What?
This chapter discusses the stages of development and the characteristics that accompany these stages. Kohlberg and Erickson have researched the social and moral development of humans. While the ages they specified were not entirely accurate, the stages they described have proven accurate. There are factors that might throw these perceptions off such as socioeconomic, cultural, ethnic, and gender differences as well as the accommodations needed for the person. In order to achieve optimal development, interaction with others needs to be a part of learning for each student. This is best achieved in a warm and supportive environment.
So what?
Because our students are developing morally and socially very rapidly, we need to know what kinds of things they are looking for in their relationships and in life. Understanding most of them will be in Erickson's Identity vs. Role Confusion will help us to give them more direction.
Now what?
I think that many of the students will have some pretty fast and hard assumptions about what life will bring them. This is great. I just want to help those who have pretty much figured out who they are to go further, but to help those who are more confused to find themselves in something they love. To help them achieve a higher level of moral thinking, I hope to challenge them with deeper thoughts about the music they are singing and try to get them to express that through their voices. I hope to encourage a feeling of unity within the choirs and classes so students feel they can share their voices and opinions comfortably.
Tuesday, April 21, 2009
chapter 6 learning log
What?
This chapter was about how the learning process works and strategies that work and don’t work for students to learn their material. It went through the model of human memory to explain in some detail how information is stored and how to retain it. Cramming is ineffective because it is only stored in short-term memory. However, mnemonics, memorization through association, practice and relating new knowledge are all great ways to help move knowledge to long term. Not all students are the same so taking time to implement different tactics will aide each student succeed.
So what?
In order to help our students retain the most information and to benefit them the most, we need to be creative in our tactics. I know that many of the facts I learned when I was younger were because teachers made songs to go along with the facts. For example the Fifty Nifty Untied States, the books of the Old Testament and the quadratic formula are all creative ways different teachers of various subjects have helped me remember this information. I am lucky that I get to work with music because it is one of the easiest ways to remember things.
Now what?
I am so excited to teach because there are so many ways to make teaching exciting. Even if I don’t get to teach music and end up with a theory class and another subject I didn’t plan on, I will be able to make learning fun and engaging. Memorizing facts doesn’t have to be so difficult. As we saw in class, using mnemonics was a fun and easy way to learn Kohlberg’s stages of development.
This chapter was about how the learning process works and strategies that work and don’t work for students to learn their material. It went through the model of human memory to explain in some detail how information is stored and how to retain it. Cramming is ineffective because it is only stored in short-term memory. However, mnemonics, memorization through association, practice and relating new knowledge are all great ways to help move knowledge to long term. Not all students are the same so taking time to implement different tactics will aide each student succeed.
So what?
In order to help our students retain the most information and to benefit them the most, we need to be creative in our tactics. I know that many of the facts I learned when I was younger were because teachers made songs to go along with the facts. For example the Fifty Nifty Untied States, the books of the Old Testament and the quadratic formula are all creative ways different teachers of various subjects have helped me remember this information. I am lucky that I get to work with music because it is one of the easiest ways to remember things.
Now what?
I am so excited to teach because there are so many ways to make teaching exciting. Even if I don’t get to teach music and end up with a theory class and another subject I didn’t plan on, I will be able to make learning fun and engaging. Memorizing facts doesn’t have to be so difficult. As we saw in class, using mnemonics was a fun and easy way to learn Kohlberg’s stages of development.
Monday, April 20, 2009
Ch. 2 learning log
What?
Chapter two discussed the basics of human development that most people experience. The sequence is relatively the same and the rate is marginally the same. There are spurts that are times of learning and growth, but also plateaus where growth is slow. There are many factors that affect students' learning such as heredity and environment.
The brain has many functions in learning development stages of life. Piaget theorized that there are basically four different stages of development. He explains the details of each stage as well.
So what?
