Learning Long Summary

Well the semester has final come to an end here is my final blog.

What? section should include your theory of how children learn.
Personal I think children learn by what is around them. Children learn through example and what they see happening in front of them. The Environment plays a big part in how children learn about the out doors and what things are. Parents help their kids to learn and Children learn through trial and error. Hands on experiments and doing things themselves is how children learn best.

So What? section should include specific ways in which that theory will impact your classroom practice.
In my classroom/ gym I will have my students explore the out doors as much as the weather permits us to. Help them understand that you can do so many things outdoors. I will let my students learn by doing the skills and doing hands on activities, with plenty of demonstrations and examples to help them create a picture of what to do in their own mind. I will involve the students parents to help them with things at home if they need it.

Now What? section should include next steps for you to take including topics in Ed Psych that you would like to learn more about and areas in which you need to improve.
In Ed Psych I could know the definition well but when it came to examples of that term I did not know what one it was. I need to improve on being able to pick out the different terms in an example or real life situation and understand the word deeper. I would love to learn more about the brain and more in depth about how memory is stored and kept inside for so long. I would love to learn more about different ways to retrieve information faster, so I can be able to teach my students.

I really like learning everything in this class, even though I might not have the best grade on my tests I remember the demonstrations we did in class and the things that I believe are important and will best help my students.

Chapter 10 Social Congnitive views & Ch 9

Today we learned that.....
Reinforcement punishment and
motivation attention and memory were brought together to make Social Cognitive

We watched the Bobo Doll Experiment where a teacher came in and used aggressive behavior with a doll and when sent the kids to play with it they did the same thing.
They use to think that if you watched aggressive behavior you would not do it but this shows that the kids imitate the behavior of the teacher they watched.
The other students that did not watch the teacher did not beat the doll just played with it normally.
Monkey see monkey do

Learning the joining of the two.

• Internal Process, may or may not have behavior change

Reciprocal Causation

Motivating beliefs---- Behavior-----Environmental factors

Power of Expectations

If you put your name on your parer every time and your teacher reinforces you every time the next time you put your name on the paper you expect that. when they do not receive that they get confused.

Scaffolding. A LOT------------Little

Shaping. A LOT continuous-------------- Intermitten(once in a while) maintain

So What?
I really liked the the experiment with the doll and I think it is important for all teachers to know about how students behave and to control how we behave around our students
Now What?
Not ever thing is set in stone but this information about how students learn best and the process that go with them help us students follow the steps and make leaning better for students. I need to make sure I understand all of these different ways of teaching and help the students become more successful.

Chapter 9
I was not in class for this chapter but from reading I learned a lot about different punishments.

I learned that as a teacher should Never use Psychological Punishment. This can damage the chance for the student to learn and scare them to participate. It threatens students self worth.
It also talked about extra classwork that is id not appropriate to assign more class work to punish a student. I never thought it would be inappropriate to do that. In P.E. some kids goof off just so they don't have to do the activity. I thought a good form of punishment would be to do observation forms or an assignment so soon they will want to be good and do the activity.

But I learned that there are things a can do like telling the class that bad behavior will result in a certain consequence.

So What?
This chapter gave me a lot of ideas on things I can do for punishment and things that I should stay away from.

Now What?
I need to make a list of consequences that I would like to exercise in my classroom and make sure all my students no what will happen for off task or miss behaving.

Investigations Math (Extra Credit)

Investigations Math is a different approach to teaching math.
It is a process where students figure out how they get to an answer, relating it to things they have learned instead of regurgitating the answers by memorization.

Against:
This does not helps students to spit out the answer 2X2 it does not give students the facts of math it makes them go through a huge process to thinking about 2X2, causing a delayed reaction.

For:
One result to Investigations Math is one of the core reasons charter schools started. Public schools felt like it was a waste of time and not effective. This causes parents to send their children to a charter school so they could learn the process of thinking through things. This is a good thing to teach because it gets students thinking about how to solve problems. It also helps them in everyday life to think things through and be able to solve a bunch of different problems not just math problems.

Research (Extra Credit)

Joseph LeDoux's research is on Emotional memory.
The article I read about Joseph was:
http://www.cns.nyu.edu/corefaculty/LeDoux.php

Joseph talks about how he wanted to find out how the human brain stores information about danger. he did this experiment on lab rats and found that the way rats stored this info was the same way the Human brain did.
Now Joseph has these questions about the brain that he wants to study.
How does the brain regulate fear, as in extinction or other processes? Are other emotions mediated by similar or different circuits? What are the mechanisms through which conscious emotional feelings, as opposed to behavioral or autonomic responses, come about?

