What?
My own personal learning theory is a combination of all of many of the theories that we have learned about in class. I believe like Vygotsky, that adults play a very significant role in the growth and development of students. A well mentored student is much more knowledgeable and successful in my opinion. Also, children tend to trust the academic information imparted by adults much more than many other sources. This coincides with my agreement with Social Cognitivism. Like social cognitivists, I believe that students can learn simply by observing the behaviors and interactions of the people around them. This could be adults, students, friends, peers, celebrities, athletes, etc. I also agree with Constructivism. Children do contstruct their own meaning by relating it to prior experiences and beliefs. Schema is an important part of learning, because it can greatly alter what you understand from a particular lesson. Each student will come away with something different based on their schema.
So, in summary, I believe that children are very intelligent and are able to construct their own meaning from learning experiences through observation, experiences, and interaction.
I also greatly agree with Gardner's multiple intelligences and their importance in learning and understanding.
So What?
My own personal learning theory will impact my own classroom by forcing me to look at how experiences are perceived through the eyes of the student. It will also force me to provide varied learning experiences that allow them to discover information on their own, in groups of peers, or with guided assistance of an adult (mainly me). Providing these varied experiences will also allow me opportunities to present information to students with various strengths in different multiple intelligences. Through these varied teaching moments, students will be able to construct meaning relevant to themselves.
Now What?
The next steps I should take in implementing these things in my classroom would be actually thinking of ways to use these techniques in relation to the subjects I will be teaching: Health, Anatomy and Biology. I also would like to experiment with these things my classroom to see what techniques work best for the majority of the children in the class. I need to use techniques that will reach the maximum amount of students.
There are several things that I still want to learn more about, however. One thing I would like to investigate further is cultural diversity. I would like to learn more about the different individual cultures that I will encounter in my classroom so that I can better understand their behavior and how it may be effected by culture differences. I also want to learn more about how I can make meaningful, real-life learning experiences happen in my classroom. Because I feel very strongly that at least a basic understanding of the health sciences is essential for healthy living, I want to be able to really drive home how my students can apply what they learn to their own lives. By making meaningful learning experiences happen, hopefully my students can implement healthy living while they are still young, and live full and happy lives as they get older.
Tuesday, April 28, 2009
Thursday, April 23, 2009
Chapter 4 Learning Log
What?
In our classrooms there will be much diversity. Whether it be in culture, gender, socioeconomic status, etc.
When dealing with students of cultural diversity, 'colorblindness' is not the best way to approach students because of your own cultural bias. 'Colorblind' to a white middle-class American would be to treat every person regardless of culture as a white middle-class American. Recognizing differences in culture is important to understand how students approach our class, and learning in general. Differences in culture cause students to react to situations differently, and perhaps in ways that you may not understand.
Gender differences can play a role as well. In general intelligence, there is no difference between boys and girls. There are however a few legitimate differences, such as:
Boys:
-Express their anger through physical aggression
-From puberty are marginally better at spatial reasoning
-Don't like to 'seem smart'
-Are more likely to be outliers in both academic and social performance.
-Have more muscle mass
-Higher self-esteem (generally)
Girls:
-Express anger through relational aggression
-Like school for social reasons
-Cluster socially
-Less muscle mass
-Have lower self-esteem (due to hormonal differences)
-Have a harder time taking critcism
-May be more self-aware and self-critiquing
Socioeconomic status (SES) is one of the biggest determining factors that effects academic performance. In Utah alone almost 40 percent of people are considered low-income or below poverty level. These students tend to be less engaged. Engagement in learning can make or break a student, especially one with a low SES.
Engaging a student consists of:
-Good attendance in school
-Having a predictable schedule
-High participation in class
-A sense of belonging, welcome, and safety
-School pride
-Involvement in extracurricular activities or special opportunities
So What?
As teachers, it is important to do all that we can to understand the diverse cultures that we encounter and interact with in our classrooms. If there is a student in our class from somewhere we are unfamiliar with, a responsible teacher should try and investigate and learn all they can about that culture. Knowing more about the cultural norms that our students practice will help us better connect with them and be able to accommodate for them if necessary.