I found the brain development very fascinating. It explains quite a bit when working with teenagers. My 18-year-old brother-in-law was very rough with everybody. He didn't know how to control his strength or when to stop. Not that it's an excuse for him to be disobedient and disorderly, but is is helpful to know that his reasoning and judgment is not as developed as his action impulses. Piaget helps to add a label and explanation for the cognitive abilities student have.
Now what?
Knowing more about these stages of development, cognitive and linguistic, has helped me to be more patient with young people. I've noticed myself growing more cranky as time goes on and less patient with younger siblings and teenagers, but knowing this has helped me to remember what I was like at that age and to be more patient with other. I will definitely need this in a high school setting when my students come to me at the end of the semester begging for a chance to pass.
Chapter two discussed the basics of human development that most people experience. The sequence is relatively the same and the rate is marginally the same. There are spurts that are times of learning and growth, but also plateaus where growth is slow. There are many factors that affect students' learning such as heredity and environment.
The brain has many functions in learning development stages of life. Piaget theorized that there are basically four different stages of development. He explains the details of each stage as well.
So what?
I found the brain development very fascinating. It explains quite a bit when working with teenagers. My 18-year-old brother-in-law was very rough with everybody. He didn't know how to control his strength or when to stop. Not that it's an excuse for him to be disobedient and disorderly, but is is helpful to know that his reasoning and judgment is not as developed as his action impulses. Piaget helps to add a label and explanation for the cognitive abilities student have.
Now what?
Knowing more about these stages of development, cognitive and linguistic, has helped me to be more patient with young people. I've noticed myself growing more cranky as time goes on and less patient with younger siblings and teenagers, but knowing this has helped me to remember what I was like at that age and to be more patient with other. I will definitely need this in a high school setting when my students come to me at the end of the semester begging for a chance to pass.
Thursday, April 9, 2009
Webquest Final Reflection
What?
I have learned quite a bit about research and the kinds of research available. Descriptive research describes a situation and asks what? Why? And how? It can be very useful for helping find specific needs of students. It can, however, have a small sampling.
Correlational study is a term I was not familiar with before I did this webquest. The name was a bit confusing at first, but makes perfect sense in context. It determines the correlation between two variables.
Experimental studies are some of my personal favorites. They give the researcher the opportunity to manipulate some aspect of a study to measure an effect. While not all factors can be controlled, these studies can be very affective at determining if that particular variable plays a role in the situation.
Action research is an easy way for teachers to conduct their own experiments. They can be done at the district level down to the classroom level and can give us a better idea of what methods we are currently using are working or not and helps us to find ways to change for the better.
So What?
I will not only use this in my classroom, but also in my own life. I will be able to look at studies that have been done and research conclusions more critical than before. When learning about the “latest research”, I will be able to check the validity and determine how this will help my students.
Now What?
I need to learn more about how to conduct the research and how to apply it in the classroom. This has been a quick overview of just four research types, but there are many more. I need to see what options are available and which would be the most beneficial for the situation.
I will use the research to improve the teaching in my classroom and how to conduct the experiments that will give me feedback to help my students better. As a music teacher, there has been so much research done that I already have a large store of ideas for my classroom. But, I think the most affective research done that I have seen was in my own choir class in high school. My teacher was so effective at getting us into the music just because she tried to come up with new ways to relate the music to us. She taught us about chord structure using Led Zeplin and U2. She taught us rhythm by taking us to see STOMP at the Capital Theater, then letting us create our own routine and letting us put it together under her supervision. I only heard one person complain about the way she taught, but every other person I have ever talked to about her methods have just loved what she did. I don't want to be just a run-of-the-mill teacher. I want to be a GREAT teacher and in order to be so, I have to be active in my research consumption as well as my conduct of research.
I have learned quite a bit about research and the kinds of research available. Descriptive research describes a situation and asks what? Why? And how? It can be very useful for helping find specific needs of students. It can, however, have a small sampling.
Correlational study is a term I was not familiar with before I did this webquest. The name was a bit confusing at first, but makes perfect sense in context. It determines the correlation between two variables.
