tag:blogger.com,1999:blog-51310095248042527592024-03-04T21:25:11.395-08:00Educational Psychology BlogKelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-5131009524804252759.post-63267215468410929362013-04-23T18:50:00.001-07:002013-04-23T18:50:43.408-07:00Intelligence<br />
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<a href="http://www.radford.edu/~jmontuor/IQ_cartoon.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="146" src="http://www.radford.edu/~jmontuor/IQ_cartoon.jpg" width="400" /></a></div>
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3) You have now read several views about intelligence. What do you think about intelligence?</div>
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Is it one trait or many? more heavily influenced by nature or nurture? a fixed capacity or a</div>
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modifiable ability?</div>
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I think that intelligence is an extremely vague term to try to describe or define, per se. I think intelligence is the combination of multiple traits. I think it is influenced by both nature and nurture, but more heavily by nurture, in my opinion. I believe there are various pieces of research that show that intelligence is somewhat inherited; however, if you are not in an environment that supports and expands that intelligence, it can go undiscovered. For instance, I think that you are born with a certain capacity to fill, but you must actively be thinking and learning to attempt to fill this intelligence "void." We kind of see this idea with synaptic pruning - the synapses you do not use get severed. This particular concept, though, is complete around the age of adolescence. I believe that you can still expand your mind as an adult - it just may be more difficult to absorb information than as a young child. In short, I think everyone has an inherited capacity that is never fully met, but can be filled more greatly in certain environments and conditions. </div>
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Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com1tag:blogger.com,1999:blog-5131009524804252759.post-91818954739949750432013-04-19T07:11:00.001-07:002013-04-19T07:47:41.660-07:00Poverty and Class<!--[if gte mso 9]><xml>
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<span style="font-family: inherit;">This week, we read about at-risk students and how to utilize teaching methods to better cater to these students. In particular, I was assigned to class/poverty. My partner and I read 3 articles, as well as Ormrod's textbook pages about ways to assist students living in poverty. </span></div>
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<span style="font-family: inherit;">The first author, Jean Anyon, is a professor of social and educational
policy, and the second author, R.W. Connell, is a sociologist. The third is written by Beth Lindsay Templeton. I believe all three authors of these
articles/books were addressing anyone and everyone who would listen, but <b>especially</b> teachers and school staff. They seem to assume that these high-risk students who
live in poverty are capable of being successful students with the proper
support from their school and teachers. One specific example from Templeton's book states that, “Teachers who can appreciate the diversity in
their students and help classmates be empathetic toward one another create
environments that enhance and encourage learning by everyone, teachers and
students alike.” R.W. Connell talks more about <i>why</i> students living in poverty do not achieve as much as other
students, while the unknown author speaks about <i>how</i> we, as teachers, can assist these students and guide them to
success. <o:p></o:p></span></div>
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<span style="font-family: inherit;"> I agree that with the support
provided by teachers and other school staff, high-risk students do have a
better chance at being successful; however, I also believe that there are other
influences in a child’s life. Even if you, as a teacher, do everything you can
to help and support these students, they still may not be successful due to
outside stimuli. I think that these authors are not saying that with support
these children will always be successful, but they do present a compelling
argument for providing them with the resources they need. A couple of examples
from Templeton’s book excerpt were to arrange the beginning of the day so
that if a student is late, they do not miss any crucial
information/instruction. Another tip was to keep the students’ situations
confidential, creating a trusting and safe environment for the students and
parents. <o:p></o:p></span></div>
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<span style="font-family: inherit;"> I thought these articles were
different from Ormrod’s text because I felt that these were slightly more real
and raw. I thought that Ormrod’s, for whatever reason, seemed more disconnected
from reality. She mentioned circumstances these students might deal with and
tips for teaching for success in high-risk students, but the overall tone didn’t
feel that negative. I think, especially Templeton's excerpt, presented more
real-life examples that made the situations of the students seem more “real”
and it hit home a bit more that situations like those actually occur. </span><span style="font-family: Arial;"><o:p></o:p></span></div>
<!--EndFragment-->Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0tag:blogger.com,1999:blog-5131009524804252759.post-21982221456193871632013-04-12T06:43:00.001-07:002013-04-12T06:43:56.794-07:00Development <br />
<div style="font-family: Tahoma; font-size: 13px;">
Chapter 3</div>
<div style="font-family: Tahoma; font-size: 13px;">
(3.1) Personal and social development can have a major influence on both individual student</div>
<div style="font-family: Tahoma; font-size: 13px;">
learning and the learning environment as a whole. Identify a case from the CSEL guidelines*</div>
<div style="font-family: Tahoma; font-size: 13px;">
that you would like to address in your paper. Then, examine the possible developmental</div>
<div style="font-family: Tahoma; font-size: 13px;">
factors that could be influencing your target student(s) or classroom in the case study. Consider</div>
<div style="font-family: Tahoma; font-size: 13px;">
all dimensions of personal and social development, including cognitive, language, social,</div>
<div style="font-family: Tahoma; font-size: 13px;">
emotional, and moral development. *CSEL guidelines can be found under CSEL Artifact. Cases</div>
<div style="font-family: Tahoma; font-size: 13px;">
are included at the end of the document. Choose the case that best suits your desired grade level.</div>
<div style="font-family: Tahoma; font-size: 13px;">
<br /></div>
<div style="font-family: Tahoma; font-size: 13px;">
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<br />
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<u>Elementary Education</u>:</div>
<div class="MsoNormal">
<i>You engage your third grade students in cooperative learning
activities at least twice a day, changing heterogeneous group members once
every four weeks. You have agreed upon routine procedures that your classroom
community uses within their small groups, including the roles and
responsibilities of group members. Lately you have noticed that one small group
always seems to have difficulty grasping material and completing their project
in an acceptable manner. You observe
this group carefully and find that Lisa seems to be the catalyst for their problems. She gets angry with others if she does not
get the job she wants and refuses to do her part in contributing to the group’s
learning. She constantly interrupts
others in her group. She does not pay
attention when her group prepares for class presentations. <o:p></o:p></i></div>
<!--EndFragment--></div>
<div style="font-family: Tahoma; font-size: 13px;">
<br /></div>
<div style="font-family: Tahoma; font-size: 13px;">
