What does it all mean?- The Final Learning Log

WHAT?

Reviewing all of my previous learning logs taught me two things. First, that I should read through them more carefully before publishing, and second, that I like parts of each theory. According to the quiz on theory preferences, I am pretty even between the three theories. I scored highest on cognitivism, then humanism and last behaviorism (what a relief).

While learning about the theories, the theories that I understood and agreed with the most were those that comprise humanism (social cognitivism, constructivism, and moral and social development). However, there are points from each theory that I feel have their place in the classroom.

I believe that learning is an internal and active process. It may or may not lead to a behavior change. We learn from our experiences and from our interactions with and observations of others. I think that prior knowledge and beliefs play a huge role in learning, and that the learner and the environment can construct or create meaning in new experiences. I believe that the power of play is great, as is interaction with adults and peers. I don't believe that any existing theory that we have learned about gives the perfect definition of learning.

My personal theory is a combination of all of the theories. I would steal some points from other theories. I would take all of the main points from social cognitivism (reciprocal causation, modeling, vicarious learning, etc.), and the 5E's from constructivism. I love the stages of development from Erikson and the first four steps from Kohlberg's stages of moral development.
I believe that behaviorism has a place in the classroom, but mostly just for behavior problems. A change in behavior does not always mean that learning has happened. I really like most of the points of cognitivism. I think that memory and the way it works is fascinating and must be included.

SO WHAT?

My "theory" of learning will impact the way I conduct my classroom. In using it, I will give my students as many opportunities as possible to understand new material, ideas, or perspectives. I will make sure that they are able to make assumptions and work through misconceptions by researching information. I will give them a safe environment to learn in. They will not be afraid to make mistakes, but will be invested in what they are learning. I will also structure my classes so that they follow a logical sequence so that the students can build new information on prior knowledge. I will let them construct their own meaning from experiences, but also help them see other perspectives. I will give my students many examples and demonstrations of what I would like them to accomplish, so that they can decide what they like/dislike, and can/can not do. I will have my students work together in pairs and groups occasionally so that they can help each other and also interact with their peers. I will also create authentic activities for them to participate in so that they can find meaning in my class.

NOW WHAT?

Ideally I would like to take an entire class on each of these theories so that I could fine tune my own views on learning. I want to learn more about the theorists so that I can see why they had their particular views on learning (I still have problems remembering what concepts go with Vygotsky and Piaget). I would like to spend more time observing in classrooms, so that I can find what works well with students and what doesn't (although this could and probably will be different in my classroom). I would like to spend more time learning about social cognitivism because I think that interactions with others plays such a huge role in development and learning. Basically I have a long way to go!

Group Differences

WHAT?

This week we talked about group differences. The definition of group differences is consistently observed differences (on average) among diverse groups of students (students of different genders or ethnic backgrounds). We discussed the differences between girls and boys. We discussed how aggression is different between the two. Boys get into more physical fights, while girls are more backstabbers. Boys will fight and get right back to being best friends, and girls will ruin someone! Girls are more inclined to cry for no particular reason.

We also discussed how different cultures may see things differently. Some may believe that children should not talk to or make eye contact with the teacher. They my view it as a sign of disrespect. There are so many different cultures, that there is no way that we could become experts on all of them.

We talked about groups of students who are at risk of dropping out of school as well. The most important thing that we can do for these kids is to get to know them on a personal basis, and help them connect to the school, to help them find meaning in school. The students come from so many different backgrounds that it can be hard to find what they need to become invested, but it is worth the effort.

Different ways that people are grouped in high school (and in general), are socioeconomic status, gender, culture, athletics, gifted, special needs, and etc. There are many different groups of people in every school and town.

SO WHAT?

The basic message of this is that people in different groups learn differently. They have different interests, experiences, and lives. Everyone will see things in a slightly different way. What is normal or acceptable in one culture may not be in another culture. I think that the main way to deal with group differences is to still see students as individuals. Every child is different no matter what group or groups they belong to. There are many stereotypes, but we have to look past those to find the real person. Also, there is no way to become an expert on every culture. The best way to deal with this is to let your students know that you don't know everything and that your actions are not meant to offend anyone. Also let them know that you would like to learn more about their particular culture, and that it is okay to tell you if they are offended by something you say or do. This is how we learn.

NOW WHAT?

I need to work on being able to ask questions in a way that people can tell that I am merely curious about their lives and not trying to be nosy or insensitive. I can also be more observant in how I see different groups and individuals behave and how they are treated by others. Once again I need to make my classroom a safe place for all of the students. I can never know all of what they have experienced, the classroom might be the only safe place in their lives.

