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!
Thursday, February 19, 2009
Ch. 6 Learning Log
What?
In class today we learned about learning and cognitive processes. In this chapter we learned about your memory and how you remember things. We use a model of Human Memory which is:
Sensory Register-
Working (short-term) Memory
Long-term Memory
Your memory goes in through your brain and goes to the thalamus. From there it goes out to the certain lobes that the memory pertains too. It goes back and forth multiple times between the hippocampus and amygdale. You retain memory into either your short-term or long-term memory. Its important to remember this like a filing cabinet. It is very important to retain this information and file it away into the certain areas. That way it is easier to pull the information back out.
So What?
This is very important to know about how your memory is stored in helping you to remember things better. Different people remember things differently and in better ways than others. We don’t all remember things the same way. When knowing these other ways that students learn it will help us in being a better teacher.
Now What?
From knowing these different ways it will help us in teaching our future students. We want our students to not just remember things in the short-term memory. We can help to improve their memory but teaching certain different ways. Not just by teaching with having the students write things down, we need to have the read, write and actually visualize what they are learning. The more ways we teach a concept the more the students will remember.
In class today we learned about learning and cognitive processes. In this chapter we learned about your memory and how you remember things. We use a model of Human Memory which is:
Sensory Register-
Working (short-term) Memory
Long-term Memory
Your memory goes in through your brain and goes to the thalamus. From there it goes out to the certain lobes that the memory pertains too. It goes back and forth multiple times between the hippocampus and amygdale. You retain memory into either your short-term or long-term memory. Its important to remember this like a filing cabinet. It is very important to retain this information and file it away into the certain areas. That way it is easier to pull the information back out.
So What?
This is very important to know about how your memory is stored in helping you to remember things better. Different people remember things differently and in better ways than others. We don’t all remember things the same way. When knowing these other ways that students learn it will help us in being a better teacher.
Now What?
From knowing these different ways it will help us in teaching our future students. We want our students to not just remember things in the short-term memory. We can help to improve their memory but teaching certain different ways. Not just by teaching with having the students write things down, we need to have the read, write and actually visualize what they are learning. The more ways we teach a concept the more the students will remember.
Monday, February 16, 2009
Temple Grandin-Guest Speaker
It was very interesting to listen to Temple Grandin. I have never listened to a speaker who has Autism. I have only ever known little kids who have had autism. It was very interesting to see how smart she was and how she has used her problems to come up with all these new inventions by visually picturing them in her head and then putting them into action. She amazes me at how smart she is. It was still very noticeable that she had some mental/brain problems. Especially when people would ask her questions and she would answer them, she would kind of go off topic and would have to get back on topic. Its great how she helps other people with the same type of problems and how she is putting her problems to good use. It also amazes me at how she can write all these amazing books. It does make me wonder if when she writes her books if she goes off topic at all.
Thursday, February 12, 2009
Ch. 3 Learning Log
What?
I learned about Erickson's psychosocial stages. It was very interesting to learn about his different stages that he put all the students in. I liked how we were taught how to memorize them. That made it easy to learn the stages and apply them to the certain ways the students are in. I need to learn how to memorize all the things I need to know. I actually learn different material and memorize it by relating it to something so that it will help me in always remembering what it is. We also learned about Kohlberg and his three levels. Which are preconventional, conventional and postconventional. And in these levels their are 6 stages. However, with these different levels I don't think that these are all accurate with the age because I can see myself in the preconventional level with some of the certain things I do and try to avoid.
So What?
It is very important to know about Erickson’s and Kohlberg’s levels and stages because as teachers we will be having all types of students in our class. With knowing these levels we are able to understand our students better in knowing why they might act a certain way they do. We will be able to know how to tolerant those certain students better and not let us get upset at them for acting a certain way.
Now What?
By knowing these stages and levels I will need to remember them always so that when I am a teacher I can know why my students might act a certain way. I will also know what level my students will be at when I start a new year of teaching depending on the grade I teach. I can also use this knowledge with my nieces and nephews. I think it is cool to be able to do certain little experiments on them to see what level they are at. I especially want to try the marshmallow test on them to see how they might possibly be when they are older.
I learned about Erickson's psychosocial stages. It was very interesting to learn about his different stages that he put all the students in. I liked how we were taught how to memorize them. That made it easy to learn the stages and apply them to the certain ways the students are in. I need to learn how to memorize all the things I need to know. I actually learn different material and memorize it by relating it to something so that it will help me in always remembering what it is. We also learned about Kohlberg and his three levels. Which are preconventional, conventional and postconventional. And in these levels their are 6 stages. However, with these different levels I don't think that these are all accurate with the age because I can see myself in the preconventional level with some of the certain things I do and try to avoid.
