WHAT?
The light finally turned on. The last four class periods I didn't understand that we were learning about 4 different concepts and that each week was a different theory. In my mind I was just mixing all the information learned together and not comprehending the differences from each theory from one week to the next. I wish that it were explained at the beginning of these units that each week we would be learning a different concept so that I could CHUNK the information together into the theories that it belonged to and gain a better understanding of each of them as a unit. It wasn't until the test was being explained to us and I was able to view the study guide that I finally grasped this idea and the light turned on.
Social Cognitivism - In Social Cognitivism, the definition of learning is that people learn by observing others and how they eventually assume control over their own behavior. By observing others, we begin to assume control over our own behavior. One of the main concepts is Reciprocal Causation - which is defined as the interdependence of person, environment and behavior in order for learning and behavior. It's a constant interplay between each of these.
It's important for teachers to provide models and outline the expectations for their students so that they can have the self-efficacy to be able to succeed.
SO WHAT?
It's important for teachers to understand that their students learn from each other, their environment, and their own behavior as well as the behavior of others. We need to provide appropriate models for our students so that they can have a better understanding of what is expected of them. Students are watching everything that happens in the classroom. As they see one student get away with things that aren't appropriate, they soon learn that they can behave the same way and that it will be accepted as well. They will also see when we praise other students for satisfactory work and will want to perform the same way so that they can have the same reinforcement (vicarious punishment & vicarious reinforcement).
NOW WHAT?
As a teacher, I need to set the environment of my classroom so that the students will be able to succeed and have the self-efficacy to know that they are capable and have the desire to succeed. I need to model appropriate behavior and reinforce those behaviors that I want to continue in my class. As the students learn from each other and we all work together, we will all benefit from the experience.
AS A SIDE NOTE:
I realize that there have been problems with getting the test online for us to complete. However, I've been anxiously looking for this test multiple times each day and have built up anxiety about not being available to find it and receiving no information as to why and when it will be available. I've e-mailed you to find out what the situation is and have visited your office a few different times (none of which are your posted office times, so I didn't expect to find you - but hoped I would). It would have been greatly appreciated to have a group e-mail sent out to all the students so that we could know when and where to find the test and help ease our minds about it. I've had a lot of other students calling and e-mailing me to find out where to find the test. We've all been frustrated about the lack of communication or information we've received about it. If the option of taking the test during class is the solution, a quick e-mail would have eased all of our minds and helped us have a better weekend. Thanks.
Sunday, March 15, 2009
Tuesday, March 3, 2009
Chapter 9 – Behaviorist Views of Learning
WHAT?
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.
Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.
Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.
Operant Conditioning is a form of learning in which a response INCREASES in frequency as a result of being followed by reinforcement. Operant Conditioning is a voluntary action by the learner because of the reinforcement. B.F. Skinner stated that "A response is strengthened - and thus is more likely to occur again - when it is followed by a reinforcing stimulus (a reinforcer)". Operant Conditioning can occur only under two conditions. First, the learner must make a response (do something). Second, the reinforcer should be contingent on the learner’s response - should only occur when the desired response has occurred. The different types of reinforcers are discussed with Operant Conditioning.
SO WHAT?
Classical Conditioning and Operant Conditioning are very important for a teacher to understand so that they will be able to help their students learn and conduct their behavior in a manner that will provide the best opportunities for them and the rest of the students in their classroom. It is also very important for a teacher to understand what kinds of reinforcements they can use to be able to help the learners have the best experiences possible and have the desire to achieve all that is asked of them in the classroom.
NOW WHAT?
I find this information very interesting. There was a lot of information to take in with this chapter. I know that as I study and find ways to remember this important information, that I'll be a better teacher as I evaluate my classroom and find methods for my students to gain knowledge and increase their learning. I could relate to each of these methods and times when I've experienced learning in both Classical Conditioning and Operant Conditioning.
Monday, March 2, 2009
Chapter 7 - Knowledge Construction
WHAT?
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.
SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets
ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.
NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.
SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets
ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.
NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.
