If a teacher expects and encourages students to contribute their ideas through reflection on classroom activities and topics,
then there will be less behavior problems in class
because students feel that they are essential and valuable to the class and the learning process.
evidence: Valuable Nel Noddings discusses the process of education as including an interaction in which the teacher "confirms" or affirms and encourages the best in others.
Essential (Piaget schemas adaptation and assimilation; Vygotsky scaffolding; "priming the pump"; neurological piece; emotional piece)
moral implications I believe that teachers have a responsibility to affirm their students as valuable beings, as a strictly moral matter. Moreover, school is not useful unless students are assisted in making meaningful connections to their experience and knowledge which is relevant to their lives.
T2P (2)
If students are enabled to become teacher/collaborators in the classroom
then their self-determination is promoted
because they will be required to make decisions about the importance of information, they will need to develop competence in the content they are teaching, and they will build relationships with other students. It is fundamental to this process that students feel safe and comfortable with the task of teaching/collaborating. Otherwise, the exercise will only create fear and lead to a loss of autonomy. Therefore, making small groups for teaching experiences, and having the teaching take place in the context of collaborating, as well as ensuring student comfort with the task is absolutely necessary.
evidence Vicki Davis video clip
moral implications I believe that students bring a level of competence to many areas which competence can be tapped for themselves and others in the learning process. Furthermore, students must feel their autonomy in order to learn because real learning requires that meaningful choice are made by the learner.
If students are given ample support from the teacher and from other students,
then they will produce high quality work
because their needs for safety, respect and connection are met. This allows them to work in an environment free from fear which creates the greatest potential for learning.
In today's class, I experienced a shift from stress and anxiety at the beginning of class to comfort, ease and interest at the end of the class. I attribute this to both the provision of adequate amounts of time to complete tasks, as well as the time spent as a group reviewing the pedagogical taxonomy and taking the time to work within it.
In my classroom, I will strive to be attuned to the students' needs for structural support, such as modeling as well as adequate amounts of supervised and supported time to complete tasks. As another professor said, "teaching is not telling." Teaching involves a variety of activities performed together and individually that create new experiences and knowledge for the student.
moral implications Students have the right to be free from fear when they are learning, which is not to say free of risk. Teachers must create classroom cultures which allow students to feel safe enough in a learning environment to take risks necessary to learning.
Eileen's learning theory spread sheet
Monday, June 20, 2011
Tuesday, June 14, 2011
Tech Class Week 3 wikis
I really like the collaborative aspect of the wiki, as it allows learners to "build connections, demonstrate relationships, and in general develop understanding about complex issues." (Shrum and Levin, 2009, p. 50) I think this could be a really good way to involve students and the experiences and knowledge they bring to the learning experience. Because of the democratic feel of a wiki, which is created by the fact that anyone can edit it, I think students might feel more encouraged to offer their ideas there. The central concept of a wiki is that everyone is an expert, or, conversely, that there are no experts. For students who are not comfortable speaking out in class in front of a group, a wiki is a good way for them to offer ideas in a low stress environment.
One example of a participatory project in my content area (Special Ed/ English secondary) would be to post quotes from "A Midsummer Night's Dream" with modern day translation on the Wiki and then asks students to comment on the quotes, perhaps relating the plot and feelings of the characters to their own experience. There might be a way to incorporate text reader and speak to write software that would help students who have difficulty reading and writing.
The second thing that interested me about the assignments was the site on bullying that had an audio component to it. The audio component sounded like a text reading program. For children in special education, it would be very useful to have both text reading software and software that converts speech to text. (Vanessa, can you recommend any easy to access (i.e. free) and easy to use software that does either or both of these things?)
Reference:
Shrum, L. and Levin, B., Leading 21st Century Schools, International Society for Technology in Education, 2009.
One example of a participatory project in my content area (Special Ed/ English secondary) would be to post quotes from "A Midsummer Night's Dream" with modern day translation on the Wiki and then asks students to comment on the quotes, perhaps relating the plot and feelings of the characters to their own experience. There might be a way to incorporate text reader and speak to write software that would help students who have difficulty reading and writing.