So What?
It is very important to know about Erickson’s and Kohlberg’s levels and stages because as teachers we will be having all types of students in our class. With knowing these levels we are able to understand our students better in knowing why they might act a certain way they do. We will be able to know how to tolerant those certain students better and not let us get upset at them for acting a certain way.
Now What?
By knowing these stages and levels I will need to remember them always so that when I am a teacher I can know why my students might act a certain way. I will also know what level my students will be at when I start a new year of teaching depending on the grade I teach. I can also use this knowledge with my nieces and nephews. I think it is cool to be able to do certain little experiments on them to see what level they are at. I especially want to try the marshmallow test on them to see how they might possibly be when they are older.
Monday, February 2, 2009
Guest Speaker- Kim Peek (Rain Man)
It was so interesting to see and hear Kim Peek speak with his dad. I was not very familiar with the movie rain man so it was all very interesting for me to hear about him. It made me want to watch the movie and learn more about him. So I couldn’t learn everything about him in an hour. It was cool to see Kim talking with his father in the beginning about himself. Crazy how they didn’t know what was wrong with for many years since they did not have the technology needed. It amazes me how Kim can walk and sees to me that he would be able to do a lot of things to take care of himself. It surprised me in knowing that he cannot bath, shave, and sometimes feed himself. I was impressed with his speaking ability. He is differently different from other mentally retarded people. He has so many numerous talents it is unbelievable. I could not believe that he knew whom someone was by his name and his accent of where he was from. It completely blew me away at everything he knew about the man.
His memory is unbelievable with all the books, numbers, places, historic events that he can remember. I love his saying, “You don’t have to be handicap to be different, everybody is different.” I think that is so true, we all are different in our own ways. I enjoyed the part where anyone could ask questions and he could pretty much know every answer they asked.
His memory is unbelievable with all the books, numbers, places, historic events that he can remember. I love his saying, “You don’t have to be handicap to be different, everybody is different.” I think that is so true, we all are different in our own ways. I enjoyed the part where anyone could ask questions and he could pretty much know every answer they asked.
Ch. 2 learning log
What?
This chapter is really the big foundation since it is on the cognitive development and the relations to learning and memory. We learned about the differences between Piaget and Vygotsky. They both have their perspectives on cognitive development. Piaget sees that there are 4 stages. The 1st being sensorimotor stage which is from birth to two. This is where your schemes are based largely on behaviors and perceptions. The 2nd is preoperational (2-7 years) and this is where children can think about objects and events beyond their immediate view but do not yet reason in logic. The 3rd is concrete operations (7-11 years) at this stage the adult like logic appears, but is limited to concrete reality. And the final stage is formal operations (12 +) at this stage you separate their own abstract logic from the perspectives of others and from practical considerations.
Vygotsky’s theory deals with the social constrctivism, role of culture, interaction with adults, and theory derived from observation. His biggest role was the society. With the society there was socio-cultural learning, guided participations (adult helps), apprenticeship (adult thinking), peer interaction and power to play. Most of his studies were based off of his own children.
So What?
This weeks topic is very important as a teacher because these are the cognitive developments that our students will be going through. As elementary teachers we will be dealing with the concrete operations stage, which is ages 7-11. This stage the students are differentiation of one’s own perspective from the perspectives of others, deductive reasoning, and class inclusion. If we know the different ways our students are reacting to certain things it will help us in making sure we can accommodate and help each student in any way they need it. We will know why certain students act up and respond the way some might.
Now What?
I will use this as a future teaching in knowing what most stages my students will be in when I teach them. I can be better prepared for the stages I will see and know how I need to teach the material to my students. By knowing how they learn and respond it will help me to be the most effective to my students.
I still need to learn the different stages better. I don’t know all of the certain ways that the students will learn the best. I need to learn more in depth of the ways the learn certain materials and how they work with other students. I need to make sure I know at what age they work well with others in groups and make sure that I know the best projects to do with groups. Some projects might not be the best because many students have different views on things.