Some issues in development that Lisa might be facing could be that her social development is not as developed as her peers. She might react to certain situations or comments made by her classmates in inappropriate ways because she just hasn't reached the same level of development as they have. Things like her perspective taking and information processing might not be up to par, resulting in aggressive behavior. She also might not be as cognitively developed as her peers. Her level of understanding of the assignment, etc. might not be there, so she may misunderstand and be confused, causing frustration and bad behavior. As for language development, Lisa may not have the capability to express everything that she wants to, resulting in miscommunications and frustration within her group. Lastly, Lisa's emotional and moral development may not be at the same level as her peers. Due to this difference, Lisa may say things or act a certain way, which is not appropriate. She might realize this afterwards, though, causing Lisa to feel a sense of shame or guilt. All of these are possibilities for Lisa's misbehavior. The teacher would have to closely monitor Lisa and speak with her to figure out what the problem was. It would be a good idea to do a functional behavior assessment to try to pinpoint the triggers/causes of Lisa's behavior so you can more effectively reduce Lisa's poor behavior. </div>
<div style="font-family: Tahoma; font-size: 13px;">
<br /></div>
<div style="font-family: Tahoma; font-size: 13px;">
(3.22) Check out tables 3.1 (p. 75), 3.2 (p. 83) and 3.3 (p. 91) with particular attention to the age</div>
<div style="font-family: Tahoma; font-size: 13px;">
ranges you are interested in teaching. Identify your personal favorite ways that an educator can</div>
<div style="font-family: Tahoma; font-size: 13px;">
promote a child’s sense of self, perspective taking, and moral reasoning skills.<br />
<br />
For sense of self, I would like to "provide sufficient scaffolding to make success possible." For perspective taking, since I am a huge reading advocate, would like to "ask questions about thoughts, feelings, and motives during storybook readings; encourage students to share and compare diverse perspectives and inferences." This is a great way to make your activities cross-curricular, as well. You could read a science book, but tie these developmental ideas in, too. For moral reasoning skills, when student misbehave I would like to "give reasons that such behaviors are not acceptable, focusing on the harm and distress they have cause others." I think if you can guide a child to be sympathetic or even empathetic, they will have a greater sense of others and develop much better social skills.<br />
<br />
<br /></div>
Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com2tag:blogger.com,1999:blog-5131009524804252759.post-8040164094686257002013-04-08T18:03:00.002-07:002013-04-11T07:49:40.957-07:00Personal and Social Development - Song Discussion<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">"Timekeeper" by Grace Potter and the Nocturnals</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;"><br /></span>
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">I can't believe how long it's been</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: yellow;"><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">I wish I could start over again</span><br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" /><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">I'm too young</span><br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" /><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">To be feeling this way</span><br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" /><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">Yeah I'm wasted as I lie awake</span><br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" /><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">There goes another day</span></span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Woah, Time keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Please wont you slow it down tonight</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">The day days are rolling by</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Tell me I'm gonna be, alright</span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: yellow;"><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">I thought I'd have it right by now</span></span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Everythings still spinning out</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">I'm undone</span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Breaking out of the cage</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">But before the beast can get away</span><br />
<span style="background-color: yellow; font-family: Verdana, Arial; font-size: 13px; text-align: center;">There goes another day</span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Woah, Time keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Please wont you slow it down tonight</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: yellow;"><span style="font-family: Verdana, Arial; font-size: 13px; text-align: center;">The days are rolling by</span></span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Tell me I'm gonna be, alright</span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Yeah</span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">So choke the dawn and damn the daylight</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time is just an invisible line</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">I'm hoping you hear me, tonight</span><br />
<br style="border: 0px none; font-family: Verdana, Arial; font-size: 13px; margin: 0px; padding: 0px; text-align: center;" />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Oh Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Please wont you slow it down tonight</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">The days are rolling by</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Time Keeper</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">Tell me I'm gonna be, alright</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;"><br /></span>
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">p.73 - Erikson's Eight Stages of Psychosocial Development:</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">"Generativity vs. Stagnation"</span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;"><br /></span>
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">The idea behind Erikson's generativity vs. stagnation is that, as adults, people must decide how (or if) they will contribute to society. Generativity would result from doing something that made someone feel like they had made a difference and had value in their lives. Stagnation would result from someone who had not done anything productive in society and felt a sense of discontentment in their lack of productivity. </span><br />
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;"><br /></span>
<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">This particular song seems to represent a sense of stagnation, as seen in the highlighted lyrics. The stanza that reads, "I'm too young to be feeling this way, yeah I'm wasted as I lie awake. There goes another day" presents this fairly straightforwardly. It seems fair to say that this person feels that their life is not full of purpose (wasted). </span><br />
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<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;">I might apply this knowledge of the theory in the classroom by making sure to incorporate all of my students in planned activities, as well as differentiating instruction. I don't want any of my students to feel left out and think that their life isn't as purposeful as another student's. I also don't want them to feel like they aren't good enough if they cannot complete the same work as another student, which is where differentiation would come into play. Overall, I want to make all of my students feel that they have a purpose in my class, and they are valued as a member. </span><br />
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<span style="background-color: white; font-family: Verdana, Arial; font-size: 13px; text-align: center;"><br /></span>Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0tag:blogger.com,1999:blog-5131009524804252759.post-58388845995255919562013-04-04T16:03:00.003-07:002013-04-04T16:05:19.808-07:00Cognitive and Language Development <br />