The second thing that interested me about the assignments was the site on bullying that had an audio component to it. The audio component sounded like a text reading program. For children in special education, it would be very useful to have both text reading software and software that converts speech to text. (Vanessa, can you recommend any easy to access (i.e. free) and easy to use software that does either or both of these things?)
Reference:
Shrum, L. and Levin, B., Leading 21st Century Schools, International Society for Technology in Education, 2009.
Learning Theory Week 3 T2P
This week, I reflected about the relevance of behaviorism in teaching practice. I feel a little more open to behaviorist theory when I notice, for example, that as I struggle to get used to the new mouse pad of the mac, I have "learned" to use the mouse pad effectively through the immediate reinforcement of getting the result I wanted. In any case, I do think that behaviorism has a role to play in helping students as a group create the classroom habits that allow us to work together as a group.
I also would like to think about incorporating a "meta" reflection with students in special education. I think that understanding how the brain works can be particularly helpful for students in special education, as they can understand their own thinking. They can also be helped to understand that some teaching methods may work better for them than others. As a special education teacher, an important role I have is to help students understand themselves as learners.
I also would like to incorporate the RRSQCC into my teaching. I like that it has elements both of reflection and memory (the first R) as well as elements of constructivism (the 2 C's). This seems like a good tool to use to encourage students to offer their opinions and connect to the material, thus creating the kind of classroom environment I was envisioning in my T2P statement.
Response to comments:
T2P Statement relating to the value of freedom and classroom management
If I as a teacher lead a discussion with my students about respecting the value of each student's ideas, and facilitate a group discussion about norms of behavior such as hand raising and listening when someone else is talking, and provide positive reinforcement when such norms are met, then a culture of freedom and fearless learning is promoted.
I also would like to think about incorporating a "meta" reflection with students in special education. I think that understanding how the brain works can be particularly helpful for students in special education, as they can understand their own thinking. They can also be helped to understand that some teaching methods may work better for them than others. As a special education teacher, an important role I have is to help students understand themselves as learners.
I also would like to incorporate the RRSQCC into my teaching. I like that it has elements both of reflection and memory (the first R) as well as elements of constructivism (the 2 C's). This seems like a good tool to use to encourage students to offer their opinions and connect to the material, thus creating the kind of classroom environment I was envisioning in my T2P statement.
Response to comments:
T2P Statement relating to the value of freedom and classroom management
If I as a teacher lead a discussion with my students about respecting the value of each student's ideas, and facilitate a group discussion about norms of behavior such as hand raising and listening when someone else is talking, and provide positive reinforcement when such norms are met, then a culture of freedom and fearless learning is promoted.
Monday, June 13, 2011
T2P Week 3
Gina,
Would it be okay if I submitted this to you by midnight tomorrow (Tues June 14)? I still have to work to do for Dr. Zack's class tonight (it's 11:00 p.m. now) and I want to take the time to read the taxonomy of pedagogy before doing my T2P.
Eileen McCarthy
p.s. I wasn't sure of the best way to reach you to make this request but I figured you would find it here. Is there a better way to contact you for this kind of thing?
Would it be okay if I submitted this to you by midnight tomorrow (Tues June 14)? I still have to work to do for Dr. Zack's class tonight (it's 11:00 p.m. now) and I want to take the time to read the taxonomy of pedagogy before doing my T2P.
Eileen McCarthy
p.s. I wasn't sure of the best way to reach you to make this request but I figured you would find it here. Is there a better way to contact you for this kind of thing?
Learning Theories Week 3 LT1
1. What are the two main elements of Skinner's Behavioral Learning Theory?
I agree that this is a level one question in Bloom's taxonomy because it asks to identify an idea.
The two main elements of Skinner's Behavioral Learning Theory are stimulus response and reinforcement.
5. Kruse writes: "when discussing learning, we must realize that the process is the same, but the learner is different." What do you believe Kruse means by this?
At first, this question strikes me as a level 2 because it asks to define meaning. But the addition of "what do you believe" makes it more like a level 4 (infer).