This chapter is really the big foundation since it is on the cognitive development and the relations to learning and memory. We learned about the differences between Piaget and Vygotsky. They both have their perspectives on cognitive development. Piaget sees that there are 4 stages. The 1st being sensorimotor stage which is from birth to two. This is where your schemes are based largely on behaviors and perceptions. The 2nd is preoperational (2-7 years) and this is where children can think about objects and events beyond their immediate view but do not yet reason in logic. The 3rd is concrete operations (7-11 years) at this stage the adult like logic appears, but is limited to concrete reality. And the final stage is formal operations (12 +) at this stage you separate their own abstract logic from the perspectives of others and from practical considerations.
Vygotsky’s theory deals with the social constrctivism, role of culture, interaction with adults, and theory derived from observation. His biggest role was the society. With the society there was socio-cultural learning, guided participations (adult helps), apprenticeship (adult thinking), peer interaction and power to play. Most of his studies were based off of his own children.
So What?
This weeks topic is very important as a teacher because these are the cognitive developments that our students will be going through. As elementary teachers we will be dealing with the concrete operations stage, which is ages 7-11. This stage the students are differentiation of one’s own perspective from the perspectives of others, deductive reasoning, and class inclusion. If we know the different ways our students are reacting to certain things it will help us in making sure we can accommodate and help each student in any way they need it. We will know why certain students act up and respond the way some might.
Now What?
I will use this as a future teaching in knowing what most stages my students will be in when I teach them. I can be better prepared for the stages I will see and know how I need to teach the material to my students. By knowing how they learn and respond it will help me to be the most effective to my students.
I still need to learn the different stages better. I don’t know all of the certain ways that the students will learn the best. I need to learn more in depth of the ways the learn certain materials and how they work with other students. I need to make sure I know at what age they work well with others in groups and make sure that I know the best projects to do with groups. Some projects might not be the best because many students have different views on things.
Monday, January 26, 2009
Week 3- Learning Log
What?
In class today we learned about the human brain. The brain is made up of 12 crucial parts: frontal lobe, temporal lobe, occipital lobe, parietal lobe, hippocampus, amygdala, brain stem, cerebellum, broca’s area, wernicks and corpus collosum. Each of those parts are crucial in our brain. The development of the brain occurs back to front and is not fully developed until 25-35.
Each part has neurons that have many features. The dendrites are branchlike structures that receive information. The myelin sheath acts as the insulator and holds in the information. The myelin is a fatty substance that speeds up neural transmitter. The axon is a transmitter that carries information to other neurons.
When pregnant it is very important to not diet. Your body needs all the nutrients and vitamins it can get. Especially when you are having a baby develop inside you, the baby will need a lot of nutrients. Exercising is also very important to always do. Exercising optimizes your learning and gives you more energy to be able to go through out the day.
So What?
This topic is very important on the brain. This will give us many answers to the different problems and issues we will see when we are teachers. There are so many disorders that all tie in with the brain: autism, ADHD, ADD and many other disorders. As teachers if we have students with those disorders we are better at understanding why they have this disorder. If we know how the brain works we will also understand how different people learn and how accidents may affect a students learning. This will help us in being a better teacher.
It is also very important to know why you should eat healthy and get regular exercise. Both of those relate directly to your learning and how you can get the most out of what you learn.
Now What?
It is important to teach children about why we should exercise and eat healthy. And how this will help us to optimize our learning. After teaching them that I will teach them the different parts of the human brain. This is important for the students to learn so that they know how their brain works and why they might act the different ways they do. Teaching about the brain will help the other students understand why certain students might act a certain way.
I still need to learn more in depth about the human brain. I need to make sure I understand each part clearly and know what each of their functions are and what disorders might come if that area is damaged.
In class today we learned about the human brain. The brain is made up of 12 crucial parts: frontal lobe, temporal lobe, occipital lobe, parietal lobe, hippocampus, amygdala, brain stem, cerebellum, broca’s area, wernicks and corpus collosum. Each of those parts are crucial in our brain. The development of the brain occurs back to front and is not fully developed until 25-35.
Each part has neurons that have many features. The dendrites are branchlike structures that receive information. The myelin sheath acts as the insulator and holds in the information. The myelin is a fatty substance that speeds up neural transmitter. The axon is a transmitter that carries information to other neurons.
When pregnant it is very important to not diet. Your body needs all the nutrients and vitamins it can get. Especially when you are having a baby develop inside you, the baby will need a lot of nutrients. Exercising is also very important to always do. Exercising optimizes your learning and gives you more energy to be able to go through out the day.
So What?
This topic is very important on the brain. This will give us many answers to the different problems and issues we will see when we are teachers. There are so many disorders that all tie in with the brain: autism, ADHD, ADD and many other disorders. As teachers if we have students with those disorders we are better at understanding why they have this disorder. If we know how the brain works we will also understand how different people learn and how accidents may affect a students learning. This will help us in being a better teacher.
