What are you doing well?
I am doing well that this is over with and I don't have to stress anymore. I was able to stay on top of my assignments and complete every by the deadline.
What are you not doing well?
I did not do well controlling by anxiety levels. I couldn't sleep last night before the final. I woke up several times and didn't even eat breakfast before I came to class! Secondly, I don't know how I feel about the field response journal part 2. I did my best, but I guess we will see.....
Are you making sufficient progress on your goals?
Yes, I am making sufficient progress on my goals because for the final I feel like I knew the material fairly well. I took more time to study than ever before and it paid off. I know the material! I'm so excited.
List specific things you need to change in order to meet your goals.
I don't need to change anything to meet my goals. I made flashcards for the final and used all your study material provided online. Life is good!
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
My motivation was good. Before I started studying I just wanted to though in the towel and say whatever I don't care. But I did care and starting studying and after I studied I was able to write the paper. I believe finally on this exam I was more focused on mastery goals and because of that I was able to meet performance goals too! No, nothing needs to change! This class is over!!!!!!! No more stress.
Monday, April 26, 2010
Wednesday, April 21, 2010
Final Learning Log
Piaget's Cognitive Development
Like: How Piaget explain what happens when we learn new information and it does not match the old.
Dislike: His stages are bound to age and I believe you can be in multiple stages at one time.
Vygotsky's Cognitive Development
Like: How children can be scaffolded through different zones of development. With work students can achieve difficult material.
Dislike: Yet it seems constricting that individuals are not allowed to discover information on their own.
Erikson's Psychosocial Development
Like: How I really understand this model and that it can happen at all stages of life.
Dislike: Erikson should have indicated that these stages can happen at any time and can go back and repeat due to situations.
Kohlberg's Moral Development
Like: Showing the progressing through life and morals. We develop our own ethics.
Dislike: It’s almost impossible to move through all the stages of moral development. It seems overwhelming.
Goleman's Emotional Intelligence
Like: I like how it indicates better communication and healthy relationships.
Dislike: It is very broad and almost anything can be accepted under emotional intelligence.
Information Processing
Like: How breaking down the process how our brain processes and stores information.
Dislike: I don't think I will ever sit in class and go through this process in my head. I don't think this is 100% practical for me.
Knowledge Construction and Higher-order thinking
Like: Students can be reached that are on different cognitive levels. These way students aren't just always recalling information. Critical thinking happens.
Dislike: Some students will never be able to reach higher levels. They will have disabilities and this is not practical for them to move all the way through higher order thinking.
Behaviorism
Like: This logically makes a lot of since to me. We learn by seeing from our different experiences.
Dislike: Your results can not be measured.
Social Cognitivism
Like: It's working and learning from others. This sounds like real life. The work force!
Dislike: I don't have any dislikes besides some stuff does seem a little redundant when working in groups how to evaluate.
Group and Individual Differences
Like: All students are different and learn in their each own individuals ways.
Dislike: It seems overwhelming trying to meet all the needs of your students. Not always practical.
Motivation
Like: Interest and goals has a huge impact on student motivation.
Dislike: Mastery and performance goals. They are true, but I just don't like thinking about it I guess.
Decide how you think people learn and discuss specific ways that your theory will impact your teaching.
I believe people learn from others! Social Constructivism is very relevant to my way of learning. Group work is essential. We work together in life and we should work together in the classroom. This also allows for students to be paired with each other that might be on different cognitive levels. They then are able to teacher one another. Also, my beliefs on peer teaching are that students might be able to teach information better than I can. They can present the information in a different manner. Everyone learns differently, but group work will be a big part of my classroom.
What?
My results from the quiz indicated that I was close with Constructivism and Higher-Order Thinking. My scores where B: 31, C: 35, H: 36. In my opinion, this relates the best to how I learn personal. Once I learn new material I am always trying to relate it to information that I already have and I love working in groups. I enjoy listening and getting new ideas from people. This has helped a lot being in the education program compared to the community health program that is all individual work bases. Behaviorism is study of behavior rather than the study of the human mind. Constructivism (I’m going off social constructivism) is when learners share individual perspectives with others and construct understanding together that could not happen individually. Higher Order Thinking is critical thinking. Allowing students to process the information and take an abstract look at the material.
So What?
My personal learning theory is social constructivism because working in groups is realistic. Working with peers allows for listening and getting new ideas from people. Students on different cognitive levels still have the opportunity to me learning from each other. They can help teach each other information in a different perspective. Life is social and I believe learning this way is essential. Learning in groups will allow for more hands. Its active learning and more fun! For the most part students learn better this way and they retain information better when they teach someone else.
Now What?
Step 1- Social Constructivism translates into my teaching strategies for the future is how my class will be set up. Students will have the opportunity to work with classmates and to seek out people in the community and learn from them. My class will have activities, but they will have a purpose. They will learn hands on; learning by doing!
Step 2- I need to improve my knowledge on Kholberg's Moral Development and Erikson's Stages. Understanding and having more information on these theories would help me to better progress my students throughout the different stages. Progressing positively through moral development and psychosocial development will make my students become better students and better members of society. Positive progression! This way they can be more effective moved through the stages. They will morally do what is right. This should hopefully turn into motivation. I need to improve my understanding on how to progressively move students through both of these stages. Our textbook offers situations and how to's to do this. I will need to study this more in depth.
Like: How Piaget explain what happens when we learn new information and it does not match the old.
Dislike: His stages are bound to age and I believe you can be in multiple stages at one time.
Vygotsky's Cognitive Development
Like: How children can be scaffolded through different zones of development. With work students can achieve difficult material.
Dislike: Yet it seems constricting that individuals are not allowed to discover information on their own.
Erikson's Psychosocial Development
Like: How I really understand this model and that it can happen at all stages of life.
Dislike: Erikson should have indicated that these stages can happen at any time and can go back and repeat due to situations.
Kohlberg's Moral Development
Like: Showing the progressing through life and morals. We develop our own ethics.
Dislike: It’s almost impossible to move through all the stages of moral development. It seems overwhelming.
Goleman's Emotional Intelligence
Like: I like how it indicates better communication and healthy relationships.
Dislike: It is very broad and almost anything can be accepted under emotional intelligence.
Information Processing
Like: How breaking down the process how our brain processes and stores information.
Dislike: I don't think I will ever sit in class and go through this process in my head. I don't think this is 100% practical for me.
Knowledge Construction and Higher-order thinking
Like: Students can be reached that are on different cognitive levels. These way students aren't just always recalling information. Critical thinking happens.
Dislike: Some students will never be able to reach higher levels. They will have disabilities and this is not practical for them to move all the way through higher order thinking.
Behaviorism
Like: This logically makes a lot of since to me. We learn by seeing from our different experiences.
Dislike: Your results can not be measured.
Social Cognitivism
Like: It's working and learning from others. This sounds like real life. The work force!
Dislike: I don't have any dislikes besides some stuff does seem a little redundant when working in groups how to evaluate.
Group and Individual Differences
Like: All students are different and learn in their each own individuals ways.
Dislike: It seems overwhelming trying to meet all the needs of your students. Not always practical.
Motivation
Like: Interest and goals has a huge impact on student motivation.