Wednesday, February 25, 2009
Extra Credit - Alpine School District Math Investigations
What is Investigations Math?
Investigations Math is a program that involves hands-on, standards based learning to help students understand "how" to solve a math problem and not just know the steps involved to achieve the answer.
Some key features of the program include:
* Using manipulative's to help the students understand how to solve the problem.
* The students can each take a different methods to achieve the correct answer. Each path could be different as long as it ended with the correct answer.
* The students have opportunities to share with each other the steps they took to achieve the answer and demonstrate to each other the process of achieving that answer instead of just the giving the answer to the problem.
What were the arguments for and against its use?
This was a very controversial program in the Alpine School District. Orem Elementary was one of the pilot schools that used this program before it went to the rest of the school district. I interviewed a teacher that was teaching at Orem Elementary during this pilot program and my information came from her experience.
Some of the arguments FOR Investigations Math include:
1. The students would be able to understand the process of achieving the answer and would know how to apply it into their everyday lives (instead of just learning the FOIL method, they would learn why they need to use this method and how to apply it to their lives.)
2. Instead of having timed tests where students just spit out an answer that they have memorized (like multiplications for example), they would find ways to understand the process of how that answer is achieved.
3. Students share their strategies and teach each other. It's not just teacher directed, they learn from their peers. The students share their strategies of how they came up with the answer and demonstrate for the class their path. This helps the students understand that there is more than one way to complete the problem. The students don't just perform a procedure but they understand the problem and how to come up with the answer.
Some of the arguments AGAINST Investigations Math include:
1. Parents didn't like their children to come up with the "method" of answering the problem on their own. They wanted their children to be taught the method and have step-by-step procedures taught and followed by their children.
2. Parents didn't like the freedom that it offered their children. They didn't think that their children were being taught math formulas and procedures by the teachers.
3. The parents didn't like that the major focus wasn't drill-timed tests.
4. Parents didn't think their child was learning as quickly using this method. They felt that using so many manipulative's slowed their children's mathematical progress.
5. Parents didn't understand how the program worked and just thought that their child was "playing" instead of actively learning with the manipulative's they were using.
6. State standardized tests weren't up to speed with the new program so the student's received lower tests the first few years. While this was expected, the parents didn't like that.
What were the results of its use in Alpine?
Because of all the controversy and opposition from the parents, Alpine School Districts decided not to make Investigations Math the district wide program that they wanted everyone to use. Instead, they gave each school an option to choose between three different math programs. Each school decision was made by a combined panel of teachers and parents through a math preview night. At Orem Elementary, the parents and teachers were given samples of each of these programs that they could research at this preview to help them make their decisions. Because the different publishers only provided small samples for the preview, the parents selected a program other than Investigations Math that had more materials that could be reviewed at the meeting (the McMillan Program at Orem Elementary). The program selected by the parents had more workbooks, worksheets and physical objects where they could see their child learning in a physical timed matter.
The Alpine School District has adopted the BALANCED MATH APPROACH instead. This method is a combination of the teachers instructing the step-by-step directions for the different mathematical methods while still providing manipulative's for the students to learn with. By balancing both of these programs, the student will have the methods needed and still be able to use manipulative's and hands-on techniques to fully understand how to apply it into their lives.
What is your opinion?
I believe that with the BALANCED MATH APPROACH, the students will be better able to grasp the concepts that the teacher is teaching and still be able to find a way to apply it into their lives. I don't think that the parents gave the original program a chance and that they didn't give the teachers enough credit to know that their children would still be learning the different methods to complete the problems. It is my opinion that for the lower grades, that Investigations Math is the best method possible to help reinforce the skills being taught and really teach the students different ways to apply this into their lives.
Investigations Math is a program that involves hands-on, standards based learning to help students understand "how" to solve a math problem and not just know the steps involved to achieve the answer.
Some key features of the program include:
* Using manipulative's to help the students understand how to solve the problem.
* The students can each take a different methods to achieve the correct answer. Each path could be different as long as it ended with the correct answer.
