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.