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.
Wednesday, January 28, 2009
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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