* The students have opportunities to share with each other the steps they took to achieve the answer and demonstrate to each other the process of achieving that answer instead of just the giving the answer to the problem.
What were the arguments for and against its use?
This was a very controversial program in the Alpine School District. Orem Elementary was one of the pilot schools that used this program before it went to the rest of the school district. I interviewed a teacher that was teaching at Orem Elementary during this pilot program and my information came from her experience.
Some of the arguments FOR Investigations Math include:
1. The students would be able to understand the process of achieving the answer and would know how to apply it into their everyday lives (instead of just learning the FOIL method, they would learn why they need to use this method and how to apply it to their lives.)
2. Instead of having timed tests where students just spit out an answer that they have memorized (like multiplications for example), they would find ways to understand the process of how that answer is achieved.
3. Students share their strategies and teach each other. It's not just teacher directed, they learn from their peers. The students share their strategies of how they came up with the answer and demonstrate for the class their path. This helps the students understand that there is more than one way to complete the problem. The students don't just perform a procedure but they understand the problem and how to come up with the answer.
Some of the arguments AGAINST Investigations Math include:
1. Parents didn't like their children to come up with the "method" of answering the problem on their own. They wanted their children to be taught the method and have step-by-step procedures taught and followed by their children.
2. Parents didn't like the freedom that it offered their children. They didn't think that their children were being taught math formulas and procedures by the teachers.
3. The parents didn't like that the major focus wasn't drill-timed tests.
4. Parents didn't think their child was learning as quickly using this method. They felt that using so many manipulative's slowed their children's mathematical progress.
5. Parents didn't understand how the program worked and just thought that their child was "playing" instead of actively learning with the manipulative's they were using.
6. State standardized tests weren't up to speed with the new program so the student's received lower tests the first few years. While this was expected, the parents didn't like that.
What were the results of its use in Alpine?
Because of all the controversy and opposition from the parents, Alpine School Districts decided not to make Investigations Math the district wide program that they wanted everyone to use. Instead, they gave each school an option to choose between three different math programs. Each school decision was made by a combined panel of teachers and parents through a math preview night. At Orem Elementary, the parents and teachers were given samples of each of these programs that they could research at this preview to help them make their decisions. Because the different publishers only provided small samples for the preview, the parents selected a program other than Investigations Math that had more materials that could be reviewed at the meeting (the McMillan Program at Orem Elementary). The program selected by the parents had more workbooks, worksheets and physical objects where they could see their child learning in a physical timed matter.
The Alpine School District has adopted the BALANCED MATH APPROACH instead. This method is a combination of the teachers instructing the step-by-step directions for the different mathematical methods while still providing manipulative's for the students to learn with. By balancing both of these programs, the student will have the methods needed and still be able to use manipulative's and hands-on techniques to fully understand how to apply it into their lives.
What is your opinion?
I believe that with the BALANCED MATH APPROACH, the students will be better able to grasp the concepts that the teacher is teaching and still be able to find a way to apply it into their lives. I don't think that the parents gave the original program a chance and that they didn't give the teachers enough credit to know that their children would still be learning the different methods to complete the problems. It is my opinion that for the lower grades, that Investigations Math is the best method possible to help reinforce the skills being taught and really teach the students different ways to apply this into their lives.
Friday, February 20, 2009
Chapter # 6 - Learning and Cognitive Processes
WHAT?
A Model of Human Memory:
When new information is learned it is imput into the SENSORY REGISTER. If the learner didn't notice it, it will be lost forever and they will not have access to it. If they pay attention to it, the information will be moved to the WORKING/SHORT-TERM MEMORY. Three disadvantages of the working/short-term memory are:
1. It has a limited capacity
2. Information doesn't last long here.
3. It is fragile.
After the information has been in the working/short-term memory, if it goes unused, it will become lost. However, if the learner is able to encode it, there is an indepth processing that takes place and the information is moved to the LONG-TERM MEMORY. Three advantages of the long-term memory are:
1. This memory will last forever (unless there is an illness or injury that takes place).
2. It has unlimited capacity.
3. The brain is very organized and moves information to an organized place where it can later be retrieved.
However, if information in the long-term memory is not used or neglected, it could become lost or deminished over time.