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Chapter 2</div>
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(2.1) One of the most cited theories of human development is that of Swiss biologist Jean Piaget. After reading about Piaget’s basic assumptions (p. 27-32) look with particular attention at the stage of child development you would like to teach. The other most cited theory of human development belongs to Russian developmentalist Lev Vygotsky. Vygotsky’s theory of cognitive development leads us to expect greater diversity among our same-aged students than Piaget. Given these two influential theorists’ ideas on cognitive development, how might you accommodate students who are not yet working at the level of their peers? (2) Theories in educational psychology promote the idea that language plays a critical role in cognitive development. Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching. Consider how you might incorporate or adapt the strategies presented for use with your own students.</div>
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Piaget's Basic Assumptions (via Jeanne Ormrod, Educational Psychology: Development of Learners, 2011)</div>
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<li><span style="font-family: Tahoma; font-size: x-small;">Children are active and motivated learners</span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">Children construct rather than absorb knowledge</span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">Children learn through a combination of assimilation and accommodation</span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">Interaction with one's physical and social environments are essential for cognitive development </span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">The process of equilibration promotes progression toward increasingly complex thought </span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">In part as a result of maturational changes in the brain, children think in qualitatively different ways at different ages</span></li>
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<li><span style="font-family: Tahoma; font-size: x-small;">Sensorimotor</span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">Preoperational Egocentrism</span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">Concrete Operational</span></li>
<li><span style="font-family: Tahoma; font-size: x-small;">Formal Operational</span></li>
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I think to assume that a child cannot reach a higher level of development is selling them short; however, I also think that there is a level to the amount of challenge that they can handle before becoming discouraged. Therefore, given these two theorists ideas about cognitive development, I would accommodate students who are not working at the same level in various ways. I would provide differentiated instruction by utilizing centers in my class. While other students might be working on a certain activity, I would have a group working with me on various topics. This would provide the scaffolding and Zone of Proximal Development made famous by Vygotsky. </div>
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Some of the suggested strategies from Ormrod were to read age-appropriate storybooks, give corrective feedback when students seem to misunderstand something, work on listening skills, ask follow-up questions, and have students write narratives about recent events. I think incorporating all of these would be doable. You would have to carve time out of your day for an interactive read-aloud. As for listening skills, you would have to include good listening skills in your classroom rules and then enforce consequences, etc. for not listening when the students are supposed to. I would prefer to take a more constructivist approach to asking follow-up questions because you not only want to check for understanding, but you also want to expand their thinking and guide them towards higher level cognition (via Vygotsky's theory). You could have students write narratives about anything, so a recent event would be good reflection for them. My mentor teacher is going to take her students on a "bug walk" during their unit about insects, so after they do that, she could have them write about their experience.<br />
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This website is helpful in giving some basic tips for differentiating instruction:</div>
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<span style="font-family: Tahoma; font-size: x-small;"><a href="http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction" target="_blank">http://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction </a></span></div>
Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com1tag:blogger.com,1999:blog-5131009524804252759.post-34799643177502379662013-03-14T21:02:00.000-07:002013-03-14T21:02:00.667-07:00Social Cognitive Theory<br />
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<span style="font-family: inherit; font-size: small;"><b><u>Chapter 10</u></b></span></div>
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<span style="font-family: inherit; font-size: small;">Which of the learning activities/skills can you think of that lend themselves to learning through modeling?</span></div>
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<span style="font-family: inherit; font-size: small;">I think that there are a handful of skills that lend themselves to learning through modeling. I think that students definitely learn good problem solving skills and critical thinking habits through modeling. A teacher/parent/other student might demonstrate their thinking out loud or visually show their steps they worked through to come to the answer or conclusion that they did. For instance, in reading, a teacher is intentional about saying what they think in an interactive read aloud so the students know how to think more critically about a book. This is very important for comprehension, as well. The students may need to think about: well why did this character act the way she did? What made her do that? What would you do in that situation? These also lend themselves to making predictions and inferences. Communication and collaboration are also skills that can be developed through modeling. A student might learn a particular method of communication at his home, which may not always be acceptable in a school or professional setting. A teacher or other figure might model a more acceptable or "proper" way of communicating with good grammar, tone, manners, etc. For example, instead of a student getting mad at another student for making a particular comment, this student could verbalize his frustration in a more effective way in order to convey his/her emotions rather than pitching a fit. </span></div>
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<span style="font-family: inherit; font-size: small;">How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?</span></div>
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<span style="font-family: inherit; font-size: small;">For my intervention plans, I would have taken Lisa aside and spoken with her privately, as well as possibly changing out the group members she was working with. There is a possibility that part of her frustration could stem from her not getting the job she wanted because she thinks she cannot do the other jobs. If this were the case, I would either let her select the job she wanted, first, to build her self-efficacy and slowly have her try other jobs once her self-efficacy was there, or I would give her verbal feedback everyday to support and encourage her with a potential reward afterwards. For example, if she took the job given to her one day and completed the job well and without fuss, she could select which job she wanted the next time. As for self-regulation, this plays a large role in Lisa's behavior. I believe that if you could increase self-regulation, then her behavior as a whole would improve because she would have more control over her actions after certain events. If she didn't get the job she wanted, she would have to self-regulate (maybe sit for one minute in a chill-out area) and come back ready to tackle the task of another job instead. For her interrupting, she would also have to self-regulate and make it more of a habit to wait until someone is finished talking before she barges into the conversation. </span></div>