Teachers also must avoid a gender bias while teaching. Looking at both genders as equally intelligent and academically capable will help to eliminate any bias. However, allowing for some few legitimate differences will give our students expectations that are realistic for them.
Low SES students in our classes may require special accommodations that the teacher should not feel hesitant to make. For a student who may be homeless, or have working parents who are unavailable to them, special accommodations regarding homework or funding may need to be made. We should be sensitive to these situations and treat these students with respect so that they do not feel embarrassed or singled out unnecessarily.
Now What?
In my classroom, I will try to be as culturally respectful as possible. I sometimes feel nervous and overly-cautious about appearing racist or biased. However, I think I need to overcome this fear slightly so that I can show acknowledgment of differences and celebrate these diverse cultures that I may be teaching. I know that I should do whatever I can to better understand these students. This could include reading a book about their culture, or asking the student or their parents to explain to me the unique things about their culture. This will help me be a better teacher, focused on the individual.
Gender differences in my Health, Anatomy, and Biology classes will definitely be acknowledged in course content. These differences, however, are mainly biological differences that students should be aware of. As for having a gender bias, I feel that I have equal intellectual expectations of the boys and girls that will be in my classes.
When I personally come in contact with low SES students, I want to be able to make any accommodations necessary for them to be successful in my class. Before I can make any of these accommodations, however, I must be familiar with their backgrounds and home lives. I want to be the kind of teacher who is interested and asks about a student's situation. If I strive to better understand where my students are coming from, I will be more prepared to help them succeed.
In our classrooms there will be much diversity. Whether it be in culture, gender, socioeconomic status, etc.
When dealing with students of cultural diversity, 'colorblindness' is not the best way to approach students because of your own cultural bias. 'Colorblind' to a white middle-class American would be to treat every person regardless of culture as a white middle-class American. Recognizing differences in culture is important to understand how students approach our class, and learning in general. Differences in culture cause students to react to situations differently, and perhaps in ways that you may not understand.
Gender differences can play a role as well. In general intelligence, there is no difference between boys and girls. There are however a few legitimate differences, such as:
Boys:
-Express their anger through physical aggression
-From puberty are marginally better at spatial reasoning
-Don't like to 'seem smart'
-Are more likely to be outliers in both academic and social performance.
-Have more muscle mass
-Higher self-esteem (generally)
Girls:
-Express anger through relational aggression
-Like school for social reasons
-Cluster socially
-Less muscle mass
-Have lower self-esteem (due to hormonal differences)
-Have a harder time taking critcism
-May be more self-aware and self-critiquing
Socioeconomic status (SES) is one of the biggest determining factors that effects academic performance. In Utah alone almost 40 percent of people are considered low-income or below poverty level. These students tend to be less engaged. Engagement in learning can make or break a student, especially one with a low SES.
Engaging a student consists of:
-Good attendance in school
-Having a predictable schedule
-High participation in class
-A sense of belonging, welcome, and safety
-School pride
-Involvement in extracurricular activities or special opportunities
So What?
As teachers, it is important to do all that we can to understand the diverse cultures that we encounter and interact with in our classrooms. If there is a student in our class from somewhere we are unfamiliar with, a responsible teacher should try and investigate and learn all they can about that culture. Knowing more about the cultural norms that our students practice will help us better connect with them and be able to accommodate for them if necessary.
Teachers also must avoid a gender bias while teaching. Looking at both genders as equally intelligent and academically capable will help to eliminate any bias. However, allowing for some few legitimate differences will give our students expectations that are realistic for them.
Low SES students in our classes may require special accommodations that the teacher should not feel hesitant to make. For a student who may be homeless, or have working parents who are unavailable to them, special accommodations regarding homework or funding may need to be made. We should be sensitive to these situations and treat these students with respect so that they do not feel embarrassed or singled out unnecessarily.
Now What?