SO WHAT?
As teachers, we need to help our students have stimuli they will have a desire to learn more about. They need to "notice" what we are teaching and "pay attention" to it so that this information will move to their working/short-term memory. After they pay attention to this information, we need to provide indepth processing through different memorization techniques, activities and learning experiences that will help this information move into their long-term memory, where it will last forever and they will be able to recall what we have presented for extended periods of time.
NOW WHAT?
I learn best through mnemonic strategies, chunking, rehearsing and other memorization techniques. I know that the more stimuli I have with a topic, the better able I am to move this information into my long-term memory. As a teacher, I want to help my students learn these skills so that they will be able to remember what information I have presented and become better learners. By understanding the Model of Human Memory and the different memorization techniques listed in this chapter, I will be able to help my students become better learners and I will also become a better learner in the process.
A Model of Human Memory:
When new information is learned it is imput into the SENSORY REGISTER. If the learner didn't notice it, it will be lost forever and they will not have access to it. If they pay attention to it, the information will be moved to the WORKING/SHORT-TERM MEMORY. Three disadvantages of the working/short-term memory are:
1. It has a limited capacity
2. Information doesn't last long here.
3. It is fragile.
After the information has been in the working/short-term memory, if it goes unused, it will become lost. However, if the learner is able to encode it, there is an indepth processing that takes place and the information is moved to the LONG-TERM MEMORY. Three advantages of the long-term memory are:
1. This memory will last forever (unless there is an illness or injury that takes place).
2. It has unlimited capacity.
3. The brain is very organized and moves information to an organized place where it can later be retrieved.
However, if information in the long-term memory is not used or neglected, it could become lost or deminished over time.
SO WHAT?
As teachers, we need to help our students have stimuli they will have a desire to learn more about. They need to "notice" what we are teaching and "pay attention" to it so that this information will move to their working/short-term memory. After they pay attention to this information, we need to provide indepth processing through different memorization techniques, activities and learning experiences that will help this information move into their long-term memory, where it will last forever and they will be able to recall what we have presented for extended periods of time.
NOW WHAT?
I learn best through mnemonic strategies, chunking, rehearsing and other memorization techniques. I know that the more stimuli I have with a topic, the better able I am to move this information into my long-term memory. As a teacher, I want to help my students learn these skills so that they will be able to remember what information I have presented and become better learners. By understanding the Model of Human Memory and the different memorization techniques listed in this chapter, I will be able to help my students become better learners and I will also become a better learner in the process.
Monday, February 16, 2009
Chapter #3 - Erickson's Model of Psychological Development
WHAT?
In chapter 3 I learned about the 8 stages of Psychological Development by Eric Erickson.
1 - Infancy - Trust v. Mistrust
2 - Toddler - Autonomy v. Shame and Doubt
3 - Preschool - Initiative v. Guilt
4 - Elementary - Industry v. Inferiority
5 - Adolescence - Identity v. Role Confusion
6 - Young Adult - Intimacy v. Isolation
7 - Middle Years - Generativity v. Stagnation
8 - Retirement - Integrity v. Despair
It was so nice to be taught a memorization method to help me remember each of these stages. It really helped me be able to understand each stage better and find a way to remember this information for the test. By learning this memorization technique, it will also help me remember this information beyond the testing period and be able to move this information into my long-term memory better.
SO WHAT?
It was good to learn about each of these stages and find out what the greatest psychological challenges are for each stage of development. It was especially helpful to have examples of each stage to help me better understand these stages.
It is important as an educator to understand each of these stages and know what challenges our students will be facing so that we can help our students excel and feel good about their abilities as students.
NOW WHAT?
Since I want to teach Kindergarten, my students could be between two different stages of development (Initiative v. Guilt & Industry v. Inferiority). I need to provide opportunities for my students to take initiative and give them the support for their efforts to help them make appropriate choices as they develop initiative. I also need to help my students to feel self-confidence and encourage them and help praise them as they begin to demonstrate industry.