Dislike: Mastery and performance goals. They are true, but I just don't like thinking about it I guess.
Decide how you think people learn and discuss specific ways that your theory will impact your teaching.
I believe people learn from others! Social Constructivism is very relevant to my way of learning. Group work is essential. We work together in life and we should work together in the classroom. This also allows for students to be paired with each other that might be on different cognitive levels. They then are able to teacher one another. Also, my beliefs on peer teaching are that students might be able to teach information better than I can. They can present the information in a different manner. Everyone learns differently, but group work will be a big part of my classroom.
What?
My results from the quiz indicated that I was close with Constructivism and Higher-Order Thinking. My scores where B: 31, C: 35, H: 36. In my opinion, this relates the best to how I learn personal. Once I learn new material I am always trying to relate it to information that I already have and I love working in groups. I enjoy listening and getting new ideas from people. This has helped a lot being in the education program compared to the community health program that is all individual work bases. Behaviorism is study of behavior rather than the study of the human mind. Constructivism (I’m going off social constructivism) is when learners share individual perspectives with others and construct understanding together that could not happen individually. Higher Order Thinking is critical thinking. Allowing students to process the information and take an abstract look at the material.
So What?
My personal learning theory is social constructivism because working in groups is realistic. Working with peers allows for listening and getting new ideas from people. Students on different cognitive levels still have the opportunity to me learning from each other. They can help teach each other information in a different perspective. Life is social and I believe learning this way is essential. Learning in groups will allow for more hands. Its active learning and more fun! For the most part students learn better this way and they retain information better when they teach someone else.
Now What?
Step 1- Social Constructivism translates into my teaching strategies for the future is how my class will be set up. Students will have the opportunity to work with classmates and to seek out people in the community and learn from them. My class will have activities, but they will have a purpose. They will learn hands on; learning by doing!
Step 2- I need to improve my knowledge on Kholberg's Moral Development and Erikson's Stages. Understanding and having more information on these theories would help me to better progress my students throughout the different stages. Progressing positively through moral development and psychosocial development will make my students become better students and better members of society. Positive progression! This way they can be more effective moved through the stages. They will morally do what is right. This should hopefully turn into motivation. I need to improve my understanding on how to progressively move students through both of these stages. Our textbook offers situations and how to's to do this. I will need to study this more in depth.
Tuesday, April 20, 2010
Extra Credit The Teen Brain: Primed to Learn, Primed to Take Risks
What?
This article discusses how the brain functions, at what levels, and at what speed. It discusses a lot on adolescent people and the levels of their brain functions, then towards the end it goes through the process of how it changes to teen levels and even through late purbity. This discussion shows the connection of the brain and the process it goes through. It shows how the brain is perfect and that it is the reason why we can live in just about any environment because the brain can make us adapt to where ever we are over time. The brain is adaptable.
So What?
I completely agree with this concept that the article had brought up. I also agree with the speed of the brain, that it works and fires so fast when we are young and then as we get older things slow down. The brain is functioning at a very high rate, but if we give it a chance with inactivity than this can cause the brain to help slow down as well. But hopefully in the learning process as we grow there are many new connections made which stimulates new or different information in our brain. So I believe more is learned at younger ages verses at the older ages. I believe this but the younger ages is bery broud as well.
Now What?
Coming close to becoming a secondary education teacher I need to hope other adults and teachers have done their job to ensure student learning by the time they reach to me. More importantly, it is very important for student to realize the affects alchohol and drugs can have on a young teens mind. The reprocautions can be greatly different because of the state of mind they are in. I also need to give them as much opportunity to learn because after high school the brain isn't learning or firing as fast and it only gets slower. Learning new material will be accomplished by creating new "file folders" for processing. If the new file folders are created students will have an easier time finding the information or remembering the material! We will see!!!!
This article discusses how the brain functions, at what levels, and at what speed. It discusses a lot on adolescent people and the levels of their brain functions, then towards the end it goes through the process of how it changes to teen levels and even through late purbity. This discussion shows the connection of the brain and the process it goes through. It shows how the brain is perfect and that it is the reason why we can live in just about any environment because the brain can make us adapt to where ever we are over time. The brain is adaptable.
So What?
I completely agree with this concept that the article had brought up. I also agree with the speed of the brain, that it works and fires so fast when we are young and then as we get older things slow down. The brain is functioning at a very high rate, but if we give it a chance with inactivity than this can cause the brain to help slow down as well. But hopefully in the learning process as we grow there are many new connections made which stimulates new or different information in our brain. So I believe more is learned at younger ages verses at the older ages. I believe this but the younger ages is bery broud as well.
Now What?
Coming close to becoming a secondary education teacher I need to hope other adults and teachers have done their job to ensure student learning by the time they reach to me. More importantly, it is very important for student to realize the affects alchohol and drugs can have on a young teens mind. The reprocautions can be greatly different because of the state of mind they are in. I also need to give them as much opportunity to learn because after high school the brain isn't learning or firing as fast and it only gets slower. Learning new material will be accomplished by creating new "file folders" for processing. If the new file folders are created students will have an easier time finding the information or remembering the material! We will see!!!!
Wednesday, April 14, 2010
Extra Credit- Study: Students more stressed now than during Depression?
What?
A new study reported that young people and college students are more stressed out today than in comparison to students in the great depression. Jean Twenge, a San Diego State University psychology professor indicates that youth are more concerned with finances and success. Parents are not teaching children coping skills to handle stressful situation and on top of it divorce rates are increasing which does not allow for children to grow up in a stable environment. On the contraire, critics claim that just more people are of aware of mental disorders and where to go for help.
So What?
As teachers to this over anxious generation where students are typically struggling more with mental illness than ever before this will take time and consideration in classroom lectures. Student affect will be taken into high account. It will be important to put expectations on students still but they must be reachable expectations for each individual student.
Now What?
As I soon become a health teacher to more teens struggling with mental illness than ever before I will have to teach mental health very carefully. Mental health and mental illness will be taught with careful consideration of classmates that might be struggling with these different diseases. I will show student effective ways for treatment, where to receive help, and to know what they are looking for. I will let my students know this is not something to be taken lightly and stress the importance of understanding and not to judge.
A new study reported that young people and college students are more stressed out today than in comparison to students in the great depression. Jean Twenge, a San Diego State University psychology professor indicates that youth are more concerned with finances and success. Parents are not teaching children coping skills to handle stressful situation and on top of it divorce rates are increasing which does not allow for children to grow up in a stable environment. On the contraire, critics claim that just more people are of aware of mental disorders and where to go for help.
So What?
As teachers to this over anxious generation where students are typically struggling more with mental illness than ever before this will take time and consideration in classroom lectures. Student affect will be taken into high account. It will be important to put expectations on students still but they must be reachable expectations for each individual student.
Now What?
As I soon become a health teacher to more teens struggling with mental illness than ever before I will have to teach mental health very carefully. Mental health and mental illness will be taught with careful consideration of classmates that might be struggling with these different diseases. I will show student effective ways for treatment, where to receive help, and to know what they are looking for. I will let my students know this is not something to be taken lightly and stress the importance of understanding and not to judge.
