Case Study: http://docs.google.com/View?id=dc7d3btp_29f766g7cp
1- I think this case shows a couple of examples of disequilibrium, which when one's thinking is not consistent with our world experiences. One example is when Lucy's grandpa died last summer and she never saw the body and her parents told her he just went to heaven. So Lucy doesn't know why Ringo hasn't gone to heaven. That caused her an disequilibrium in what she knows of the world. Even the subject of heaven is still a mystery to Lucy and Amy.
2- Preoperational Stage is when child can not think logically but they are able to use their intuition. Amy couldn't understand that Ringo was dead but they intuitively knew something was wrong with him because he was not acting like his normal self. Egocentrism is when you can't understand the world from someone else's situation. Lucy and Amy can not understand what it is like to go to heaven so they wonder if you would have to eat there. They also think everyone has this same opinion.
3- Vygotskian theorist would probably suggest that Ms. Bowman ask the children what think happens when someone dies. It is a delicate subject and with their egocentric nature they might be more comfortable with confirmation of their own beliefs. I think they will come their own terms of their own explanation of the afterlife when they are ready. Just try to comfort them in a way that is comfortable to them.
4- I think taking care of a pet in school promotes a students'cognitive development by showing them responsibility, independence, and a sense of duty. These are important skills for students to learn in life.
Tuesday, January 26, 2010
Tuesday, January 19, 2010
Educational Neuroscience
Judy Willis
What? Judy is a neurologist who became a classroom teacher, she specializes in brain learning research. She emphases on RAD teaching.
Reach (Reticular Activating System)
Attitude (Amygdala)
Develop (Dopamine)
She has written 3 books and it just publishing a fourth one called "ASCD", a book about research-based strategies for math instruction. Judy also gives presentations and workshops. Her next presentation is on Using the Developments of Neuroscience for Neuro-logical Teaching Strategies. She is full of teaching strategies and working with long term memory. She says, "The goal is to engage your children in learning enrichment and long-term, rather than short-term (rote), memory-building activities."
So What? Well the RAD teaching concept means that the best way to teach students is to reach them, get their attention. They have to have a good attitude to learn. Then a teacher needs to know how the student develops. That is why Judy has written several books and articles from "Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist/Classroom Teacher" to a "Brain Owner’s Manual" to help teachers understand our student's mind. I took from a lot of her research that she believes that students need hands on, activities that will enthuse and enliven your student's minds therefore they will remember what is being taught.
Now What? I would definitely like to read one of Judy's books. She explains things in a very simple way that makes sense and I think her ideas will really help my students. She says that school is becoming a regiment with repetitive memory activities so we need to think of activities that keep them motivated in their learning. She believes that in order for students to remember long term things they have to have their attention captured. She said "Neuroimaging and brain mapping studies reveal the structural changes in the brain that occur when newly learned information is retained in memory storage areas." In order for students to remember it is better for the to relate some how with their prior knowledge and interest.
What? Judy is a neurologist who became a classroom teacher, she specializes in brain learning research. She emphases on RAD teaching.
Reach (Reticular Activating System)
Attitude (Amygdala)
Develop (Dopamine)
She has written 3 books and it just publishing a fourth one called "ASCD", a book about research-based strategies for math instruction. Judy also gives presentations and workshops. Her next presentation is on Using the Developments of Neuroscience for Neuro-logical Teaching Strategies. She is full of teaching strategies and working with long term memory. She says, "The goal is to engage your children in learning enrichment and long-term, rather than short-term (rote), memory-building activities."
So What? Well the RAD teaching concept means that the best way to teach students is to reach them, get their attention. They have to have a good attitude to learn. Then a teacher needs to know how the student develops. That is why Judy has written several books and articles from "Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist/Classroom Teacher" to a "Brain Owner’s Manual" to help teachers understand our student's mind. I took from a lot of her research that she believes that students need hands on, activities that will enthuse and enliven your student's minds therefore they will remember what is being taught.
Now What? I would definitely like to read one of Judy's books. She explains things in a very simple way that makes sense and I think her ideas will really help my students. She says that school is becoming a regiment with repetitive memory activities so we need to think of activities that keep them motivated in their learning. She believes that in order for students to remember long term things they have to have their attention captured. She said "Neuroimaging and brain mapping studies reveal the structural changes in the brain that occur when newly learned information is retained in memory storage areas." In order for students to remember it is better for the to relate some how with their prior knowledge and interest.
