Chapter 5- Individual differences and special educational needs

What?
Individual differences of intelligence varies from classroom to classroom and student to student. because each person is unique, they learn differently than their peers. some may have good social skills while others have strong logical skills. Gardner's multiple intelligences include the following as types of intelligences: linguistic, logial-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. To get a better understanding of this, check out the video below.



Each student in your classroom will have strong and weak compenents of their intelligence. measuring a person's intelligence is no longer based solely on a standardized test such as an ACT or IQ test but also with school acheivement. while some students may vary from their strengths and weakness of intelligences, you will also have students that will have disabilities that will set them back from others. ADD and autism has become increasingly seen in classrooms today and will effect the way you teach.

So What?
with so many different personalities and intelligences in the classroom it is important to be open to changing lesson plans and curriculiam to help the students. keeping in mind that it is both nature and nuture that creates the student is important. modifying a students schedule or work environment may be necessary, or have strategies that can teach attention-maintance. Teaching students how to manage their time and organize can help as well.

Now What?
I know that each of my students will be at different levels not just mentally but socially and emotionally. If there is are students that have a disability, it is important for me to reserach and do my part to help the student. the same goes with students that are highly advanced in their classes. I also believe that altering my lesson plans that cover all of the Gardner's multiple intelligences can help by giving each student the chance to learn with their strenghts but also strengthen their weaknesses and give variety to the lessons. it seems that when teachers use all the different intelligences, the lesson plans seem to vary and it becomes exciting to go to class because you just never know what is in store. That is my plan for students teaching. understanding and being aware of disabilities or differences and then planning lessons that reach and relate to everyone in the classroom.

Chapter 9 - Behaviorist Views of Learning

What?
Behaviorist focuses on how the environmental stimuli brings about change in people's behaviors. As teachers, these theories support the fact that how teachers teach and what they do can to acquire certain behaviors. One of the major theories that was brought up in class and in the book was the two conditioning: classical and operant.
Classical Conditioning is a form of learning in which a new response is acquired by two stimuli being presented at the same time. for example that they used in the book was of a kid who hurt himself last year playing baseball by a wild pitch from the pitcher. now every time he goes up to bat, he gets nervous. because of the on coming ball and the then the painful impact, the kid relates the bad experience with stepping up to the plate. The Stimuli equals a Response.

Operant Conditioning is the form on learning in which a response increased in frequency as a result of being followed by reinforcement. An example of this that the book gave was about a kid named mark who didn't get called on by the teacher till he waved his hand wildly in the air and around in circles. This brings the idea that when a response is strengthened and thus is more likely to occur again, when is it followed by the same reinforcement (or stimuli).

So What?
because we understand that certain behaviors can be developed by the way we teach, we can be sure to keep a consistent behavior in ourselves so the students can develop that desired behavior. by using each type of conditioning to our students, we can pattern our teaching so they are apt to learn at their highest ability. using the proper stimuli we can get the proper response.
when students understand and learn how we structure the classroom, they know what is expected of them and their behavior will changed to adapt to it.

Now What?
This chapter was great for me because i always thought that reinforcements were good things and never bad and that negative reinforcement was always bad. but after reading the chapter and discussing in class, it has more to do with how we act and what stimuli we offer the students which in turn changes their behavior. everyone knows that middle and high school is a difficult time and a lot teachers have more problems with classroom management than anything else while they are teaching. I think this can help with my classroom managament and that it is necessary to understand this and apply it to my class so that the students get the right type of behavior.

Chapter 7- Knowledge Construction

What?
Knowledge Construction is the theory that we construct meanings from the stimuli around us and some of the meanings that aren't obvious from the stimuli and means that may or may not be accurate. many times people will construct meaning from their experiences as well as from others around them. As learners, its natural for people to make connections among the things they learn and experience. With people learning by experience, they also develop misconceptions about certain events or facts. As teachers it is our responsibility to help students learn through knowledge construction and clear up any misconceptions.

So What?
As teachers, a way to promote this type of effective teaching, is by letting students experience first hand the curriculum. one way is to present experts perspectives, emphasize conceptual understanding, Promote Classroom dialogs and assign authentic activities. Through these types of lessons, students can create their own experiences, develop what they learn and clear any misconceptions.