Tuesday, April 13, 2010
Social Cognitivism Case Study
1. Which teacher in the scenario demonstrates vicarious reinforcement? Justify your response with definitions and an example from the case study.
Mr. Kessinger demonstrates vicarious reinforcement in the scenario. The definition of vicarious reinforcement is when an observed behavior leads to a positive or negative outcome. If the outcome is positive the behavior is repeated and if it is negative then the behavior is not. In the case study it is noted "Robin never again took notes of any kind in Mr. Kessinger's class." Mr. Kessinger received the response he was looking for.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
I do believe that Mr. Kessinger is modeling reciprocal causation in his class. Mr. Kessinger is taking into count the environment component, the behavior component and the personal component. The environmental component is evident because of the use of the teacher as the social stimuli and behavior component because Mrs. Kessinger has created an emotional response with the given situation (the concept map). Most of all Mr. Kessinger has affected Robin's personal component because he has imposed beliefs that she was cheating and humiliated her in front of the class and now has affected her learning potential.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin was engaging in self-control when she created her concept maps. Robin demonstrated this step by creating the maps to help her link information about leading into WW2. This concept map (a strategy) was allowing Robin to help achieve her goals. Her goal was to understand and link the correct material together and the concept map allowed her to do so.
4. How do you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Robin's self efficacy has been negatively affected by this experience. Specifically, Robin's outcome expectancy has been damaged because Mr. Kessigner has damaged the outcome of a performance (the concept map). When Mr. Kessinger claims she is cheating in class when she only thought she was trying to learn the material. Mr. Kessinger has enforced she was cheating by using notes. She no longer takes notes in his class, she doesn't believe she can.
Mr. Kessinger demonstrates vicarious reinforcement in the scenario. The definition of vicarious reinforcement is when an observed behavior leads to a positive or negative outcome. If the outcome is positive the behavior is repeated and if it is negative then the behavior is not. In the case study it is noted "Robin never again took notes of any kind in Mr. Kessinger's class." Mr. Kessinger received the response he was looking for.
2. Is Mr. Kessinger considering reciprocal causation in his class? Explain your response, including all aspects of reciprocal causation in your reasoning.
I do believe that Mr. Kessinger is modeling reciprocal causation in his class. Mr. Kessinger is taking into count the environment component, the behavior component and the personal component. The environmental component is evident because of the use of the teacher as the social stimuli and behavior component because Mrs. Kessinger has created an emotional response with the given situation (the concept map). Most of all Mr. Kessinger has affected Robin's personal component because he has imposed beliefs that she was cheating and humiliated her in front of the class and now has affected her learning potential.
3. Which self-regulated learning process is Robin engaging in when she creates her concept maps? Explain your reasoning.
Robin was engaging in self-control when she created her concept maps. Robin demonstrated this step by creating the maps to help her link information about leading into WW2. This concept map (a strategy) was allowing Robin to help achieve her goals. Her goal was to understand and link the correct material together and the concept map allowed her to do so.
4. How do you think Robin's self-efficacy has been affected by this experience. Be specific about which self-efficacies have been affected and justify your response with examples from the case study.
Robin's self efficacy has been negatively affected by this experience. Specifically, Robin's outcome expectancy has been damaged because Mr. Kessigner has damaged the outcome of a performance (the concept map). When Mr. Kessinger claims she is cheating in class when she only thought she was trying to learn the material. Mr. Kessinger has enforced she was cheating by using notes. She no longer takes notes in his class, she doesn't believe she can.
Behaviorism Case Study
1. Does Mr. Kessinger's class represent a community of learners as defined in Constructivist theory? Why or why not?
No, Mr. Kessinger's class does not represent a community of learners. A community of learners is when students co-construct knowledge but also work together in the design of their learning environment. There was no indication that students were working together besides listening to other students answers and when Robin was in trouble for having notes during a class discussion she did not have the chance to decide the design of her learning environment.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
Mr. Kessinger uses removal punishment with Robin. The books definition defines removal punishment as removing desirable stimuli to try to stop an undesirable behavior. Examples from the case study to help justify my response, is when Mr. Kessinger yells and rips up the note concept map because he doesn't want that behavior to happen again in his class.
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?
The stimuli are paired when both teachers caught/found the note maps. This is the conditioned stimulus. Mr. K caused so much fear for creating and using the map in that that when Ms. Yamashita saw the map Robin was unable to differentiate the response from the teachers. This is the conditioned response.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
I believe Ms. Yamashita would need to speak to Robin after class. Ms. Yamashita would need to first find out why Robin was so upset and why she stormed out of the room crying. Once, Ms. Yamshita comes to the understanding what happened in Mr. K's class. Ms. Y can use shaping to encourage the use of her concept maps in psychology. Robin would need positive comments and continuous reinforcements to help correct the conditioned response that she has created. By continually praising Robin or even making copies of the concept maps for the class would help reinforce Robin to continue the good behavior in your classroom.
No, Mr. Kessinger's class does not represent a community of learners. A community of learners is when students co-construct knowledge but also work together in the design of their learning environment. There was no indication that students were working together besides listening to other students answers and when Robin was in trouble for having notes during a class discussion she did not have the chance to decide the design of her learning environment.
2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response using definitions and evidence from the case.
Mr. Kessinger uses removal punishment with Robin. The books definition defines removal punishment as removing desirable stimuli to try to stop an undesirable behavior. Examples from the case study to help justify my response, is when Mr. Kessinger yells and rips up the note concept map because he doesn't want that behavior to happen again in his class.
3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning. Which stimuli are paired and how does that condition her response?
The stimuli are paired when both teachers caught/found the note maps. This is the conditioned stimulus. Mr. K caused so much fear for creating and using the map in that that when Ms. Yamashita saw the map Robin was unable to differentiate the response from the teachers. This is the conditioned response.
4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.
I believe Ms. Yamashita would need to speak to Robin after class. Ms. Yamashita would need to first find out why Robin was so upset and why she stormed out of the room crying. Once, Ms. Yamshita comes to the understanding what happened in Mr. K's class. Ms. Y can use shaping to encourage the use of her concept maps in psychology. Robin would need positive comments and continuous reinforcements to help correct the conditioned response that she has created. By continually praising Robin or even making copies of the concept maps for the class would help reinforce Robin to continue the good behavior in your classroom.
Thursday, April 8, 2010
Constructivism Case Study Analysis
1. Describe two similarities between the traditional lesson and the constructivist one as described above. What are two differences?
In both lessons the teacher had something in mind that she wanted measured. Lesson one the class measured the whale and lesson two the boat. In both lessons students were excited to see the length of the whale or where excited to figure out the length. The differences in the two lessons are more visible by in the second lesson students were using problem-based learning to find the length of the ship. In the first lesson were unable to define features of measurement after they played around the idea of measurement for three days they were able to define the need to have set rules for measurement.
2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.
In the second lesson was a good demonstration of constructivism. The drawbacks that the students spent so much time trying to solve the problem and when they felt they had solved the problem they arrived with incorrect answers repeatedly or naive theories about measurement. On the other hand the benefits to constructivism create a more lasting imprint (they remember what they learned) and it allows for higher order thinking. Students are critically thinking to solve a difficult problem. In my opinion, the benefits out way the cost because it demands students to dig deep and look for answers. They can't always just be spoon feed the material. They remember material better when they aren't just always handed to them.