Cool Brain Research

WHAT?

So the brain really is cool! I decided to research John Ratey and his work on exercise and the mind. He not only talks about exercise and intelligence, but also about how exercise effects other area's of our lives as well. Ratey discusses how exercise can affect happiness, stress, intelligence, aggression, memory and addiction. I have noticed a difference in the way that I feel personally if I exercise.

Exercise does seem to make me happier. Not necessarily the process of exercising, and definitely not before, but afterwards. I feel more content with myself because I feel like I have accomplished something for the day. Evidence shows that exercise affects the hippocampus which is responsible for a persons mood. When we exercise it actually can lighten the mood.

Exercise is a great way to deal with stress, because we all have that fight or flight response to stress. These days because stress can come in any form, there is not always an outlet to release it. Exercise can provide that. Whether it is really "fighting" (kickboxing) or "flighting" (running), blood flow is increased in the brain and we receive a release.

Exercise does not actually make us smarter. As I said before, it increases blood flow to the part of the brain that is responsible for memory and learning. Tests have been done that show that exercise improves cognitive functions in old and young alike.

Exercise not only helps us release pent up aggression, but it changes the brain so that we feel less aggressive. It makes our brains more active so that we can make more logical choices. It makes us think about the consequences of our actions.

Ratey states that, "Exercise does more than anything we know of to boost memory." Again this has to do with blood flow. It increases blood flow to that part of the brain responsible for memory and improves its function. It is like brain fertilizer.

The last thing Ratey spoke of was exercise and addiction. In smokers, exercise helped to reduce the urge to smoke by releasing dopamine into the brain. Even five minutes of brisk exercise can reduce the intensity of nicotine withdrawal symptoms. Ratey said that if there were a drug form of exercise, they would use it as an aide to help people overcome addictions.

SO WHAT?

I think that this shows that even though many people do not enjoy the actual process of exercising, its benefits are worth the effort. If I can do better in anything I am doing by going for a thirty minute jog first, why wouldn't I? I have noticed that if I run in the morning, I am more awake for the day. I feel like I can concentrate and understand better. When I exercise at night, I have a hard time sleeping because I feel like my brain won't turn off. Exercise is not only important to keep my body healthy and fit, but my mind as well.

NOW WHAT?

This can be very useful for me as a teacher. Especially a PE teacher. I can use exercise as a way to help my students reach their full potential in not only my class, but in the rest of their classes as well. Helping students to see the importance of physical activity in their lives while they are young, will help them to develop the habit of exercise throughout their lives. It will help them to be happier, less stressed, aggressive and depressed, and will help them to fulfill their potential.

Individual Differences and Special Educational Needs

WHAT?

This weeks class was about teaching students with individual differences and special needs. When I am a teacher I will be responsible for a variety of students with variety of needs. In class we discussed the IDEA (individuals with disabilities education act). It is act passed in legislation that grants educational rights to people with cognitive, emotional, or physical disabilities from birth to 21 years of age. This act includes a free and appropriate education, fair and nondiscriminatory evaluation, education in the least restrictive environment, IEP, and due process.

An IEP is an Individualized Educational Plan. An IEP is not something that can be developed easily. It must go through the teacher, parents, principle, and anyone in charge of special education. This "team" can make recommendations for things that can be done to help students; they can also send them to get tested if necessary.

We discussed inclusion, which is putting disabled students into the main student population, and the least restrictive environment, which is an environment where a child can thrive and reach their full potential. We learned that occasionally the least restrictive environment is to keep the student out of the regular classroom.

While talking about students with special needs, we also discussed that the terms retarded and gifted are words that describe those at opposite ends of the IQ curve. Retarded means a slow down of cognitive and social functions, while gifted students are those that are more advanced cognitively and often socially as well.

We discussed individual differences in intelligence as well. We learned about five different theories of intelligence. We talked about Spearman's g which is a general intelligence. It was initially a way to sort people not to define them. Catell's Fluid and Crystallized theory says that some types of intelligence are set in stone and others are changing. Sternberg's Triarchic Theory breaks intelligence into three parts, analytical, creative, and practical. Sternberg really likes pyramids! Distributed intelligence is basically using tools (technology, artifacts, language) to make us more intelligent. The last theory we discussed was Gardner's Multiple Intelligences that says that people have different strengths. He breaks down intelligence into visual, interpersonal, intrapersonal, kinesthetic, logical, musical, linguistic, and naturalistic.

SO WHAT?

