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.
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