In chapter 3 I learned about the 8 stages of Psychological Development by Eric Erickson.
1 - Infancy - Trust v. Mistrust
2 - Toddler - Autonomy v. Shame and Doubt
3 - Preschool - Initiative v. Guilt
4 - Elementary - Industry v. Inferiority
5 - Adolescence - Identity v. Role Confusion
6 - Young Adult - Intimacy v. Isolation
7 - Middle Years - Generativity v. Stagnation
8 - Retirement - Integrity v. Despair
It was so nice to be taught a memorization method to help me remember each of these stages. It really helped me be able to understand each stage better and find a way to remember this information for the test. By learning this memorization technique, it will also help me remember this information beyond the testing period and be able to move this information into my long-term memory better.
SO WHAT?
It was good to learn about each of these stages and find out what the greatest psychological challenges are for each stage of development. It was especially helpful to have examples of each stage to help me better understand these stages.
It is important as an educator to understand each of these stages and know what challenges our students will be facing so that we can help our students excel and feel good about their abilities as students.
NOW WHAT?
Since I want to teach Kindergarten, my students could be between two different stages of development (Initiative v. Guilt & Industry v. Inferiority). I need to provide opportunities for my students to take initiative and give them the support for their efforts to help them make appropriate choices as they develop initiative. I also need to help my students to feel self-confidence and encourage them and help praise them as they begin to demonstrate industry.
Sunday, February 8, 2009
Piaget's Stages of Cognitive Development v.s. Vygotsky's Theory
WHAT?
This week we learned about Piaget's Stages of Cognitive Development v.s. Vygotsky's Theory.
In Piaget's Stages of Cognitive Development, he defines four different stages of cognitive development:
1 - Sensorimotor Stage: (birth to age 2) During this stage, schemes are based largely on behaviors and perceptions and what is in their immediate view. They also develop an understanding of cause and effect during this stage.
2 - Preoperational Stage: (age 2 until 6 or 7) During this stage, children can think about objects and events beyond their immediate view. However, they lack the ability to reason in logical adult like ways.
3 - Concrete Operations Stage: (age 6 or 7 to age 11 or 12) During this stage, children begin to reason in an adult like logic but this is limited to concrete reality. They begin to display deductive reasoning and can draw logical inferences from information that they are given.
4 - Formal Operations Stage: (age 11 or 12 through adulthood) During the Formal Operations Stage, logical reasoning processes can be applied to concrete and abstract ideas
Vygotsky's theories outlines several different aspects to consider:
- Guided Participation: Vygotsky's believes that adults play an important part of children's learning process.
- Peer Interactions: In addition to the important role of adults, peer interaction also plays a key role in the learning process. Both peer and adult interaction are very important to Vygotsky's.
- Socio-Cultural Learning: The cultural environment a child is raised in has a great impact on the child's ability to learn and know different things.
- Importance of play: Vygotsky's believed that children learn so much during play. They need to be given opportunities for play to be able to help them develop and grow.
- Zone of Proximal Development (ZPD): Vygotsky's defines this as "the range of tasks that a learner can perform with the help and guidance of others but cannot yet perform independently."
- Scaffolding: A support mechanism that provides a guidance for the learner until they are strong enough to support the learning on their own. As the structure gains stability the scaffolding is gradually removed.
SO WHAT?
It's important to understand about both Piaget and Vygotsky's because educators need to know the stages of development and what influences contribute to their students learning. We need to know what to expect at each age of development and what we can do as educators to provide the scaffolding needed to provide the best learning experience possible and develop age appropiate lessons.
NOW WHAT?
I believe that it's important to use both Piaget's and Vygotsky's theories in my teaching. Not only do I need to understand the stages of cognitive development that Piaget outlined, but I need to realize that the cultural background and adult interactions outlined by Vygotsky also play a critical part of the child's learning process.
Subscribe to:
Posts (Atom)