Basically I learned that with all of the different types of special needs and the different types of intelligences, I will have my hands full. Even without students with disabilities, I will have to tailor all of my lessons to my students. I also realized that I will have to deal with a lot more than just different learning preferences; I will have to deal with the learning preferences parents! When working with students with special needs, I feel relieved to know that I will not be entirely in charge of how to accommodate the kids. I will be part of a team that is much more informed on how to make these accommodations.

NOW WHAT?

Now before I get into a classroom, I need to learn as much as I can on these subjects! I think that observing more in classrooms will help me a lot by seeing how other teachers deal with different students and situations. I also need to find ways to involve many different types of intelligence in my lesson plans. If I can make my lessons in way that includes as many different students as possible, I will be a better, more efficient teacher.

Social Cognitive Views of Learning

WHAT?

This week we learned about Social Cognitivism. I think this might be my favorite theory that we have discussed this semester. The basic assumptions of this theory are: learning is an internal process and it may or may not lead to a behavior change, people learn by observing others, and through observing others people begin to assume control over their own behavior.

In class we watched the Bobo Doll Experiment. We saw how children not only modeled the behavior that they were shown, but they also elaborated on what they saw. The kids who watched a more violent example copied what they saw, and made up new ways to hurt Bobo. It was a little disturbing and also encouraging (not the beating up the doll part). In learning, this means that kids will follow what they are shown, and they will take it farther.

We discussed reciprocal causation. It shows that beliefs, behaviors, and environment all affect each other. For example, the beliefs of the teacher and the classroom environment will have an impact on the students behavior and also their beliefs. We also discussed the power of expectations. When a behavior receives a consequence, we then have expectations and make predictions of what the consequence will be if the behavior is repeated.

The class then researched four different topics of social cognitivism and presented them to the class. We were our own community of learners! We presented information on modeling, self-regulation, self- efficacy, and vicarious learning. Modeling is demonstrating a behavior for someone or observing someone and imitating their behavior. Self-regulation is self chosen behavior that leads to the fulfillment of personally chosen standards or goals. Self-efficacy is the belief that one is capable of executing certain behaviors or reaching certain goals. And vicarious learning is when a person learns by seeing someone else either reinforced or punished for a certain behavior.

SO WHAT?

The overall message here is that people learn not only by their own experiences, but by watching others as well. We make assumptions of what we can and can not do by seeing how others succeed and fail. We also learn by seeing the consequences of others actions. By seeing someone else be reinforced or punished for a behavior we will be more or less likely to exhibit the same behavior. We also have the control to learn what we want to, although we may be shown a behavior, or even participate in a behavior, it is up to us whether we learn from it. We also need to be self-regulated learners and be able to make and reach goals we set for ourselves.

NOW WHAT?

To help my students succeed in my class and learn how be self-regulated learners, I need to be a good model and show good models of how I want my kids to perform. I need my classroom to be the kind of environment that will promote good behavior. This includes my attitude. If a student can tell that I do not want to be at school, it can affect the way they behave and their own beliefs about school. I need to be consistent in my punishment and reinforcement for my classes because students are learning from everything they see.

Behavior Views of Learning

WHAT?

This last week we learned about behaviorism. The definition of learning for behaviorism is a semi-permanent change in behavior. The basic concept of behaviorism is trying to get students to act the way you want them to by reinforcing (not rewarding!) certain behaviors or punishing students for certain behaviors.

We learned about positive reinforcement, negative reinforcement, presentation punishment, and removal punishment. Examples of these include:

• positive reinforcement-extra credit for extra work,
• negative reinforcement- if you turn in your work, I'll quit nagging!
• presentation punishment-because you did this, you will run a lap
• removal punishment- because you did this, I am taking away "your choice Friday"

We also learned about practical reinforcement. We discussed different options for reinforcement. They include:

• self reinforcement- pat on the back
• social reinforcement
• grades and recognition
• home-based reinforcement
• privileges
• activity reinforcement (Premack Principle)
• tangible reinforcement &/or tokens
• food (last resort)

We discusses how different aged kids respond better to different types of reinforcement. We need to be consistent with reinforcement and punishment (for each student, and the class as a whole). Reinforcement and punishment has to be on an individual level because students respond differently to different situations. Another thing that we discussed was that reinforcement always increases a behavior and punishment always decreases a behavior.

The most important thing that we learned was that Dr. Cox is not a fan of behaviorism!

SO WHAT?

