What? In the quiz about our Emerging Theory of Teaching and Learning, I scored the highest in cognitivism but humanism and behaviorism came a close second and third. This tells me that even though cognitivism might be my strongest I believe in all three when it comes to teaching and learning. I do agree that prior knowledge and beliefs play a major role in the meaning that students construct and that people take separate pieces of information and use it to create an understanding. I believe children learn best when they are in a comfortable and safe environment that fosters learning by giving opportunities for experimentation and offers open communication. Students also learn best when they can relate new knowledge to old information and when the information is relevant to their world which is part of the meaningful learning process. I believe that children also learn better when there are classroom agreements that require reinforcement and that stays aways from any punishments. It is also important that students have a chance to work together in groups and to observe each other as part of social cognitive learning.
So What? There are many ways that the cognitive theory will impact my classroom. As a teacher and as a learner I will encourage students to find a way that they can remember the material that is being taught to them. For example, using a mnemonic to help the students in memory retrieval of a certain subject or lesson. Also, I strongly believe in kinesthetic activities where the students have to use movement to express themselves. I think these activities can help the storage and encoding process. For example, in class Dr. Cox had the students act out the water cycle using our bodies. Now, if she would have just told me about the water cycle I would have forgotten it in about five minutes but using a different strategy helped to encode it into my long-term memory. In addition, in my classroom I will be finding ways of relating new material to prior knowledge (assimilation) because I believe it also helps students to remember more. This can easily be accomplished with just a little extra time before starting a new lesson by reminding the students of their prior knowledge and how the new knowledge connects with it. Also, by having students question what they are learning or reading is a simple way for students to make sense of the topics they are studying.
Now What? There are many steps I need to take to improve my understanding of how students learn and efficient ways of teaching the knowledge to them. I feel like I need more experience in teaching fun, engaging activities to students that gets the knowledge into their long-term memory where they can use some of the Bloom's higher taxonomy levels to show their understanding of that subject. I would like to learn more about constructivism specifically how to include this learning theory into my teaching more often. A great step in reaching that goal would be to find out if there is additional reading material on teaching with constructivism. Also, it would be great if there was additional training or course on educational psychology because there is new information to learn all the time. Before this class I didn't realize how much went into educational psychology, how important it is when teaching and learning, and how it can help me become a better teacher.
Monday, December 15, 2008
12/10 Learning Log Ch. 10 Social Cognitive...
What? This week in class we talked about social cognitivism and how people can learn by observing others. We talked in depth about important aspects including modeling, self-efficacy, self-regulation, and vicarious learning. We split into groups to learn about these different parts and presented a slide show to the class.
So What? Modeling is an important part because children can learn valuable lessons from studying other people and their behaviors. Along with modeling the observer must pay attention and remember what the model does. Self-efficacy is an important part of how a person feels about themselves and the judgements they make about their behaviors. Self-regulation allows the individual to monitor and evaluate their own progress and becomes an increasingly important part of life as a student grows up.
Now What? When As a teacher it is important to foster a high self-efficacy in your students by giving motivation to challenging skills and notice not only success but improvement. Also, in the classroom set challenging but realistic goals for students to achieve and encourage them to evaluate their performance to help with self-regulation.
So What? Modeling is an important part because children can learn valuable lessons from studying other people and their behaviors. Along with modeling the observer must pay attention and remember what the model does. Self-efficacy is an important part of how a person feels about themselves and the judgements they make about their behaviors. Self-regulation allows the individual to monitor and evaluate their own progress and becomes an increasingly important part of life as a student grows up.
Now What? When As a teacher it is important to foster a high self-efficacy in your students by giving motivation to challenging skills and notice not only success but improvement. Also, in the classroom set challenging but realistic goals for students to achieve and encourage them to evaluate their performance to help with self-regulation.
Wednesday, December 10, 2008
Homework blog (extra credit)...
I found this article to be very interesting. I love how Orson Card engages you from the very beginning by describing the daily life of a student in a different perspective than I have ever thought of before. Personally, I have never been a big advocate of a lot of homework and I want to be an effective teacher that does not have to give homework. I believe as Orson does, that a child's "childhood" and playtime are very important parts of their lives. It is also interesting that it is almost impossible to create a fair study regarding homework and he points out some very valid reasons. I agree with his opinion of standardized testing because as the opposite of Mr. Card I have horrible anxiety about tests and usually don't do well on them even if I know the material.
"When the most-quoted "proof" that homework is "good" states that it can't be shown to have any benefit for elementary school kids, why do we still have teachers sending kids home with work to do from those grades?" This is a great quote from the article because it directly questions why we are continuing to do this when it does not benefit our students?
