Final Project

Chapter 4 Learning Log

What?
"Group Differences" - this lesson was about multicultural education. We discussed a wide variety of sujects. There are so many groups to discuss - different ethnic backgrounds, race, gender, language, and socioeconomic differences just to name a few. The main point of the lesson was to help us to be aware of our own cultural biases and how we can avoid those in our classrooms.

So What?
Our classrooms are so diverse today. They are increasingly more and more diverse. Part of it is immigration, another is part is our legislation that forces us to teach all children under the age of 18, regardless of ability or citizenship status.
It is so important that we use a broad range of perspectives to teach our lessons

Now What?
When I create lesson plans, I will need to adapt them so that they will be relevant to the many different groups that will inevitably be in my classroom.

Chapter 5 Learning Log

What?
This chapter is about the psychology of intelligence. We covered many different vocabulary words and theories that pertain to the overarching idea of intelligence. We covered the legislation of IDEA and the lasting impact that it has had on schools, including different programs that have been permanently implemented because of it.
We also went over 5 different theories from various psychologists about the nature of intelligence and how it is manifest. We did a jigsaw exercise and therefore, I became more proficient in Spearman's g theory, then learned about the other theories from my group members. The theories that have stuck with me are spearman's g, gardner's theory of multiple intelligences, the triarchy of intelligence, crystallized vs. fluid intelliegence, and distributive intelligence (which is the most interesting to me). It is based on the idea that intelligence is actually augmented by different support systems- social, cultural, and another.

So What?
- What is the most popular song written by the author of cool, Miles Davis, Alex.
-correct
These theories of intelligences are very interesting to me. It is interesting to look at the history of intelligence theory and how we seem to have come from the idea of one very general, over-arching intelligence that can be easily measured to many multiple intelligences that are too difficult to accurately measure. I personally believe they all hold some validity. I am mostly interested in the idea of distributive intelligence as we defined it. Where our intelligence is augmented through different support systems. I really like that idea because it is a proactive type of theory that we can practice in our classroom and lives.
I did an activity in a Business Management class of mine where we took a test individually about nature survivalism. We then got together in groups of 4 and took the test together. The purpose of the exercise was to demonstrate that as a group, we collectively score higher on the test than any one single member of the team does alone. It was interesting to see that across the board, every team's scores were higher than any individual of that team scored alone. This seems to pertain to the idea of distributive intelligence to me.

Now What?
First of all, I now understand IDEA and what is expected of me as a teacher as far as the education of exceptional students. I understand the concepts of gifted, retarded, and inclusion. Also, I plan on adapting my instruction to include these theories. Especially the idea of multiple intelligences. I strongly believe that people have very different approaches to learning and that we would do well to include different activities that would allow for different access to the knowledge. This goes along with the activity we did at the end of class where we were to come up with 8 different approaches of teaching the same content- which correspond to the 8 different intelligences.

Chapter 9 Learning Log

What?
This chapter introduced the theory of behaviorism. This chapter demonstrates a very different theory from that of cognitive development and constructivism. Behaviorism is, by definition, a practical and concrete theory that can be measured and easily implemented.
Behaviorism is based on the idea that student learning is always signified by some form of behavioral change. This goes in direct contrast with cognition because cognitive theorists believe that learning goes on in the students’ minds and we can’t really measure how much is being learned.
Behaviorism deals largely with reinforcements and punishments in order to get our students to perform a desired behavior.

So What?
Our discussion about this chapter in class was very interesting. First of all, the professor created the discussion activity in a form very congruent with the theory of behaviorism by reinforcing our participation with stickers and treats. I don't know if it was the stickers, the sugar, or just the fact that the class felt strongly about the subject, but it was a very involved discussion.
It was so funny to me to watch as the class became so eager to share their opinions and comments about how reinforcement is a very base level technique and that we should rise above it. However, the same people seemed to be reacting well to the possible reward of a tootsie roll after getting 5 stickers.
Behaviorism seems to me to be a very effective and practical theory. It is almost like a necessary evil. I don't think that there is anything wrong with creating a token economy in our classroom and having to bait our students in order for them to learn. I don't think it cheapens the learning experience as much as my classmates seemed to.

Now What?
In 2004, the ogden school district was struggling severely with truency, low-performance on standardized tests, and an overall apathetic attitude toward education. My uncle, Mike Bennett spearheaded the program called "Earning for Learning" which was basically a token economy, to an exagerated degree.
The students were literally able to pick up food, essentials like hair-care products, and even prizes like a nintendo wii or iPod by earning their tickets or whatever. It is recorded that a student said, "I never knew that education could actually help me get what I really wanted".
I plan on using many of the techniques that are covered in this chapter. Students respond to these strategies, and even though their motivation may not be optimal, it is an effective starting point.