3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support your response.
The lesson allows for critical thinking because the students are expected to find the solution. They weren't just given the answer. For example when Tom raised his hand and said, "Mrs. Hendry, I know it can't be three feet because the nurse just measured me last week and said that I was four feet, and this boat is much bigger than me!" and when "The children decided that it was necessary for Mark to make sure that he began exactly at the beginning of the boat and did not leave any gaps in between his palms and his fingers as he placed them on the tape." Students were critically thinking in these situations to correct misinformed material. Critical thinking is defined as the process of systematically examining available information and coming up with conclusions that are based on evidence.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
Yes the constructivist activity would be considered an authentic activity because it is a real world activity/experience. The Mayflower was a real ship, there are ships today, and people need to know ship sizes all the time for different reasons.
In both lessons the teacher had something in mind that she wanted measured. Lesson one the class measured the whale and lesson two the boat. In both lessons students were excited to see the length of the whale or where excited to figure out the length. The differences in the two lessons are more visible by in the second lesson students were using problem-based learning to find the length of the ship. In the first lesson were unable to define features of measurement after they played around the idea of measurement for three days they were able to define the need to have set rules for measurement.
2. What are two benefits and two drawbacks of the constructivist approach as described above? Why? In your opinion, are the benefits worth the costs? Explain your response.
In the second lesson was a good demonstration of constructivism. The drawbacks that the students spent so much time trying to solve the problem and when they felt they had solved the problem they arrived with incorrect answers repeatedly or naive theories about measurement. On the other hand the benefits to constructivism create a more lasting imprint (they remember what they learned) and it allows for higher order thinking. Students are critically thinking to solve a difficult problem. In my opinion, the benefits out way the cost because it demands students to dig deep and look for answers. They can't always just be spoon feed the material. They remember material better when they aren't just always handed to them.
3. How does the constructivist lesson described above promote critical thinking? Give specific examples of critical thinking from the case study and include a definition of critical thinking to support your response.
The lesson allows for critical thinking because the students are expected to find the solution. They weren't just given the answer. For example when Tom raised his hand and said, "Mrs. Hendry, I know it can't be three feet because the nurse just measured me last week and said that I was four feet, and this boat is much bigger than me!" and when "The children decided that it was necessary for Mark to make sure that he began exactly at the beginning of the boat and did not leave any gaps in between his palms and his fingers as he placed them on the tape." Students were critically thinking in these situations to correct misinformed material. Critical thinking is defined as the process of systematically examining available information and coming up with conclusions that are based on evidence.
4. Would the constructivist activity be considered an authentic activity? Why or why not?
Yes the constructivist activity would be considered an authentic activity because it is a real world activity/experience. The Mayflower was a real ship, there are ships today, and people need to know ship sizes all the time for different reasons.
Tuesday, April 6, 2010
Course Contract #3
What are you doing well?
Currently, I am doing well in class by attending all class meetings. Being in class really helps be to better understand the material. I do better to learn the material in class and then go home and read it. If I read the book first then I am lost.
What are you not doing well?
Right I am not doing well with my stress/anxiety levels. I feel overwhelmed. The assignment load is killing me in this class. I am always stressing about what else I need to complete. Good thing this class is almost over or I don't think my blood pressure levels could take it for much longer.
Are you making sufficient progress on your goals?
No I don't believe I am really making any progress on my goals. I know I could be doing better in both. My stress levels are horrible or they were just really bad in class on Friday. Now that the exam is out of the way that helps a little, but I still am thinking about everything else. On my second goal there is no improvement either. I didn't create flashcards or any other strategies besides memorizing and reading the book and study guides. I need to pull myself together!!!!! For this FINAL!!!!!
List specific things you need to change in order to meet your goals.
The biggest thing in order to have the material down solid I need to create flashcards for the exam and create mnemonic devices. I keep telling myself I'm going to do this but this I just run out of time and need to just be diligent. I will do this for the final.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
My motivation levels all depends on the day or the morning of class. Two weeks ago I was not feeling motivated and that information was the hardest for me on the test concerning information processing center. I probably still am focusing on performance goals. My focus does need to change, but my interest level is very low for psychology so I don't know if that is going to change.
Currently, I am doing well in class by attending all class meetings. Being in class really helps be to better understand the material. I do better to learn the material in class and then go home and read it. If I read the book first then I am lost.
What are you not doing well?
Right I am not doing well with my stress/anxiety levels. I feel overwhelmed. The assignment load is killing me in this class. I am always stressing about what else I need to complete. Good thing this class is almost over or I don't think my blood pressure levels could take it for much longer.
Are you making sufficient progress on your goals?
No I don't believe I am really making any progress on my goals. I know I could be doing better in both. My stress levels are horrible or they were just really bad in class on Friday. Now that the exam is out of the way that helps a little, but I still am thinking about everything else. On my second goal there is no improvement either. I didn't create flashcards or any other strategies besides memorizing and reading the book and study guides. I need to pull myself together!!!!! For this FINAL!!!!!
List specific things you need to change in order to meet your goals.
The biggest thing in order to have the material down solid I need to create flashcards for the exam and create mnemonic devices. I keep telling myself I'm going to do this but this I just run out of time and need to just be diligent. I will do this for the final.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
My motivation levels all depends on the day or the morning of class. Two weeks ago I was not feeling motivated and that information was the hardest for me on the test concerning information processing center. I probably still am focusing on performance goals. My focus does need to change, but my interest level is very low for psychology so I don't know if that is going to change.
Sunday, April 4, 2010
Cognitive Psych Case Study
Case Study 1
1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
After students have the opportunity to do a civil war re-enactment they are more likely to remember the feelings felt when marching into battle, the difficultly of the weaponry, the uncomfortableness of the battle gear, feeling cool being a soldier, and fatigue. The student who had the chance to re-enact the battle compared to reading it in a textbook will more likely remember the hard facts but not the personal feelings of being a soldier. They will know what happened at the battle and who won, but none of their information will help it come alive for them.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
Students emotion's were engaged by the use of empathy and exhaustion (both mentally and physically) which ultimately it goes back to empathy. When learning and emotions are effective and they are positive then the emotions are used as a recall or a stimulus. Students are able to store this information in a different file folder than when they only read information out of a book. Students are more likely going to remember what happened at that battle than anything else they learned in class that year.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
Now that the students have visualized and seen the images of the battle, I believe it would be affective to students to now go to the linguistic side. When the students come back from their battle experience they should have a teacher lead class discussion finding out what they learned, what they thought was neat, the unexpected. After the class talks about their experience students should be instructed to write a two page letter home to their family as the soldier back in the civil war. The letter should consist of everything they did, how they felt, anything specific they want their family to know, and to include whether they died in battle or not (another soldier added this part if they died).
Case Study 2
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
Mr. Richards provides better instruction for his students by hitting differences in sensory memory (videos, role play, group work), differences in attention (writing on the board what will be happening that day), and differences in metacognition (with different strategies being used in class the students can decide easier if they understand the material.) He is also helping students to not lose the information. They are storing the knowledge in their long-term memory. They will be more likily to retain history information compared to the other class.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
I believe in Mr. Richards’s class they are more likely to retain and remember the information. With a variety of instructional methods this allows students a better chance to remember the information. They are creating several file folders to store information; not just one.
