What?
My theory that best matches me is cognitive. Which is the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas. The cognitive process is the particular way of mentally responding to or thinking about information or an event. And the cognitive psychology is theoretical perspective that focuses on the mental processes underlying learning and behavior. Characteristic way in which a learner tends to think about a task and process new information; typically comes into play automatically rather than by choice. The thoughts and ideas of those are none stop. The person is constantly thinking about how to process the new ideas and information coming in.
So What?
It is important to know about these type of learner since we will be having these different type of students in our classroom. It is important to know if someone falls in the cognitive theory because they think and learn a certain way. This will have a huge impact on my classroom because these students will learn things differently than the other students. Their think processing will be much different than the other students who are not a cognitive learner.
Now What?
I have learned a lot of great information from ed psych. I have learned so many different ways a person can think and act as well as knowing why some students will act in certain ways. I have loved the information I have learned. There is just so much information that I feel like I need to reread the text again to really get a better grasp on all the concepts. It is so important to understand everything we have learned throughout this sememster because as a teacher we will be faced will all types of students that will have different learning problems and well as behavior issues. If we knew how to handle different situations to the best of our ability we could have an amazing classroom.
Monday, April 20, 2009
Ch. 4 Learning Log
What?
In this chapter it talks about group differences, which are the differences, we are apt to see on average among students of diverse cultural and ethnic groups, different genders, or different socioeconomic backgrounds. It then goes into talking about students at risk and a group that will help the guidance and support from the teachers that is very important. This chapter discusses navigating different cultures at home and at school.
It is very important in creating a more multicultural classroom environment. By doing that you need to come to grips with your own cultural lens, incorporate the values, and traditions of many cultures into the curriculum and work hard to break down students’ ethnic stereotypes. It is also important to promote productive interactions among students from diverse racial and ethnic groups.
Along with cultural differences come gender differences. Researchers have identified a number of differences in the physical, cognitive, personal, and social domains. With gender differences also comes: physical activity and motor skills, cognitive and academic abilities, motivation in academic activities, sense of self, interpersonal behaviors and relationships, classroom behaviors and career aspiration.
So What?
It is very important in knowing about group differences since in becoming a teacher you will be faced with many group differences. Not only with culture but between gender. It is important as a teacher to not become colorblind. We need to make sure that we don't put a blanket over those other colors. We need to make sure that everyone is treated equally and in the way they should be treated.
Now What?
Through studying about the different group differences it is important that I now take this information and process it and then use it. So many times it is easy for teachers to put a label on the students before the really even know the student. We need to make sure that we do not just classify a student into a certain label. We need to treat each of the students equally and make sure we fulfill all of their needs, since they are all different needs.
In this chapter it talks about group differences, which are the differences, we are apt to see on average among students of diverse cultural and ethnic groups, different genders, or different socioeconomic backgrounds. It then goes into talking about students at risk and a group that will help the guidance and support from the teachers that is very important. This chapter discusses navigating different cultures at home and at school.
It is very important in creating a more multicultural classroom environment. By doing that you need to come to grips with your own cultural lens, incorporate the values, and traditions of many cultures into the curriculum and work hard to break down students’ ethnic stereotypes. It is also important to promote productive interactions among students from diverse racial and ethnic groups.
Along with cultural differences come gender differences. Researchers have identified a number of differences in the physical, cognitive, personal, and social domains. With gender differences also comes: physical activity and motor skills, cognitive and academic abilities, motivation in academic activities, sense of self, interpersonal behaviors and relationships, classroom behaviors and career aspiration.
So What?
It is very important in knowing about group differences since in becoming a teacher you will be faced with many group differences. Not only with culture but between gender. It is important as a teacher to not become colorblind. We need to make sure that we don't put a blanket over those other colors. We need to make sure that everyone is treated equally and in the way they should be treated.
Now What?
