as a soon-to-be teacher I can understand stages and developments that my students are going through.
This knowledge can help me to be a great teacher because of the understanding, patience, and empathy it can bring. Erikson says students at the age level I will be teaching are going through the Industry v. inferiority stage or the identity v. role confusion stage. Knowing this I can understand and help my students learn diligence and develop a place in society. By understanding Kohlberg's stages of moral development I can understand my student's actions and their thoughts behind them, and I can also teach them about higher level moral thinking.
Now What?
Because of my understanding of an adolescence's sense of an imaginary audience I can attempt to help them understand the reality of it. I think this will be done best by sharing my own experiences because of their sense of the personal fable. It's important to help students through this stage in life because it can be a extremely traumatic experience, I know. Also with my knowledge of Erikson's psychosocial crises I can assess where my students are at and attempt to help them through these stages. Some students aren't going to get the praise for accomplishments and the help with role confusion at home. I can try to be that stability and help for them. Finally, with my understanding of Kohlberg's levels of moral development I can base class discussions or assignments on the components of these levels. I think it would be interesting and helpful for the students to discuss the levels of moral development.
Thursday, February 5, 2009
Chapter 2 Learning Log
What?
In class this week we have learned about cognitive development and the two main theorists of this area, Piaget and Vygotsky. Cognitive development is defined as the process of acquiring intelligence and increasingly advanced thought and problem-solving ability from infancy to adulthood. It is influenced by several different aspects: physical development of the brain structure, life experiences, pruning of neuronetworks, and brain plasticity.
Piaget theorized that there are four separate and distinct stages of cognitive development: sensorimotor (0-2), preoperational (2-7), concrete operational (7-12), and formal operational (12+). Piaget believed that individuals learned by active exploration of the physical environment and by peer to peer interaction, rather than child to adult interactions. His theory is derived from observational research.
Vygotsky, on the other hand, did not have distinct stages of cognitive development, but he rather believed it to be a much more individualistic and gradual process. He also believed cognitive development to be a social construct and based on child to adult interaction. An important concept of Vygotsky is the Zone of Proximal Development. There is a current cognitive level that a child is at, and the Zone of Proximal Development is the level that a child can attain with the help of another in order to reach a new cognitive level.
So What?
It is important to understand what cognitive development is and the theories behind it because this knowledge can be implemented in the classroom. Piaget and Vygotsky have laid out theories that create an understanding for how children learn, as well as theories on how to instruct students. Knowing Piaget's theory on the process of equilibration helps a teacher understand how to presetn the right information and ask the right questions that will promote disequilibrium. Understanding Vygotsky's theory of ZPD will help a teacher to properly help his/her students through assignments.
Now What?
As a teacher I can use this knowledge of Piaget's and Vygotsky's theories in my classroom instruction. Piaget believed that children learned from an active exploration of their physical environment; this concept can be implemented by allowing my student's to explore and discover on their own rather than giving them a set path to follow and not allowing for creativity. Also he believed that children learn by peer to peer contact. This concept can be implemented by allowing them to work in groups often. Vygotsky promoted guided participation. This can be implemented in my classroom by making sure I give them proper instruction, examples, and help on all assignments rather than living it all up to just them.
In class this week we have learned about cognitive development and the two main theorists of this area, Piaget and Vygotsky. Cognitive development is defined as the process of acquiring intelligence and increasingly advanced thought and problem-solving ability from infancy to adulthood. It is influenced by several different aspects: physical development of the brain structure, life experiences, pruning of neuronetworks, and brain plasticity.
Piaget theorized that there are four separate and distinct stages of cognitive development: sensorimotor (0-2), preoperational (2-7), concrete operational (7-12), and formal operational (12+). Piaget believed that individuals learned by active exploration of the physical environment and by peer to peer interaction, rather than child to adult interactions. His theory is derived from observational research.
Vygotsky, on the other hand, did not have distinct stages of cognitive development, but he rather believed it to be a much more individualistic and gradual process. He also believed cognitive development to be a social construct and based on child to adult interaction. An important concept of Vygotsky is the Zone of Proximal Development. There is a current cognitive level that a child is at, and the Zone of Proximal Development is the level that a child can attain with the help of another in order to reach a new cognitive level.
So What?
It is important to understand what cognitive development is and the theories behind it because this knowledge can be implemented in the classroom. Piaget and Vygotsky have laid out theories that create an understanding for how children learn, as well as theories on how to instruct students. Knowing Piaget's theory on the process of equilibration helps a teacher understand how to presetn the right information and ask the right questions that will promote disequilibrium. Understanding Vygotsky's theory of ZPD will help a teacher to properly help his/her students through assignments.
Now What?