In my classroom, I will try to be as culturally respectful as possible. I sometimes feel nervous and overly-cautious about appearing racist or biased. However, I think I need to overcome this fear slightly so that I can show acknowledgment of differences and celebrate these diverse cultures that I may be teaching. I know that I should do whatever I can to better understand these students. This could include reading a book about their culture, or asking the student or their parents to explain to me the unique things about their culture. This will help me be a better teacher, focused on the individual.
Gender differences in my Health, Anatomy, and Biology classes will definitely be acknowledged in course content. These differences, however, are mainly biological differences that students should be aware of. As for having a gender bias, I feel that I have equal intellectual expectations of the boys and girls that will be in my classes.
When I personally come in contact with low SES students, I want to be able to make any accommodations necessary for them to be successful in my class. Before I can make any of these accommodations, however, I must be familiar with their backgrounds and home lives. I want to be the kind of teacher who is interested and asks about a student's situation. If I strive to better understand where my students are coming from, I will be more prepared to help them succeed.
Monday, April 20, 2009
Chapter 5 Learning Log
What?
The Individuals with Disabilities Education Act (IDEA), is a legislative act to help schools address individual needs of students. It covers children from early childhood education, all the way through the age of 21. An Individualized Education Plan, (IEP) is overseen by IDEA and is a list of accommodations, goals, and plans for accomplishing goals. It is complied by a committee of professionals, parents, and teachers. In high school, this IEP plan also conatains a transition plan to hlep students transition into a real-world environment. The goal of special education today is to ehlp the students remain in the least-restrictive environment as possible.
IQ tests used to be implemented liberally as a way to evaluate students on t heir intelligence. The most commonly used was Spearman's g, but others included Catell's Fluid and Crystallized, Sternberg's Triacrchic Theory, and Distributed Intelligence. The most accepted form of IQ test today is Gardner's Multiple Intelligences.
So What?
As a teacher, abiding by all of the components of IDEA is essential. It is a legally binding contractual educational plan that must be implemented in order to provide students with special needs with their rights to equal education. We must support our students with special needs in order to help them gain the best education possible.
Understanding Gardner's Multiple Intelligences can help us as teachers better reach or students who learn in different ways. The different components of Gardner's intelligences are: Linguistic, Logical, Spatial, Musical, Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential. By understanding the best way our students learn, we can better fulfill their educational needs.
Now What?
For the 'Now What' section of my learning log, I am going to share the multiple intelligences "lesson plan" we were asked to think about in class.
My lesson plan incorporating multiple intelligences is a Biology lesson about the different kinds of plants and trees that are indigenous to our climate. The lesson would require the students to go and collect (Kinesthetic) leaf samples of different kinds of plants surrounding the school. They then would be required to identify the plants using a field guide (Naturalist) of the indigenous plants of the region. Then, they would be required to draw (Spatial) the leaves they found. They then would write a paragraph (Linguistic) describing each type of leaf they found.
The Individuals with Disabilities Education Act (IDEA), is a legislative act to help schools address individual needs of students. It covers children from early childhood education, all the way through the age of 21. An Individualized Education Plan, (IEP) is overseen by IDEA and is a list of accommodations, goals, and plans for accomplishing goals. It is complied by a committee of professionals, parents, and teachers. In high school, this IEP plan also conatains a transition plan to hlep students transition into a real-world environment. The goal of special education today is to ehlp the students remain in the least-restrictive environment as possible.
IQ tests used to be implemented liberally as a way to evaluate students on t heir intelligence. The most commonly used was Spearman's g, but others included Catell's Fluid and Crystallized, Sternberg's Triacrchic Theory, and Distributed Intelligence. The most accepted form of IQ test today is Gardner's Multiple Intelligences.
So What?
As a teacher, abiding by all of the components of IDEA is essential. It is a legally binding contractual educational plan that must be implemented in order to provide students with special needs with their rights to equal education. We must support our students with special needs in order to help them gain the best education possible.
Understanding Gardner's Multiple Intelligences can help us as teachers better reach or students who learn in different ways. The different components of Gardner's intelligences are: Linguistic, Logical, Spatial, Musical, Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential. By understanding the best way our students learn, we can better fulfill their educational needs.
Now What?