Through studying about the different group differences it is important that I now take this information and process it and then use it. So many times it is easy for teachers to put a label on the students before the really even know the student. We need to make sure that we do not just classify a student into a certain label. We need to treat each of the students equally and make sure we fulfill all of their needs, since they are all different needs.
Tuesday, April 14, 2009
Ch. 5 Learning Log
What?
This chapter discusses about Students with Special Needs. We learned that IDEA is Individuals with Disabilities Education Act. Which is the U.S. legislation granting educational rights from birth until age 21 for people with cognitive, emotional, or physical disabilities. Each of those students have an IEP (Individualized education program) which is a written description of an appropriate instructional program for a student with special needs.
In schools today they are trying to do more inclusions. Which is a practice of educating all students, including those with sever and multiple disabilities in neighborhood schools and general education classrooms. With doing that there is a least restrictive environment which is most typical and standard educational environment that can reasonably meet the needs of a student with a disability. Along with the special needs we also have gifted students. Those are ones who have unusually high abilities or aptitude in one or more areas, to such a degree that students require special educational services to help them meet their full potential.
So What?
It is very important to know about the things talked about in this chapter because we will be dealing with all types of students when it comes to being a teacher. We need to be well prepared before we become a teacher to know the different types of students we will have. Its important to know especially a great amount of information on the students who have special needs, since they will be needing more attention than the other students in my class.
Now What?
Learning about the students with special needs will help me be prepared when I become a teacher. I need to not see these students as weird people or objects. Its also important to teach these things to my students so that they do not think differently about the students with special needs. It is important to be well educated with the students, so that you can have a special relationship with the students who have special needs. Inclusion is very important for having all the students learn how to work with other people who are not like themselves. By having inclusion this will help to promote better relationships with others.
This chapter discusses about Students with Special Needs. We learned that IDEA is Individuals with Disabilities Education Act. Which is the U.S. legislation granting educational rights from birth until age 21 for people with cognitive, emotional, or physical disabilities. Each of those students have an IEP (Individualized education program) which is a written description of an appropriate instructional program for a student with special needs.
In schools today they are trying to do more inclusions. Which is a practice of educating all students, including those with sever and multiple disabilities in neighborhood schools and general education classrooms. With doing that there is a least restrictive environment which is most typical and standard educational environment that can reasonably meet the needs of a student with a disability. Along with the special needs we also have gifted students. Those are ones who have unusually high abilities or aptitude in one or more areas, to such a degree that students require special educational services to help them meet their full potential.
So What?
It is very important to know about the things talked about in this chapter because we will be dealing with all types of students when it comes to being a teacher. We need to be well prepared before we become a teacher to know the different types of students we will have. Its important to know especially a great amount of information on the students who have special needs, since they will be needing more attention than the other students in my class.
Now What?
Learning about the students with special needs will help me be prepared when I become a teacher. I need to not see these students as weird people or objects. Its also important to teach these things to my students so that they do not think differently about the students with special needs. It is important to be well educated with the students, so that you can have a special relationship with the students who have special needs. Inclusion is very important for having all the students learn how to work with other people who are not like themselves. By having inclusion this will help to promote better relationships with others.
Tuesday, March 10, 2009
Ch. 10 Learning Log
What?
This chapter talks about the social cognitive views of learning. There are so many behaviors we have learned by observing other people by them doing them first. It is by nature that we sometimes like to copy what others are doing. This chapter will explore the social cognitive theory, which is the perspective that can help us understand what and how people learn by observing others, and how, in the process, people begin to assume control over their own behavior.
With everything there are many different views. There are social cognitive views of reinforcement and punishment. The consequences have an effect on behavior only if learners are aware of the contingency. Learners form expectations about the likely consequences of future actions and behave accordingly. And with the learners their expectations are influenced by what happens to other people as well as to themselves.
There are many behaviors that can be learned through modeling. Those are academic skills, aggression, and interpersonal behaviors. However, modeling may affect behaviors by observational learning effect, response facilitation effect, response inhibition effect and response disinhibition effect. In order to help students learn from models we need to have their attention, retention, motor reproduction, and motivation.