As a teacher I can use this knowledge of Piaget's and Vygotsky's theories in my classroom instruction. Piaget believed that children learned from an active exploration of their physical environment; this concept can be implemented by allowing my student's to explore and discover on their own rather than giving them a set path to follow and not allowing for creativity. Also he believed that children learn by peer to peer contact. This concept can be implemented by allowing them to work in groups often. Vygotsky promoted guided participation. This can be implemented in my classroom by making sure I give them proper instruction, examples, and help on all assignments rather than living it all up to just them.
Wednesday, January 28, 2009
Brain Learning Log
What?
This week in classed I learned about the different parts of the brain. The brain consists of several different parts: the frontal lobe, the temporal lobe, the occipital lobe, the hippocampus, the amgdala, the reticular activating system, the cerebellum, the brocas, the callosome, and the parietal lobe. The frontal lobe is in control of emotions, personality, motor functions, and judgement. The temporal lobe is in control of emotional responses and hearing and verbal understanding. The occipital lobe is in control of vision and color recognition. The hippocampus is in control of memory, learning, and recalling emotional experiences. The amygdala is in control of the fight-or-flight response and hormonal secretions. The reticular activating system is in control is the core of the brain stem, and it controls the state of consciousness. The cerebellum is in control of balance and muscle tone. The brocas is in control of language processing and comprehension. The callosome is the connection between the two hemispheres. The parietal lobe is in integrates sensory information and controls and creates a sense of self. Also in class RAD teaching was discussed. This stands for reticular activating system (attention), amygdala (emotion), and dopamine (feel good neurotransmitter).
So What?
Learning about the brain is important for teachers because it is a lead-in to understanding learning, thought processes, and brain development. I know from learning about the different sections of the brain the the frontal lobe controls emotions, personality, and judgement. I also know from class that this is the last section of the brain to develop: this is importance knowledge for a teacher of adolescents to be aware of. Maybe now I can have more patience with my students when they demonstrate poor judgement or emotional control. By being aware of the brain's parts and how they work can help me to implement different teaching strategies such as RAD into my class, and I can now understand why this method helps students.
Now What?
So now that I'm a bit more aware of the different parts of the brain and their functions I can be more aware of how brain development affects my students. I can also be aware of how possible brain injuries can affect my students. Knowing these items can help me to be more empathetic and understanding to my students. Okay, so I know the parts of the brain, and I can spout out a few basic facts about what each part does; however, I'm still not aware of how each part affects learning. I feel like this information can also help me as a teacher.
This week in classed I learned about the different parts of the brain. The brain consists of several different parts: the frontal lobe, the temporal lobe, the occipital lobe, the hippocampus, the amgdala, the reticular activating system, the cerebellum, the brocas, the callosome, and the parietal lobe. The frontal lobe is in control of emotions, personality, motor functions, and judgement. The temporal lobe is in control of emotional responses and hearing and verbal understanding. The occipital lobe is in control of vision and color recognition. The hippocampus is in control of memory, learning, and recalling emotional experiences. The amygdala is in control of the fight-or-flight response and hormonal secretions. The reticular activating system is in control is the core of the brain stem, and it controls the state of consciousness. The cerebellum is in control of balance and muscle tone. The brocas is in control of language processing and comprehension. The callosome is the connection between the two hemispheres. The parietal lobe is in integrates sensory information and controls and creates a sense of self. Also in class RAD teaching was discussed. This stands for reticular activating system (attention), amygdala (emotion), and dopamine (feel good neurotransmitter).
So What?
Learning about the brain is important for teachers because it is a lead-in to understanding learning, thought processes, and brain development. I know from learning about the different sections of the brain the the frontal lobe controls emotions, personality, and judgement. I also know from class that this is the last section of the brain to develop: this is importance knowledge for a teacher of adolescents to be aware of. Maybe now I can have more patience with my students when they demonstrate poor judgement or emotional control. By being aware of the brain's parts and how they work can help me to implement different teaching strategies such as RAD into my class, and I can now understand why this method helps students.
Now What?
So now that I'm a bit more aware of the different parts of the brain and their functions I can be more aware of how brain development affects my students. I can also be aware of how possible brain injuries can affect my students. Knowing these items can help me to be more empathetic and understanding to my students. Okay, so I know the parts of the brain, and I can spout out a few basic facts about what each part does; however, I'm still not aware of how each part affects learning. I feel like this information can also help me as a teacher.
Saturday, January 24, 2009
Final Reflection
What?
I've learned about the four different types of educational research. Descriptive research describes the situation. It can describe what, how, or why something is happening. Correlational research attempts to uncover correlations between two variables. In this research predictions of one variable can be made if the status of the other is known. Experimental research attempts to discover if one variable causes an effect on another variable. This research is all about cause and effect. Action research attempts to seek more effective interventions for students. This research differs from other types of research because the educator does the examining to discover strategies to help their own students.
So What?