If we use reinforcement and punishment correctly we can help students behave more productively. People learn not only from their own experiences but by those of others as well. If a student sees one of their peers punished for a certain behavior, they may be less likely to behave similarly. Also if they see someone praised or rewarded for good behavior they may be more likely to behave well too. We need to somehow make sure that we use reinforcement to increase learning.

NOW WHAT?

Using behaviorism is a great way to see changes in behavior. However, this doesn't always mean that the student is learning more. For example, reinforcing a student so that they study for longer, doesn't necessarily mean the student is understanding what they are studying. I think that a way to reinforce actual learning is to reinforce questions and extra help. If students are given opportunities to ask lots of questions until they understand something, they will be more likely to learn more. I also think that sometimes kids shy away from asking questions or for asking for extra help because they feel like they are not as smart as the kids that already understand the material. If we create an environment where a child feels safe to ask for help and is told so, we will have more students understanding material and really learning.

Knowledge Construction

WHAT?

We have learned many different definitions for learning over the course of the class. With each new concept/theory, there is a new meaning for the word. This week is no different. In regard to constructivism, learning is an active process, learners construct their own meaning of the world based on knowledge and experience. To me the thing about this definition that stood out was that it is an active process. It is never complete; it is something that can and will change over time because of new knowledge and experiences that people have.

We discussed concepts in class as well. A concept is defined as mentally grouping things that have something in common. We discussed "what makes a chair a chair". Who knew there could be a debate on this?! We found definitions, defining characteristics, correlating features, prototypes, and exemplars for a variety of different concepts.

We also talked about worldviews, theories, and misconceptions in class. We used examples such as "can a raccoon ever really be a skunk?" and "can a teapot be a bird feeder?" There are some things that no matter how you change them, will never be something else. Inanimate objects however, can change into a new thing.

As teachers, we will deal with misconceptions frequently in the classroom. A misconception is a belief that is inconsistent with commonly accepted and well-validated explanations of phenomena or events. Students will have many misconceptions about themselves, school, and the world in general. It is part of our role as teachers to help them see past these misconceptions. We must find a way to do this while maintaining the students self-esteem. I think that the best way to do this is to help the student come to a new understanding on their own. If we can have the student explain why something they believe is incorrect and why something else is more conceivable, they are more likely to be open to it.

In class we talked about Jerome Bruner who is a major figure in constructivism. He believed that the purpose of teaching was not to get students to remember facts, but to help students to participate in the process. We also discussed "the 5 E's". Engage, Explore, Explain, Elaborate, and Evaluate.

SO WHAT?

The basic message for chapter 7 is that students (and people in general) are constantly changing their beliefs and their views of the world. Views are changed through personal experiences and interactions with the people in our lives. Because we all see things in a unique way, there are many concepts and misconceptions in the world. Sometimes we must change our basic beliefs because of new knowledge, and sometimes we need to adjust the way we are processing new information. As a teacher, it will be my responsibility to help my students learn how to interpret the world and to give them every opportunity to examine their beliefs.

NOW WHAT?

I need to help students find their own answers and explanations for things they experience. If they understand why or how something happens, they are more likely to believe and accept the new information and they will also have less misconceptions. Having lessons that include the 5 E's will help me do this.

When I am a PE teacher I want to have a more fitness based class. I don't want the whole focus to be on how many sports we can play. When I was working as a personal trainer, I was always bothered by how much people were charged just to have someone work out with them. There are so many people that need help that can't afford a personal trainer. In my mind it makes more sense to charge less and be able to help more people. That is one reason that I want to teach PE. It will be a way for me to share the knowledge that I have with a variety of different people (whether they have money or not) while making a living. So an example lesson using the 5 E's for PE would consist of:

Engage- get students attention by talking about getting in shape/maintaining physical fitness without having to have a gym pass. I think a lot more people would be interested in working out at home if they only knew what to do.

Explore- have students think of previously learned exercises that we have done in class, that could also be done at home. Have the students come up with characteristics of different types of exercise that don't require any equipment.

Explain- as a class, go over the characteristics of the exercises that can be done without equipment. Discuss different types of activities (cardio, resistance training, stretching) that the students can participate in. Also discuss how different types of exercise can help people reach different goals.

Elaborate- Have students practice the different exercises to make sure that they are doing them correctly.

Evaluate- Have the students assess their fitness level and decide what kind of exercise plan they need to help them reach their goals. Students will create a workout routine that fits their needs.

Course Contract Review

As I read through my course contract I was not surprised that I had already forgotten what I wrote just a month and a half ago (see previous post). So far I am feeling very good about my performance, I am understanding what we have been taught in class,for the most part, and I am passing the class. These were my three goals that I wanted to reach at the beginning of the semester.