For the 'Now What' section of my learning log, I am going to share the multiple intelligences "lesson plan" we were asked to think about in class.
My lesson plan incorporating multiple intelligences is a Biology lesson about the different kinds of plants and trees that are indigenous to our climate. The lesson would require the students to go and collect (Kinesthetic) leaf samples of different kinds of plants surrounding the school. They then would be required to identify the plants using a field guide (Naturalist) of the indigenous plants of the region. Then, they would be required to draw (Spatial) the leaves they found. They then would write a paragraph (Linguistic) describing each type of leaf they found.
Tuesday, April 14, 2009
Learning Log: 4-14-09
What?
IDEA stands for Individuals with Disabilities Education Act. This is a legislative law that requires assistance to be provided for students who qualify for special education. This is not your good ol' resource class, but a newer, updated special education program that allows all types of special needs students to have the resources and learning opportunities that they need.
IDEA is for Inclusion. This is where special needs students are placed in general education schools, and where possible, general education classrooms (with accommodations made.) This creates an environment that allows for assimilation and fights prejudice. It fosters social intelligence, and allows students to remain with their peers. The principle behind inclusion is the Least Restrictive Environment. This means that a student is placed in the most free environment where they can possibly succeed.
There are many theories on intelligence and it's measure. Today we learned in class about Spearmans' g, Catell's Fluid & Crystallized, Sternberg's Triarchic Theory, Distributed Intelligence, and Gardner's Multiple Intelligences.
So What?
The way special needs students are educated is changing. Through IDEA and the use of IEP's teachers are expected to know how to best assist their students based on the IEP for that student. We as teachers must work closely with special education specialists in order to best accommodate each student in their own specific way.
The intelligences theories that we learned about today are important to know about in our classrooms. To me, Gardner's Multiple Intelligences is the most applicable to our classroom settings. Teaching students about these different types of intelligences helps them to better understand how they learn. It also helps us as educators to vary our different types of instruction so that we can reach the maximum amount of students, based on their intelligences and learning styles.
Now What?
As I am preparing to enter my own classroom, I feel I may need to learn to embrace the concept of inclusion a bit more. I truly do believe that it is right and good and what is best for special needs students. However, it seems really intimidating to me as a teacher. I feel the pressure to help those students quite immense, and I know that at first it will be struggle to be able to accommodate them (if it is a severe disability), and also help my class. However, I know that there is a support system there for me (the special education team) that I can go to if needed.
After taking the multiple intelligences test, I felt very happy that I am quite well rounded. Just as predicted, I did rank highest in the visual/spatial (picture smart) side of the spectrum. However, I was surprised that Naturalistic was one of the area's tied for second highest. I do love nature and am going to teach biology and all, but I can say that the high score was a pleasant surprise.
A lesson that I contemplated in a Health class that addressed multiple intelligences was a lesson about emotional health. Emotional health is a considered one of the components of health, and so teaching about it is definitely within the state curriculum. The lesson allows students to choose how to best explain how they feel they are doing..emotional health wise by choosing how they think they could best represent their current feelings and well-being. Students could choose to draw a representational picture, make a logical comparison graph, write a short skit, write a short reflection or story, invent a body-movement, or writing a short song etc. This allows students to express something that most of them are passionate about (their own emotions as teenagers) in a way that feels comfortable to them (in their own intelligence). Through this excercise, they could learn how to express their emotions in a healthy and unique way... a way that perhaps they had not thought of before.
IDEA stands for Individuals with Disabilities Education Act. This is a legislative law that requires assistance to be provided for students who qualify for special education. This is not your good ol' resource class, but a newer, updated special education program that allows all types of special needs students to have the resources and learning opportunities that they need.
IDEA is for Inclusion. This is where special needs students are placed in general education schools, and where possible, general education classrooms (with accommodations made.) This creates an environment that allows for assimilation and fights prejudice. It fosters social intelligence, and allows students to remain with their peers. The principle behind inclusion is the Least Restrictive Environment. This means that a student is placed in the most free environment where they can possibly succeed.