The most important learnings I got out of this topic were a basic knowledge of the different types of research. These research methods are important to know for teachers because they need to know and understand what it going on in research education, and they need to be able to implement those research findings into their classroom. I felt that the most insightful item that I learned was a knowledge of action research. It's important to know that as a teacher you don't have to wait for someone else to research pertinent topics; you can do it yourself. You can search for more effect ways to reach your students.
Now What?
Yes, I can tell you the four main types of educational research, and yes, I can give you a definition of what they are and how they work. However, I don't really know how to implement these research findings into my classroom any better. I still need to learn how to find new methods that are suitable for specific situations and use them in my teachings.
Of course I can use my new findings in my career. As a teacher it is important to keep up with and be aware of the new educational research. New studies or new teaching methods are important to be aware of, but it is also important to understand how these researchers have come to their conclusions. Having an understanding of research types helps teachers come to a better conclusion about the validity of the research. Also different types of research studies are important to understand so I can practice them myself. Action research is important to be aware of and understand because it allows the teacher to intervene when current research isn't helping in specific areas.
I've learned about the four different types of educational research. Descriptive research describes the situation. It can describe what, how, or why something is happening. Correlational research attempts to uncover correlations between two variables. In this research predictions of one variable can be made if the status of the other is known. Experimental research attempts to discover if one variable causes an effect on another variable. This research is all about cause and effect. Action research attempts to seek more effective interventions for students. This research differs from other types of research because the educator does the examining to discover strategies to help their own students.
So What?
The most important learnings I got out of this topic were a basic knowledge of the different types of research. These research methods are important to know for teachers because they need to know and understand what it going on in research education, and they need to be able to implement those research findings into their classroom. I felt that the most insightful item that I learned was a knowledge of action research. It's important to know that as a teacher you don't have to wait for someone else to research pertinent topics; you can do it yourself. You can search for more effect ways to reach your students.
Now What?
Yes, I can tell you the four main types of educational research, and yes, I can give you a definition of what they are and how they work. However, I don't really know how to implement these research findings into my classroom any better. I still need to learn how to find new methods that are suitable for specific situations and use them in my teachings.
Of course I can use my new findings in my career. As a teacher it is important to keep up with and be aware of the new educational research. New studies or new teaching methods are important to be aware of, but it is also important to understand how these researchers have come to their conclusions. Having an understanding of research types helps teachers come to a better conclusion about the validity of the research. Also different types of research studies are important to understand so I can practice them myself. Action research is important to be aware of and understand because it allows the teacher to intervene when current research isn't helping in specific areas.
Wednesday, January 14, 2009
Motivation Blog
Why am I here? Well, I'm in this class because it's required, but hopefully more than that. I'm in this class to learn and find ways to help my future students learn. I'm in the education program because my junior year I discovered, after going 16 years believing I sucked at English, that I had a passion for English and could do well in it. I finally got one teacher to uncover that passion for me. I'd like to be that person for just one student; I'd like to influence students to find their passion in life. And I'm at UVU because, well, I kind of fell into that one. I'd never planned on coming up here; my last semester at Snow College I had everything ready for me to move to SUU, then I meet a boy. I changed my plans and moved to Orem in May, then the boy broke up with me. So here I am at UVU, and I actually love it up. It all worked out in the end.
What motivates me? My biggest motivation is myself; I have plans for my life. I'd really love to be a great English teacher, but I also really hope to be a great literature professor as well. That's my next goal in life. I think a little healthy competition among my other siblings motivates me too. I'm the youngest of six, so I have to show them up a bit.
Why do I succeed? I'm a person that is really driven by passion. If I'm passionate about it I put my whole heart into it; no backing out. I succeed in things I have a passion for. I'm passionate about literature, reading and writing. I do well in those areas because I want to do well.
Why do I fail? Well, that's the opposite of the previous question. When I'm not passionate about something I'm pretty apathetic towards it. Not always a good thing. I've struggled a lot in my math classes because I wouldn't find a reason for me to need to learn it. Another huge factor for me is my comfort level in a class; I can get really uncomfortable in groups of people. Apathy and anxiety don't go together well. If I don't find something to be important for me, then it's even more difficult for me to put myself out there.
How do I need to change my motivations and my mindset for this class in order to become a great teacher? A refocus on being motivated to better others rather than bettering myself is going to help me become a great teacher. I need to want to see those students succeed as much as I want to see myself succeed. My mindset needs to be changed so I'm more open-minded towards others' passions. It will be so much easier to show my students the beauty of English if I could find the beauty of math or science or anything else. I will have students who hate English, but if I can somehow weave their passions through my class maybe they'll hate it a little less.
What motivates me? My biggest motivation is myself; I have plans for my life. I'd really love to be a great English teacher, but I also really hope to be a great literature professor as well. That's my next goal in life. I think a little healthy competition among my other siblings motivates me too. I'm the youngest of six, so I have to show them up a bit.