Chapter 7 learning log

What?

Knowledge Construction - This chapter is a follow-up to chapter 6. While we discussed the theory of cognition and how believers of such theory think that students learn, chapter 7 has discussed practical strategies that we can implement. Chapter 6 touched on the idea of constructivism – the strategies used to keep information in long-term memory. Chapter 7 has gone deeper into this strategy and also talks about knowledge construction and how to change misconceptions.
We also discussed how all of this fits into a social situation. We learned about concepts like community of learners, social constructivism, and worldview. This adds an important dimension to the theory of cognition.

So What?

This chapter is chalk full of strategies that we can implement into our instruction. For example, when trying to correct misconceptions that our students may have, it is important to be encouraging to students so they do not become resentful or shut off to our teachings. Their knowledge, if it is misguided, still needs to be respected. The best way to encourage them to fix misconceptions is to present the information as a contradiction to their present knowledge. Then the student has to make a choice and rethink his/her current concept.
We also need to understand our students' own worldview and how that may be a small and even misguided perception. In using community of learners and authentic activities, we can help grow their worldview in size and maturity.

Now What?

This is truly one of the most helpful and practical chapters in this book to me. I plan on implementing many of the strategies discussed herein. The strongest of which is probably authentic activities. While they may be difficult to come up with, I am confident that it will be a strong learning tool for my students.
Authentic activities are rooted in real world problems. This should make them relatable to the students. The learning activity becomes relevant and real to them, and therefore they are more motivated to learn it. Also, often times in doing authentic activities, students take part in learning without even knowing it.

Chapter 3 learning log

What?

Moral and Social Development - Much like chapter 2, this chapter deals with somewhat abstract theories that can help us to understand our students and where they are coming from. This chapter talks about theories that try to figure out stages of moral development that we go through.
We discuss Erickson (briefly) and Kholberg's theories. We also discuss how our students learning is strongly effected by their social environment. The subject of cliques and social differences that keep our students from interaction with one another are addressed. There are some strategies that are discussed as to how we can increase our students' moral understanding as well as decrease the barriers that keep our students from interaction.

So What?

While on one hand, this theory may seem irrelevant to teaching and instruction, I have realized that moral development of our students will severely effect both my teaching and their learning and it is vital that I understand their moral mind-set in the classroom and adapt my instruction and environment to it.

This chapter was quite interesting to me because I have often thought about the theory of moral intelligence. It is interesting to think about what motivations our students have and how they are directly connected to this moral and social development.

Now What?

Our students are at a very strong transitional stage in their life. It is naive and inconsiderate to think that they come to school with no other priorities than to learn in our class and get satisfactory grades. Our student's are strongly motivated by their peers. They are figuring out how to behave socially. They are trying to learn why certain behaviors are, or are not acceptable. They are trying to figure out what is right and wrong in a moral sense and they will push these boundaries.

All of these factors are going to alter our classrooms. Although we won't be able to know where each student is coming from with great detail, we need to keep in mind that they are in these developmental stages. I plan on having open conversations with my students, whether individually, or as a group to figure out what perspectives they bring to the classroom.

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Chapter 2 Learning Log

What?

Cognitive and Linguistic Development - This chapter discusses the main theories of human cognitive development as theorized by Piaget and Vygotsky. Both are very different views about how we develop as human beings. Piaget talks about how students develop through external inputs. Vygotsky however believes that learning and cognitive development is an internal process and students develop through things like self-discovery.
The idea of linguistic development is another key element discussed at the end of the chapter. It is a more practical look at how we can involve our students in activities that will lead to better communication skills, specifically through language. This includes verbalization and socialization as well as reading and writing skills used in vocabulary and grammar development.

So What?

This chapter dealt with abstract theories about our students more than practical strategies for teaching (excluding linguistic development that is). The theories we hold on to by piaget and vygotsky really just try to understand what our students/children are going through. I definitely see the relevance of such theories and how we need to keep them in mind during our teaching.

Both theories ring true to me. I feel that we learn both by external aids and inputs as well as our own self discovery. I have loved watching our first child (who is now 8 months old) as he devel0ps so quickly. It is interesting to try and apply how these theories affect him.

Now What?

The most important theory to me was that of the zone of proximal development and scaffolding. I need to make sure that my lessons and learning activities are not too hard for my students, but still stretch them. It is so important to stay in this ZPD because otherwise our students won't be engaged in learning, and they will simply become a liability in the classroom.
I also like the theory because it involves scaffolding, which is something that we as teachers will definitely take part in. Not that we are the only tool used in scaffolding, but we need to structure our lesson plans so the students have access to the knowledge that is currently beyond them.