So What?
I think it is really cool that they can take a question, a rat and figure out what goes on in the human brain. Because of this information we can use this as a stepping stone to learn more about the human brain then we have before.

Now What?
Like I said above the more information Joseph receives and experiences with rats the more he can come to understand and know whats happening in the human brain. This could also help with those cases of people who see things they fear. We could teach their minds to focus on something different and help them not to see those pictures of things they fear.

Learning Log Ch 7

Today in class we learned about Constructivism.

Conceptual Change: ( How to go about it)
*Identify existing misconceptions before instruction begins
*Convince students that their existing beliefs are inadequate.
*Motivate students to learn correct explanation
*Maintain Self-esteem
*Monitor what students say and write for persistent misconceptions

Jerome Bruner said that Knowing is a process not a product and that we need to get students to think mathematically for themselves. He wrote a book in 1960 about the following
*Structure-school needs to have a structure/schema
*Reading- Spiral curriculum always going up
*Intuition- needs to be put back in schools
*Motivation- must keep it broad and diver

Discover Learning- Learners draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.

The 5 E's
*Engage- Get interest
*Explore- Student-centered
*Explain- Work together to analyze
*Elaborate- Student-centered deeper
*Evaluate- Check understanding (self)

What are the potential benefits of discover learning?
The benefits of discover learning will helps students remember more things taught in class because they use their prior experiences and knowledge to relate to what is being taught. When students relate what is being taught in class to what they know or understand it helps them form questions and become more interested in the subject being taught.


What are potential problems?
Some problems that this could cause would be, student may become confused because that they experienced or what they were taught is now questioned, Some students will tune you out because they think something different and do not want to listen to the subjects side. May cause contention between students or a debate within the class.

Learning Log Chapter 6

Today we learned about the Brian and Memory:)

Input-- Sensory Register -- Working Memory(Short-term) -- Long-term Memory

Long-term Memory
1. Declarative/Semantic- factual knowledge
2. Procedural- what we can do, drive car
3. Episodic- pictures

Encoding
* Rehearsal
* Meaningful Learning (analogies)
* Organization (Chunking)
* Elaborating (Take info one step farther)
* Visual Imagery
* Mnemonics (Songs, ex)
* Group discussion and Projects
* Authentic activities

Study Skills
* Take notes
* Organizing
* Summarizing
* Identify important info
* Elaborating
* Retrieving Prior Knowledge

So What?
As a teacher this helps me know what I can do to help my students place info into their long term memory, I can help them rememebr things longer then just for the test. With all the different ways of encoding it can help me try different ways in the classroom and see what one works better for each class.

Now What?
I am creating a folder with ideas and helpful info that will help me as a teacher. I need to write out each way to help students process info and place it into long term memeory and also help them learn ways to study and do things in class that will catch their attention and want to learn.

Learning Log

In class last time we learned about Emotional Intelligence and how our lives are made up of rational emotions.
Factors of Emotional Intelligence include:
Knowing one's emotions
Managing
Motivating
Recognizing
Handling

Next we learned about Erikson's Psychosocial Crises
Trust VS. Mistrust (Infancy)
Atonomy VS. Doubt and Shame (Toddlers)
Initative VS. Guilt (Preschool)
Industry VS. Inferiority (Elementary)
Identity VS. Role Confusion (Adolecence)
Intimacy VS. Isolation (Young Adult)
Generativity VS. Stagnation (Middle Age)
Integrity VS. Despair (Retirement)

One thing that you have to remember with these stages is that the ages are way off, even someone that is in their middle age could have problems with identity and role confusion. It depends on each person.

So What?
It is good for me to know these different stages and understand the positive effects and negative effect of each because as a P.E. teacher I will be teaching students K-12. Knowing the different meanings of the stages will help me become a better teacher to my students and help them one a one on one bases.


Now What?
Now I need to print out a page with all of Erikson's Psychosocial Crises with the effects of each stage and combined it into a folder with the rest of the materials I will be saving for my teaching experiences. This way I can easily access it when ever I need it.