Experimental studies are some of my personal favorites. They give the researcher the opportunity to manipulate some aspect of a study to measure an effect. While not all factors can be controlled, these studies can be very affective at determining if that particular variable plays a role in the situation.
Action research is an easy way for teachers to conduct their own experiments. They can be done at the district level down to the classroom level and can give us a better idea of what methods we are currently using are working or not and helps us to find ways to change for the better.
So What?
I will not only use this in my classroom, but also in my own life. I will be able to look at studies that have been done and research conclusions more critical than before. When learning about the “latest research”, I will be able to check the validity and determine how this will help my students.
Now What?
I need to learn more about how to conduct the research and how to apply it in the classroom. This has been a quick overview of just four research types, but there are many more. I need to see what options are available and which would be the most beneficial for the situation.
I will use the research to improve the teaching in my classroom and how to conduct the experiments that will give me feedback to help my students better. As a music teacher, there has been so much research done that I already have a large store of ideas for my classroom. But, I think the most affective research done that I have seen was in my own choir class in high school. My teacher was so effective at getting us into the music just because she tried to come up with new ways to relate the music to us. She taught us about chord structure using Led Zeplin and U2. She taught us rhythm by taking us to see STOMP at the Capital Theater, then letting us create our own routine and letting us put it together under her supervision. I only heard one person complain about the way she taught, but every other person I have ever talked to about her methods have just loved what she did. I don't want to be just a run-of-the-mill teacher. I want to be a GREAT teacher and in order to be so, I have to be active in my research consumption as well as my conduct of research.
Webquest Final Reflection
What?
I have learned quite a bit about research and the kinds of research available. Descriptive research describes a situation and asks what? Why? And how? It can be very useful for helping find specific needs of students. It can, however, have a small sampling.
Correlational study is a term I was not familiar with before I did this webquest. The name was a bit confusing at first, but makes perfect sense in context. It determines the correlation between two variables.
Experimental studies are some of my personal favorites. They give the researcher the opportunity to manipulate some aspect of a study to measure an effect. While not all factors can be controlled, these studies can be very affective at determining if that particular variable plays a role in the situation.
Action research is an easy way for teachers to conduct their own experiments. They can be done at the district level down to the classroom level and can give us a better idea of what methods we are currently using are working or not and helps us to find ways to change for the better.
So What?
I will not only use this in my classroom, but also in my own life. I will be able to look at studies that have been done and research conclusions more critical than before. When learning about the “latest research”, I will be able to check the validity and determine how this will help my students.
Now What?
I need to learn more about how to conduct the research and how to apply it in the classroom. This has been a quick overview of just four research types, but there are many more. I need to see what options are available and which would be the most beneficial for the situation.
I will use the research to improve the teaching in my classroom and how to conduct the experiments that will give me feedback to help my students better. As a music teacher, there has been so much research done that I already have a large store of ideas for my classroom. But, I think the most affective research done that I have seen was in my own choir class in high school. My teacher was so effective at getting us into the music just because she tried to come up with new ways to relate the music to us. She taught us about chord structure using Led Zeplin and U2. She taught us rhythm by taking us to see STOMP at the Capital Theater, then letting us create our own routine and letting us put it together under her supervision. I only heard one person complain about the way she taught, but every other person I have ever talked to about her methods have just loved what she did. I don't want to be just a run-of-the-mill teacher. I want to be a GREAT teacher and in order to be so, I have to be active in my research consumption as well as my conduct of research.
I have learned quite a bit about research and the kinds of research available. Descriptive research describes a situation and asks what? Why? And how? It can be very useful for helping find specific needs of students. It can, however, have a small sampling.
Correlational study is a term I was not familiar with before I did this webquest. The name was a bit confusing at first, but makes perfect sense in context. It determines the correlation between two variables.
Experimental studies are some of my personal favorites. They give the researcher the opportunity to manipulate some aspect of a study to measure an effect. While not all factors can be controlled, these studies can be very affective at determining if that particular variable plays a role in the situation.