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<span style="font-family: inherit;">The teacher I am placed with currently told us that she will not baby them when it comes to assignments and behavior. If they miss an assignment because they were playing around instead of doing their work, sorry, they'd have to take a zero. Or if a student was messing around with a shoe during a carpet time, sorry, no shoe for you. I think that this can add to students' self-regulatory skills because many times, they do not want to repeat the "punishment" they were given, which will develop their regulation strategies for the future. </span></div>
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<a href="http://www.education.com/magazine/article/self-regulation-children/" target="_blank"><span style="font-family: inherit;">http://www.education.com/magazine/article/self-regulation-children/</span></a></div>
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Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com1tag:blogger.com,1999:blog-5131009524804252759.post-53821073431206289262013-03-07T20:44:00.002-08:002013-03-12T05:42:09.445-07:00Behaviorism<br />
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<span style="font-family: inherit; font-size: small;"><b><u>Chapter 9</u></b></span></div>
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<span style="font-family: inherit; font-size: small;"><b>How would you define successful mastery of your lesson objectives from a behavioral view of learning?</b></span></div>
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<span style="font-family: inherit; font-size: small;">I think I would define successful mastery of lesson objectives from a behavioral view of learning by observing how the student responded to certain stimuli. One of the main assumptions of behaviorism is that "learning involves forming associations among stimuli and responses," as well as, "learning involves a behavior change" (Ormrod). I believe that if you used a classroom management system to frequently monitor students' understanding (i.e. fist five), you could continue to utilize this to see how they behaved regarding certain topics. If all of the students immediately held up all five fingers signaling full understanding, you could assume that they had mastered that topic. If the students were hesitant to put up their hands or only used 1 or 2 fingers, you could assume that they had not quite mastered the topic. This is just a behavior you can utilize during a lesson. Then, obviously, you could measure their mastery on whether or not they could accurately answer a question about it - even if they THINK they've mastered it doesn't necessarily mean they have. They should be able to produce their knowledge and SHOW you that they've learned the material, as well. </span></div>
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<b><span style="font-family: inherit;"><span style="font-size: small;">Consider your CSEL intervention case study.</span><span style="font-size: small;"> </span><span style="font-size: small;">Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case?</span><span style="font-size: small;"> </span><span style="font-size: small;">What are they?</span></span></b></div>
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<u><span style="font-family: inherit;"><i>Elementary Education Case Study<o:p></o:p></i></span></u></div>
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<span style="font-family: inherit;"><i>You engage your third grade students in cooperative learning
activities at least twice a day, changing heterogeneous group members once
every four weeks. You have agreed upon routine procedures that your classroom
community uses within their small groups, including the roles and
responsibilities of group members. Lately you have noticed that one small group
always seems to have difficulty grasping material and completing their project
in an acceptable manner. You observe this
group carefully and find that Lisa seems to be the catalyst for their
problems. She gets angry with others if
she does not get the job she wants and refuses to do her part in contributing
to the group’s learning. She constantly
interrupts others in her group. She does
not pay attention when her group prepares for class presentations. </i></span></div>
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Yes. The tools from a behaviorist view for encouraging productive behaviors are to give immediate praise for a good behavior, let the students know of something enjoyable they might receive if good behavior continues, use rewards like stickers (especially that are a subject of interest to the student - cars, etc.), have students complete certain procedures based on behavior (i.e. who gets to line up first), and make class jobs only available to students who have shown good behavior (Ormrod). The tools for discouraging undesirable behaviors are scolding, losing privileges doing a behavior over again until they do it correctly, time-out, and ISS, etc. </div>
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I think it is also important to take into consideration practices like cueing because if you can get to the root of this issue Lisa is having, you may be able to develop cues between teacher and student to change behavior. </div>
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Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com2tag:blogger.com,1999:blog-5131009524804252759.post-32661874513970049822013-03-01T08:50:00.000-08:002013-03-01T09:00:54.687-08:00Cognitive Processes<span style="font-family: inherit;">Chapter 8</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Consider a lesson plan you might use. Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">In teaching about emotions and feelings, you could start out by reading a children's book, in which the characters are going through a struggle with emotions (maybe a scenario of bullying, etc.). You could ask questions for metacognition such as, "What would you have done in that situation? Do you think that what he/she did was the right thing to do? Why/Why not? I wonder if his/her feelings were hurt, what do you think? Why do you think the bully was acting that way?" etc. You could then have them break off and complete a short writing assignment to reflect on whether they had ever had their feelings hurt by somebody, or something along those lines. During this activity, the students would be talking about thinking processes, and you would be providing opportunities for students to experiment with their memories. These are important because the age-typical characteristics for K-2, according to the book, are:</span><br />
<br />
<ul>
<li>Awareness of thought in oneself and others, but limited ability to reflect on the specific nature of one's own thought processes</li>
<li>Considerable overestimation of what has been learned and how much can be remembered in the future</li>
<li>Belief that learning is a relatively passive activity</li>
<li>Belief that the absolute truth about any topic is "out there" somewhere, waiting to be discovered</li>
</ul>
(Excerpt from Educational Psychology: Developing Learners 7th edition by Jeanne Ellis Ormrod)<br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Think of an activity or lesson component that explicitly teaches one or more metacognitive and one or more problem solving skills. </span><br />
<span style="font-family: inherit;"><br /></span>
The two skills that I have in mind are note-taking (metacognitive) and heuristics (problem-solving). For example, if I presented them with information about the Boston Tea Party, they would take notes to remember certain material. For successful notes, they would have to think about what was most important to write down. Then, with the information I had given them, they could break off into small groups or pairs and use their notes to address the situation surrounding the Boston Tea Party in their own way. Would they have acted similarly to the colonists? Would they have poured all the tea into the harbor? Why or why not? If they thought they would have acted differently, what would they have done in the colonists' shoes? Explain. After they had some time to reflect on this and jot down their own ideas, we would regroup as a whole class and discuss everyone's ideas to get an idea of what the students had come up with.<br />