Fertile Minds (Extra Credit)

In the artical Firtile Minds, that J. Madeline Nash wrote, She talks about how when we hear a fetus's brain its a sound like the waves in the ocean or a rat-a-tat-tat. They soon see that these burst of electricity that go through the brain are shaping the brain to recognize the sound of a mother or fathers voice. This process happenes even before birth.
When the baby is born it has trillions of nerons and as the baby gets older it loses nerons that are not uses often or are not related t things they see touch or hear. Studies have shown that babies who don't play much or are rarely touched develop brains 20% to 30% smaller than normal babies their age. She goes along to say that rich experiences really produce rich brains.
In this artical she also talks about how the first year of a babies life and that they need to be touched held and talked to. By the age of three if they have been abused or neglected they will have signs of that their whole life, but a Dr. Harry Chugani says that we may not beable to control what happens before birth but we can effect what happens after. He referse to well planned preschools can help those kids in need.
It goes on to talk about have the older the kid gets the more axons and nerons are fired and they have more energey inside the brain.
in counclusion she says that things need to be taught to the kids while they are young and not wait until they are older becasue they have more nerons fireing and they will learn it better. If we fail to do this she says that we will all suffer in the year 2010.

Learning Log

Piaget's Theory- Learn better by doing. Equilibrium process.


Formal Operations Stage (11-though adulthood)

1.Ability to reason about abstract, hypothetical and contrary-to-fact ideas
2. Formulation ans testing of multiple hypotheses
3.Separation and control of variables
4. Proportional reasoning


Concrete operations Stage (6-7 or until 11or 12)

1. Differentiation of one's own perspective from the perspective of others
2. Class inclusion
3. conservation
4. reversibility.


Preoperational Stage ( 2 or until 6 or 7)

1. Egocentric Perspective
2. Lack of class inclusion
3. Lack of conservation
4. Irreversibility.


So What?
I think that this theory helps us understand where some kids may be at in learning. It gives us a little heads up on where are students are and what they can learn at the age they are. Though some of the ages might me off it still lets us see where a child should be at learning wise. It also helps us to encourage our students to progress to the next levels of learning.

Now What?
I feel like now I can pick the age groups I want to teach and go into more depth on where those students should be or where it would be good for them to be learning wise and then act on it. Help the students I have achieve more and help them climb up and learn how to better understand and learn things

Learning Log

Today in class we talked a lot about the different intelligences people may. Here is what I learned today.

Fluid Intelligence- acquiring knowledge quickly

Crystallized Intelligence- knowledge you have from through out your life.

Sternbergs Triarchic Theory:

And of course Gardner's Multiple Intelligence

There are eight intelligences you can be categorized under and you can be under more then one.

Linguistic

Logical

Musical

Visual

Kinestetic

Interpersonal

Intrapersonal

Naturalistic

So What?

By knowing the different possibilities in which your students can learn it helps you understand that not everyone learns the same why. this allows you to be creative with your teaching and helps you hit every learning intelligence that Gardner lists. This also helps you think of ways you will need to adapt to the things you have in your classroom to get by with the lesson.

Now What?

Now that we did an exercise of picking a unit and plugging an activity into each intelligence it will help me make other lesson/unit plans. I should always consider the eight multiple intelligence every time I create a unit plan so that i can hit every kind of learner in my classroom/gym.

Learning Log

Last time in class I really enjoyed talking about poverty and how it would affect us in our classroom. We also mentioned things like culture and different backgrounds each child has.

So What?
I think this is one thing that is very important to learn about as future teachers. If out student is hungry, didn't get much sleep cause he/she sleep in his/her car the night before or smells bad because he/she cant get a shower then what do you think he/she thinks and worries about???? Not what your teaching that's for sure. He/she wont care about playing basketball, changing sentences around or even what happened in World War Two. By knowing your students and their needs you can help them. By helping them they will be more willing to learn what is being taught because they wont be worrying about when their next meal will be.


Now What?
By knowing that there might be a hungry student in my class, or someone with a different culture it makes me want to know my students more and come to understand where they come from and how I can make the classroom somewhere they want to be. I want to help them meet their needs so they can worry about learning instead of surviving.

Extra Credit

Race Test:

Test Result % of Test Takers
Strong automatic preference for White people 48%
Moderate automatic preference for White people 13%
Slight automatic preference for White people 12%
Little or no automatic preference 12%
Slight automatic preference for Black people 6%
Moderate automatic preference for Black people 4%
Strong automatic preference for Black people 6%

Wow, both of these tests were hard, I don't think that it really shows how you feel about whites or black because it was the kind of test that once you got into the swing of things they switched it on you so when you were use to pushing one button you had to change to punch another. It was fun to see if you could never mess up, but it was hard when you had to go fast. My brain does not think that fast:)

Gender Test:

Test Result % of Test Takers
Strong association between male and career 40%
Moderate association between male and career 15%
Slight association between male and career 12%
Little or no gender association with career or family 17%

This one was just as hard. I kept messing up on some of the girl and guys names because they were close to the spelling of a girl or guy name:) It was fun :)

Intelligence Test

IQ TEST:

When I started to take this test I got a little nervous because I never want to really know my results. I am scared that they will be worse then I think they are. As I got my result 107 I realized, even though its not that much higher then average, 100, it was still higher and that made me happy. This test told me that my biggest strength was under Pattern Recognition and that am strong in my intellectual capabilities. My weakest and lowest score was the General knowledge, not something someone want to be weak on, but oh well. they said i was not very good at historical events and figures.......Ain't that the truth:)

I would give this test to my students so they as well as I, know their strengths and weaknesses and know that needs to be worked on and improved. Also to remind them what they are good at.