I think Kruse means to say that rather than say that people learn in different ways, (i.e., the process is the same), we just need to know that each learner comes to the process at a different point in it.
5. Construct a lesson plan that uses scaffolded instruction as defined by Vygotsky.
I am not sure if this is a level 5 or more of a level 3, applying the scaffolding idea.
Outline of a lesson plan of setting the table for my six year old daughter with a cognitive disability:
Students prior knowledge:
Cannot count but can name off people in family
Goals:
set plates and silverware in correct spot on table and in the right amount
Plan:
Set out placemats on the table so she knows where to place plates and then remove placemats after she gets used to the places.
Help her take plates out of cupboard using names of family members, one for each member. Show her where they go on the table.
Help her take silverware out of draw, one fork for each family member, one knife for each family member and show her where they go on the table.
Demonstrate counting as a substitute for naming family members. Show counting on fingers up to five. Count together until she can count on her own.
Gradually remove assistance for taking out silverware and plates as she understands how to do it on her own.
Response to comments:
Sarah's ZPD in this case include the area between putting all the plates in a pile on the table (which she can do independently) and putting them in specific places around the table (which she can do with help). it also includes the area between putting a bunch of silverware on the table and putting the correct amount on the table. One way to assist her in this ZPD would be to incorporate social learning. That is, she could set the table with one of her siblings, who could sing a song about five pieces of silverware or sing a song with the names of the family. We could make this song part of our family life at other times thereby adding to the social reinforcement of the learning.
I agree that this is a level one question in Bloom's taxonomy because it asks to identify an idea.
The two main elements of Skinner's Behavioral Learning Theory are stimulus response and reinforcement.
5. Kruse writes: "when discussing learning, we must realize that the process is the same, but the learner is different." What do you believe Kruse means by this?
At first, this question strikes me as a level 2 because it asks to define meaning. But the addition of "what do you believe" makes it more like a level 4 (infer).
I think Kruse means to say that rather than say that people learn in different ways, (i.e., the process is the same), we just need to know that each learner comes to the process at a different point in it.
5. Construct a lesson plan that uses scaffolded instruction as defined by Vygotsky.
I am not sure if this is a level 5 or more of a level 3, applying the scaffolding idea.
Outline of a lesson plan of setting the table for my six year old daughter with a cognitive disability:
Students prior knowledge:
Cannot count but can name off people in family
Goals:
set plates and silverware in correct spot on table and in the right amount
Plan:
Set out placemats on the table so she knows where to place plates and then remove placemats after she gets used to the places.
Help her take plates out of cupboard using names of family members, one for each member. Show her where they go on the table.
Help her take silverware out of draw, one fork for each family member, one knife for each family member and show her where they go on the table.
Demonstrate counting as a substitute for naming family members. Show counting on fingers up to five. Count together until she can count on her own.
Gradually remove assistance for taking out silverware and plates as she understands how to do it on her own.
Response to comments:
Sarah's ZPD in this case include the area between putting all the plates in a pile on the table (which she can do independently) and putting them in specific places around the table (which she can do with help). it also includes the area between putting a bunch of silverware on the table and putting the correct amount on the table. One way to assist her in this ZPD would be to incorporate social learning. That is, she could set the table with one of her siblings, who could sing a song about five pieces of silverware or sing a song with the names of the family. We could make this song part of our family life at other times thereby adding to the social reinforcement of the learning.
Wednesday, June 8, 2011
student teaching placement and technology
My student teaching placement uses smart board extensively in teaching the Read 180 reading program. There are no lessons I can prepare as the program is carefully scripted and prepared already.
Monday, June 6, 2011
Week 2 T2P essay
Areas I want to cover:
1. Classroom management
2. helping students be reflective in the classroom
3. helping students bring creativity to constructing their own knowledge
The first area that I wish to reflect on about this week's class is the area of classroom management. As a teacher, I would like to explore the idea of "order" as opposed to "control." I found the readings very provocative because I tend to have a strong reaction against anything that coerces or controls other people. One of my learning goals is to find a way that is comfortable for me to enable students to be in a respectful relationship with themselves, other students and myself.