1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
After students have the opportunity to do a civil war re-enactment they are more likely to remember the feelings felt when marching into battle, the difficultly of the weaponry, the uncomfortableness of the battle gear, feeling cool being a soldier, and fatigue. The student who had the chance to re-enact the battle compared to reading it in a textbook will more likely remember the hard facts but not the personal feelings of being a soldier. They will know what happened at the battle and who won, but none of their information will help it come alive for them.
2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
Students emotion's were engaged by the use of empathy and exhaustion (both mentally and physically) which ultimately it goes back to empathy. When learning and emotions are effective and they are positive then the emotions are used as a recall or a stimulus. Students are able to store this information in a different file folder than when they only read information out of a book. Students are more likely going to remember what happened at that battle than anything else they learned in class that year.
3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
Now that the students have visualized and seen the images of the battle, I believe it would be affective to students to now go to the linguistic side. When the students come back from their battle experience they should have a teacher lead class discussion finding out what they learned, what they thought was neat, the unexpected. After the class talks about their experience students should be instructed to write a two page letter home to their family as the soldier back in the civil war. The letter should consist of everything they did, how they felt, anything specific they want their family to know, and to include whether they died in battle or not (another soldier added this part if they died).
Case Study 2
4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
Mr. Richards provides better instruction for his students by hitting differences in sensory memory (videos, role play, group work), differences in attention (writing on the board what will be happening that day), and differences in metacognition (with different strategies being used in class the students can decide easier if they understand the material.) He is also helping students to not lose the information. They are storing the knowledge in their long-term memory. They will be more likily to retain history information compared to the other class.
5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
I believe in Mr. Richards’s class they are more likely to retain and remember the information. With a variety of instructional methods this allows students a better chance to remember the information. They are creating several file folders to store information; not just one.
Wednesday, March 3, 2010
Course Contract Review #2
What are you doing well?
I am doing well in class by attending all classes, completely my assignments and staying engaged in the lectures.
What are you not doing well?
I am not doing well of trying different types of study strategies and I could do better on understanding the vocabulary.
Are you making sufficient progress on your goals?
I am making progress on some of my goals by completely assignments and staying on top of what’s going on in class. I am not doing new study strategies to help me retain the material better and I am not doing homework for this class everyday. I have too many classes and other obligations. I need to be working fast.
List specific things you need to change in order to meet your goals.
I need my study strategies. I was not prepared for this last test. I should have studied more and differently. I should have made the flash cards and studied progressively throughout the week before the test.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
I am motivated, but not on mastering of the material. I am motivated on finishing the work and learning, but not 100% mastery of the skill. I do not believe that I will be using these theories in my teaching all the time. When the time comes when I want to use it I will pull out my book or search it on the internet. I don't believe anything needs to change too much. I think I will be fine.
I am doing well in class by attending all classes, completely my assignments and staying engaged in the lectures.
What are you not doing well?
I am not doing well of trying different types of study strategies and I could do better on understanding the vocabulary.
Are you making sufficient progress on your goals?
I am making progress on some of my goals by completely assignments and staying on top of what’s going on in class. I am not doing new study strategies to help me retain the material better and I am not doing homework for this class everyday. I have too many classes and other obligations. I need to be working fast.
List specific things you need to change in order to meet your goals.
I need my study strategies. I was not prepared for this last test. I should have studied more and differently. I should have made the flash cards and studied progressively throughout the week before the test.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
I am motivated, but not on mastering of the material. I am motivated on finishing the work and learning, but not 100% mastery of the skill. I do not believe that I will be using these theories in my teaching all the time. When the time comes when I want to use it I will pull out my book or search it on the internet. I don't believe anything needs to change too much. I think I will be fine.
Ch 4 Case Study
1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
From a social development standpoint I would believe that Laura is in the Identity versus Role Confusion and is experiencing the imaginary audience. She feels that everyone is looking at her all the time and she has to look perfect. If she does not look perfect then someone will notice and claim she is a geek. Laura is still trying to identify herself, and looking perfect all the time is the way she is doing it right now.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
Two other strategies that the faculty might use to help motivate Laura would be to join drama or an athletic team. Both the drama and sports will allow Laura to receive attention and maybe even be the spotlight/the star.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
I believe that Laura is in Level 1/Stage 2 of Kohlberg's theory. Laura is in Stage 2, because that banning of gasoline would make the most since to ban pollution. Gasoline causes the most pollution; the stoppage of gasoline would then take care of the pollution problem. Laura believes this statement is in the best interest to stop air pollution. Mr. Marcalescu might be able to advance Laura to the next stage of moral reasoning to show Laura an example of a probably solution debated about pollution by the teacher or another students that has practice. This would allow Laura to see and hear what is expected of her and hopefully move her to Stage 3 of Kohlberg's theory.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debate class might contribute to a student's development by; cognitively by having them learn how to form debates and rebuttals to their opponents, this will need to be done quickly as well. Linguistic skills will be improved by learning how to annunciate your words, speak loudly & with poise, and boarded your vocabulary pertaining to the given topic. Lastly, moral development will be improved because students should learn and study for themselves and decides how they feel about a topic. Learning about controversial topics and deciding what side they are taking allows them to develop their moral development the best. A debate class would be very beneficial for all students to take.
From a social development standpoint I would believe that Laura is in the Identity versus Role Confusion and is experiencing the imaginary audience. She feels that everyone is looking at her all the time and she has to look perfect. If she does not look perfect then someone will notice and claim she is a geek. Laura is still trying to identify herself, and looking perfect all the time is the way she is doing it right now.
2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
Two other strategies that the faculty might use to help motivate Laura would be to join drama or an athletic team. Both the drama and sports will allow Laura to receive attention and maybe even be the spotlight/the star.
3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
I believe that Laura is in Level 1/Stage 2 of Kohlberg's theory. Laura is in Stage 2, because that banning of gasoline would make the most since to ban pollution. Gasoline causes the most pollution; the stoppage of gasoline would then take care of the pollution problem. Laura believes this statement is in the best interest to stop air pollution. Mr. Marcalescu might be able to advance Laura to the next stage of moral reasoning to show Laura an example of a probably solution debated about pollution by the teacher or another students that has practice. This would allow Laura to see and hear what is expected of her and hopefully move her to Stage 3 of Kohlberg's theory.
4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
A debate class might contribute to a student's development by; cognitively by having them learn how to form debates and rebuttals to their opponents, this will need to be done quickly as well. Linguistic skills will be improved by learning how to annunciate your words, speak loudly & with poise, and boarded your vocabulary pertaining to the given topic. Lastly, moral development will be improved because students should learn and study for themselves and decides how they feel about a topic. Learning about controversial topics and deciding what side they are taking allows them to develop their moral development the best. A debate class would be very beneficial for all students to take.