However, I have not done well following my preparation plan. I manage to get through everything before class the next week, but not in the organized manner that I was hoping for. Usually I do my reading and study guide whenever I find a spare moment. I do my blog sometime after that and I usually don't review my notes till before class on Thursday. I also haven't been very consistent with my study strategies. I take my backpack everywhere and do my homework anywhere. I am usually distracted by most things, especially my own thoughts and am always worried about forgetting something in this class or one of my others. For our assessment packet project, my group has been meeting at the same time every Friday morning. It has been great because I have the time scheduled out just for that so I don't have to worry about it.

I have come to realize that I do need to make some "no school" time to keep me sane. I have decided that is on Thursday nights. Because I don't have school on Friday, I can relax the night before and then hit it hard on Friday before and after meeting with my assessment group. I will continue to make sure that I am caught up each week, so that I am not trying to play catch up, especially with so many different classes.

Cognitive Theories

WHAT?

I was fascinated learning about memory in class this week. It has always been something that has interested me. In my family, the joke is that my first memory is of last week. I always tell my parents that they may not be my real parents because I have no memories of either of them before I was about six. I don't remember most of my childhood beyond a few snapshot memories, and even those may be memories of an actual snapshot!

In class we defined learning as "the process of acquiring knowledge about the world". We also discussed cognitive learning and how it is difficult to measure because we can only assess learning through behavior. The basic principles of learning are:

• learning is due to experience
• meaning is constructed by the learner, not by the environment, and
• prior knowledge and beliefs play a major role in the meanings that people construct.

In class and in the text we learned about the model of human memory. In the model there are steps that are followed for things to be stored in first the short-term memory and then into the long-term memory. We discussed how these compared to the way we believe our brain physically stores information. When we are learning or making memories, we begin with our five senses. Information then travels to the reticular activating system or the attention gateway. After the RAS, information is sent to the thalamus to be sorted (short-term memory) and then sent to the different lobes of the cerebral cortex. Different information is sent to different places, for example, audio information is sent to the temporal lobe, while visual information is sent to the occipital lobe. The info is then sent to either the hippocampus to be processed, or to the amygdala, where very emotional things are sent. Then the info is shot back out to the cerebral cortex to be stored (long-term memory).

When we remember information, the whole brain works together to reconstruct that memory, and the hippocampus brings it all back together. There are a couple of reasons that we forget things that have been stored in the long term memory. There is decay which is basically use it or lose it. There is also interference which is not going down the right pathways to find the info.

We discussed the three different types of memory, Working or short-term memory, explicit memory, and implicit memory. Explicit memory is the kind of stuff that you can explain. Implicit is stuff that you just know, but you can't necessarily explain. We also learned about encoding, or ways to strengthen memory. Some things included were rehearsal, elaboration, enactment and mnemonics.

SO WHAT?

The basic message that I got out of chapter six is that memory is an intricate process. The short-term memory can only hold so much information while we are actively thinking about it. It is like an echo. The long term memory has a limitless capacity. When we make more meaningful connections about the information we are learning, we are able to understand and remember the information more easily. The more we know, the easier it is for us to learn. We must work to commit something to memory. While reading a text for another class (Instruction: a models approach), I found a quote that I think fits well. "Tell me, I forget. Show me, I remember. Involve me, I understand." We need to help our students find ways to not only study so that they can remember the information we give them, but also have them participate in the learning process.

NOW WHAT?

In getting to know my students, I need to find out how they best remember information. I need to find opportunities in my teaching to involve the students as much as possible so that they will create the right pathways to store material so that they will be able to find it when needed.

Learning with Autism

I am so glad that I had the opportunity to listen to Dr. Temple Grandin. For a while autism has been a subject that has interested me. I have a nine year old cousin who is autistic, so many of the topics that Dr. Grandin discussed were very familiar to me. I have seen how Reese is much more comfortable with everything if he knows what is going on. If he is told what and when something will be happening, he can prepare himself for it. Reese is very literal, so if you tell him to stick up for himself he will get very physical. He has gotten into a few fights because someone has made fun of him. I loved that Dr. Grandin talked about early therapy or even just interaction with the autistic child. I think the best thing she said was "The worst thing you can do with any 2- or 3-year old is to just let them sit and rock". It is very inspiring to see someone with autism "overcome" this disorder. She is an amazing person.

Moral and Social Development

WHAT ?

This week in class and in our reading we learned about Moral and Social Development. There are two major theorists we studied. Kohlberg had a theory on moral development and Erikson on social development. While learning about both of these theories I could see the different stages in people I know.