Not as smart as this man, but I am happy with what I got:)

Multintelligence Test:

As I took this test it was hard to choose exactly how I felt. There are many times when I am doing something and I realize I like it once I am around it or doing it, but when I have to think back and remember how I feel or what I was like its hard to choose the right answer for me. My results were not to shocking though: This is what I thought the results would be. I am a P.E. major and that is the reason for the high score in Kinaestetic and I love to be around and work with groups a people, showing the high in interpersonal.

Kinaestetic: 21

Linguistis: 11

Logical: 19

Interpersonal: 22

Intrapersonal: 8

Musical: 16

Visual: 14

Naturalistic: 11

Yes. I would give this test to my students in a heart beat. I, as a teacher would love to know the best ways in which my students learn, if its as a group or on their own, it would help me become a better teacher and help my students to learn more effectively.

Article Research

I choose an article that went a long with my content area. Physical Education, it was about eating the right foods and how eating right can effect your learning. the article was called, "Brain Food" Dr. William Sears was asked by a teacher to look at a boy in her class. She was certain he had ADD. Dr. William went on to say that many kids that have ADD have NDD which means nutrition disorder.
To me this is a huge thing. I feel that I am going to have to deal with this in the gym. For me its important for my students to eat right so when they enter my class they can do the physical activities that they should be able to do without becoming weak. I think one "study" I can do in my P.E. classes is to have them write down what they ate that day or that week. Compare those answers to what they should eat and challenge them the following week to eat a little better. Having them write down what they ate and compare again the first answers with the last. Meanwhile throughout the two weeks I would evaluate them and see if I can notice any thing different in each student behavior and or participation.

Site: http://deseretnews.com/article/1,5143,700228585,00.html

Educational Learning

Sept. 4, 2008
What? Today in Ed Psy, I learned about the different studies you can do.

Descriptive: describes, snapshot, its misused, used for a questioner tests
Pros: foundation
Cons: Only Informational

Correlational: connections & predictions between two variables. no absolute
Pros: Easy to do, Natural
Cons: Can draw false conclusion

Experimental: Has a control ( no change) and treatment (being tested) group. Random
assignment
Pros: cause and effect, solid, process
Cons: expensive, hard to find control group

Action: teacher in THEIR classes, addresses needs of students, change methods
Pros: Fills in holes, area specific, relevant
Cons: cant transfer, time, not on going.

So What?
To some this may not seem important but as the class progressed, I say the many different studies i could use while teaching in a classroom. Knowing the different studies helps us to come up with ways to study our class and evaluate different situations and see the different questions that pop up, in your mind and the minds of your student:)

Now What?
I feel that now I know the basic studies, I need to go more in depth with them and know them fully and understand them fully so I can start coming up with my own studies I would like to do in my classroom/gym:) I could even have the students come up with their own study that they would like to see take place.

Motivation

1. Why am I here?
A: Education has been important to me and my family. I told myself when I was younger that I will at least get a Bachelor Degree and I wont quit school until I finished it. Plus I want to teach and be a better teacher to my students then my teachers were to me. That is why I am here.

2. What Motivates me?
A: If I can see what I can do or who I can help in the long run that is what usually motivates me. Competing or receiving challenges motivates me to do well or better then I have before.

3. Why do I Succeed?
A: I love the feeling of succeeding or doing something well, or even finding what I can do better. I succeed most by the way I push myself to achieve something or of others expectations of me, they know I can do it and I know I can too.

4. Why do I Fail?
A: Main reason I have failed is either because I do not take the time to succeed, I get worn out and do things half hearted or I just believe I cant continue or cant do it.

5. How do I need to change my perspective and/or motivations in order to succeed in the Secondary Education Program and become a GREAT teacher?
A: I need to continue to try my hardest and take what I am being taught to heart. I need to have a good attitude about school and do the best I can with what I have. Ask questions more to things I don't understand and ask for help when I need it.