There are many theories on intelligence and it's measure. Today we learned in class about Spearmans' g, Catell's Fluid & Crystallized, Sternberg's Triarchic Theory, Distributed Intelligence, and Gardner's Multiple Intelligences.
So What?
The way special needs students are educated is changing. Through IDEA and the use of IEP's teachers are expected to know how to best assist their students based on the IEP for that student. We as teachers must work closely with special education specialists in order to best accommodate each student in their own specific way.
The intelligences theories that we learned about today are important to know about in our classrooms. To me, Gardner's Multiple Intelligences is the most applicable to our classroom settings. Teaching students about these different types of intelligences helps them to better understand how they learn. It also helps us as educators to vary our different types of instruction so that we can reach the maximum amount of students, based on their intelligences and learning styles.
Now What?
As I am preparing to enter my own classroom, I feel I may need to learn to embrace the concept of inclusion a bit more. I truly do believe that it is right and good and what is best for special needs students. However, it seems really intimidating to me as a teacher. I feel the pressure to help those students quite immense, and I know that at first it will be struggle to be able to accommodate them (if it is a severe disability), and also help my class. However, I know that there is a support system there for me (the special education team) that I can go to if needed.
After taking the multiple intelligences test, I felt very happy that I am quite well rounded. Just as predicted, I did rank highest in the visual/spatial (picture smart) side of the spectrum. However, I was surprised that Naturalistic was one of the area's tied for second highest. I do love nature and am going to teach biology and all, but I can say that the high score was a pleasant surprise.
A lesson that I contemplated in a Health class that addressed multiple intelligences was a lesson about emotional health. Emotional health is a considered one of the components of health, and so teaching about it is definitely within the state curriculum. The lesson allows students to choose how to best explain how they feel they are doing..emotional health wise by choosing how they think they could best represent their current feelings and well-being. Students could choose to draw a representational picture, make a logical comparison graph, write a short skit, write a short reflection or story, invent a body-movement, or writing a short song etc. This allows students to express something that most of them are passionate about (their own emotions as teenagers) in a way that feels comfortable to them (in their own intelligence). Through this excercise, they could learn how to express their emotions in a healthy and unique way... a way that perhaps they had not thought of before.
Monday, March 30, 2009
Chapter 10 Learning Log
What?
Social Cognitivists believe that learning is an internal process tha tmay or may not lead to a behavior change. This is expands upon Behaviorism, in that Behaviorists believe that an outward observable behavior must be exhibited in order to ensure that learning has taken plac.e In social cognitivism, this is not the case.
People learn by observing others and in the process begin to assume control over their own behaviors.
The visual metaphor presented in class was a video camera that records and plays back, just like the mind of a student. As they observe something, they play it back in their own behavior.
Reciprocal causation is an important component of Social Cognitivism. It is a model suggesting that motivating beliefs and values are interconnected with environmental factors and behavior. These three things relate to one another in a multi-directional cycle.
So What?
Social cognitivism is important to understand because if you are interracting with your class and you present them with new behavior, even if they do not show outward response, they may be recording information internally. If your students appear attentive, you have good reason to believe that perhaps they really are recording something up their in those heads.
Reciprocal causation is essential to be aware of as a teacher. Because of the interconnectedness of these three factors: 1. Environment, 2. Behavior, and 3.Motivating beliefs, values, emotions, and meanings, we must be constantly observing the tri-interaction within our students. It is of utmost importance that we model good behaviors for our students, as well as create an environment conducive to the behaviors we desire out of our students. We also must be familiar with the individual beliefs, values, and emotions of our students so that we may know the best possible way to adjust one of the 3 factors for the best possible outcome.
Now What?
As a future educator, I am feeling the importance of modeling good behavior and self-efficacy to my students. I am beginning to realize how essential it is that I display complete self-efficacy in my subject areas; health, anatomy, and biology. If I do not display my own confidence in my ability to complete and understand these subjects, my students will not trust the information I am presenting them.
