Extra credit: Investigations math...

What is investigations math? This is a "standard-based" program introduced in 2000. It has a nontraditional approach to math instruction which includes more group work with less textbook instruction.

Arguments for and against? Some people say that it develops a deeper understanding and love for math. People against say that students are unable to quickly recall standard algorithms and math facts.

Results? In 2005 the Utah State Office of Education removed it from the list and are now trying to have a "balanced math" instruction which still involves some of the math investigations techniques but uses textbooks

10/29 Learning Log Ch. 7 Constructivism...

What? This week in class we discussed constructivism which involves learners constructing their own meaning based on experiences. Also, the roots of constructivism can be individual or social. We also discussed the importance in creating a community of learners where students work to help one another learn and participate.

So What? As teachers we need to provide our students with opportunities for experimentation so that they can discover hands on. This knowledge is important so that we can identify existing misconceptions before instruction even begins

Now What? When teachers are aware of misconceptions about subjects we can more directly address them or show them some error in their beliefs. It is also important to incorporate teaching concepts such as giving a clear definition, a best example, and positive instances that help students stay away from misconceptions.

Study Strategy Log...

My study strategy was to use some of the information we learned on memory in studying for my test. Specifically, I was going to connect the information for the test with something meaningful so that I could encode it better into my long-term memory. Most tests I find myself cramming things into my brain and not connecting or putting meaning with any of it then I draw a blank at the test.

For example, with this test when I was studying the vocabulary words I would create a visual in my head. For example, to remember imaginary audience I thought of a girl in the middle of the party that thought all the eyes were on her. Making a visual in my head and also connecting the words somehow to my own life made the information more concrete in my mind. Plus, I also scored better on this test then my last.

10/21 Learning Log Cognitive Processes Ch. 6...

What? This week in class we talked about memory. Dr. Cox made us into a human model of memory to show the process it takes for us to put information into our long-term memory. This activity was very useful for me because I am a very visual and kinesethic person.

So What? Knowing how the memory works has everything to do with teaching. It is so important as teachers that we know are students and find strategies that can help them get the infomation we teach them into their long-term memory.

Now What? As a teacher it is important to realize what helps students encode the information beter into long-term memory. This includes connecting new information with old and making infomation meaningful. Also, as teachers we need to be aware of the factors that affect transfer of infomation including examples, practice, and instructional time. Just knowing and putting to use this information can make you a much more affective teacher.

Dr. Jill Stamm blog (extra credit)....

What? Dr. Jill Stamm is a professor at Arizona State University and is a national lecturer on infant learning and cognition. Her organization collects the latest neuroscientific research on brain develop in infants to age three.

So What? They have found that there are windows of opportunity for brain development from zero to three that you can't necessarily make up for later. "The brain doesn't develop the way your feet grow: gradually, in regular increments from year to year. The brain reaches 90 percent of its full adult size, capacity, and wiring by age three."

Now What? The way a child is treated during this time period can make a dramatic difference in their life and this is important for parents, caregivers, and preschool teachers to realize. Also for the government to put more emphasis and money into early development programs.

10/8 Learning Log Social Development Ch.3...

WHAT? This week in class we learned about the development of self, social skills, and morality. It was ver useful to role play Erikson's eight stages of psychosocial development because it helped to me understand it better than just reading through the material. We also did our group presentation on Kohlberg's moral development and used some moral dilemas to role play.

SO WHAT? We learned how important each one of these different stages are and how they can help you better understand your children's needs at various stages.

NOW WHAT? There are many ways of fostering social skills in the classroom such as giving students oppurtunities to interact with pairs or small groups while modeling respect for diversity and other points of view. It is also important to bring moral reasoning into your classroom lessons and talk about expectations and inappropiate behaviors.

10/1 Learning Log (Piagetian Tasks) Ch. 2...

I used my 2 1/2 year old son for the three Piagetian Tasks. To say the least it didn't go over too well but that is to be expected for his age and he is only in the beginning of the preoperational stage.

I started out by lining the pennies in two identical rows. He is not to the stage of understanding "same, more or less" yet. He could count the pennies for me and tell me there were three pennies in each row but nothing beyond that.

I also tried lining up two yellow jelly beans and then four orange jelly beans. Once again he could count how many jelly beans there were but he could not tell me if there were more yellow or orange.

Then I tried lining up to different markers but he doesn't have a good sense of what "length" means either. He could tell that they were markers and the color of the markers but that is about it.

Even though I kind of expected this from my child it would be nice to know at what point do they start understanding more or less? A side note, I absolutely loved watching Susie's clip about her children doing these tasks. It really made the lesson and Piagetian stages come alive in the lesson. :)

Fertile Minds Blog...(extra credit)

Even though this story was very long and quite wordy I found it to be so interesting. Especially because I have a 2 1/2 year little boy and another baby on the way makes it is so intriguing to read about how much is going on inside a baby's brain even before it is born.

This story also reminded me of my niece. The story talked about a girl that had some of her brain removed, "UCLA had to remove the entire right side of her cortex when she was six. Binder lost virtually all the control." In February of this year my five-year-old niece was shot in the head while playing in her rural Kansas City backyard from a stray bullet. They didn't think she would be able to survive because the bullet was inoperable. But like this story says, the brain is an amazing part of our bodies and can rebuild itself. Today even though she is not 100% she can walk and talk but is still working on some of her memory skills. The doctors explained that the brain will just builds something like a casing around the bullet in her brain. As the article says, "Dr. Donald Shields: "If there's a way to compensate, the developing brain will find it."'

On a final note, I like this quote from the article, "That good, affordable day care is not a luxury or a fringe benefit for welfare mothers and working parents but essential brain food for the next generation." I find this to be so true. I think daycare can be a great thing but if it is GOOD daycare and that is so hard to come by especially still affordable.