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.

Chapter 10 Learning Log

What?

Social Cognition - This is one of the 4 main theories we've studied in this unit. Social cognition, which is covered in chapter 10, deals with how students learn on a social level. This includes several different concepts, including community of learners, modeling, vicarious learning, and other such learning concepts that are carried out in social situations. It also covers many concepts that deal with the individual within a social environment. These include self-regulation and self-efficacy.

So What?

The most important aspect of the theory of social cognition was reciprocal causation. I really like the theory because it encompasses so many different strategies which eventually lead to self-regulated learning. My favorite aspect of reciprocal causation is that students are able to influence their environment. To me, this is as "real-world" as it gets. That reciprocation becomes a reinforcer, motivator, and the final goal. I've always thought that if students were able to really see the effects of their good behavior and learning, they would become far better motivated to learn.

Now What?

The trick is, how can I apply the concept of reciprocal learning in my classroom? I believe the trick will be to be consistent about how behaviors are reinforced. First, I need to figure out what my students prior knowledge and current interests are. Then, I will adjust my classroom environment and instruction accordingly. I will differentiate using group learning and individual projects. The end result should be that the students will be able to control the environment in a positive fashion.

Chapter 6 Learning Log

Chapter 6 covers learning cognition- at least as an introduction. There was a particular emphasis on the theory of memory and the journey that stimulus takes to make it to long-term memory.
input- SENSORY REGISTER -attention- WORKING MEMORY -in.depth processing- LONG-TERM MEMORY. This is the general pathway involved in this theory. Most of the chapter addressed issues involved with the specific steps.
Another major part of this chapter was about different memorization techniques and how we, as teachers can use different strategies to get knowledge into the large capacity of our long-term memory. This is referred to as constructivism in the text.
The class discussion was riveting to me. We talked about the chapter at large, but went more in depth about cognitive theory. I specifically remember the portion of our discussion about memory recall and how our brains actually grab information from various areas, including emotional areas.

Understanding learning cognition is something that would definitely be extremely helpful for an educator. The issue I see is that we still have many questions about learning cognition. In essence, understanding learning cognition only complicates how we teach. This is due to the fact that each of our students have vastly different prior knowledge, along with their own way of learning and remembering things.
However, learning cognition is such a progressive theory, and it really shapes how we teach today in comparison with older, more traditional styles of education. I especially consider the aspects of "active learning" and "implicit knowledge". These both cover the idea that our students are going to take out of the lesson whatever they choose. We can no longer have the naive idea that they are blank slates, and we are to fill them with knowledge.

I got so excited while discussing this chapter in class. I almost want to be a psychologist now and devote my life's work to cognition- learning how the mind stores memories, and then recalls those memories. It was so interesting to think that my own memories are so entirely SUBJECTIVE and that I am creating them from so many different areas of my mind.
As a teacher, there are so many practical lessons that I learned from this chapter as well. The majority of the chapter covered different strategies that we should implement to help our students take inputs (in the form of stimulus) from the sensory-perception, to working-memory, and most importantly long-term memory. Organization, mneumonic devices, elaboration, and linking to prior-knowledge are all different strategies that I plan to use. That knowledge is in the long-term memory for a very very long time, its capacity is so large. However, it is important that we organize our teaching so that students know what to put in the memory so their won't be a roadblock in the working-memory.

Chapter 15 Learning Log

This section of the class is basically an introduction to assessment. Being a senior in my last semester of classes, I have already had many lessons on assessment, most of which began with "you'll go over more of this in Educational Psychology". Therefore, I was prepared to hear about familiar terms like validity, authentic assessments, and formal vs. informal assessments.
The educational research was a good activity to help us prepare for this unit as well. I was able to think critically about how most of the legislative decisions are made on research conducted through tests- mainly standardized tests.
It was very helpful to go over the pros and cons of different forms of assessment.

The importance of assessment can not be over stated. If our instruction is to be aligned with our assessment, and our success as teachers is (sadly) largely measured by standardized assessment, and if the effectiveness of our instruction can only be visualized through some form of assessment, then what could be more important?

This lesson is really only an introduction to assessment, but yes, my future teaching will definitely be affected by the knowledge I've gained. Namely, I will make authentic assessment my top priority and I will constantly revise my forms of assessment to make it more valid, timely, consistent, and reliable.

Brain Learning Log

What?

This week we learned about the physical attributes of the brain, namely the different segments and their specific functions. Learning about our physical brains has always been strange to me and I find myself being very skeptical of the actual validity of the facts.

We were broken up into groups of 2 to learn about one of 12 parts of the brain, then we were put together to teach others about our portion of the brain. We found out that different functions of the brain are often exclusive to specific segments. I especially remembered the brain stem and how important it is. There are many functions that we think of as involuntary that are controlled by the brain. Not the least of which is the filtering of inputs. Otherwise, life would be total chaos.

So What?

The most important aspect of learning brain functions for me was that I was able to view it as an organ, similar to any other organ in our bodies. Just as everyone has a different heart, with varying levels of health, every brain has its own strengths and problems.

Now What?

In my future teaching, I will keep in consideration the fact that all brains are not created equal. I also want to learn strategies that will help my students know what to filter out, and what to place in their long term memory and how they can get knowledge to really stick.