1) Disequilibrium: Amy gets confused because in the past, when her grandfather died, she knew that he went away to heaven and didn't come back and the fish is still here. It's inconsistent with her schema about death.
Assimilation: Amy and Lucy try to relate what they already to know to death by asking questions like "do you have to eat in heaven" and "do you have to go potty in heaven". They conclude that you would have to eat in heaven otherwise you would be hungry. This shows assimilation.
2) Amy shows egocentrism when Lucy asks "do you have to go potty in heaven?". Amy replies "of course not silly!" with her hands on her hips and rolls her eyes. She is showing egocentrism because she thinks that Lucy should see things from her point of view. She assumes that Lucy already shares her knowledge and feelings about it.
3)Ask questions to find out what the girls already know about death and build on that like scaffolding. Break it down into language that they can understand. Encourage them to think out loud as they process the concept of death.
4) Taking care of a class pet would help a students cognitive abilities because they have to plan ahead and remember to feed and take care of the pet everyday. It gives them responsibility and they learn to think of not just themselves.
Sunday, January 31, 2010
Monday, January 25, 2010
Educational Neuroscience
Marilee Sprenger:
What? Marilee Sprenger is currently working on raising student achievement using brain-based teaching strategies and memory research. She wants to teach in a way that helps students remember and retain more of what is taught. She suggests things like accessing their prior knowledge, having them explain things in their own words, providing a framework so the students know what is important to remember, and using multiple strategies to help them recall information.
So What? Her research is important to education because there is a big problem in education today where kids can go through a whole class or unit on something, get A's on all the tests, and not even be able to remember half of it 6 months later. If we can find ways to help students remember things better it would help education progress so much and it would help the students in their everyday lives to perform better. We could learn so much more if we could learn to retrieve information that we've learned in the past instead of forgetting it and having to learn the same things over and over again.
Now What? Marilee Sprenger has some different books that are filled with strategies to help students learn better. As a teacher, it would be helpful to know these memory techniques so I could teach my students in a way that they would retain the information long after the test was taken. I could learn how to teach in a way where they could connect new information to information they've learned in the past. This would help them to apply the things we are learning in class to their lives in different ways instead of just trying to get a good grade on the test or in the class. I think if students could remember things they've learned previously they would be able to progress quicker and learn more than just the basic information. They would be more willing and able to work towards mastery goals instead of just performance goals.
What? Marilee Sprenger is currently working on raising student achievement using brain-based teaching strategies and memory research. She wants to teach in a way that helps students remember and retain more of what is taught. She suggests things like accessing their prior knowledge, having them explain things in their own words, providing a framework so the students know what is important to remember, and using multiple strategies to help them recall information.
So What? Her research is important to education because there is a big problem in education today where kids can go through a whole class or unit on something, get A's on all the tests, and not even be able to remember half of it 6 months later. If we can find ways to help students remember things better it would help education progress so much and it would help the students in their everyday lives to perform better. We could learn so much more if we could learn to retrieve information that we've learned in the past instead of forgetting it and having to learn the same things over and over again.
Now What? Marilee Sprenger has some different books that are filled with strategies to help students learn better. As a teacher, it would be helpful to know these memory techniques so I could teach my students in a way that they would retain the information long after the test was taken. I could learn how to teach in a way where they could connect new information to information they've learned in the past. This would help them to apply the things we are learning in class to their lives in different ways instead of just trying to get a good grade on the test or in the class. I think if students could remember things they've learned previously they would be able to progress quicker and learn more than just the basic information. They would be more willing and able to work towards mastery goals instead of just performance goals.
Course Contract Review
I've been doing well at keeping up with the assignments and readings for the class and doing what I need to do but I haven't really been applying the information to my self or finding out how it can help me to be a better teacher very much. I've been procrastinating until the day before to do the assignments. Even though I get them done on time procrastinating is not a good habit to have. I need to do better at keeping my goals in mind when I'm doing the assignments so that I can make better progress towards them. For example, when I'm reading I could be asking myself "how does this apply specifically to me right now and how could knowing this be helpful to my students when I'm a teacher? I need to work on doing assignments when they're assigned and not waiting until the day before they are due. That way, if the assignment takes longer than expected, it won't be a big deal because I'll still have the rest of the week to complete it. I could be more motivated and focus more on mastery goals. I think so far I've been focused mostly on performance goals, getting everything done, doing well on the first test, etc. I haven't really been thinking about the assignments as a way to improve my understanding and learn it permanently. On the other hand, some of the information has caught my attention and made me want to remember it because it seemed really interesting to me.
Monday, January 18, 2010
Motivation
Why are you here (in the teacher education program, in this class, at UVU)?:
I chose to come to UVU because it was close to my home and had affordable tuition and accepted students that didn't have the best of grades in High School. I've wanted to be an Elementary Teacher since I was young. I've always enjoyed working with children and helping them learn and succeed.
What motivates you?:
I have both intrinsic and extrinsic motivations for passing this class and staying in the Elementary Education program. I need to pass this class in order to continue in the program and to graduate and become a teacher but I also want to learn all that I can from this class that will help me to better understand and teach my students. I want to do well so I can obtain the knowledge I need to be a successful teacher and make a difference.