Thursday, February 25, 2010
Case Study #2 Moral Development
Ch. 2 Analysis Questions:
1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
Laura is in the Preoperational stage. When debating with her teacher on air pollution Laura displays egocentrism. During her debate with the teacher she was unable to consider his point of view. Her idea to have the government not sell gasoline to anyone seemed logical to stop air pollution, but she was unable to see anyone else's point of view. She could not see the teachers point while she was discussing air pollution in class and when she was talking to her friends later on. She felt she was just being picked on.
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution? Use terminology from Ch. 3 in your response.
What Laura knows about pollution is coming from her actual zone of proximal development. Vygotsky suggests that she needs to be helped by a more capable learner to successfully gain more knowledge about air pollution.
3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.
Benefits to proposing a continuation of questions is to push Laura harder in her Zone of Proximal Development. The teacher is scaffolding her to try to help her see her idea and reasoning is not logical. The idea is that Laura will be able to see the teacher’s perspective with their guidance and not be so egocentric. The idea is to push Laura from her comfort zone and push her to think outside of the box.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
This scenario represents Piaget's and Vygotsky's conceptions of play by that Laura is in the Preoperational stage and that using mediation, scaffolding, and zone of proximal development would help push her to the Concrete Operational Stage. Laura learning from others would also entail that she was not as egocentric as she is currently. I am not sure what you were asking on this question, but I hope I interpreted it correctly :)
1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.
Laura is in the Preoperational stage. When debating with her teacher on air pollution Laura displays egocentrism. During her debate with the teacher she was unable to consider his point of view. Her idea to have the government not sell gasoline to anyone seemed logical to stop air pollution, but she was unable to see anyone else's point of view. She could not see the teachers point while she was discussing air pollution in class and when she was talking to her friends later on. She felt she was just being picked on.
2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution? Use terminology from Ch. 3 in your response.
What Laura knows about pollution is coming from her actual zone of proximal development. Vygotsky suggests that she needs to be helped by a more capable learner to successfully gain more knowledge about air pollution.
3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.
Benefits to proposing a continuation of questions is to push Laura harder in her Zone of Proximal Development. The teacher is scaffolding her to try to help her see her idea and reasoning is not logical. The idea is that Laura will be able to see the teacher’s perspective with their guidance and not be so egocentric. The idea is to push Laura from her comfort zone and push her to think outside of the box.
4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?
This scenario represents Piaget's and Vygotsky's conceptions of play by that Laura is in the Preoperational stage and that using mediation, scaffolding, and zone of proximal development would help push her to the Concrete Operational Stage. Laura learning from others would also entail that she was not as egocentric as she is currently. I am not sure what you were asking on this question, but I hope I interpreted it correctly :)
Monday, February 15, 2010
Special Needs and Learning Differences Case Study Analysis
1.What classic symptoms of a learning disability does Nathan exhibit?
Nathan exhibits the classic symptoms of ADHD. Nathan is distracted easily and very forgetful.
2. What accommodations has Nathan received in the past?
Nathan was accommodated in the past by being placed in resource classes and being placed on prescription drugs specified for ADHD.
3. What strategies would you recommend to help Nathan work with his learning disability? Why?
As Nathan's teacher I would implement some strategies in my classroom by using list, calendars, and charts for assignments due and what the finish work looks like, I would encourage him to frequently visit the list to look at what is due to help him stay on task. I would also give Nathan a personal assignment sheet. During each class period I would mark off if he turned in his assignment or not. This would help Nathan to remember visually if he turned in the required work or not. Lastly, I would play classical/peaceful music when test and assignments are given to help keep him focused on the task at hand.
4. How many students like Nathan will you likely have in your classes? Justify your response by summarizing the information from a link or reference (include the link/reference).
ADHD affects three to five percent of the population and is one of the most common child behavior disorders. http://www.ldonline.org/article/Helping_the_Student_with_ADHD_in_the_Classroom:_Strategies_for_Teachers
Nathan exhibits the classic symptoms of ADHD. Nathan is distracted easily and very forgetful.
2. What accommodations has Nathan received in the past?
Nathan was accommodated in the past by being placed in resource classes and being placed on prescription drugs specified for ADHD.
3. What strategies would you recommend to help Nathan work with his learning disability? Why?
As Nathan's teacher I would implement some strategies in my classroom by using list, calendars, and charts for assignments due and what the finish work looks like, I would encourage him to frequently visit the list to look at what is due to help him stay on task. I would also give Nathan a personal assignment sheet. During each class period I would mark off if he turned in his assignment or not. This would help Nathan to remember visually if he turned in the required work or not. Lastly, I would play classical/peaceful music when test and assignments are given to help keep him focused on the task at hand.
4. How many students like Nathan will you likely have in your classes? Justify your response by summarizing the information from a link or reference (include the link/reference).
ADHD affects three to five percent of the population and is one of the most common child behavior disorders. http://www.ldonline.org/article/Helping_the_Student_with_ADHD_in_the_Classroom:_Strategies_for_Teachers
Brain Awareness Project
For the Brain Awareness Project, we will be teaching about the affects alcohol has on the brain! We will be talking about blood alcohol concentration in regards to the human brain!
Monday, January 18, 2010
Course Contract Review #1
Course Contract Review #1
1. What am I doing well?
• Right now I believe that I am starting off well for class. I’m well rested; I have eaten breakfast and completed the given assignments. Right now I feel that I am on top of things. Checking the websites regularly and my planner to see what else I need to be doing.
2. What am I not doing well?
• I am studying the material and listening in class, but I need to use different strategies to help me remember the content. Material that I have listened to I understand, but anything I have found on my own I need to go in more depth on. In depth I mean using the memory builder for example.
3. Am I making sufficient progress on my goals?
• Goal number one I am progressing well. I am not procrastinating. I am keeping on top of the work and I don’t feel stressed. Even better my husband agrees with me as well.
• Goal number two I am doing ok. I am looking over notes and material, but I just need to do if differently to help install the information in my head. I did ok on the first exam but I want to know the information better on the next exam to better apply the content in my teaching.
4. List specific things you need to do to change your goals.
• I need to use the study strategies. Actually do the memory builders and create flashcards.
5. How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
• My motivation is very high right now. I’m not experiencing distress but eustress!
• I though I was focused on mastering goals, but after this is I believe it was performance goals now. I want to focus back to mastery goals.
• I need to change on how I have always approached my classes. This information I am going to need to know and understand. I want to have mastery goals. Using the above suggested study skills will help me to accomplish the mastery goal of being able to apply the content from this class into my own classroom.
1. What am I doing well?
• Right now I believe that I am starting off well for class. I’m well rested; I have eaten breakfast and completed the given assignments. Right now I feel that I am on top of things. Checking the websites regularly and my planner to see what else I need to be doing.
2. What am I not doing well?
• I am studying the material and listening in class, but I need to use different strategies to help me remember the content. Material that I have listened to I understand, but anything I have found on my own I need to go in more depth on. In depth I mean using the memory builder for example.
3. Am I making sufficient progress on my goals?
• Goal number one I am progressing well. I am not procrastinating. I am keeping on top of the work and I don’t feel stressed. Even better my husband agrees with me as well.
• Goal number two I am doing ok. I am looking over notes and material, but I just need to do if differently to help install the information in my head. I did ok on the first exam but I want to know the information better on the next exam to better apply the content in my teaching.