Kohlberg's theory on moral development is more controversial than the others because there is the question "Is school the right place for this?" The key to moral development in the school is not necessarily saying what is right or wrong, but developing moral reasoning, knowing how to choose between the two. Kohlberg's theory has three main levels with two stages in each.

Level 1- Preconventional Morality

• punishment avoidance/obedience
• exchange of favors

Level 2- Conventional Morality

• good boy/good girl
• law and order

Level 3- Postconventional Morality

• social contract
• universal ethical principle

Kohlbergs stages aren't exactly broken into stages, they progess through life and people can go in and out of each stage, sometimes multiple stages at once, throughout life. Stage six is something that is rarely reached. Kohlberg was a big fan of Piaget and talked about how moral dilemmas caus disequilibrium and therefore aide in development.

Erikson talked about the psychosocial crisis which means mind vs. society. Erikson's model of psychosocial development includes eight different categories. In class wer learned a mneumonic devise to help us remember all eight steps. Although they are a little silly, they help me to remember!

1. bun- infant- trust vs. mistrust
2. shoe- toddler-autonomy vs. doubt
3. tree- preschool- initiative vs. guilt
4. door- school age- industry vs. inferiority
5. hive- adolescence- identity vs. role confusion
6. sticks- young adulthood- intimicy vs. isolation
7. heaven- middle age- generativity vs. stagnation
8. gate- old age- integrity vs. despair

Although these steps don't always happen in the given age, they are widely accepted.

SO WHAT?

The basic message here is that kids need social interaction for personal and social development. As teachers we don't have the ability to control their environment at home, but we can provide an environment at school where they feel safe an callenged, where they have rules and consequences that help them understand why they have the rules. We need to give kids the opportunity to examine what they believe about themselves, about others, and about the world in general.

NOW WHAT?

I need to find ways in my teaching to give kids opportunities to develop morally and socially and also develope emotionally. I need to find ways to ask the hard questions so that no one feels threatened, so my students can examine their beliefs. This will be difficult to do, but it will help the students and make my class more useful in their lives.

Cognitive Development

WHAT

Chapter 2 is all about cognitive development. Cognitive development is defined as the physical development of the structures of the brain. It is impacted by life experience. It involves the pruning of neuronetworks, and encompasses brain plasticity. We reviewed structure and function of the brain as it relates to learning and memory. For most of class we discussed Piaget and Vygotsky. They were two theorists who had different views on cognitive development.

Piaget had four major factors in cognitive development. They include:

• biological maturation,


• active exploration of physical environment,


• social experiences, and


• equilibration.

The factor that we discussed the most in class was the process of equilibration which basically says that when we learn we take new information, (disequilibrium) and either group it with existing knowledge (assimilation), or deal with it as new information (accommodation) so that we feel comfortable with the information. Piaget believed that disequilibrium moved development along.

Piaget also broke cognitive development into four stages.

• Stage 1: Sensorimotor stage- birth- 2yrs- behaviors and perception


• Stage 2: Preoperational stage- 2 yrs-7 yrs-think beyond here and now, but not logical


• Stage 3: Concrete operations stage- 7yrs-11yrs- limited adult like logic appears


• Stage 4: Formal operations stage- 11yrs-adulthood-logical reasoning

Vygotsky looked more at the role of society in cognitive development and also self-talk and inner speech. His main factors include:

• socio-cultural learning


• guided participation


• apprenticeship


• peer interaction and


• power of play

Vygotsky's main idea was the Zone of Proximal Development. This is defined as the range of tasks that a learner can do with help from someone else, but that cannot be done alone. Teaching kids in this range keeps them continually progressing.

SO WHAT

Cognitive development is very important in teaching. Knowing what stage students are in can help me to know how to best teach them. It will be interesting looking for the different stages and trying to find how accurate Piaget was in his age ranges for the different stages. Seeing the different theories will be a great experience. This is all important in knowing why a student is a certain way, maybe they aren't lazy, they just aren't to the stage of development that the other students are.

NOW WHAT

The thing that I would most like to learn more about is how to teach in a way that all of the students are in the Zone of Proximal Development. Because they are all different and are a different levels of development, it will be hard to come up with lesson plans that will challenge all of the students without making it impossible for some to do the work.

I would like to thank the academy...

I really enjoyed getting to listen to Kim Peek this afternoon. He was not only interesting, but also hilarious. I think my favorite part of listening to him was how after answering a question he would say "Thank you".