Now What?
For me personally this is one of my favorite chapters in the book. Students always ask "well why do i need to know this" or "I don't care" about school and education. Because of this type of learning, we can show students how things relate. They can see and identify how the lesson relates to them personally as well as giving them experience to build their education on. when we can promote activities such as the ones listed above, the students can develop so much more than just "knowing" the information but applying it as well.

Chapter 3- Personal and Soical Development

What?
Personal and Social Development is the process in which children develop behaviors and self-understanding as well as learning how to socialize. Social development can also include children understanding their peers and how process society's standards for behavior.

Several environmental factors influence the development of this. A child's personality is developed by parent's, culture expectations and temperament. As these take place in a child's life, they began to develop a sense of self. one of the major points we focused on was that of Erik Erikson. He described the process in which a child develops this through eight stages, they are as follows: Trust vs. Mistrust, Autonomy vs. Shame and doubt, Initiative vs. Guilt, Industry vs. inferiority, identity vs. role confusion, Intimacy vs. Isolation, Generatively vs. Stagnation and Integrity vs. despair.

So What?
Each stage is different and focuses on what the individual is most influenced by when developing this sense of self. this is important as teachers because it can help us understand where the the student is coming from and having struggles with. It also helps with teaching the students the curriculum because as we understand what they are capably of doing and where you can help them stretch. This sense of self is just as important as helping the students learn their curriculum because it is such a large influence in their lives. knowing the stages and help you identify certain behaviors and reasoning behind them.

Now What?
So I just found out that I'll be doing my student teaching at a middle school and this has a huge effect on me especially when it comes to the development of the students self and social skills. The students will be at an entirely different level than that of students from a high school. I know now that some of my students will still be figuring out who they are and experiencing some role of confusion and other behaviors. As i identify these behaviors, I can personalize my lesson plans to fit the needs of the the class, students and peers. Understanding that they are still in the development stage, i can help them achieve their identity and its foundation so that as they continue to develop, they can be successful and feel like they know who they are.

Chapter 15- Classroom Assessment Strategies

WHAT?
Chapter 15 focuses it's major points concerning classroom assessment strategies and the various ways we can assess our students. There are two major forms of assessments- Informal and Formal assessment. Informal is the day to day observation that you will make as a teacher- watching your students participate in a discussion or in group projects, etc are some examples.
Within in those two categories there are several ways to assess. Some of the examples are paper-pencil, performance, traditional, authentic and standardized. Each of these are distinctively different and can be a powerful tool but they need to be used with the right curriculum and process.
Qualities that need to be in a good assessment include: Reliability, Standardization, Validity and Practicality. Once the assessment has been put into place, it is also important to know how to correctly evaluate an assessment, depending on the type of assessment. Some time Rubics are involved while others might have the students create the evaluation.

SO WHAT?
With this information and knowledge of how to properly assess students, we can apply it to our own classroom. The next time an assessment is given out, before just writing it up- we can create an outline and go through the four qualities to see if it meets them and why or why not. Also, not just inspecting the assessment but also picking the TYPE of assessment to match the curriculum and students. Because each person learns differently, it'll be important to have various types so that you can meet your students needs.

NOW WHAT?
Assessments to me compares to the boogy man and a child. I am scared of them and they always seem like big, dark, scary, mean things that can't be tackled. Part of that being was no one has yet gone through step by step process for making an assessment. I knew it had to be aligned with the lessons but how to create that was the scary part. With the material that we learned in class and from the book, I have an outline of questions that i can use when i create an assessment. I know what to look for and when i do my student teaching next semester, I can use the material that i have to help me create assessments that are not only aligned but is best for my students and the curriculiam that we are learning.

Chapter 10- Social Cognitivism

What
Social Cognitivism is the theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior. In other words, it's the study on how people learn by watching those around them and how they themselves learn behaviors and learn to control themselves.

Some basic assumptions to this theoretical perspective is that people can learn by watching others and that learning is an internal process that may or may not lead to behavior change. Also that people and environment effect each other.

This theory also focuses on self- behaviors such as self-efficacy, self-regulation, self-instructions, self-monitoring and self-evaluation.