Self-efficacy is a person’s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals. Self-efficacy affects behavior and cognition through choice of activities, goals, effort and persistence, learning and achievement.
So What?
I think everyone in the world needs to read this chapter. They need to realize that what their decisions are not only affect themselves but everyone around them. It amazes me when people do the stupidest things and think it doesnt matter what they do because it only affects them. From this chapter we learn that people like to copy what other people do either the good things of the bad things people do.
Now What?
Knowing that all the people are like this it is important as a future teacher to make sure that I am being the best example I possibly can be. Since you never know who will be watching you. Also it is important to make all my students to be good examples because there are so many people who look up to them. All the students and myself need to have a high self-efficacy. We all need to have certain goals that we want to teach.
This chapter talks about the social cognitive views of learning. There are so many behaviors we have learned by observing other people by them doing them first. It is by nature that we sometimes like to copy what others are doing. This chapter will explore the social cognitive theory, which is the perspective that can help us understand what and how people learn by observing others, and how, in the process, people begin to assume control over their own behavior.
With everything there are many different views. There are social cognitive views of reinforcement and punishment. The consequences have an effect on behavior only if learners are aware of the contingency. Learners form expectations about the likely consequences of future actions and behave accordingly. And with the learners their expectations are influenced by what happens to other people as well as to themselves.
There are many behaviors that can be learned through modeling. Those are academic skills, aggression, and interpersonal behaviors. However, modeling may affect behaviors by observational learning effect, response facilitation effect, response inhibition effect and response disinhibition effect. In order to help students learn from models we need to have their attention, retention, motor reproduction, and motivation.
Self-efficacy is a person’s self-constructed judgment about his or her ability to execute certain behaviors or reach certain goals. Self-efficacy affects behavior and cognition through choice of activities, goals, effort and persistence, learning and achievement.
So What?
I think everyone in the world needs to read this chapter. They need to realize that what their decisions are not only affect themselves but everyone around them. It amazes me when people do the stupidest things and think it doesnt matter what they do because it only affects them. From this chapter we learn that people like to copy what other people do either the good things of the bad things people do.
Now What?
Knowing that all the people are like this it is important as a future teacher to make sure that I am being the best example I possibly can be. Since you never know who will be watching you. Also it is important to make all my students to be good examples because there are so many people who look up to them. All the students and myself need to have a high self-efficacy. We all need to have certain goals that we want to teach.
Monday, March 2, 2009
Ch. 9 Learning Log
What?
In this chapter there are basic assumptions of behaviorism. The people’s behaviors are largely the result of their experiences with environmental stimuli. Learning can be described in terms of associations among observable events—that is, associations among stimuli and responses. Learning involves a behavior change, and learning is most likely to take place when stimuli and responses occur close together in time.
There is some classical conditioning which involves classical conditioning of emotional responses and common phenomena in classical conditioning. With in the phenomena there is generalization and extinction. When doing reinforcement in the classroom there are primary versus secondary reinforcers, positive versus negative reinforcement, importance of timing, and role of motivation.
The effects of antecedent stimuli and responses are cueing, setting events, generalization, discrimination, and behavioral momentum. We need to make sure that we try to reduce and eliminate undesirable behaviors. By doing that we need extinction, cueing inappropriate behaviors, reinforcing incompatible behaviors and punishment. It is very important to know how to address especially difficult classroom behaviors.
So What?
It is important to know the different between the different times of reinforcement and what punishment is. Teachers need to not always use punishment on their students. It works good if they use negative reinforcement more than just using punishment. Since reinforcement is the hardest to understand, so teachers need to be careful in knowing how to use it properly. Teachers need to take away something positive to help control their classroom behaviors.
Now What?