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<span style="font-family: inherit;"><br /></span>Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com2tag:blogger.com,1999:blog-5131009524804252759.post-36820659207782609592013-02-21T20:18:00.003-08:002013-02-21T20:21:14.219-08:00Constructivism<br />
<div style="margin-bottom: 14pt; margin-top: 14pt;">
<span style="font-family: inherit;"><b><u>Chapter 7</u></b></span></div>
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<span style="font-family: inherit;"><b>Describe a constructivist lesson you would teach. </b></span></div>
<div style="margin-bottom: 14pt; margin-top: 14pt;">
<span style="font-family: inherit;">One lesson you could teach in a constructivist way would be a lesson on density. You would have various liquids like molasses, karo syrup, water, and oil and first, ask the students to predict on their own what would happen when they were all poured into the same glass. This would show you their existing schemas. Then, they'd actually complete this task and break any misconceptions that they might've had previously. At this point, you would stop and discuss findings as a group. You could then take it further by asking them to hypothesize about if they dropped various items into the concoction to see where they ended up floating or sinking. Then, they'd complete the task. I believe that this authentic, inquiry-based, hands-on learning really contributes to the students constructing schemas.</span></div>
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<span style="font-family: Times New Roman; font-size: small;"><span style="font-size: 12pt;"><br /></span></span></div>
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<span style="font-family: inherit;"><b>Which of these learning activities/skills lend themselves to student’s individual or group construction?</b></span></div>
<div style="margin-bottom: 14pt; margin-top: 14pt;">
<span style="font-family: inherit;"> I think that many of the activities of constructivism tend to be useful in both individual and group construction. Some of the suggestions that the book mentions are: providing opportunities for firsthand observation and experimentation, presenting experts' perspectives, emphasizing conceptual understanding, encouraging classroom dialogue, assigning authentic activities, and creating a community of learners. I think for individual construction, in particular, presenting expert perspectives and providing authentic activities are very important because these seem like they would be the most conducive to breaking previous misconceptions and providing engaging and realistic material for the students to construct schemas from. Regarding the lesson above, you would be providing opportunities for firsthand observation and experimentation, encouraging classroom dialogue, creating a community of learners, and assigning an authentic activity. All of these lend themselves to both individual and group construction because each student makes their own hypotheses, but they also work and discuss as a group during the activity. </span></div>
<div style="margin-bottom: 14pt; margin-top: 14pt;">
<span style="font-family: inherit;">Below is an example of a constructivist approach being used in a classroom:</span></div>
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<span style="font-family: Times New Roman; font-size: small;"><span style="font-size: 12pt;"><br /></span></span></div>
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<span style="font-family: inherit;"><b>How might you structure learning activities that lead students to discover these skills/these principles?</b></span></div>
<div style="margin-bottom: 14pt; margin-top: 14pt;">
<span style="font-family: inherit;">I think good planning is what is needed for students to discover these skills. I think it is the teacher's responsibility to facilitate these through their lessons by providing the experiences mentioned in the question above (authentic activities, etc.). Providing necessary time and materials are also key to this discovery. I believe that if you stick with an inquiry-based approach to learning, much of the students' experiences will be somewhat constructivist because they will be doing their own thinking and creating schemas out of these experiences. </span></div>
Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com2tag:blogger.com,1999:blog-5131009524804252759.post-66571518367119755292013-02-14T22:13:00.002-08:002013-02-14T22:16:13.408-08:00Learning and Cognitive Processes <br />
<div style="margin-bottom: 14pt; margin-top: 14pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><b><u>Chapter 6</u></b></span></span></div>
<div style="margin-bottom: 14pt; margin-top: 14pt;">
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<b><span style="font-family: inherit;"><span style="font-size: small;">What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?</span><span style="font-size: small;"> </span></span></b></div>
<span style="font-family: inherit;"><span style="font-size: small;">I am somewhat confused by this question, so I will do my best to answer it. I would love for my students to have adequate short and long term memory. By using different strategies of meaningful learning, the students would be able to use elaboration, </span>organization<span style="font-size: small;">, and visual imagery to create mental concepts and enhance their existing knowledge. I also want to develop good critical thinking skills. I think that if they can think critically about a topic, then they must first understand the foundation, upon which they can build to analyze whatever it may be that they are discussing. </span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><b>How might your knowledge of the memory processes guide your instructional decisions?</b></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;">I would definitely explain to my students different strategies of remembering things. I still remember learning ROY G BIV in my kindergarten class. KINDERGARTEN. I think that if I can find ways to make the information more meaningful then the students would be able to understand it better. A memory process plus application would equal a greater understanding. What use is remembering PEMDAS (parentheses, exponents, multiplication, division, addition, subtraction) if you can't apply it to a math problem. My teaching will be directly affected by my knowledge of memory processes because I obviously want them to remember all of what I teach them (ambitious, I know). By using these processes, I would have a higher chance of achieving this. </span></span></div>
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<a href="http://www.webquest.hawaii.edu/kahihi/mathdictionary/images/PEMDAS.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.webquest.hawaii.edu/kahihi/mathdictionary/images/PEMDAS.png" width="191" /></a></div>
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<span style="font-family: inherit;">I know personally, I was able to remember things especially well with songs. We used this particular song to remember the preamble during 3rd grade. After we had all memorized it, we talked in depth about what it meant and translated it into layman's terms. </span></div>
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<span style="font-family: inherit;">Also, the first grade teacher that I had the privilege of observing last year used this song almost every day for her first graders to learn all of the states in the U.S. </span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/cE2RFiaf7Xc?feature=player_embedded' frameborder='0'></iframe></div>
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Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0tag:blogger.com,1999:blog-5131009524804252759.post-47901339129388263352013-02-11T20:08:00.003-08:002013-02-11T20:16:18.270-08:00Teaching and Learning<span style="font-family: inherit;">My personal definitions for teaching and learning are:</span><br />