4. List specific things you need to do to change your goals.
• I need to use the study strategies. Actually do the memory builders and create flashcards.
5. How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
• My motivation is very high right now. I’m not experiencing distress but eustress!
• I though I was focused on mastering goals, but after this is I believe it was performance goals now. I want to focus back to mastery goals.
• I need to change on how I have always approached my classes. This information I am going to need to know and understand. I want to have mastery goals. Using the above suggested study skills will help me to accomplish the mastery goal of being able to apply the content from this class into my own classroom.
Educational Neuroscience - Dr. Judy Willis
Educational Neuroscience - Dr. Judy Willis
• What?
Dr. Judy Willis is currently researching on the Current Impact of Neuroscience on Teaching and Learning and Learning to Love Math. These two books will be published some time this year. Dr. Judy Willis studies how understanding and teaching our students differently will allow for student success. She studies and demonstrates “Brain Friendly Strategies you can use to Ignite Your Child’s Learning and Increase School Success, in another one of her publications How Your Child Learns Best.” Dr. Judy Willis is continually striving to find better alternatives to teaching rather than just teaching to tests and overloaded curriculum. Currently her man focus is on teachers and parents. She gives new teaching styles and ways to teach to both the student and your own child.
• So What?
Dr. Judy Willis’s research is heavily involved in education. Her main goal started when she was practicing as a neurologist and she was over whelmed with several children with the referrals of ADD, OCD, oppositional-defiant syndrome, and ect and more often than not none of these students had any of these conditions. Dr. Judy Willis new exactly why all these students were being sent in for behavior disorders. Teaching had changed. Teachers were only teaching to the test. Students were becoming unengaged in the classroom and then in return act out. Knowing this information and research will allow you to become a better teacher. If educators can take the time to incorporate hands on activities and creative thinking then students will become engaged again. In Psychology Today quoted from one of Dr. Willis’s book, “When education is not enriched by exploration, discovery, problem solving, and creative thinking, students are not truly engaged in their own learning.” Teachers need to model this into their teaching and success will be seen. I want to strive to be this type of teacher and I hope my children’s teaching will follow the RAD teaching.
• Now What?
Applying Dr. Judy Willis research into my classroom curriculum will allow for better understanding of my content. By using creative thinking, exploration, discovery, and problem solving then my students will better learn the concepts I have taught. If I show my students how to explore into the human body they will gain a better understanding and apply the knowledge into there lifestyle. Using continually different teaching styles will help keep them engaged. Using imaging and hands on will allow for new pathways to be formed and for better recovery of that knowledge latter on in life.
For example, I can show the You Tube video about teens texting and driving- Public Service Annoucement and out comes that can happen. These images will be better installed when they go to text and drive the next time.
http://www.youtube.com/watch?v=NYTXjD_YOPk
In addition I also enjoyed the advice to take a three minute break when switching gears in the lesson. This allows the students to better store the knowledge and take a little brain breather!
• What?
Dr. Judy Willis is currently researching on the Current Impact of Neuroscience on Teaching and Learning and Learning to Love Math. These two books will be published some time this year. Dr. Judy Willis studies how understanding and teaching our students differently will allow for student success. She studies and demonstrates “Brain Friendly Strategies you can use to Ignite Your Child’s Learning and Increase School Success, in another one of her publications How Your Child Learns Best.” Dr. Judy Willis is continually striving to find better alternatives to teaching rather than just teaching to tests and overloaded curriculum. Currently her man focus is on teachers and parents. She gives new teaching styles and ways to teach to both the student and your own child.
• So What?
Dr. Judy Willis’s research is heavily involved in education. Her main goal started when she was practicing as a neurologist and she was over whelmed with several children with the referrals of ADD, OCD, oppositional-defiant syndrome, and ect and more often than not none of these students had any of these conditions. Dr. Judy Willis new exactly why all these students were being sent in for behavior disorders. Teaching had changed. Teachers were only teaching to the test. Students were becoming unengaged in the classroom and then in return act out. Knowing this information and research will allow you to become a better teacher. If educators can take the time to incorporate hands on activities and creative thinking then students will become engaged again. In Psychology Today quoted from one of Dr. Willis’s book, “When education is not enriched by exploration, discovery, problem solving, and creative thinking, students are not truly engaged in their own learning.” Teachers need to model this into their teaching and success will be seen. I want to strive to be this type of teacher and I hope my children’s teaching will follow the RAD teaching.
• Now What?
Applying Dr. Judy Willis research into my classroom curriculum will allow for better understanding of my content. By using creative thinking, exploration, discovery, and problem solving then my students will better learn the concepts I have taught. If I show my students how to explore into the human body they will gain a better understanding and apply the knowledge into there lifestyle. Using continually different teaching styles will help keep them engaged. Using imaging and hands on will allow for new pathways to be formed and for better recovery of that knowledge latter on in life.
For example, I can show the You Tube video about teens texting and driving- Public Service Annoucement and out comes that can happen. These images will be better installed when they go to text and drive the next time.
http://www.youtube.com/watch?v=NYTXjD_YOPk
In addition I also enjoyed the advice to take a three minute break when switching gears in the lesson. This allows the students to better store the knowledge and take a little brain breather!
Sunday, January 10, 2010
Motivation
Why are you here (in the teacher education program, in this class, at UVU)?
I am in the teaching education program because I want to make a difference. I want to shape young students lives. I want this next generation to be better informed and more educated than I ever was. I want students to be excited about their health and take care of it. Educational Psychology will help me do so by learning how to better teach and motivate my students.
What motivates you?
My personal motivation is what pushes me through life. As a child my parents always knew if I wanted something bad enough that I would do it. They never had to encourage me to do better. My goals are what direct me through life. Graduating and becoming a wonderful Health teacher is my motivation right now.
Why do you succeed? Why do you fail? (Use terminology from attribution theory)
In consideration to the incremental theory of intelligence I have had success in my life. I do not believe that I am naturally smart but I understand the need of hard work. Learning is up to me. My locus of control is internal. Blaming my husband, my teachers, or others will not change anything if I didn't put in the hard work to study for the test or the assignments. This is why I believe I have seen success in my life.
My failures would generally come from my ability and luck. My ability is not the strongest as others. Sometimes it's discouraging that I have to put so much effort into writing a paper, doing assignments, or studying for tests compared to someone that has to put in little effort to get an A. I also fall short when it comes to luck. Usually if I have to count on luck then most likely I don't do the best. I'm just not a lucky person.
Do the goals in your course contract reflect mastery goals or performance goals? What does this say about you?
My goals are both performance and mastery goals. My goals consist of staying on top of my assignments by not procrastinating and by continually studying material to do well on exams and to learn material.
Immediately my goals are performance because I want to do well in the class and intern I would receive a good grade. In long term effects my goals are mastery goals. I want to continually study the material so I understand the teaching concepts and can become a better teacher. Overall I believe setting both types of goals is beneficial. I do well under pressure and competition from other students and want to do well for my own personal goals and standards. My personal goals and standards will be life lasting.
How do you need to change your motivations and mindset for this class in order to become a great teacher?