I was so impressed by how his father has cared for Kim all of his life and has such a great attitude and has so much love for his son. I loved Kim's message that he wants to share with everyone he talks to, that we should treat everyone the way that we want to be treated. We shouldn't treat people badly because they are different, we are all different. He is an inspiration to me.

I was amazed by all of the information that Kim knows and how it isn't just factual recall, but he remembers new information by associating it with other things he knows. It is incredible that he can read two pages at once with separate eyes, in 8-10 seconds, and remember something like 97% of what he read. I can't remember that much reading one page slowly!

I thoroughly enjoyed learning about Kim and am so glad that I took the time to listen to him speak. Holding his Oscar wasn't too bad either!

Assessment- Chapter 15

WHAT

Assessment is such an important part of teaching. I never really thought of it as a vital part of learning. As a student I have had classes where you never new what you should study for a test and when asked the teacher says "Review everything". When you, as a student, don't know what you are working towards, how can you succeed.

Assesments must be aligned with what is being taught. Alignment is saying what you are going to teach, teaching it, and assessing what you have taught. It is also important to assess at the level that material is taught. For example, you can't teach a student to do simple addition and then test them on college algebra.

Assessments can be formative or summative. A formative assessment is a way to find out how the students are learning as you go. This can be homework assignments or quizzes or simply a class discussion to gauge what the students know. It can be a formal or informal assessment. A summative assessment is used usually at the end of a unit or year. It is the overall learning of the student. It can, however, be used as a pretest for the next unit as well.

Assessment can tell you so many things about not only the student's understanding, but also about how effecient you are as a teacher. It is used as feedback to tell the students how they are doing in certain areas. The students success or failure can also be a product of your teaching style. When doing assessements you have to ask yourself, "Are the students understanding and learning what I want them to learn?"

Assessments are a great way to find out what students are having problems with so that you can address those problems and improve them. They should give students a chance to review, practice, and apply what they have learned. Assessments help students learn how to assess themselves and become more efficient students. They should allow students to take risks and make mistakes while they learn.

SO WHAT

I believe that great assessment is part of what makes a great teacher. Knowing ways to assess my students, my class, and myself will help me be effective as a teacher and make my class one that is useful to students. Through assesment I will be able to find areas where I can improve as a teacher and know what individual classes and students need. I will be able to help the students reach their goals.


NOW WHAT

As a future teacher I will be using assessments everyday. As I teach I will be watching and listening to my students for continual feedback (fomative assessment). My students will be working on bettering themselves, not competing with anyone else. In PE there are so many ways to test fitness and health levels. I want to assess in a way that is beneficial to my students, I don't want them to dread asssessments. It is so important that my students improve their health and achieve their goals that they set in my class and I believe that great assessments will help them. There is so much more that I need to learn about assessment. I am glad that we cover this topic so thoroughly.

Brain Learning Log

WHAT

It is amazing that our brains can do so much in such a small area. I am always amazed when I learn about the brain how each part "controls" something different and yet all of the areas work together and can compensate for each other. I will describe the major parts of the brain and give a brief definition.

• The frontal lobe which is located in the front of the brain is in charge of planning, organizing, problem solving, selective attention, personality, behavior, and emotion. Any injury to the frontal lobe can damage any of these functions. It can change personality, thinking ability, and emotions.
• The temporal lobes are located on each side of the brain. The temporal lobe controls the ability to tell one smell or sound from another. It helps sort new info and controls short term memory. Damage can cause short term memory loss and make it harder to remember faces or understand words.
• The parietal lobe which sits behind the frontal bone controls sensation. When damages it can cause visio-spatial deficits and damage the ability to understand spoken or written language.
• The occipital lobe is in the back of the brain and processess visual information and causes vision problems if damaged.
• The Cerrebellum is located at the back of the brain above the brain stem. It controls movement and moscle coordination. When damaged there can be a loss of balance and muscle control
• The Brainstem is where the brain connects to the spinal cord. It controls neorological functions such as breathing, and survival and arousal functions. If damaged there can be difficulty breathing, swallowing, and sleeping.

In class we also learned about how the brain develops (connecting synapses). In adolescents the brain works much differently than it does in an adult. Adults are more balanced between being ruled by emotions, hormones, motivation and judgment. The judgement area of a teenagers brain has not fully developed, so they are more ruled by emotion and motivation. That is why many teenagers don't make good decisions.

One thing that really caught my attention in class was talking about exercise and how it relates so psychology. As a PE major I am always looking for new things that will help motivate people to exercise.