I found some inspiration for this in the "science is messy" video because I observed that the teacher was engaging students in a very high level of dialogue. He didn't merely discuss facts; instead, he inviting students to inquire, reflect, and make their own observations about their learning and about the subject matter they were studying. I believe that expecting students to have contributions in this way creates an atmosphere of trust and respect and I would envision conducting my classroom with this as a cornerstone.
While I didn't resonate with the first example in the Hansen article, I did take something from the teacher who used hand raising as a rule. While I tend to recoil from setting up a lot of rules at the beginning of a class, I could envision a basic one like this, involving turn taking, that might be part of setting the initial tone of the class. I also am learning that some rules might be worth articulating, repeating and affirming early on in the life of the class in order to create order which allows for learning. Again, for me, it would have to be a very limited number of rules, at least to start, but I am beginning to consider that some initial tone setting might appropriately include rules.
Finally, the most exciting part of the day for me was the re-doing of our concept map about learning. I personally decided to take some risks, make some choices about what I thought it should look like, let go of external expectations, and let my creativity flow. When this happens, learning becomes very joyful. As I teacher, I would like to keep exploring ways to invite students to do the same thing. That is, to move from a linear, analytical way of thinking, to a non-linear and multisensory thinking. I believe this can happen through modeling so I hope to use music, video and other media and modalities in my teaching. I also think that giving students time to create in small groups during class is very empowering of creativity because students can learn from others' ideas as well.
I also think that students experience a greater level of internal knowledge building when they do creative projects such as we did today. I am learning by doing projects like this that many things that I don't traditionally think of as "knowledge", such as preferences, feelings, wishes, experiences, not only are what make up my knowledge, but without those, my knowledge and understanding can have no connection to me and so disappears after the exam is over.
1. Classroom management
2. helping students be reflective in the classroom
3. helping students bring creativity to constructing their own knowledge
The first area that I wish to reflect on about this week's class is the area of classroom management. As a teacher, I would like to explore the idea of "order" as opposed to "control." I found the readings very provocative because I tend to have a strong reaction against anything that coerces or controls other people. One of my learning goals is to find a way that is comfortable for me to enable students to be in a respectful relationship with themselves, other students and myself.
I found some inspiration for this in the "science is messy" video because I observed that the teacher was engaging students in a very high level of dialogue. He didn't merely discuss facts; instead, he inviting students to inquire, reflect, and make their own observations about their learning and about the subject matter they were studying. I believe that expecting students to have contributions in this way creates an atmosphere of trust and respect and I would envision conducting my classroom with this as a cornerstone.
While I didn't resonate with the first example in the Hansen article, I did take something from the teacher who used hand raising as a rule. While I tend to recoil from setting up a lot of rules at the beginning of a class, I could envision a basic one like this, involving turn taking, that might be part of setting the initial tone of the class. I also am learning that some rules might be worth articulating, repeating and affirming early on in the life of the class in order to create order which allows for learning. Again, for me, it would have to be a very limited number of rules, at least to start, but I am beginning to consider that some initial tone setting might appropriately include rules.
Finally, the most exciting part of the day for me was the re-doing of our concept map about learning. I personally decided to take some risks, make some choices about what I thought it should look like, let go of external expectations, and let my creativity flow. When this happens, learning becomes very joyful. As I teacher, I would like to keep exploring ways to invite students to do the same thing. That is, to move from a linear, analytical way of thinking, to a non-linear and multisensory thinking. I believe this can happen through modeling so I hope to use music, video and other media and modalities in my teaching. I also think that giving students time to create in small groups during class is very empowering of creativity because students can learn from others' ideas as well.
I also think that students experience a greater level of internal knowledge building when they do creative projects such as we did today. I am learning by doing projects like this that many things that I don't traditionally think of as "knowledge", such as preferences, feelings, wishes, experiences, not only are what make up my knowledge, but without those, my knowledge and understanding can have no connection to me and so disappears after the exam is over.
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