Action research is an easy way for teachers to conduct their own experiments. They can be done at the district level down to the classroom level and can give us a better idea of what methods we are currently using are working or not and helps us to find ways to change for the better.
So What?
I will not only use this in my classroom, but also in my own life. I will be able to look at studies that have been done and research conclusions more critical than before. When learning about the “latest research”, I will be able to check the validity and determine how this will help my students.
Now What?
I need to learn more about how to conduct the research and how to apply it in the classroom. This has been a quick overview of just four research types, but there are many more. I need to see what options are available and which would be the most beneficial for the situation.
I will use the research to improve the teaching in my classroom and how to conduct the experiments that will give me feedback to help my students better. As a music teacher, there has been so much research done that I already have a large store of ideas for my classroom. But, I think the most affective research done that I have seen was in my own choir class in high school. My teacher was so effective at getting us into the music just because she tried to come up with new ways to relate the music to us. She taught us about chord structure using Led Zeplin and U2. She taught us rhythm by taking us to see STOMP at the Capital Theater, then letting us create our own routine and letting us put it together under her supervision. I only heard one person complain about the way she taught, but every other person I have ever talked to about her methods have just loved what she did. I don't want to be just a run-of-the-mill teacher. I want to be a GREAT teacher and in order to be so, I have to be active in my research consumption as well as my conduct of research.
Tuesday, February 3, 2009
Ch. 15 Learning Log
What?
This week's discussion on Assessment was a difficult one for me. Assessment or test taking has always been my weakest area of learning, so it is hard for me imagine administering assessments. However, after much reflection, I did find some application to my content area: Music Education. As I reflected on the discussion and the reading, I felt more empowered by the number of assessments we can administer. Although they are annoying, they are a necessary evil. As educators, we can help our students learn the necessary material and assess them in a way that would be beneficial to each student.
So What?
We are called upon to give our students the knowledge that will carry them through their lives. We need to be sure that they are retaining at least some of what we are teaching them and understanding it. In order to do so, we have to administer assessments. The results from these will give us an understanding how much our students have learned.
Now what?
I am feeling more confident about administering assessments because they don't all have to be paper/pencil (which are mostly responsible for my apprehension as a student). I will be able administer playing or singing tests, group assessments, verbal assessments and much more. Because not all students learn the same way, it will be important to try different assessment styles to be sure that each student has an equal chance to succeed.
This week's discussion on Assessment was a difficult one for me. Assessment or test taking has always been my weakest area of learning, so it is hard for me imagine administering assessments. However, after much reflection, I did find some application to my content area: Music Education. As I reflected on the discussion and the reading, I felt more empowered by the number of assessments we can administer. Although they are annoying, they are a necessary evil. As educators, we can help our students learn the necessary material and assess them in a way that would be beneficial to each student.
So What?
We are called upon to give our students the knowledge that will carry them through their lives. We need to be sure that they are retaining at least some of what we are teaching them and understanding it. In order to do so, we have to administer assessments. The results from these will give us an understanding how much our students have learned.
Now what?
I am feeling more confident about administering assessments because they don't all have to be paper/pencil (which are mostly responsible for my apprehension as a student). I will be able administer playing or singing tests, group assessments, verbal assessments and much more. Because not all students learn the same way, it will be important to try different assessment styles to be sure that each student has an equal chance to succeed.
Monday, January 26, 2009
Brain Learning Log
What?
This week's class was especially exciting. It was really interesting to hear and learn about the different parts of the brain and the function of each part. I especially found it fascinating how the brain grows as we grow. I feel like I am still 20, but I know that I have matured so much. I don't feel like there are 9 years between me and my younger sister because I feel that I was just there last year. However, I know that my thought process is much different now than it was then. It makes perfect sense that teens don't have quite as much judgment as adults do because that part of their brain just has not matured yet. It's interesting to know how the brain forms connections and just how active they are, especially in junior high. I knew that brain activity was extremely active for babies to young children, but it surprised me how active teenage brains are. The more I think about it though, the more it makes sense.
So What?