SO WHAT

It is important to know how the brain works to learn how to understand teenagers. I sometimes have a hard time with teenagers because I don't understand the decisions that they make sometimes. Learning about the development of their brains and knowing that everything they do is not entirely their fault, helps me have a little more compassion for them.

NOW WHAT

As a teacher I will be dealing directly with the teenage brain. Learning about different ways to teach that will work better for the specific mind of students will be a great help. I need to learn a lot more and go deeper into the research, especially that of exercise and psychology.

Educational Research

WHAT?

Who knew there was so much to know about educational research. I learned that through the four types of educational research you can usually find out what you need to know so that you can improve your classroom. The four types of research that we learned about are descriptive, correlative, experimental, and action research. They are all different but work well together.

• A descriptive study is used to describe a situation. It is the what, how or why something is happening. "How many students in the class have brown hair? There are 12 students in the class with brown hair".
• A correlation study compares two different things and tries to find relationship between the two. "Is there a connection between hair color and reading level? There is a numerical connection between hair color and reading level".
• An experimental study is done to find out if one variable causes the other. "Does having brown hair increase reading level? Brown hair does not increase reading level".
• Action research is research done by a teacher or school representative after observing a situation or problem in their classroom/school and coming up with a new plan to fix those problems and analyzing the results.

SO WHAT?

Research is very important in education. It must be constantly changing to meet the needs of the students, teachers, and community. What works well for one school or area may not work as well in another. Using different types of research can help improve education in general and also help in your own students.

NOW WHAT?

I need to learn more about the educational research that I have access to and also who the lead researchers are in my content area. Knowing what I have to work with and learning what research I need to do on my own will help me a lot. As a teacher I will use educational research in my classroom. I will find research that has been done on areas I am concerned about. I will also use it as a base to help me set up my classroom. I think that as a teacher I will mostly use an action research study method to improve not only my teaching ability but also the understanding and success of my students.

Course Contract/Hidden Assignment

*List 2-3 specific goals you have for this course.

1. Pass the class
2. Understand the material that is being taught
3. Feel good about my performance in the class

*Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.

I will go over what we learned in class on Thursday night so that it is still fresh in my mind. I will do any chapter reading and study guide on Friday, so that I have the study guides completed to look over before class the next week. I will make sure that all blogs and assignments are finished before Wednesday so that I don't have to do any last minute, rushed work. I will review class notes and study guides on Wednesday night so that I am prepared to participate in class on Thursday.

*Outline the study strategies that you will use to understand the material.

I will find a place to do my homework (at school and at home) where I can concentrate and wont be distracted by outside things. I will focus on one thing at a time so that I am not distracted by my own thoughts. I will make sure that my homework or reading is done early so that it will not be rushed or sloppy and so that I will get the most out of this class and my time.

*Explain the process you will follow if you do not understand a topic.

If I do not understand a topic I will search for the answer, if I can't find one I will ask a friend, if we can't come up with anything I will ask Dr. Cox

*Complete the following statement:

I will reach my goals in this course by following my preparation plan, and by making sure that I understand the course material before moving on to something else. I will reach my goals by not being afraid to ask for help. I will make each assignment worthwhile and will find the meaning in all that we learn and do in this class.

Motivation Blog

1. Why are you here?

When I was younger I wanted to be a teacher and a coach. Somewhere along the way I got off track and found myself with a degree I didn't really need for a job I didn't like. Two years ago I started coaching softball at Springville High and I loved it. I decided my original career plan was the right one! When I found out that UVU had a teaching program that could potentially get me teaching in about a year, I jumped at the opportunity.

2. What motivates you?

I think the thing that motivates me the most right now is the hope or excitement of something better. I am motivated by the feeling I know I get when I accomplish something and succeed. I am motivated by security and stability.

3. Why do you succeed?

I succeed because I am smart, and I can do anything I put my mind to. I have a great support system to help me reach my potential. When I am motivated toward a goal I succeed.

4. Why do you fail?

I fail when I let self doubt and discouragement overcome my confidence. I fail when I give up or don't try. I fail when I am unmotivated or I don't have the right mindset to reach my goal.

5. How do you need to change your motivations and mindset for this class in order to become a great teacher?

I need to change my mind set from that of a student, to that of a teacher. I feel to comfortable sitting quietly in class listening to the discussion going on around me. I need to become more involved in discussions and more comfortable having the attention on me because as a teacher it will hopefully be on me a lot. In class I need to focus on understanding the material to help me as a teacher and not just on getting an A on the assignment. To keep me motivated, I need to remember that everything we do in this class will help me to be a great teacher and make my life better.