Course Contact Review #1
1- I feel like I am doing well at understanding the course content.
2- I am not doing things a head of time, I usually do them right before they are due.
3- On my goals, I did not get things done way in advance but I feel like I did well on reading the chapter and understanding. I also have blogged as you can see.
4- To meet all of my goals, I need to plan my time better. When I have some free time I will work on assignments so as to not overwhelm myself when it's due.
5- Motivation is still a hard one for me. I want to become a good teacher so I should want to do and work hard on everything that I am learning. Although with so much going on and not a lot of free time it's hard to find motivation to keep going. I guess that goes along with managing my time well and then my motivation will come. The great thing about this program is that all of our classes work toward a common goal of becoming a good teacher, so I would say I am working on my performance goals. I think I need to keep better track of what I am doing so that I can take advantage of all that I am learning in the future.
2- I am not doing things a head of time, I usually do them right before they are due.
3- On my goals, I did not get things done way in advance but I feel like I did well on reading the chapter and understanding. I also have blogged as you can see.
4- To meet all of my goals, I need to plan my time better. When I have some free time I will work on assignments so as to not overwhelm myself when it's due.
5- Motivation is still a hard one for me. I want to become a good teacher so I should want to do and work hard on everything that I am learning. Although with so much going on and not a lot of free time it's hard to find motivation to keep going. I guess that goes along with managing my time well and then my motivation will come. The great thing about this program is that all of our classes work toward a common goal of becoming a good teacher, so I would say I am working on my performance goals. I think I need to keep better track of what I am doing so that I can take advantage of all that I am learning in the future.
Monday, January 11, 2010
Hidden Assignment
Goals:
1- I will not procrastinate and try to get things done in advance.
2- I will read the chapter each week and obtain comprehension.
3- I will remember to write in my blog each week.
Weekly Prep:
-Chapters are about 30-40 pages so I will space this out by reading like 10 pages a day.
-I am going to try and use the 4 R's while studying.
-I am going to memorize key terms.
-I am going to write everything down in my day planner so that I can stay organized and not miss assignments.
-I will complete assignments when assigned.
Study Strategies
-I will read out loud when reading the text book because that way I understand what I am reading.
- I will ask questions while I am reading so that I make sure I understand what I am reading.
- I will memorize key terms by using flash cards.
-I will review key terms from previous chapters every chapter.
Comprehension
When I don't understand something, I will write out the question and research it from a different source. If I still don't understand it then ask my classmates for help and if they do not know I will ask my teacher. Then once I have found the answer I will try to teach someone the concept that way I will fully understand and remember it.
I will reach my goals in this course by staying on top of everything while still understanding what I am learning.
1- I will not procrastinate and try to get things done in advance.
2- I will read the chapter each week and obtain comprehension.
3- I will remember to write in my blog each week.
Weekly Prep:
-Chapters are about 30-40 pages so I will space this out by reading like 10 pages a day.
-I am going to try and use the 4 R's while studying.
-I am going to memorize key terms.
-I am going to write everything down in my day planner so that I can stay organized and not miss assignments.
-I will complete assignments when assigned.
Study Strategies
-I will read out loud when reading the text book because that way I understand what I am reading.
- I will ask questions while I am reading so that I make sure I understand what I am reading.
- I will memorize key terms by using flash cards.
-I will review key terms from previous chapters every chapter.
Comprehension
When I don't understand something, I will write out the question and research it from a different source. If I still don't understand it then ask my classmates for help and if they do not know I will ask my teacher. Then once I have found the answer I will try to teach someone the concept that way I will fully understand and remember it.
I will reach my goals in this course by staying on top of everything while still understanding what I am learning.