Also, it is important for me as a teacher to build self-regulatory behaviors into my curriculum and assignments. It is very important for students to learn how to self-regulate, self-instruct, self-evaluate, and self-reinforce. If they do not learn how to do these things, it will reduce their productivity later in life. It will make their higher-education experiences much more difficult, not to mention real-world job experiences. I know as an educator I have the opportunity to help my students learn these skills by creating assignments that require them to slow down in their process and self-regulate.
Social Cognitivists believe that learning is an internal process tha tmay or may not lead to a behavior change. This is expands upon Behaviorism, in that Behaviorists believe that an outward observable behavior must be exhibited in order to ensure that learning has taken plac.e In social cognitivism, this is not the case.
People learn by observing others and in the process begin to assume control over their own behaviors.
The visual metaphor presented in class was a video camera that records and plays back, just like the mind of a student. As they observe something, they play it back in their own behavior.
Reciprocal causation is an important component of Social Cognitivism. It is a model suggesting that motivating beliefs and values are interconnected with environmental factors and behavior. These three things relate to one another in a multi-directional cycle.
So What?
Social cognitivism is important to understand because if you are interracting with your class and you present them with new behavior, even if they do not show outward response, they may be recording information internally. If your students appear attentive, you have good reason to believe that perhaps they really are recording something up their in those heads.
Reciprocal causation is essential to be aware of as a teacher. Because of the interconnectedness of these three factors: 1. Environment, 2. Behavior, and 3.Motivating beliefs, values, emotions, and meanings, we must be constantly observing the tri-interaction within our students. It is of utmost importance that we model good behaviors for our students, as well as create an environment conducive to the behaviors we desire out of our students. We also must be familiar with the individual beliefs, values, and emotions of our students so that we may know the best possible way to adjust one of the 3 factors for the best possible outcome.
Now What?
As a future educator, I am feeling the importance of modeling good behavior and self-efficacy to my students. I am beginning to realize how essential it is that I display complete self-efficacy in my subject areas; health, anatomy, and biology. If I do not display my own confidence in my ability to complete and understand these subjects, my students will not trust the information I am presenting them.
Also, it is important for me as a teacher to build self-regulatory behaviors into my curriculum and assignments. It is very important for students to learn how to self-regulate, self-instruct, self-evaluate, and self-reinforce. If they do not learn how to do these things, it will reduce their productivity later in life. It will make their higher-education experiences much more difficult, not to mention real-world job experiences. I know as an educator I have the opportunity to help my students learn these skills by creating assignments that require them to slow down in their process and self-regulate.
Thursday, March 12, 2009
Chapter 7 Learning Log
What?
Constructivism is an offshoot of the cognitive theory. Constructivists’ definition of Learning is an active process where learners construct their own meaning based on prior knowledge and experience. They believe that prior knowledge creates a shooting-off point that allows new knowledge to branch out (like a root system).
Schema is a filter through which each student learns and sees the world. Individual students each have very different schemas based on their own their own personal experiences and ideas.
Concepts are the most basic unit of constructivism. A concept is a defined category that we fit new information and experiences into. Teaching concepts to different schemas can require some guidelines to get the best reception. We must teach correlating features, examples, non-examples, defining features, exemptions, and definitions of concepts.
Misconceptions are beliefs that are inconsistent with commonly held beliefs or validations. Correcting misconceptions can be a sensitive process. Doing so sensitively will create more openness for absorption and understanding for your students. You can do so by:
-presenting evidence students cannot explain with their current ideas and schema.
-Motivate students to learn correct explanations.
-maintain self esteem.
-monitor what students say and write for persistent misconceptions.
Discovery learning is student centered learning that takes the teacher out of the primary role and makes them into a guide to help students learn and discover by themselves. Learning this way helps students build their own problem solving skills. Students make their own meaning by making their own experience-based knowledge.
The Five E’s of discovery learning are:
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate (self-evaluation)
So What?
Based on the constructivist theory, knowing where your students are coming from is very important. Knowing how students are approaching a situation with prior experiences can help you tailor your lessons and concepts in order help your students get the most out of your lessons. There are exercises that can be used in your classroom in order for you to better understand your students. Taking advantage of these exercises can help you understand a little better how your students are comprehending the information and concepts presented.