Even though I think Orson Card points out some very valid and interesting points when it comes to homework, I do think some of his opinions are quite strong. For example when he says, "Homework wrecks families". Even though I understand some of his points I think this is a little to harsh. I am sure homework at times can be a burden to parents and family members but I am not sure if that one thing alone could wreck a strong family?
On one final note, there is a part in the article where he talks about when homework should be given and this is exactly how I feel about this subject, "So that when there is homework, it's special. It's important. It's something so major that it really can't be completed on school time." I think if I can strive as a teacher to have great time management and have effective teaching strategies then hopefully homework will fall into the special category.
"When the most-quoted "proof" that homework is "good" states that it can't be shown to have any benefit for elementary school kids, why do we still have teachers sending kids home with work to do from those grades?" This is a great quote from the article because it directly questions why we are continuing to do this when it does not benefit our students?
Even though I think Orson Card points out some very valid and interesting points when it comes to homework, I do think some of his opinions are quite strong. For example when he says, "Homework wrecks families". Even though I understand some of his points I think this is a little to harsh. I am sure homework at times can be a burden to parents and family members but I am not sure if that one thing alone could wreck a strong family?
On one final note, there is a part in the article where he talks about when homework should be given and this is exactly how I feel about this subject, "So that when there is homework, it's special. It's important. It's something so major that it really can't be completed on school time." I think if I can strive as a teacher to have great time management and have effective teaching strategies then hopefully homework will fall into the special category.
Friday, December 5, 2008
12/2 Learning Log Ch. 9 Behaviorism...
What? This week in class we talked about behaviorism, specifically about negative and positive reinforcement versus punishment. Along with that comes ways of dealing with behaviors like a token economy, cueing and shaping.
So What? I found this chapter and class discussion to be the most interesting and applicable one so far. This is a a great chapter and subject to discuss after our field experience because it makes a lot more sense because we have seen it first hand. Also, the entire cohort had their own personal views and stories about behaviorism and the different approaches used in their field experience classrooms. It was extremely beneficial to hear different ideas and experiences from the other students. Also, during the classroom discussion we were about to learn the slight but important difference between negative reinforcement and punishment which is so important.
Now What? The biggest idea I took away from this chapter and discussion there is not one exact reinforcement that works for every single student. I saw a very clear example of this in my field experience. The school had a "think time" when the student had inappropriate behavior the student would be sent to another classroom with a sheet of paper to fill out. For some children this terrified them and for others it was an often occurrence. Dealing with students behaviors is individual which makes teaching even more difficult. I am hoping that I can create a synergetic classroom where each student has ownership in their responsibilities but also use negative reinforcement rather than punishment.
So What? I found this chapter and class discussion to be the most interesting and applicable one so far. This is a a great chapter and subject to discuss after our field experience because it makes a lot more sense because we have seen it first hand. Also, the entire cohort had their own personal views and stories about behaviorism and the different approaches used in their field experience classrooms. It was extremely beneficial to hear different ideas and experiences from the other students. Also, during the classroom discussion we were about to learn the slight but important difference between negative reinforcement and punishment which is so important.
Now What? The biggest idea I took away from this chapter and discussion there is not one exact reinforcement that works for every single student. I saw a very clear example of this in my field experience. The school had a "think time" when the student had inappropriate behavior the student would be sent to another classroom with a sheet of paper to fill out. For some children this terrified them and for others it was an often occurrence. Dealing with students behaviors is individual which makes teaching even more difficult. I am hoping that I can create a synergetic classroom where each student has ownership in their responsibilities but also use negative reinforcement rather than punishment.
Thursday, October 30, 2008
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
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.
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.
Saturday, October 25, 2008
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.
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.
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.
Tuesday, October 21, 2008
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.
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.
Tuesday, October 14, 2008
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.
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.
Tuesday, October 7, 2008
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. :)
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. :)
Sunday, October 5, 2008
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.
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.
Monday, September 22, 2008
9/17 Learning Log Individual Differences Ch. 5...
What? This week in class we discussed intelligence and students with special needs. Intelligence is such a hard thing to measure because everyone is so different and intelligent in their own way. IQ tests can have many flaws and Multiple Intelligence tests can be a good way to show strengths and weaknesses of your students but might also limit their abilities.
So What? Use the intelligence tests with a grain of salt and also teach your students that they can do anything that they put their mind to. As a teacher I think it is great to use this information for learning/teaching styles but also to set high but realistic goals for the students. It is important to know where your students stand academically but also to have consistent faith in them to do better.
Now what? Using the information we learn as teachers about intelligence and special needs as a guideline with our students but not as a rule. I believe knowledge can be empowering but also to let your students show you what they are capable of doing without any pre-judgment.