So What
This is one of my favorite theories. There is an idea called experiential education that people can get masters in and i would really like to do that. the idea behind the theory is that it is through experiences and how you interact with people that gives you more meaningful learning.
behavior plays a key part in educating and especially in youth. Depending how we handle behavior or try to change it, will fall on how we react to others around us.
Modeling was also emphasized in this chapter and if anyone has been around kids, they know how essential this is to learning. It is how children learn basic tasks such as how to say "Thank You", learning how to put their toys away or even learning how swear- they watch their parents. the parents are models
Now What
As i am preparing to do my student teaching next semester, this chapter has made me realize the impact that behavior has on education and not just the environment. also that when i go into teach i need to have an understanding and plan on how I'm going to change behavior so that it complies with learning. by using modeling as well as self tasks, i can be able to mold the students behavior where they can learn.

Behaviorism

Self-reinforcement
Social reinforcers
Grades and recognition
Home-based reinforcement
Privileges
Activity Reinforcement (Premack Principle)
Tangible reinforcers and/or token economy
Food

Dr. Temple Gradin

Two weeks ago, I went to a seminar that was held at the education building on uvu campus. We were told that a Dr. Temple Grandin a professor of animal science at Colorado State University and author of a half-dozen books on autism would be speaking about how it was to have autism and what obstacles she had to get through to succeed.
Nothing could prepare me for what to come! It was amazing to sit and hear this woman with autism crack jokes and be very grounded on what she does for a living. Not only did she explain autism and what it was like, she made the audience laugh as well. The only experience I had in the past with autism was being a nanny in which one of the kids was non verbal autistic. It really put in perspective how much people with autism can do!
Another big idea that I got out of the lecture was the fact that she knew that she was autistic and had to work very hard to be able to do ordinary things. One that she mentioned was staying organized and it wasn't until she figured out a system that worked for her was she able to be organized. Also the fact that prevention and early awareness is key in helping others with autism succeed.
My favorite part was hearing her make jokes and at the same time rely to us the importance of how hard she worked but she did it and was successful. She was so confident in herself and in what she was working for. I admire her very much for it.

Learning and Cognitive Process, Chapter 6

What?
Today's reading and class discussion focused on how the brain learns and how memory works. There is a process in the brain which learning takes place. Once something is learned, memory is essential. There's a process for memory which begins with input, which is information is given and the brain's sensory register picks up on it and either the information is lost or else attention is given which puts it into a short term memory, also known as a working memory. Once the information is there, it will either get lost again or else with work and in depth processing, will be transferred to long term memory. If this information is not used or neglected, it will be lost.
Two types of memory, either working memory or explicit (which requires the hippcampus). Then there is the Semantic and Episodic; Semantic is memory of fact and Episodic is memory of event.

So What?
As a teacher, we need to get our students to not just memorize (Sematic) so they can pass but we want to give them life long lessons. learning how the brain learns and retains information can help us as we plan our lessons, manage our classroom's environment and react to our students. By learning the process of the brain not only what happens but how it work can also be good information to have when we are writing us tests and figuring out what we want our students to remember the most.

Now What?
When I go into teaching, I will use the encoding information we were given as i prepare my lessons. I can use meaningful learning, Elaboration, Chunking or Mnemonics if necessary with my lessons. Learning how to teach and what ways help students learn the best will help me succeed as a teacher. I will also be able to help teach the students how they learn best so when they further their education, they already have the study skills necessary for their classes.

Cognitive Development, Chapter 2

What?
We discussed in class Cognitive Development and focused on the main theorists, Piaget and Vygotsky. Their main differences can be seen below.


Piaget VS. Vygotsky
Individual Constructivism - Social Constructivism
Role of environment - Role of culture
Interaction with peers - Interactions with adults
Theory derived from observation - Theory derived from observation

Piaget also had the idea of the process of equilibration which included assimilation
and accommodation, which is giving information to students which make them stop and realize what you are giving them, does not go along with their past knowledge and helping them come to accommodations with the new knowledge. He also had his stages of development which included sensorimoto (0-2), Preoperational (2-7), Concrete Operational (7-11), Formal Operational (12+). These four stages are sectioned by age and define the child's capabilities during that age with brain development.