<span style="font-family: inherit;"><br /></span>
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<span style="font-family: inherit;"><b>Teaching</b> – involves supplying information
to a person to facilitate learning<o:p></o:p></span></div>
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<span style="font-family: inherit;">I think in the instance of a classroom, teaching would involve the teacher providing materials and experiences that resonate with the students. These acts of teaching would then produce learning when done appropriately and well. There are many methods and many different ways to teach, as well as being intentional and unintentional. </span></div>
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<span style="font-family: inherit;"><b>Learning</b> – involves the assimilation and
accommodation of knowledge, which can later be reproduced and applied</span><o:p></o:p></div>
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<span style="font-family: inherit;">I think learning must be measured in application of material. Too many students simply memorize and regurgitate information for tests and classes because as soon as they have completed the required </span>assignments<span style="font-family: inherit;"> or tests, they do not revisit this information. I think to produce adequate learning, a teacher must make information interesting and relatable. To be truly learned, information will be able to be revisited and explained by the learners. I think a lot of great learning is done unintentionally, but out of pure curiosity and interest. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHvq4OzHzqhq0Mo1Em4btjYxCDZqshM7khWzY6xPfIeZn59KKysXxU8OvUyEElGC8wTJJA7JNVE7XIIOZI9ivPNYdZL2gK5uvX7ZD9M-OySvZpu17Q3u982kpk785_OEQ4sNtH3buTgQYG/s1600/Screen+Shot+2013-02-11+at+11.00.54+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="163" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHvq4OzHzqhq0Mo1Em4btjYxCDZqshM7khWzY6xPfIeZn59KKysXxU8OvUyEElGC8wTJJA7JNVE7XIIOZI9ivPNYdZL2gK5uvX7ZD9M-OySvZpu17Q3u982kpk785_OEQ4sNtH3buTgQYG/s400/Screen+Shot+2013-02-11+at+11.00.54+PM.png" width="400" /></a></div>
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Also, relating to teaching and learning, I have seen a couple of videos about a teacher named Steven Levy. He is honestly pretty inspiring and innovative when it comes to his teaching methods. I was unable to find a link to any videos showing his teaching practices, but I did find a <a href="http://www4.colgate.edu/scene/nov1996/levy.html" target="_blank">website</a> explaining a little bit about what he does in his classroom. I also found another <a href="http://www.ascd.org/professional-development/oscb/faculty/Levy-S.aspx" target="_blank">website</a> with a short bio and a list of his videos and books that he has written. </div>
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<!--EndFragment-->Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0tag:blogger.com,1999:blog-5131009524804252759.post-9769160678045653402013-02-08T06:09:00.000-08:002013-02-11T17:23:05.632-08:00Achievement and Scoring<!--[if gte mso 9]><xml>
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<span style="font-family: inherit;">Questions to Consider: Turn to p. 559
in Ormrod’s text. Now, imagine that you
are meeting with Ingrid’s grandmother today to explain her scores on the recent
standardized achievement test pictured at the bottom of p. 559. What will you tell her about Ingrid’s
performance? her strengths? her weaknesses? <o:p></o:p></span></div>
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<span style="font-family: inherit;">If grandmother
asks you what she could be doing at home to help strengthen Ingrid’s skills,
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<span style="font-family: inherit;">I would start off by explaining that she did well in some areas, but not as well in other areas. I would then take her through each score and explain where she had fallen, what that meant, and what my plan of action would be, as her teacher, to help her improve. Obviously her strengths are in reading comprehension, science, social studies, and math concepts. She is doing average/below average in speling and math computation. I would also be sure to address whether I thought these scores were an accurate representation of how she was doing in the class. She may have just had a poor test day through some of the sections, etc. Various occurrences could have arisen to affect her scores. </span><br />
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As for what she could do to help her at home, I would provide certain individualized activities and worksheets that they could work on together to give her some extra practice. </span><br />
<span style="font-family: inherit;"><br />
This week really reinforced how important testing/scoring can be in the classroom. Even if you don't give formal, summative assessments, you must keep track of your students achievements and progress throughout the year. If they are affected by RTI, you may even have to do these every week. </span><br />
<span style="font-family: inherit;"><br />
We also watched this video below, which was definitely an interesting take on the education system. I think that parts of it are good points, but I don't really think it gave any great solutions...more of an intellectual complaint. </span><br />
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<br />
<br />
I also found a couple of outside resources about testing that bring up some good points:<br />
<a href="http://www.fairtest.org/k-12" target="_blank">http://www.fairtest.org/k-12</a><br />
<br />
<a href="http://www.apa.org/pubs/info/brochures/testing.aspx" target="_blank">http://www.apa.org/pubs/info/brochures/testing.aspx</a> (this one was especially interesting to me, since it is from a psychological standpoint)<br />
<br />
<a href="http://www.education.com/reference/article/Ref_Test_Problems_Seven/" target="_blank">http://www.education.com/reference/article/Ref_Test_Problems_Seven/</a><br />
<br />
Then, thanks to a fellow student, this <a href="http://www.scholastic.com/teachers/collection/standardized-test-preparation" target="_blank">Scholastic</a> link was brought to my attention, which provides some great tips on how to help your students prepare for these mandated tests. There are a few articles available to skim over for information.<br />
<br />Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com3tag:blogger.com,1999:blog-5131009524804252759.post-54791980814275928622013-02-01T06:03:00.002-08:002013-02-05T06:20:35.567-08:00Assessment and Evaluation<br />
<div style="font-family: Tahoma; font-size: 13px; margin: 0px 0px 10px;">
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;">Think of a lesson plan from your licensure area. Knowing that assessment is an integral part of teaching, explain at least four informal and formal assessments that you will use in your lesson plan to provide you with feedback and involve the students in assessing their own learning.</span></div>
<div style="font-family: Tahoma; font-size: 13px; margin: 0px 0px 10px;">
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;">Considering a 1st grade lesson I just developed for a science education class, </span><br />
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;">I could definitely use:</span></div>
<div style="margin: 0px 0px 10px;">
<ul>
<li><span style="font-family: Segoe UI, Helvetica, Arial, sans-serif;">pencil-paper formal assessments</span></li>
<li><span style="font-family: Segoe UI, Helvetica, Arial, sans-serif;">performance assessments</span></li>
<li><span style="font-family: Segoe UI, Helvetica, Arial, sans-serif;">short quizzes/tickets out the door - formative checks during lessons</span></li>
<li><span style="font-family: Segoe UI, Helvetica, Arial, sans-serif;">other alternative assessments</span></li>
</ul>
<div>