Now What?
This is an example lesson plan idea using the Five E’s of Discovery Learning.
Using the Five E’s, students will be discovering how water temperature affects the respiration of fish. Students will be provided with cold, lukewarm, and warm water in which to put the fish. They are also provided with fish which to observe.
The only instructions given will be a demonstration of how to observe the respiration rate of the fish visually.
They then will be provided with the materials needed in order to explore in groups of 4 to experiment in ways to measure the respiration rate in connection to the temperature of the water.
Constructivism is an offshoot of the cognitive theory. Constructivists’ definition of Learning is an active process where learners construct their own meaning based on prior knowledge and experience. They believe that prior knowledge creates a shooting-off point that allows new knowledge to branch out (like a root system).
Schema is a filter through which each student learns and sees the world. Individual students each have very different schemas based on their own their own personal experiences and ideas.
Concepts are the most basic unit of constructivism. A concept is a defined category that we fit new information and experiences into. Teaching concepts to different schemas can require some guidelines to get the best reception. We must teach correlating features, examples, non-examples, defining features, exemptions, and definitions of concepts.
Misconceptions are beliefs that are inconsistent with commonly held beliefs or validations. Correcting misconceptions can be a sensitive process. Doing so sensitively will create more openness for absorption and understanding for your students. You can do so by:
-presenting evidence students cannot explain with their current ideas and schema.
-Motivate students to learn correct explanations.
-maintain self esteem.
-monitor what students say and write for persistent misconceptions.
Discovery learning is student centered learning that takes the teacher out of the primary role and makes them into a guide to help students learn and discover by themselves. Learning this way helps students build their own problem solving skills. Students make their own meaning by making their own experience-based knowledge.
The Five E’s of discovery learning are:
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate (self-evaluation)
So What?
Based on the constructivist theory, knowing where your students are coming from is very important. Knowing how students are approaching a situation with prior experiences can help you tailor your lessons and concepts in order help your students get the most out of your lessons. There are exercises that can be used in your classroom in order for you to better understand your students. Taking advantage of these exercises can help you understand a little better how your students are comprehending the information and concepts presented.
Now What?
This is an example lesson plan idea using the Five E’s of Discovery Learning.
Using the Five E’s, students will be discovering how water temperature affects the respiration of fish. Students will be provided with cold, lukewarm, and warm water in which to put the fish. They are also provided with fish which to observe.
The only instructions given will be a demonstration of how to observe the respiration rate of the fish visually.
They then will be provided with the materials needed in order to explore in groups of 4 to experiment in ways to measure the respiration rate in connection to the temperature of the water.
Tuesday, February 24, 2009
Learning Log Chapter 6
What?
Today we discussed Cognitivism, and the different components of memory and the brain.
The cognitive definition of learning consists of a (supposedly) semi-permanent change in mental processes. Those who believe in Cognitivism believe that learning is due to experience, but that the learner does not simply absorb information from their environment. The learner is required to construct what knowledge they gain through experience and prior beliefs and knowledge.
The pathway of memory processing in the brain is complex. The following is a list in order of process and a brief explanation of what each part of the brain does in memory processing.
1. Reticular Activating System
-determines what we are paying attention to, or what is worth paying attention to. Sends
information to the Thalamus.
2. Thalamus
-sorts information into types, then sends it out to the corresponding lobes of the cerebral
cortex.
3. Lobes of the Cerebral Cortex
-lobes decide if information is important or relevant for memory. Info sent back to
hippocampus.
4. Hippocampus
-encoding takes place, the information is prepared to be stored, and then is sent back out to
the cerebral cortex for storage.
4 (a) Amygdala
-information may alternatively be sent to this part of the brain for an emotional response
before storage takes place.
5. Lobes of the Cerebral Cortex
-lobes then decide where to store information that has been re-processed by the
hippocampus.
So What?
The students we encounter in our teaching experiences will all come from extremely different backgrounds, and will all have different previous knowledge and experiences. Because of this, our students will be interpreting everything we teach them differently. Each student will grasp onto different areas of the content, and will interpret this information based on their previous knowledge.