Knowing these different types of punishment and reinforcement will help me in knowing how to handle my class better. Teachers need to be careful in thinking that they should just always reward their students. If teachers continue to give their students rewards in order for them to do their homework, the students will not do homework without a reward. We as teachers need to be careful to not handicap our students by rewards. We need to have them see a reward by the grade they get and by feeling good knowing they did well.
In this chapter there are basic assumptions of behaviorism. The people’s behaviors are largely the result of their experiences with environmental stimuli. Learning can be described in terms of associations among observable events—that is, associations among stimuli and responses. Learning involves a behavior change, and learning is most likely to take place when stimuli and responses occur close together in time.
There is some classical conditioning which involves classical conditioning of emotional responses and common phenomena in classical conditioning. With in the phenomena there is generalization and extinction. When doing reinforcement in the classroom there are primary versus secondary reinforcers, positive versus negative reinforcement, importance of timing, and role of motivation.
The effects of antecedent stimuli and responses are cueing, setting events, generalization, discrimination, and behavioral momentum. We need to make sure that we try to reduce and eliminate undesirable behaviors. By doing that we need extinction, cueing inappropriate behaviors, reinforcing incompatible behaviors and punishment. It is very important to know how to address especially difficult classroom behaviors.
So What?
It is important to know the different between the different times of reinforcement and what punishment is. Teachers need to not always use punishment on their students. It works good if they use negative reinforcement more than just using punishment. Since reinforcement is the hardest to understand, so teachers need to be careful in knowing how to use it properly. Teachers need to take away something positive to help control their classroom behaviors.
Now What?
Knowing these different types of punishment and reinforcement will help me in knowing how to handle my class better. Teachers need to be careful in thinking that they should just always reward their students. If teachers continue to give their students rewards in order for them to do their homework, the students will not do homework without a reward. We as teachers need to be careful to not handicap our students by rewards. We need to have them see a reward by the grade they get and by feeling good knowing they did well.
Sunday, March 1, 2009
Extra Credit- Investigations Math
What is Investigation Math?
Investigations is a complete K-5 mathematics curriculum, developed at TERC in Cambridge, Massachusetts. It is designed to help all children understand fundamental ideas of number and operations, geometry, data, measurement and early algebra. The Investigations curriculum represents the culmination of over 20 years of research and development aimed at improving the teaching and learning of elementary mathematics.
What were the results of its use in Alpine?
Oak Norton is a parent of a student in Alpine School district. Norton's concerns originated from the fact that Alpine School District uses a new style of math called "investigative math,"
He said the investigative math is a sentence for failure. The Alpine schools began using Investigations math, a "standards-based" program, in 2000. Since then, parents have been protesting its nontraditional approach to math instruction — which includes group work but a lack of textbooks. Alpine School district using the Investigations Math process only had 76% pass of their students pass the same test. Nebo was ahead of Alpine by 7%
What were the arguments for and against?
Investigations is a complete K-5 mathematics curriculum, developed at TERC in Cambridge, Massachusetts. It is designed to help all children understand fundamental ideas of number and operations, geometry, data, measurement and early algebra. The Investigations curriculum represents the culmination of over 20 years of research and development aimed at improving the teaching and learning of elementary mathematics.
What were the results of its use in Alpine?
Oak Norton is a parent of a student in Alpine School district. Norton's concerns originated from the fact that Alpine School District uses a new style of math called "investigative math,"
He said the investigative math is a sentence for failure. The Alpine schools began using Investigations math, a "standards-based" program, in 2000. Since then, parents have been protesting its nontraditional approach to math instruction — which includes group work but a lack of textbooks. Alpine School district using the Investigations Math process only had 76% pass of their students pass the same test. Nebo was ahead of Alpine by 7%
What were the arguments for and against?
The "Investigations" math curriculum was adopted in 2000 and the district has heard complaints ever since. Some parents claimed the program gives too little emphasis to memorizing multiplication tables and learning long division. "There were strong advocates for and against the program," assistant superintendent Gary Seastrand said. "Those who were against it felt the system had made a central decision. There were parents and teachers who did not buy into it or like it."