<span style="font-family: Segoe UI, Helvetica, Arial, sans-serif;">During this lesson, I begin by reading a book about the butterfly life cycle (i.e. The Very Hungry Caterpillar, etc.). I then discuss with the students what they know about butterflies, whether they know what a life cycle is, etc. I then introduce these concepts. After that, the students are responsible for filling out a worksheet with each stage of the butterfly's life cycle (paper-pencil assessment) and gluing various shapes of pasta onto each stage that corresponds with what the butterfly would look like in that stage of its life (performance assessment). After they finished that, I could do a ticket out the door before a bathroom break or a quick review discussion (formative check). Then, I could move into another related lesson going into a writing prompt such as: Now, create an advertisement for a butterfly you create. Take us through its life cycle and tell us why your butterfly is better than others (alt. assessment). </span></div>
</div>
<div style="font-family: Tahoma; font-size: 13px; margin: 0px 0px 10px;">
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;"><br /></span></div>
<div style="font-family: Tahoma; font-size: 13px; margin: 0px 0px 12px;">
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;">Consider norm referenced assessment and criterion referenced assessment. Are there advantages to both? Are their disadvantages?</span><br />
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;"><br /></span>
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;">I think there are advantages to both. You do want to see that the students are meeting a normal level of development; however, I feel like you also want to use the standard of their work as well. I think the disadvantages are that norm referenced assessment isn't always going to be the best for certain students. If you have an inclusive classroom, you will have to make adaptations, etc. for your class and norm referenced assessment may not always be the best option to assess them. Also, if the students are doing well on one assessment and not on the other, it would produce unreliable results and might mean the validity of one of the assessments is not good. </span></div>
<div style="font-family: Tahoma; font-size: 13px; margin: 0px 0px 12px;">
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;"><br /></span></div>
<div style="font-family: Tahoma; font-size: 13px; margin: 0px 0px 12px;">
<span style="font-family: Segoe UI,Helvetica,Arial,sans-serif; font-size: small;"><br /></span></div>
Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0tag:blogger.com,1999:blog-5131009524804252759.post-57506199431772388992013-02-01T05:59:00.001-08:002013-02-05T06:06:44.207-08:00Ticket out the DoorPros and Cons of Standardization<br />
<br />
I think standardization has multiple pros and cons.<br />
<br />
Pros<br />
<ul>
<li>Able to keep a certain level of normality in which students can be tested against</li>
<ul>
<li>Universal screening, the first tier in RTI, is a method that would require some kind of standardized testing in order to see which students were below average and needed intervention</li>
</ul>
<li>Able to give the teacher a standard in order to see who can apply the material</li>
<ul>
<li>I think worksheets are a form of standardization - there ARE other ways of assessing application, though</li>
</ul>
</ul>
<div>
Cons</div>
<div>
<ul>
<li>Teachers might teach to the test rather than incorporating real-world experiences and inquiry activities </li>
<li>Not enough student exploration</li>
<li>Memorization rather than absorption and application of the information</li>
</ul>
<div>
I think standardization vs. performance assessment is a big issue these days in schools. I think the research tells us to use more inquiry-based, "hands-on, minds-on" learning and evaluate through portfolios and other alternative assessments. However, I think that the school systems still rely heavily on standardized tests for placements, achievement tests, etc. I, personally, lean more towards performance assessments, yet I do think that standardization has its place in the classroom, even if it is not to the extent of that of the school systems. </div>
</div>
Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0tag:blogger.com,1999:blog-5131009524804252759.post-57039265642922231592013-01-24T19:06:00.001-08:002013-01-24T19:06:38.571-08:00Creating a Quality Classroom Environment <b><span style="font-family: inherit;">Chapter 13 Questions to Consider:</span></b><br />
<span style="font-family: inherit;"><b>How will you create a learning environment that is conducive to learning?</b> </span><br />
<span style="font-family: inherit;">My main concern about creating my classroom environment is using my time wisely. I want my students to have something to do always. I would prefer not to have any weird middle time in which I could lose control of the class. My mentor teacher in my Ed. 100 class was a GREAT role model for me. She had a routine that the whole class knew and was comfortable with. She had everything planned out during the day, and never lost their attention for more than a few short minutes at a time during individual work times. During her teaching, she kept their attention by giving verbal warnings to those getting fidgety or talking out of turn, and if these behaviors continued, they would have to move on the class behavior chart. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">I think that being organized also ties in closely with time management throughout the day. If you have everything planned out and all your materials ready to go, it will be much easier to get through what you want to during the day without wasting time setting things up or getting organized. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">I also want my classroom to be "hands on, minds on." In other words, I want them to have concrete examples for a lot of what we are learning about rather than handing them a worksheet. I want to plan many interactive lessons (some authentic), beginning with stimulating questions to prime their thinking and followed by a hands on activity. I found this video, which I think embodies what I've just tried to describe:</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/hPZV-2XhkdI?rel=0" width="560"></iframe><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">I also want to have a good relationship with my students. I want them to love me without being their friend - the teacher should always be considered the authority figure. I want to have a respectful environment in which I take the time to get to know every student and what their strengths and weaknesses are. I think having a good relationship with mutual respect throughout the classroom will </span>contribute<span style="font-family: inherit;"> greatly to learning. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">This is my Elementary Education case study:</span><br />
<br />
<div class="MsoNormal">
<span style="font-family: Courier New, Courier, monospace;">You engage your third grade students in cooperative learning
activities at least twice a day, changing heterogeneous group members once
every four weeks. You have agreed upon routine procedures that your classroom
community uses within their small groups, including the roles and
responsibilities of group members. Lately you have noticed that one small group
always seems to have difficulty grasping material and completing their project
in an acceptable manner. You observe this
group carefully and find that Lisa seems to be the catalyst for their
problems. She gets angry with others if
she does not get the job she wants and refuses to do her part in contributing
to the group’s learning. She constantly
interrupts others in her group. She does
not pay attention when her group prepares for class presentations. </span></div>