It is also very important to know why you should eat healthy and get regular exercise. Both of those relate directly to your learning and how you can get the most out of what you learn.
Now What?
It is important to teach children about why we should exercise and eat healthy. And how this will help us to optimize our learning. After teaching them that I will teach them the different parts of the human brain. This is important for the students to learn so that they know how their brain works and why they might act the different ways they do. Teaching about the brain will help the other students understand why certain students might act a certain way.
I still need to learn more in depth about the human brain. I need to make sure I understand each part clearly and know what each of their functions are and what disorders might come if that area is damaged.
Sunday, January 25, 2009
Webquest Step 3
What: I have learned a lot about the four types of research.
The first is Descriptive Research: by using descriptive research it has a goal in describing what, how or why something is happening. We are able to ask many questions and conduct a descriptive research to help us find a solution.
The second is correlational research: this makes a connection between two or more variables. When you are needing to associate between two things this would be your best research type. You can compare two different types of variables to find out how they would relate.
The third type is experimental research: this is the conducting of an experiment to find out what the cause and effect is. You would conduct an experience using a placebo to find out what the different reasons something is happening.
The fourth type is action research: this is when the educators look at their own practice and see what it is they should do to improve the outcomes of the students. They will take action to make this goal happen.
So What: This topic is very important because as a future educator I need to know these different types of research and know how to use each type. These types of research are going to help the improve the outcome of my students. They will help me to better learn how to adjust my teaching approaches to each student. When different problems come my way, I will know what the best way to handle the certain type of issue. And by doing so I will be using the action research.
Now What: There are a still many things I need to learn about educational research. I need to be able to identify each type of research better when I see the different examples. A few of them are pretty clear to me in knowing. However, I struggle a lot with the experimental and action research. They both see to me that by conducting an experience you are finding what the causes are and what it is that you need to do. I need to be a lot better at identifying the types quicker and have them very clear to me.
I will use this as a future educator in helping my students have the best possible outcome. I will be able to use this when needing to know the best way to teach my students. Since they all learn differently I will be able to make different connection between why the different students might respond the way they do. I will also use action research a lot because I will constantly be examining my own practice and evaluate the different strategies I might use to help to improve my teaching and the education outcomes. When a problem arises I will be able to use descriptive research in finding out the reason has happened. All of these types of research will make me become the best possible teacher I possibly could be.
The first is Descriptive Research: by using descriptive research it has a goal in describing what, how or why something is happening. We are able to ask many questions and conduct a descriptive research to help us find a solution.
The second is correlational research: this makes a connection between two or more variables. When you are needing to associate between two things this would be your best research type. You can compare two different types of variables to find out how they would relate.
The third type is experimental research: this is the conducting of an experiment to find out what the cause and effect is. You would conduct an experience using a placebo to find out what the different reasons something is happening.
The fourth type is action research: this is when the educators look at their own practice and see what it is they should do to improve the outcomes of the students. They will take action to make this goal happen.
So What: This topic is very important because as a future educator I need to know these different types of research and know how to use each type. These types of research are going to help the improve the outcome of my students. They will help me to better learn how to adjust my teaching approaches to each student. When different problems come my way, I will know what the best way to handle the certain type of issue. And by doing so I will be using the action research.
Now What: There are a still many things I need to learn about educational research. I need to be able to identify each type of research better when I see the different examples. A few of them are pretty clear to me in knowing. However, I struggle a lot with the experimental and action research. They both see to me that by conducting an experience you are finding what the causes are and what it is that you need to do. I need to be a lot better at identifying the types quicker and have them very clear to me.
I will use this as a future educator in helping my students have the best possible outcome. I will be able to use this when needing to know the best way to teach my students. Since they all learn differently I will be able to make different connection between why the different students might respond the way they do. I will also use action research a lot because I will constantly be examining my own practice and evaluate the different strategies I might use to help to improve my teaching and the education outcomes. When a problem arises I will be able to use descriptive research in finding out the reason has happened. All of these types of research will make me become the best possible teacher I possibly could be.
Tuesday, January 13, 2009
Hidden Assignment #1
Goals: 1st. My goals are to learn the ways that students learn and how they respond to different experiences they have in their everyday lives. 2nd: I also hope to learn how to evaluate and assess each student in knowing the best way to teach them certain things.