Vygotsky theorized on the ideas of inner speech verses self-talk and Zone Proximal Development which is the ideal zone for an individuals learning; too hard would be above the ZPD and too low would be above the ZPD.

So What?

As a teacher it is vital to understand where your students brain capacity is and what they are capable of doing. Also knowing where they are can help you plan your lessons accordingly. So many teachers don't realize that many of their lessons aren't in the ZPD area and are either way to high or way to low.
Understanding the development of children, especially those in middle school can help us as teachers understand not just their ecclesiastical development but also their emotional development. Many of Piaget's and Vigotsky's when compared are on two ends of the spectrum which gives us the ability to use both to see what works for our students. Many of their ideas, although different are both right.

Now What?
What I will be using mainly from this chapter and discussion is using the process of equilibrium. I want my students to stop and question what they are learning and have them to use their critical thinking skills to resolve any conflicts that occur in class. To do that, I need to do some more research on the topic as well as activities and examples others have used to use it in their classroom. I also would like to get examples of what it is NOT.

What? So What? Now What?- Webquest.

What?
These research methods are all so different which is great because each has advantages and disadvantages to the research. In a nut shell, I learned mainly how to distinguish between the methods and which ones would be good for different results and types of research. I also learned to be careful about studies and to question them instead of assuming their right.

So What?
This is so important for us as teachers because there will always be research going on that involves us and our students. Also, knowing that all research doesn't have to come from huge companies or groups but I can have my own in my classroom. It helps us as students take into consideration studies already done about education and how we might perceive what the truth really is.

Now What?
I still need to learn about how i can use research that already has been done and apply it to me as a teacher. I need to learn key points of what makes research solid and what makes it questionable. Also what can I do to make research that I'm involved in something that can be useful for others. I will use research in my career when considering how to teach concepts and ideas as well as how my classroom will be managed and what I'll do to improve my students assessment scores.

Motivation Post

I'm here at UVU in the educational program because I want to teach the future generations. We are the ones raising these kids, especially when both parents are working and the fast pace society. I want to make a difference in someone's life because if it were not for those people in my life I would not be where I am.

What motivates me is the desire I have to succeed as a teacher. Teaching is a skill that is you acquire and unless you continue developing it and practicing it, its not going to get any better. I want to be able to succeed at teaching and help my students realize that getting an education isn't just something you have to do but something that they will want to do.


I succeed because it feels good! who doesn't love to succeed!?! Everyone does! It feels good to want to do something that is hard and overcome the difficulty of it and be able to do what you want to do. I love the challenge and to be able to say, yes i did that.

I fail because of the same thing that motivates me and helps me succeed. I'm scared of accomplishing something. I don't know why but it scares me to death that I'll actually be able to accomplish something and be good at something. I think it has something to do with insecurity of myself. I'm not sure though. I feel that if I can achieve something or be good at something that I'll go into thinking that and then realize that others around me are better at than I am. I'd rather fail then to think I'm good at something in fear that I'm really not.

My mindset needs to change not so much of this class as much as this program. There are classes where I'd go for days before the instructor would give me something that I could apply to my teaching and career. People say they never learned anything in college but rather its an endurance test. This class as a individual though, I need to realize why its so long and in a block period of time. If I can do that then I'll be able to take the most out of this class and apply it when I go into the field.

Hidden Assignment

1) Goals for this class:
- Get an A
- Understand not only how kids learn but how I learn
- Keep track of my notes, assignments and what I've learned so that during my student teaching, and next few years, Ill be able to look back and remember.

2) My weekly preparation plan for this class is not to get behind! I'll do that by having the readings done by Thursday since I only have one class on that day and have the homework done by Monday.

3) My study strategies are simple. This is how I've always studied but I am always opened to new ideas, of course. Note cards are key for understanding key concepts, ideas and definitions. Highlight while I read and write questions that I have during the readings and follow up with them. I will never bring my laptop to class because I'll get distracted and I have ADD.

4) My process for not understanding a topic and how to follow up with it is to ask the teacher. I would rather ask the teacher than research if for myself, or ask my peers.

5) I will reach my goals in the course by attending class...even when I just want to go home and take a nap. Remember each class that I am paying for this and if I will pay attention, then I will learn something. I take what I want out of the class.