<!--EndFragment--><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">After reading my CSEL case study, there are a few options of how a teacher could respond. I think the main objective for the teacher would be to take Lisa aside and ask her one-on-one why she is acting the way she is acting. You should ask whether her peers interrupt her and could even give a small demonstration of how it feels to be interrupted (being very careful NOT to be disrespectful or offensive). You should ask why she is not participating as much as everyone else and why she is getting so angry. If she is getting angry for a legitimate reason, you could even bring the group together (circling), and have them kind of hash this out by re-asking similar questions so the group could get to the bottom of their problems and move on to their projects. You should also remind Lisa that there are certain procedures and guidelines in the classroom, which she is not following very well. If the behavior continues, you might be able to give her the choice to either shape up and fly right, or go to see the principal. I think another option, if the group cannot hash out their problems, is to change the groups before the four-week time period. If Lisa's anger is sparked by something specifically, she and the teacher might be able to develop a cue for when she needs a moment to collect her thoughts alone and cool down for a few minutes (self-regulation). Lastly, the teacher should reflect on whether the lesson and group work is really using class time wisely. Having too much time could lead to issues because there is time to socialize rather than doing classwork. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Overall, a teacher must just make sure that they are creating a classroom environment that is conducive to learning. The teacher should set and enforce limits, while still maintaining the teacher-student relationship by respecting the student. </span>Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com1tag:blogger.com,1999:blog-5131009524804252759.post-80799358846924571802013-01-17T13:55:00.002-08:002013-01-17T14:19:25.410-08:00Becoming a Motivational Teacher<!--[if gte mso 9]><xml>
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<span style="font-family: inherit; line-height: 18px;">There are so many theories out there about teaching and what is "right" or "wrong," but I, as well as many others, think that we should focus more on what has been shown to be effective with different kinds of students. As we all know, it can be difficult to effectively teach and create a group of motivated learners. In class this week, we talked about a few different theories about motivation and what we might use in our future classrooms. Below are some questions to consider with my thoughts and opinions following. </span></div>
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motivation and affect in your students using the theories of motivation?<o:p></o:p></b></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">Every teacher wants to increase their students' motivation to become actively engaged learners, and if they don't, they might not be fulfilling their potential as the adult in the classroom. I think it is important to think about motivating each student individually, just like you would schoolwork (i.e. differentiation). What motivates one student might not motivate another; therefore, it is so important to know your students. The ultimate goal is to increase intrinsic motivation - internal drive. I think the first thing teachers should consider is arousal - keeping their students engaged and interested in the topics being covered in class. Obviously, students have preferences regarding their favorite or least favorite subjects, but if you can incorporate a lot of inquiry learning and hands on/minds on work throughout the day, you can increase the level of "fun" while still facilitating learning. When you do differentiate, you can try to tailor that to an interest that the student might have or make it relatable for them. </span><span style="line-height: 18px;">Overall, the teacher should be modeling good behavior and excitement in the classroom to try to make sure the students follow suit. This could also relate to "self-fulfilling prophecy." Students eventually perform based on what the teacher expects.</span><span style="line-height: 115%;"> </span></span><br />
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<span style="font-family: inherit;"><span style="line-height: 115%;">I also think guided choice is an important part of the classroom. Simply giving the students a choice between one activity or another can increase motivation because they are "choosing" what they do. I worked with one teacher who had allotted about 45 minutes every day for "centers," essentially. She created 5 different activities, which were placed in each child's center folder. Every day during that time, the students would work on one of the activities of their choosing. They just had to get all 5 activities completed by the end of the week. During this time, each student worked fairly quietly and there were rarely any behavioral problems. To be clear, though, structure should still be kept in place. </span></span><br />
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<span style="font-family: inherit; line-height: 115%;">I don't think external reinforcers (giving a sticker, etc.) should be used unless it is a class-wide goal that they work towards together. Overuse can reduce intrinsic motivation and self-determination. I have seen many teachers successfully use a jar full of marbles or pompoms to drive better behavior. Whenever they make it as a class to the bathroom quietly and everyone washes their hands, they receive a marble, etc. Then, when the jar is full they all receive a "prize." I have seen teachers do a class party, bring brownies, allow the students a pajama day, etc. I don't personally see any harm in this. As for teacher praise, I think it is very important to provide a positive, encouraging environment without going too far overboard. You should also be careful about the way in which you praise your students. You should say something like, "I can see that you have been working really hard on your project!" You should try to stay away from generic phrases like, "Good job!" Students are able to develop a greater intrinsic motivation through specific and individualized praise rather than generic praise. </span></div>
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<span style="font-family: inherit; line-height: 115%;"><b>Which theories of motivation
are most helpful and instructive for you?<o:p></o:p></b></span><br />
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<span style="font-family: inherit; line-height: 115%;">I think intrinsic versus extrinsic motivation is extremely helpful to consider (see above). I also think that <a href="http://www.simplypsychology.org/maslow.html" target="_blank">Maslow's theory</a> about the hierarchy of needs is very interesting. While you may not take it 100% literally, I think the concepts are important ideas to consider. Before a child can be a successful, active learner, they first need the basics of food, water, and sleep. Then, they need to feel that they are in a safe environment, which is up to the school and their teacher to provide. After those two needs are met, they can begin to form bonds and friendships, gain more confidence and achievement, and finally become creative and inquisitive. These are all strong considerations for a teacher. </span></div>
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<tr><td class="tr-caption" style="text-align: center;">Image courtesy of http://upload.wikimedia.org/wikipedia/commons/c/c3/Maslow's_hierarchy_of_needs.png</td></tr>
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<span style="font-family: inherit;">In class, we watched a couple of videos regarding different school environments. One was about the <a href="http://thehawnfoundation.org/mindup/" target="_blank">MindUP Program</a>, created by the <a href="http://thehawnfoundation.org/" target="_blank">Hawn Foundation</a>. The other was about a <a href="http://www.wbir.com/rss/article/169242/2/Pond-Gap-Elementary-now-Full-Service-Community-School" target="_blank">school</a>, here in Knoxville. Both were taking into consideration the needs of the children in order to help them rise to their full potential. I think it should be an example for all teachers to try to provide the best environment they can for their students.</span><br />
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<span style="font-family: inherit;">This is the video on the MindUP homepage.</span><br />
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We also watched this video, which I found interesting, posted for your enjoyment and viewing pleasure.</span><br />
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Kelsey Franklinhttp://www.blogger.com/profile/13989700661511509897noreply@blogger.com0