Pro: Investigations Math removes teaching the times tables to children and all memorization of math facts.
Cons: "Children tend not to learn what they are not taught." Dr. Ralph Raimi
What is your opinion?
I think that investigation math can be good to a certain extent. However, that needs to not be the main factor of how the students learns. It helps students if they are well rounded in many different teaching technique. Most students don't all learn the same way so they need variation. It is easy to see that for the Alpine school district it was not the best descision they made when comparing their test scores with the Nebo School district. I think it is good that they are realizing that they need to change some things finally after so long. My parents were very upset with their students learning. I would be very upset if I was a parent as well.
Wednesday, February 25, 2009
Ch. 7 learning log
What?
This chapter is on knowledge construction. It starts off asking you to think back to a time when you tried to carry on a conversation with someone in a noisy room. You weren’t probably able to hear everything they were saying, but you were able to get the gist of the message by combining what you did hear with things you could see and things you already knew about the topic under discussion. We have the constructive processes in learning and memory. Within that we have construction in storage. Construction in retrieval, and knowledge construction as a social process.
From there you are then using the organizing knowledge. You use it by concepts, schemas and scripts, theories, and worldviews. In order to promote effective knowledge construction we need to provide opportunities for experimentation, present experts’ perspectives, emphasize conceptual understanding, promoting classroom dialogue, assigning authentic activities, scaffolding theory construction and creating a community of learners.
However there are many challenges with conceptual change. We need to be careful with confirmation bias. We need to have diversity in constructive processes. We can do this by accommodating students with special needs.
So What?
It is important to know about how your brain organizes things and the different ways it does it. You do this with your different concepts, schemas and scripts. As you teach you need to help the students engage in the different ways of learning and have them be constantly relating their new information with the old information. They learn things by having it repeated and put into their daily scripts. They will soon know things and remember it just as easy as they know how to ride a bike.
Now What?
After knowing about the importance oh how students learn. We need to make sure that as we are teaching our students that we relate things to their previous knowledge so that they have the schema to go with it. That will help them in remembering things better. They can see how this new subject can relate to their old background. We want all the information and learning the students do to become part of their script. I hope to have my students remember all the information the learn and have it come to them as easy as riding a bike is for them. I hope to have the information easily learned and able to retrieve easily!
This chapter is on knowledge construction. It starts off asking you to think back to a time when you tried to carry on a conversation with someone in a noisy room. You weren’t probably able to hear everything they were saying, but you were able to get the gist of the message by combining what you did hear with things you could see and things you already knew about the topic under discussion. We have the constructive processes in learning and memory. Within that we have construction in storage. Construction in retrieval, and knowledge construction as a social process.
From there you are then using the organizing knowledge. You use it by concepts, schemas and scripts, theories, and worldviews. In order to promote effective knowledge construction we need to provide opportunities for experimentation, present experts’ perspectives, emphasize conceptual understanding, promoting classroom dialogue, assigning authentic activities, scaffolding theory construction and creating a community of learners.
However there are many challenges with conceptual change. We need to be careful with confirmation bias. We need to have diversity in constructive processes. We can do this by accommodating students with special needs.
So What?
It is important to know about how your brain organizes things and the different ways it does it. You do this with your different concepts, schemas and scripts. As you teach you need to help the students engage in the different ways of learning and have them be constantly relating their new information with the old information. They learn things by having it repeated and put into their daily scripts. They will soon know things and remember it just as easy as they know how to ride a bike.
Now What?
After knowing about the importance oh how students learn. We need to make sure that as we are teaching our students that we relate things to their previous knowledge so that they have the schema to go with it. That will help them in remembering things better. They can see how this new subject can relate to their old background. We want all the information and learning the students do to become part of their script. I hope to have my students remember all the information the learn and have it come to them as easy as riding a bike is for them. I hope to have the information easily learned and able to retrieve easily!
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