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.