This is very important for me to know as a teacher because I need to understand how they are thinking and why they believe that their reasoning makes sense. It has already helped me with my 17-year-old sister. When she figured that she had every right to go to a party last Monday when she had been out with friends and not done any chores, I didn't lecture her about how much my mother does for her and needs help every once in a while. Understanding how the brain develops and works will help me to be a great teacher because I will stop before I make a quick remark or judgment based on what a student has done (or not done) or said in class.
Now What?
In order to better help our students, we need to be reminded and keep in mind how their minds are working and the fact that their bodies are changing and they don't exactly know how to deal with it. Not to say we need to be so sympathetic about every situation, but we need to think about what we are about to do or say in order to create the most enriching educational experience possible.
This week's class was especially exciting. It was really interesting to hear and learn about the different parts of the brain and the function of each part. I especially found it fascinating how the brain grows as we grow. I feel like I am still 20, but I know that I have matured so much. I don't feel like there are 9 years between me and my younger sister because I feel that I was just there last year. However, I know that my thought process is much different now than it was then. It makes perfect sense that teens don't have quite as much judgment as adults do because that part of their brain just has not matured yet. It's interesting to know how the brain forms connections and just how active they are, especially in junior high. I knew that brain activity was extremely active for babies to young children, but it surprised me how active teenage brains are. The more I think about it though, the more it makes sense.
So What?
This is very important for me to know as a teacher because I need to understand how they are thinking and why they believe that their reasoning makes sense. It has already helped me with my 17-year-old sister. When she figured that she had every right to go to a party last Monday when she had been out with friends and not done any chores, I didn't lecture her about how much my mother does for her and needs help every once in a while. Understanding how the brain develops and works will help me to be a great teacher because I will stop before I make a quick remark or judgment based on what a student has done (or not done) or said in class.
Now What?
In order to better help our students, we need to be reminded and keep in mind how their minds are working and the fact that their bodies are changing and they don't exactly know how to deal with it. Not to say we need to be so sympathetic about every situation, but we need to think about what we are about to do or say in order to create the most enriching educational experience possible.
Saturday, January 17, 2009
Motivation
1. I am here because I have been inspired by several teachers throughout my education, particularly my high school choir teacher. I am also a mother and come from a line of educators (mother and grandmother). I want to give my own children the best education possible and I believe that the best way to do that is to be involved. I don't need to teach them every subject. However, if I am where they are and know what kind of standard the teachers must uphold, I will be able to help them get the best education possible.
2. My motivation comes from my self-determination, my family and my religion. I want to do well because it makes me feel good. I want to set a good example for my family and inspire them be what they want to be. My religion helps me keep things in perspective and to be grateful for little things and little successes.
3. I succeed because again, it makes me feel good when I accomplish goals or am successful. I feel especially good when my successes include others succeeding. I am not terribly competitive in sports or board games because most of the time there can only be one winner. I like it better when everybody can have fun and win at the same time.
4. I fail because I take my eye off the goal. Henry Ford once said, "Obstacles are those frightful things you see when you take your eyes off the Goal."(www.goal-setting-guide.com) Whenever I forget the big reason I am going to school or doing anything in life, it's because I take my eyes off the goal. As long as I remember and keep my eyes higher than my obstacles, I can do anything.
5. I think I have some great motivations to be in this class, but my mindset is in need of great reconstruction. I know that when I get in front of a class, I feel great. I am excited and energetic, but getting there is the hard part. As I stated earlier, I am a mother. My greatest goal in life was to be a wife and mother. I love my husband and son so dearly. They are the greatest things in my life. I have such a hard time leaving my son with his aunts to come to school because he and my husband are the most important things in my life. School and work come down the line. I need to change my mindset from feeling like I am failing them by leaving them to fend for themselves half the day and realize that I am helping them find greater successes in life because I am becoming educated and I am achieving goals and providing them with greater opportunities. This is but a small moment in our lives and we will be better for it.