Why do you succeed? Why do you fail? (Use terminology from attribution theory):
Times when I've failed at things could probably have to do with Learned Helplessness, when I felt like no matter what I did, I was still going to fail. This is when I would give up and not put anymore effort into what I was doing because I was so certain that I would fail because it was too difficult. Times when I have succeeded have had to do with when I didn't give up and was determined to do my very best whether I failed or not or when I felt like I had the ability to accomplish that and felt like I had some kind of control over the outcome.
Do the goals in your course contract reflect mastery goals or performance goals? What does this say about you?:
My goals are a combination of both mastery and performance goals. Some of my goals have to do with just finishing the work on time and getting a good grade but some of them have to do with improving my understanding of the subject and learning it thoroughly as well.
How do you need to change your motivations and mindset for this class in order to become a great teacher?:
I need to focus more on learning and retaining what I learn and not just simply learning what the teacher wants me to learn in order to pass and get a good grade in the class. I need to find something in each class that personally interests me (dispositional interest) so that I can stay motivated even learning environment isn't motivational.
I chose to come to UVU because it was close to my home and had affordable tuition and accepted students that didn't have the best of grades in High School. I've wanted to be an Elementary Teacher since I was young. I've always enjoyed working with children and helping them learn and succeed.
What motivates you?:
I have both intrinsic and extrinsic motivations for passing this class and staying in the Elementary Education program. I need to pass this class in order to continue in the program and to graduate and become a teacher but I also want to learn all that I can from this class that will help me to better understand and teach my students. I want to do well so I can obtain the knowledge I need to be a successful teacher and make a difference.
Why do you succeed? Why do you fail? (Use terminology from attribution theory):
Times when I've failed at things could probably have to do with Learned Helplessness, when I felt like no matter what I did, I was still going to fail. This is when I would give up and not put anymore effort into what I was doing because I was so certain that I would fail because it was too difficult. Times when I have succeeded have had to do with when I didn't give up and was determined to do my very best whether I failed or not or when I felt like I had the ability to accomplish that and felt like I had some kind of control over the outcome.
Do the goals in your course contract reflect mastery goals or performance goals? What does this say about you?:
My goals are a combination of both mastery and performance goals. Some of my goals have to do with just finishing the work on time and getting a good grade but some of them have to do with improving my understanding of the subject and learning it thoroughly as well.
How do you need to change your motivations and mindset for this class in order to become a great teacher?:
I need to focus more on learning and retaining what I learn and not just simply learning what the teacher wants me to learn in order to pass and get a good grade in the class. I need to find something in each class that personally interests me (dispositional interest) so that I can stay motivated even learning environment isn't motivational.
Hidden Assignment
Goals for this Course:
1) Learn more about the brain and how I can use that information to better help my students learn
2) Use the information to find out how I learn and use it to become a better student
3) Get help for anything that is not clear.
Weekly Management Plan:
On the day of class I'll write down everything that's been assigned. When I get home from school I will look over the assignments and quickly scan through the assigned reading so I can have a good estimate of how long it will take to complete. I will work on a part of the assignment or reading everyday so that I will complete it long before the next class. This way I'll have time to quickly go over the assignment or reading again the day before class so it's fresh on my mind.
Study Strategies:
While reading the chapter I will use the 4R's as much as possible. I will make sure I have a specific, quiet place to study. I'll preview the chapter by reading all the headings first and I'll make notes by things I have questions about. I'll set up a specific amount of time I'll read before taking a break and I will stop periodically to make sure I understand what I'm reading. I'll take notes and underline as I read. If there is a lot of definitions I'm trying to remember I will make notecards and keep them with me to study when I have spare time.
If I Don't Understand:
If I don't understand something in the book I'll read it more carefully and I'll use the index to find other sections in the book that talk about the same topic. Also, I will look it up online and seen if there are any good, reliable websites that explain it better. I'll talk to other people in the class to figure out if they understood it and have them explain it to me. If I still don't understand I will email or visit the instructors office to have it better explained.
I will reach my goals in this course by making sure I start studying early and using effective study techniques, I'll make sure I understand what I'm reading and ask for help when I don't understand something.
1) Learn more about the brain and how I can use that information to better help my students learn
2) Use the information to find out how I learn and use it to become a better student
3) Get help for anything that is not clear.
Weekly Management Plan:
On the day of class I'll write down everything that's been assigned. When I get home from school I will look over the assignments and quickly scan through the assigned reading so I can have a good estimate of how long it will take to complete. I will work on a part of the assignment or reading everyday so that I will complete it long before the next class. This way I'll have time to quickly go over the assignment or reading again the day before class so it's fresh on my mind.
Study Strategies:
While reading the chapter I will use the 4R's as much as possible. I will make sure I have a specific, quiet place to study. I'll preview the chapter by reading all the headings first and I'll make notes by things I have questions about. I'll set up a specific amount of time I'll read before taking a break and I will stop periodically to make sure I understand what I'm reading. I'll take notes and underline as I read. If there is a lot of definitions I'm trying to remember I will make notecards and keep them with me to study when I have spare time.
If I Don't Understand:
If I don't understand something in the book I'll read it more carefully and I'll use the index to find other sections in the book that talk about the same topic. Also, I will look it up online and seen if there are any good, reliable websites that explain it better. I'll talk to other people in the class to figure out if they understood it and have them explain it to me. If I still don't understand I will email or visit the instructors office to have it better explained.
I will reach my goals in this course by making sure I start studying early and using effective study techniques, I'll make sure I understand what I'm reading and ask for help when I don't understand something.
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