So What? Use the intelligence tests with a grain of salt and also teach your students that they can do anything that they put their mind to. As a teacher I think it is great to use this information for learning/teaching styles but also to set high but realistic goals for the students. It is important to know where your students stand academically but also to have consistent faith in them to do better.
Now what? Using the information we learn as teachers about intelligence and special needs as a guideline with our students but not as a rule. I believe knowledge can be empowering but also to let your students show you what they are capable of doing without any pre-judgment.
Monday, September 15, 2008
9/10 Learning Log Group Differences Ch. 4...
What? This week in class we talked about group differences including cultural and ethnic diversity. There are also many cultural differences including language, behaviors, and beliefs that can help us understand our students better. Also, as teachers eliminating any gender bias we might have.
So what? It is important to understand other cultures because it will lessen any misunderstandings between the teacher and student/parent. It is also important to create a multicultural friendly classroom so that everyone from diverse backgrounds feels comfortable.
Now what? Educate yourself as a teacher on different cultures and use it in your curriculum. It would also be fun to have a week dedicated to a culture for example the week of Cinco de Mayo do fun things like have Mexican food and learn about the culture. When it comes to gender differences I think it is important to be aware of it but not to form expectations from your students based on their gender.
So what? It is important to understand other cultures because it will lessen any misunderstandings between the teacher and student/parent. It is also important to create a multicultural friendly classroom so that everyone from diverse backgrounds feels comfortable.
Now what? Educate yourself as a teacher on different cultures and use it in your curriculum. It would also be fun to have a week dedicated to a culture for example the week of Cinco de Mayo do fun things like have Mexican food and learn about the culture. When it comes to gender differences I think it is important to be aware of it but not to form expectations from your students based on their gender.
Implict Tests...(extra credit)
This was by far the most interesting test I have ever taken before! I thought it was odd how they pair male/female names with career/family words. My gender test results showed a 40% strong association between male and career. For some reason while taking this test I did find it easier to associate male names with career words then it was with women names. So somewhere in the back of my head I must have a stronger association with male/careers and female/family??
The race test results showed a 48% strong automatic preference for white people. This was also interesting because I don't see myself as racist or anything so I am not sure what to think about it. Could it have something to do with my upbringing in Utah and the majority of the population is white? This test was difficult because it gave African American and White faces with happy or sad words and at times was confusing.
These tests were very interesting in how they test for some kind of hidden or unconscious bias. I guess that is why it is an unconscious bias because the results were surprising to me. I would probably never use these with my students just because I think it is a test better handled by adults.
The race test results showed a 48% strong automatic preference for white people. This was also interesting because I don't see myself as racist or anything so I am not sure what to think about it. Could it have something to do with my upbringing in Utah and the majority of the population is white? This test was difficult because it gave African American and White faces with happy or sad words and at times was confusing.
These tests were very interesting in how they test for some kind of hidden or unconscious bias. I guess that is why it is an unconscious bias because the results were surprising to me. I would probably never use these with my students just because I think it is a test better handled by adults.
IQ & Multiple Intelligence Test...
The IQ test was very interesting because I have never taken one before. I ended with a score of 110 which is good I guess considering the average is 100. I didn't finish all of the questions though because I am a slow test taker and have always been. The test itself wasn't too hard just took some thinking and time.
The multiple intelligence test was a lot more enjoyable to do just because it was more based on your own opinion than your IQ. I ranked high in kinaesthetic and visual/spatial which didn't suprise me at all because I learn best doing things and I often picture things in my head. I ranked the lowest in logical which also wasn't surprising because I am not a big fan of numbers/equations.
I would definitely use the multiple intelligence test with my students because I think it help them learn more about themselves as a person and as a learner. The IQ test I would be careful about just because of the timed aspect. There are some students that are smart they just take a little extra time or are smart in some subjects than others.
The multiple intelligence test was a lot more enjoyable to do just because it was more based on your own opinion than your IQ. I ranked high in kinaesthetic and visual/spatial which didn't suprise me at all because I learn best doing things and I often picture things in my head. I ranked the lowest in logical which also wasn't surprising because I am not a big fan of numbers/equations.
I would definitely use the multiple intelligence test with my students because I think it help them learn more about themselves as a person and as a learner. The IQ test I would be careful about just because of the timed aspect. There are some students that are smart they just take a little extra time or are smart in some subjects than others.
Tuesday, September 9, 2008
Research Blog...
I chose a research study involving physical activity in elementary schools.
OBJECTIVES: This study evaluated a health-related physical education program for fourth- and fifth-grade students designed to increase physical activity during physical education classes and outside of school.
METHODS: Seven schools were assigned to three conditions in a quasi-experimental design. Health-related physical education was taught by physical education specialists or trained classroom teachers. Students from these classes were compared with those in control classes. Analyses were conducted on 955 students.