2. My motivation comes from my self-determination, my family and my religion. I want to do well because it makes me feel good. I want to set a good example for my family and inspire them be what they want to be. My religion helps me keep things in perspective and to be grateful for little things and little successes.
3. I succeed because again, it makes me feel good when I accomplish goals or am successful. I feel especially good when my successes include others succeeding. I am not terribly competitive in sports or board games because most of the time there can only be one winner. I like it better when everybody can have fun and win at the same time.
4. I fail because I take my eye off the goal. Henry Ford once said, "Obstacles are those frightful things you see when you take your eyes off the Goal."(www.goal-setting-guide.com) Whenever I forget the big reason I am going to school or doing anything in life, it's because I take my eyes off the goal. As long as I remember and keep my eyes higher than my obstacles, I can do anything.
5. I think I have some great motivations to be in this class, but my mindset is in need of great reconstruction. I know that when I get in front of a class, I feel great. I am excited and energetic, but getting there is the hard part. As I stated earlier, I am a mother. My greatest goal in life was to be a wife and mother. I love my husband and son so dearly. They are the greatest things in my life. I have such a hard time leaving my son with his aunts to come to school because he and my husband are the most important things in my life. School and work come down the line. I need to change my mindset from feeling like I am failing them by leaving them to fend for themselves half the day and realize that I am helping them find greater successes in life because I am becoming educated and I am achieving goals and providing them with greater opportunities. This is but a small moment in our lives and we will be better for it.
Tuesday, January 13, 2009
Hidden Assignment-Course Contract
1- The goals I have for this course are to understand the different learning styles and understand how to teach each of these styles. Then to be more of a self-regulated learner. I am one of those who has taught myself to find the quickest and easiest, but not necessarily most beneficial way to obtain information. I have found the more I have to work to get the necessary information, the more I retain and am able to refer back to later.
The third goal is to learn how to receive and give constructive criticism and to find ways that I can improve and how to help others improve as well.
2-My preparation plan is to do one assignment each day, or part of one if the assignment is longer. I will read each day and review the study guide each week to be sure to retain the education I am receiving.
3- I have to write things down to remember them. When I am taking tests, I often visualize my study material and the placement on the page to help me recall what I need to know. So, I use a 4-color pen and color code each part of my notes. Then, I will review daily what I have learned during the last class. I will also review previous study guides once a week to keep it fresh in mind. And to make it really stick, I will find a way to apply it to myself to make it more valuable for me.
4- If there is a topic I don't understand, I will look first in the text and materials I have in front of me as well as the internet. I will ask peers if they have any insights that would help me to understand better. Then if I am still unclear about it, I will speak to Dr. Cox to get her point of view. I have also found it helpful when I have a grasp on a subject to tell someone or teach it to someone else so that I remember it longer. This process will help me strengthen several threads of the web of my memory rather than one or two.
5- I will reach my goals in this course by remembering what my motivation is and by sticking to my plan outlined above.
The third goal is to learn how to receive and give constructive criticism and to find ways that I can improve and how to help others improve as well.
2-My preparation plan is to do one assignment each day, or part of one if the assignment is longer. I will read each day and review the study guide each week to be sure to retain the education I am receiving.
3- I have to write things down to remember them. When I am taking tests, I often visualize my study material and the placement on the page to help me recall what I need to know. So, I use a 4-color pen and color code each part of my notes. Then, I will review daily what I have learned during the last class. I will also review previous study guides once a week to keep it fresh in mind. And to make it really stick, I will find a way to apply it to myself to make it more valuable for me.
4- If there is a topic I don't understand, I will look first in the text and materials I have in front of me as well as the internet. I will ask peers if they have any insights that would help me to understand better. Then if I am still unclear about it, I will speak to Dr. Cox to get her point of view. I have also found it helpful when I have a grasp on a subject to tell someone or teach it to someone else so that I remember it longer. This process will help me strengthen several threads of the web of my memory rather than one or two.
5- I will reach my goals in this course by remembering what my motivation is and by sticking to my plan outlined above.
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