My weekly preparation plans would be to read each chapter before class. I will start the reading for the chapter on Monday and use the 4 R's strategies. Then each of the following days I will make sure that I refresh my mind on the chapter. Then after each class I will make sure that I post my journals on my blog.
The study strategies I will use to help me understand the material would be using the 4 R's.
I will reach my goals in this course by studying, attending class and completing all of my homework.
My weekly preparation plans would be to read each chapter before class. I will start the reading for the chapter on Monday and use the 4 R's strategies. Then each of the following days I will make sure that I refresh my mind on the chapter. Then after each class I will make sure that I post my journals on my blog.
The study strategies I will use to help me understand the material would be using the 4 R's.
- Get Ready- I will make sure that I am in a quiet area to read the chapters and set a time length.
- Read- Then while I'm reading I will make a study guide and write out key information.
- Reduce- Then I will go back and make summaries on the most important information and answer any questions I might have.
- Retain-Then after reducing my study guide I will review through it throughout the week making sure I remember everything.
I will reach my goals in this course by studying, attending class and completing all of my homework.
Motivation Log
1. I'm in the teaching program because it has always been a dream of mine to be a teacher. Being a teach just runs in my family. On my dad's side it started with my grandpa being a teacher and principle for his whole life. Then a couple of my aunt's became teachers. And then most of all my girl cousin's have gone into teaching. So I have come from a teaching family, it must be in my blood. I love children and working with them. Nothing makes me more happier than being with kids.
I have gone to a couple other colleges before transferring to UVU because I wanted to wait for me to become a Utah resident. I'm a substitute teacher and I have asked many teachers where they got their degree and most told me UVU; I had heard so many great things about UVU. So I decided that would be my best choice. And being in this class is just one of those steps to get me closer to reaching my goal of graduating and becoming a teacher.
2. I think what really motivates me would be my mom. I complain many times at how tired I am of school and how I feel like I have been going to school for so long. And then I remind myself that I am only 21 and do not even have a family of my own. My mom graduated from college pregnant with her third son. If she could raise a family, work and go to school I think I should be able to go to school and work. I am constantly reminding myself of my mom, so that I have the motivation to carry on and graduate.
3. I succeed in knowing what my life goal has always been. Which is receiving a bachelors degree in Elementary Educating. I feel that the best mom is an educated mom. So that helps me push through the hard times knowing all my goals in life.
4. I feel that sometimes I fail because I am not giving it my all. When I get really burnt out or stressed I feel that I start to fail. If I have not reached my goal in life of receiving my degree I will feel like I have failed. So I will not let myself fail because I know what my goal is and I will do everything it takes to achieve it.
5. I need to change my mindset in this class to become a great teacher by looking at this class as a big foundation. This foundation will help me to get through all other classes and becoming a teacher. I need to take from this class as much as I possibly can, and to put all the information I learn into my long term memory. I need to not look at this class as just needing to pass this class with a certain grade. By having it set in my mind to take everything I can out of this class it will help me to have the motivation to become the best teacher.
I have gone to a couple other colleges before transferring to UVU because I wanted to wait for me to become a Utah resident. I'm a substitute teacher and I have asked many teachers where they got their degree and most told me UVU; I had heard so many great things about UVU. So I decided that would be my best choice. And being in this class is just one of those steps to get me closer to reaching my goal of graduating and becoming a teacher.
2. I think what really motivates me would be my mom. I complain many times at how tired I am of school and how I feel like I have been going to school for so long. And then I remind myself that I am only 21 and do not even have a family of my own. My mom graduated from college pregnant with her third son. If she could raise a family, work and go to school I think I should be able to go to school and work. I am constantly reminding myself of my mom, so that I have the motivation to carry on and graduate.
3. I succeed in knowing what my life goal has always been. Which is receiving a bachelors degree in Elementary Educating. I feel that the best mom is an educated mom. So that helps me push through the hard times knowing all my goals in life.
4. I feel that sometimes I fail because I am not giving it my all. When I get really burnt out or stressed I feel that I start to fail. If I have not reached my goal in life of receiving my degree I will feel like I have failed. So I will not let myself fail because I know what my goal is and I will do everything it takes to achieve it.
5. I need to change my mindset in this class to become a great teacher by looking at this class as a big foundation. This foundation will help me to get through all other classes and becoming a teacher. I need to take from this class as much as I possibly can, and to put all the information I learn into my long term memory. I need to not look at this class as just needing to pass this class with a certain grade. By having it set in my mind to take everything I can out of this class it will help me to have the motivation to become the best teacher.
Subscribe to:
Comments (Atom)