Why do I succeed? I'm a person that is really driven by passion. If I'm passionate about it I put my whole heart into it; no backing out. I succeed in things I have a passion for. I'm passionate about literature, reading and writing. I do well in those areas because I want to do well.
Why do I fail? Well, that's the opposite of the previous question. When I'm not passionate about something I'm pretty apathetic towards it. Not always a good thing. I've struggled a lot in my math classes because I wouldn't find a reason for me to need to learn it. Another huge factor for me is my comfort level in a class; I can get really uncomfortable in groups of people. Apathy and anxiety don't go together well. If I don't find something to be important for me, then it's even more difficult for me to put myself out there.
How do I need to change my motivations and my mindset for this class in order to become a great teacher? A refocus on being motivated to better others rather than bettering myself is going to help me become a great teacher. I need to want to see those students succeed as much as I want to see myself succeed. My mindset needs to be changed so I'm more open-minded towards others' passions. It will be so much easier to show my students the beauty of English if I could find the beauty of math or science or anything else. I will have students who hate English, but if I can somehow weave their passions through my class maybe they'll hate it a little less.
Course Contract
Throughout most of my educational experience the only goals I ever really had were to merely pass the class if it was difficult for me and get an A if it was easy for me. I guess this class is going to require a bit more from me. So my goals are to (1) find something of value out of each class, and (2) not merely get through the class but learn from the class. Hopefully by the end of the semester I will have learned things each class period that can help me grow as an educator, and I will have grown myself by truly learning, rather than just retaining information to later regurgitate it up on a test.
I have the feeling this class is going to take a lot of my time, so it probably is a good thing to have to write down a weekly preparation plan. I'll start with Tuesday since this is the day class is held. Tuesdays are extremely long days from me, going to classes from 8 to 4, so I'll need to be sure I eat well and get enough rest so that I'm not falling asleep in class. Paying close attention in class and considering how these theories/concepts will help me outside of class will help me to achieve my first goal. Wednesday nights will be the best time for me to review what was learned in class the previous day and to schedule out the rest of my studying for the week. I'll save Thursdays and Fridays for studying, not merely mindlessly reading, the chapters or assigned readings. Saturdays will be the day to work on any assignments. Sunday I'm resting from all of it; I'm sure I'll need a day to recuperate from the previous week. And finally, Monday I'll spend making sure I understand the material and have everything prepared for the next class.
The study strategy that I feel works best for me is note taking, taking notes during class and taking notes while I'm reading the chapters. I'm pretty good at retaining information that I write down, so this works well for me. An interesting concept that was brought up in class was to connect new information to old information; this helps to put it to long-term memory, I believe was the idea behind it. I'll work on finding connects with the new information that I'm given.
To be perfectly honest I hate speaking in front of people, so as ridiculous as this sounds (I'm aware it sounds ridiculous) I'd rather bite off my arm than raise it to ask a question about something I don't understand. I'll work on that. In the mean time I'll probably stick to looking up information after class, or getting in touch with you if I really don't understand something.
Finally, I will reach my goals in this course by staying motivated to learn, attending every class, completing all readings and assignments and-I think most importantly-keeping my goals in mind.
I have the feeling this class is going to take a lot of my time, so it probably is a good thing to have to write down a weekly preparation plan. I'll start with Tuesday since this is the day class is held. Tuesdays are extremely long days from me, going to classes from 8 to 4, so I'll need to be sure I eat well and get enough rest so that I'm not falling asleep in class. Paying close attention in class and considering how these theories/concepts will help me outside of class will help me to achieve my first goal. Wednesday nights will be the best time for me to review what was learned in class the previous day and to schedule out the rest of my studying for the week. I'll save Thursdays and Fridays for studying, not merely mindlessly reading, the chapters or assigned readings. Saturdays will be the day to work on any assignments. Sunday I'm resting from all of it; I'm sure I'll need a day to recuperate from the previous week. And finally, Monday I'll spend making sure I understand the material and have everything prepared for the next class.
The study strategy that I feel works best for me is note taking, taking notes during class and taking notes while I'm reading the chapters. I'm pretty good at retaining information that I write down, so this works well for me. An interesting concept that was brought up in class was to connect new information to old information; this helps to put it to long-term memory, I believe was the idea behind it. I'll work on finding connects with the new information that I'm given.
To be perfectly honest I hate speaking in front of people, so as ridiculous as this sounds (I'm aware it sounds ridiculous) I'd rather bite off my arm than raise it to ask a question about something I don't understand. I'll work on that. In the mean time I'll probably stick to looking up information after class, or getting in touch with you if I really don't understand something.
Finally, I will reach my goals in this course by staying motivated to learn, attending every class, completing all readings and assignments and-I think most importantly-keeping my goals in mind.
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