Motivation
Becoming a teacher has always been ideal to me. This because not only will I get to shape young minds but I know that they will teach me and I will always be learning. That is why I was so excited to be accepted in the education program at UVU. I thought that UVU would be the best place for me because their teaching program looked awesome! I thought that UVU is the place that is going to shape me into the best teacher I can be. I think learning about psychology to become a teacher is a given. How are you going to be able to shaped a child's mind unless you have some insight about what is going on in there? What is the best way they learn and remember things? I am very excited to be taking this class because psychology has always been a subject that has fascinated me. I know that it will give me the "insider's scoop" on how to teach and interact with my students.
Alright I will admit it, I am a pretty lazy person when it comes to most things. I had a sort of extrinsic motivation outlook. I was just going to school to get the grades and graduate, a means to an end. I knew that becoming a teacher was the right thing when I was excited to come to school, help out in previous observations in the classroom, and work hard on my assignments. I had finally found my motivation to do something. I think that is because I knew what I was learning and accomplishing would mean something someday. I know that by becoming a teacher someone is going to be counting and relying on me. In a way I feel like some one's future is on line because of me and I can either make or break their chances of success. If nothing else I hope I am making their learning experience just a bit easier and giving them a helpful push on the road of life. School had become a part of a flow and now I can hardly believe I have come this far so quickly.
I think I will have a greater connection with my students than they will believe. I have felt that when I don't understand something that it is my teacher's fault. I try to pass the blame on anyone but myself. I had teachers who had gotten sick and had to install substitutes for the majority of the year that weren't teaching us the material. I felt I had no autonomy, no control over my life. I think I have finally come to realize that those were something I just had to overcome. If I had to take the course again so that I would understand it, so be it. If I think that if something is worth it I will have to try hard for it. While I might have a bit of learned helplessness, thinking that I am just not smart enough, I know that if I just keep trying it will come to me. I think that just learning to overcome things is what makes me smart. If I can't teach my students anything else I hope that I can at least pass that piece of knowledge on.
I would like to think that I will be able to accomplish both my mastery goal and performance goal in this course. I want to be able to increase by improvement and understanding along the way. I Also want to be finish my performance goal by achieving a certain end, like an A in the class or more importantly become a teaching and not just any teacher, a great one.
Well I feel like I already understand that the classes I am taking now are going to be useful for my future so I had better put 110 % into them. Now I just have to prove that I have the motivation to do it. I know that this semester is going to be a lot to take in but if I keep organized and stay on top of things I will be able to do it! My future students deserve the best and I am going to give it to them, starting now.
Alright I will admit it, I am a pretty lazy person when it comes to most things. I had a sort of extrinsic motivation outlook. I was just going to school to get the grades and graduate, a means to an end. I knew that becoming a teacher was the right thing when I was excited to come to school, help out in previous observations in the classroom, and work hard on my assignments. I had finally found my motivation to do something. I think that is because I knew what I was learning and accomplishing would mean something someday. I know that by becoming a teacher someone is going to be counting and relying on me. In a way I feel like some one's future is on line because of me and I can either make or break their chances of success. If nothing else I hope I am making their learning experience just a bit easier and giving them a helpful push on the road of life. School had become a part of a flow and now I can hardly believe I have come this far so quickly.
I think I will have a greater connection with my students than they will believe. I have felt that when I don't understand something that it is my teacher's fault. I try to pass the blame on anyone but myself. I had teachers who had gotten sick and had to install substitutes for the majority of the year that weren't teaching us the material. I felt I had no autonomy, no control over my life. I think I have finally come to realize that those were something I just had to overcome. If I had to take the course again so that I would understand it, so be it. If I think that if something is worth it I will have to try hard for it. While I might have a bit of learned helplessness, thinking that I am just not smart enough, I know that if I just keep trying it will come to me. I think that just learning to overcome things is what makes me smart. If I can't teach my students anything else I hope that I can at least pass that piece of knowledge on.
I would like to think that I will be able to accomplish both my mastery goal and performance goal in this course. I want to be able to increase by improvement and understanding along the way. I Also want to be finish my performance goal by achieving a certain end, like an A in the class or more importantly become a teaching and not just any teacher, a great one.
Well I feel like I already understand that the classes I am taking now are going to be useful for my future so I had better put 110 % into them. Now I just have to prove that I have the motivation to do it. I know that this semester is going to be a lot to take in but if I keep organized and stay on top of things I will be able to do it! My future students deserve the best and I am going to give it to them, starting now.
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