RESULTS: Students spent more minutes per week being physically active in specialist-led (40 min) and teacher-led (33 min) physical education classes than in control classes (18 min). After 2 years, girls in the specialist-led condition were superior to girls in the control condition on abdominal strength and endurance and cardiorespiratory endurance. There were no effects on physical activity outside of school.
*So the only real result was that the girls had more physical strength as a result of the increased physical activity but no result on academics?
CONCLUSIONS: A health-related physical education curriculum can provide students with substantially more physical activity during physical education classes. Improved physical education classes can potentially benefit 97% of elementary school students.
CONS: *How well could every child's physical activity be controlled? Also this article does not really state what the exact purpose of increasing the child's activity was? The study does not explain how it benefits 97% of elementary students? Is it just physically or just general in life?
J F Sallis, T L McKenzie, J E Alcaraz, B Kolody, N Faucette and M F Hovell (2008) American Journal of Public Health. The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids. 9 September 2008. http://www.ajph.org/cgi/content/abstract/87/8/1328
OBJECTIVES: This study evaluated a health-related physical education program for fourth- and fifth-grade students designed to increase physical activity during physical education classes and outside of school.
METHODS: Seven schools were assigned to three conditions in a quasi-experimental design. Health-related physical education was taught by physical education specialists or trained classroom teachers. Students from these classes were compared with those in control classes. Analyses were conducted on 955 students.
RESULTS: Students spent more minutes per week being physically active in specialist-led (40 min) and teacher-led (33 min) physical education classes than in control classes (18 min). After 2 years, girls in the specialist-led condition were superior to girls in the control condition on abdominal strength and endurance and cardiorespiratory endurance. There were no effects on physical activity outside of school.
*So the only real result was that the girls had more physical strength as a result of the increased physical activity but no result on academics?
CONCLUSIONS: A health-related physical education curriculum can provide students with substantially more physical activity during physical education classes. Improved physical education classes can potentially benefit 97% of elementary school students.
CONS: *How well could every child's physical activity be controlled? Also this article does not really state what the exact purpose of increasing the child's activity was? The study does not explain how it benefits 97% of elementary students? Is it just physically or just general in life?
J F Sallis, T L McKenzie, J E Alcaraz, B Kolody, N Faucette and M F Hovell (2008) American Journal of Public Health. The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids. 9 September 2008. http://www.ajph.org/cgi/content/abstract/87/8/1328
Monday, September 8, 2008
9/3 Learning Log Ed Research Ch. 1....
This week in class we discussed research in educational psychology.
What? (Why is it important?) Understanding different ways of research including descriptive, correlational, experimental, and action can help us teach our students by offering us knowledge on past experiments/research so that we can better our teaching techniques.
So what? Dividing into groups and using different examples in our classroom really helped me to understand the different research methods. Just reading about it in the book was not enough but putting examples together helped to bring it together. Also, showing the pros/cons and different ways of assessment for each method helped me to understand how it could benefit me as a teacher.
Now what? (How it can be applied) Knowing about the different methods of research will help me as a teacher to understand studies/experiments and even to conduct some of my own. I learned that you can eliminate a lot ethical bias if the research is done over a longer period of time.
What? (Why is it important?) Understanding different ways of research including descriptive, correlational, experimental, and action can help us teach our students by offering us knowledge on past experiments/research so that we can better our teaching techniques.
So what? Dividing into groups and using different examples in our classroom really helped me to understand the different research methods. Just reading about it in the book was not enough but putting examples together helped to bring it together. Also, showing the pros/cons and different ways of assessment for each method helped me to understand how it could benefit me as a teacher.
Now what? (How it can be applied) Knowing about the different methods of research will help me as a teacher to understand studies/experiments and even to conduct some of my own. I learned that you can eliminate a lot ethical bias if the research is done over a longer period of time.
Wednesday, August 27, 2008
My motivation...
Why are you here? To have a lifetime of personal learning and growth and to also help children succeed.
What motivates you? To be an important part of a child's life and to be able to continue learning throughout my life.
Why do you succeed? Because I am determined and focused to finish what I start.
Why do you fail? Usually because I have a negative attitude/thoughts towards a subject/class.
How does your motivation and perspective need to change for you to succeed in the program? Instead of focusing on grades, I need to focus on how I can learn to become an amazing teacher.
What motivates you? To be an important part of a child's life and to be able to continue learning throughout my life.
Why do you succeed? Because I am determined and focused to finish what I start.
Why do you fail? Usually because I have a negative attitude/thoughts towards a subject/class.
How does your motivation and perspective need to change for you to succeed in the program? Instead of focusing on grades, I need to focus on how I can learn to become an amazing teacher.