My motivations and mindset needs to be changed in order to become a great teacher is to worry more about knowing the content than the grade. I have always been concerned with getting an A, but I don't always retain the knowledge and the content. I want to better understand the material than just for the test. I want to remember and apply the knowledge that I learned from this class when I am teaching my own students.
I am in the teaching education program because I want to make a difference. I want to shape young students lives. I want this next generation to be better informed and more educated than I ever was. I want students to be excited about their health and take care of it. Educational Psychology will help me do so by learning how to better teach and motivate my students.
What motivates you?
My personal motivation is what pushes me through life. As a child my parents always knew if I wanted something bad enough that I would do it. They never had to encourage me to do better. My goals are what direct me through life. Graduating and becoming a wonderful Health teacher is my motivation right now.
Why do you succeed? Why do you fail? (Use terminology from attribution theory)
In consideration to the incremental theory of intelligence I have had success in my life. I do not believe that I am naturally smart but I understand the need of hard work. Learning is up to me. My locus of control is internal. Blaming my husband, my teachers, or others will not change anything if I didn't put in the hard work to study for the test or the assignments. This is why I believe I have seen success in my life.
My failures would generally come from my ability and luck. My ability is not the strongest as others. Sometimes it's discouraging that I have to put so much effort into writing a paper, doing assignments, or studying for tests compared to someone that has to put in little effort to get an A. I also fall short when it comes to luck. Usually if I have to count on luck then most likely I don't do the best. I'm just not a lucky person.
Do the goals in your course contract reflect mastery goals or performance goals? What does this say about you?
My goals are both performance and mastery goals. My goals consist of staying on top of my assignments by not procrastinating and by continually studying material to do well on exams and to learn material.
Immediately my goals are performance because I want to do well in the class and intern I would receive a good grade. In long term effects my goals are mastery goals. I want to continually study the material so I understand the teaching concepts and can become a better teacher. Overall I believe setting both types of goals is beneficial. I do well under pressure and competition from other students and want to do well for my own personal goals and standards. My personal goals and standards will be life lasting.
How do you need to change your motivations and mindset for this class in order to become a great teacher?
My motivations and mindset needs to be changed in order to become a great teacher is to worry more about knowing the content than the grade. I have always been concerned with getting an A, but I don't always retain the knowledge and the content. I want to better understand the material than just for the test. I want to remember and apply the knowledge that I learned from this class when I am teaching my own students.
Goals, Preparation Plan & Study Stategies
My Class goals
1-Reduce stress by not procrastinating. Finish all assignments and readings at least the Wednesday before class. Keeping on track of my assignments will help me keep my cool around my house and keep it more peaceful for my husband.
2- Perform well on exams. After class every week review notes and readings the day after class to help install the concepts learned during the previous class period. By continually studying and reviewing this will allow me to do better on exams by not cramming. Continuously studying should also help me to retain the knowledge learned.
Preparation Plan
For my preparation plan:
Write in my planner today January 10th of all assignments and there due dates in my planner.
January 11th contact Orem High School to schedule time to come and observe a health class.
Join Google class calendar.
Friday:
Attend Class
Take notes
Review over all assignments and reading that are do for the next week on the class website.
Saturday:
Review notes and reading disused in class. Stay on top of Content.
Check website to see if any changes have been posted for assignments or extra helps.
Sunday:
No homework
Monday:
Complete all readings in the textbook.
Start working on additional assignments given.
Work on later date assignments and project due later on in the semester.
Tuesday:
Keep working on additional work and try to finish.
Check class website.
Wednesday:
Finish assignments due for Friday.
Thursday:
All work completed for Friday Class.
Study strategies
To start off:
Adequate sleep, at least 7 to 8 hours of sleep each night and even more on Thursday nights.
Eat breakfast before class.
Get ready & be alert.
Arrive on time to class so no information or quizzes are missed.
Always take notes and stay off my cell phone.
Flashcards:
Create flashcards for specific class material for tests and review often.
Memory Builders
Memory builders are alternative ways to help remember material.
Motivated Interest
Listen carefully. Find something in a subject to stay interested in.
Questions
Ask questions during the lecture about anything I don't understand. Do more research to install information I don't understand.
Distributed Practice
Keep drilling over material. Practice will make perfect.
Understanding a Topic
If i do not understand a topic in the reading or in lecture I will do my own research in the textbook and the internet. After personal research I will discuss the topic with fellow classmates and peers. Talking with other students in class they will help to reinstall the learned information and might be able to teach the topic in a different way than Dr. Cox was able to. If I still am questioning after my personal research and peer discussion then I will contact Dr. Cox either during her office hours, over the phone, or online chat.
Conclusion
I will reach my goals in this class by not procrastinating on assignments, continuously study the class content, use study strategies (ie 8 hours of sleep, eat breakfast, flashcards, and memory builders), and take the proper steps to understand the class content.
1-Reduce stress by not procrastinating. Finish all assignments and readings at least the Wednesday before class. Keeping on track of my assignments will help me keep my cool around my house and keep it more peaceful for my husband.
2- Perform well on exams. After class every week review notes and readings the day after class to help install the concepts learned during the previous class period. By continually studying and reviewing this will allow me to do better on exams by not cramming. Continuously studying should also help me to retain the knowledge learned.
Preparation Plan
For my preparation plan:
Write in my planner today January 10th of all assignments and there due dates in my planner.
January 11th contact Orem High School to schedule time to come and observe a health class.
Join Google class calendar.
Friday:
Attend Class
Take notes
Review over all assignments and reading that are do for the next week on the class website.
Saturday:
Review notes and reading disused in class. Stay on top of Content.
Check website to see if any changes have been posted for assignments or extra helps.
Sunday:
No homework
Monday:
Complete all readings in the textbook.
Start working on additional assignments given.
Work on later date assignments and project due later on in the semester.
Tuesday:
Keep working on additional work and try to finish.
Check class website.
Wednesday:
Finish assignments due for Friday.
Thursday:
All work completed for Friday Class.
Study strategies
To start off:
Adequate sleep, at least 7 to 8 hours of sleep each night and even more on Thursday nights.
Eat breakfast before class.
Get ready & be alert.
Arrive on time to class so no information or quizzes are missed.
Always take notes and stay off my cell phone.
Flashcards:
Create flashcards for specific class material for tests and review often.
Memory Builders
Memory builders are alternative ways to help remember material.
Motivated Interest
Listen carefully. Find something in a subject to stay interested in.
Questions
Ask questions during the lecture about anything I don't understand. Do more research to install information I don't understand.
Distributed Practice
Keep drilling over material. Practice will make perfect.
Understanding a Topic
If i do not understand a topic in the reading or in lecture I will do my own research in the textbook and the internet. After personal research I will discuss the topic with fellow classmates and peers. Talking with other students in class they will help to reinstall the learned information and might be able to teach the topic in a different way than Dr. Cox was able to. If I still am questioning after my personal research and peer discussion then I will contact Dr. Cox either during her office hours, over the phone, or online chat.
Conclusion
I will reach my goals in this class by not procrastinating on assignments, continuously study the class content, use study strategies (ie 8 hours of sleep, eat breakfast, flashcards, and memory builders), and take the proper steps to understand the class content.
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