Also, if we do not teach our students well enough how to study or correctly remember the content we are teaching, they will lose the ability to recall the information. They may also lose (or never gain) the understanding of how our content area is important to them in their everyday lives.
Now What?
As an educator, I have a responsibility to help my students grasp the material in a correct way, as well as to create understanding for real-life application.
I will be much more successful accomplishing this if I avoid teaching them encoding techniques of simply rehearsal encoding. The following encoding techniques are much more successful in helping students remember and understand the content we are teaching:
1. Meaningful Learning - we can help students connect what they are learning with proper prior knowledge.
2. Organization - in addition to helping our students organize the information, I can also better organize the content down using chunking, into more processable pieces.
3. Elaboration - I can encourage the students through projects and discussion to take the concepts one step further into what they surmise the concepts mean to them.
4. Visual Imagery - providing students with a visual image that they are able to recall back to in connection with the content being taught.
5. Enactment - actually acting out content in order to better help them remember.
6. Mnemonics - where applicable, using a mnemonic to help them remember facts that otherwise seem random or too long to remember, in-list.
Using the previous techniques will make me a more effective teacher, who will have a greater impact on the lives of students. Teaching students is about so much more than their test score (no matter what the government says), and I believe helping students not only remember, but to understand the content is what is really important.
Today we discussed Cognitivism, and the different components of memory and the brain.
The cognitive definition of learning consists of a (supposedly) semi-permanent change in mental processes. Those who believe in Cognitivism believe that learning is due to experience, but that the learner does not simply absorb information from their environment. The learner is required to construct what knowledge they gain through experience and prior beliefs and knowledge.
The pathway of memory processing in the brain is complex. The following is a list in order of process and a brief explanation of what each part of the brain does in memory processing.
1. Reticular Activating System
-determines what we are paying attention to, or what is worth paying attention to. Sends
information to the Thalamus.
2. Thalamus
-sorts information into types, then sends it out to the corresponding lobes of the cerebral
cortex.
3. Lobes of the Cerebral Cortex
-lobes decide if information is important or relevant for memory. Info sent back to
hippocampus.
4. Hippocampus
-encoding takes place, the information is prepared to be stored, and then is sent back out to
the cerebral cortex for storage.
4 (a) Amygdala
-information may alternatively be sent to this part of the brain for an emotional response
before storage takes place.
5. Lobes of the Cerebral Cortex
-lobes then decide where to store information that has been re-processed by the
hippocampus.
So What?
The students we encounter in our teaching experiences will all come from extremely different backgrounds, and will all have different previous knowledge and experiences. Because of this, our students will be interpreting everything we teach them differently. Each student will grasp onto different areas of the content, and will interpret this information based on their previous knowledge.
Also, if we do not teach our students well enough how to study or correctly remember the content we are teaching, they will lose the ability to recall the information. They may also lose (or never gain) the understanding of how our content area is important to them in their everyday lives.
Now What?
As an educator, I have a responsibility to help my students grasp the material in a correct way, as well as to create understanding for real-life application.
I will be much more successful accomplishing this if I avoid teaching them encoding techniques of simply rehearsal encoding. The following encoding techniques are much more successful in helping students remember and understand the content we are teaching:
1. Meaningful Learning - we can help students connect what they are learning with proper prior knowledge.
2. Organization - in addition to helping our students organize the information, I can also better organize the content down using chunking, into more processable pieces.
3. Elaboration - I can encourage the students through projects and discussion to take the concepts one step further into what they surmise the concepts mean to them.
4. Visual Imagery - providing students with a visual image that they are able to recall back to in connection with the content being taught.
5. Enactment - actually acting out content in order to better help them remember.
6. Mnemonics - where applicable, using a mnemonic to help them remember facts that otherwise seem random or too long to remember, in-list.
Using the previous techniques will make me a more effective teacher, who will have a greater impact on the lives of students. Teaching students is about so much more than their test score (no matter what the government says), and I believe helping students not only remember, but to understand the content is what is really important.
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