Final Learning Log

My personal learning theory is a great big mix of all of the learning theories. (At least according to the test that you had us take!)  All three of my scores were within a point of each other, so I really am a well rounded person.  At least that is what I interpret my scores to mean.  I believe that meaningful well organized learning is important, as well as reinforcement.  Students need to understand why what they are learning is important as well as understand what they are learning.  On occasion reinforcement is acceptable and may help students learn, although it should not occur on an everyday basis.  All students have the capability to learn, it is my job to mediate the learning process.  

One theory that I absolutely adore is the social cognitive theory.  I love the idea of shaping, modeling, self-regulation, self-efficacy, and vicarious learning.  They all seem so natural to me.  They make sense and when I teach my future students I will most likely teach them using the social cognitive theory.  (In fact I am not sure that I will remember any of the other theories, although I will try!)  Social Cognitive theory seems to fall in line with my personal beliefs.    I do enjoy some Piaget's theories.  The idea that there are different levels of thinking also seems to make sense to me.  I remember doing the Piagetian tasks and being impressed with the results that I received.  Children are capable of different types of learning at different points in their lives, so I will also keep that in mind in my future classroom.  

I am excited to implement some of my new knowledge with my future students.  I can't wait to encourage self-regulation and management with them. I love the idea that I can help encourage my students to be productive little individuals! I will try to be consciously aware of which learning level they are at and help to shape their knowledge and learning. Before I obtain my own classroom of students I would like to learn a bit more about behaviorism.  I have a feeling that if I understood it a bit better I might find I have more in common with it than I thought.  (If I understand conditioning a bit better than I might develop a healthy respect for it.)  I am grateful for the new knowledge that I have gained while participating in this class.  I look forward to utilizing this knowledge in my future teaching career.  (Sounds a bit cheesy, but it is the truth!)  Understand how and why my students think and learn they way that they do will prove to be a great benefit to me as a teacher. 

Learning Log Ch. 10

Last chapter blog!  (No seriously, if you are going to give weekly assignments, this is the way to go.)  

This week our class focused on chapter 10, the social cognitive theory.  At the beginning of class we discussed how the social cognitive theory is basically a combination of theories.  We were able to view clips of the bobo doll experiment.  The experiment reinforced some of the information that I had previously read in chapter 10.  Specifically, that individuals learn by watching others, although, learning is an internal process that may or may not lead to a behavioral change. We talked a bit about reciprocal change, and how they cycle of change can go in either direction.  We also discussed the power of expectation along with scaffolding and shaping.  Shaping helps students to acquire and maintain certain behaviors.  The last thing that I would like to mention was our discussion on exploration.  We talked about various topics that are encompassed under exploration: modeling, self regulation, self efficacy, and vicarious learning. 

The social cognitive theory is full of wonderful information.  This seems to be the theory that I understand and relate to the best.  I like the idea of shaping.  I also seem to understand the concepts of modeling, self regulation, self efficacy, and vicarious learning.  I think all of these various concepts and ideas are simple and understandable.  

I look forward to utilizing these theories in my future classroom.  I want to shape my students behavior so that they are able to reach self regulation.  I want my students to have high self efficacy, and I hope that they will be able to learn vicariously when situations arise.  I would like to learn more about this theory, it seems to be the most useable and realistic theory we have encountered. 

Learning Log Ch. 9

So the big "tada" for class was on Behaviorist Views of Learning.  I feel like the majority of focus was spent on positive and negative reinforcement.  We spent a lot of time defining positive and negative reinforcement along with punishment.  We also touched on classical and operant conditioning.

An analogy that was mentioned for positive and negative reinforcement was a hot air balloon.  I liked the comparison to hot air being positive reinforcement; something that is added which increases behavior.  And the comparison to the sand bags being negative reinforcement; something that is taken away which also increases behavior.  It is important for me to remember that the behavior that is increased isn't necessarily negative nor is it necessarily positive, It could be either. I also liked the idea that punishment is the taking away something wanted.  Classical conditioning is an involuntary response that results from the pairing of two stimuli, and operant conditioning is a voluntary response that is usually followed by a stimulus.

All of the things that we talked about are good to be aware of when teaching in my future classroom.  I think the thing that I will most focus on is the reinforcement.  I want my students to understand positive and negative reinforcement.  I want them to reinforce their own behaviors.  Hopefully by understanding what fuels student behaviors I will be better equipped to deal with my future students.

New Study Strategy

I am not sure what I wrote down that I was going to do, but what I ended up doing was utilizing some of the things that I have learned for this class when creating a lesson plan for curriculum design.

By integrating some of the methods and philosophies from psychology into my curriculum design lessons I was able to cement the knowledge into my long term memory while learning how to pull it forward into my working memory. For example as I created a lesson plan for a first grade class I tried to keep in mind that the majority of the students would be in Piaget's preoperational stage and may not understand abstract ideas.

I have learned that I need to integrate new knowledge into my everday life and other classes. This will help me to make the connenctions that are necessary in order to store and retrieve information in the future.

Learning Log #6

Chapter 6 was the focus for the day. We discussed cognitive development and terms such as memory, storage, encoding, and retrieval. We went over the model of memory in detail.

The model of memory begins with information input, then goes on to sensory register, where information is placed into short term (working) memory or lost. Next comes the encoding process where information is stored in the long term memory (or lost). Once it is placed in long term memory it can later be retrieved. Metacognition is thinking about thinking and metacognition underlies the entire model of memory.

Knowing how the brain processes information will be highly beneficial as a teacher. It will help me understand how students transfer information, thus enabling me to teach in methods that encourage information to be transferred. It will also help me to encourage effective study strategies such as organizing, elaborating, and summarizing.

Learning Log #5

So class was fun as always. We talked a lot about different stages that children go through. The thing that stands out the most for me was the method of memorizing that we learned today. The first step in the process was to memorize the numbers one through eight using visual representations of different items.

1-bun
2-shoe
3-tree
4-door
5-hive
6-sticks
7-heaven
8-gate

The next step was to take the items and tie them in to the knowledge that we were trying to memorize. For example

1-Bun-Trust and Mistrust, we visualized holding a child in one arm while eating a sticky bun in the other. When letting the child taste the bun, we are developing trust, when not sharing we are developing mistrust.

Hence, we used the list to find examples for remembering all of the knowledge that we were trying to memorize. To wrap things up, I am super excited about this method and can't wait to utilize it with the upcoming test!

Piagetian Tasks (Learning Log #4)

This was such a fun assignment. I chose do the Piagetian tasks with my three year old daughter. She was excited to help me with my homework and I was excited by the opportunity to involve her.

The first task I chose was to form play dough into balls of equal size. I then asked, do these balls have the same amount of clay? My daughter readily agreed that they did. At this point I smashed one of her beloved play dough balls and asked if they still had the same amount of clay or does one have more than the other? My daughter stated that smashed one had less then the ball, because it was short and not tall.

The second task that I did with my daughter was aligning two sticks of the same length in front of her. I then asked are these sticks the same length? My daughter stated that they were. After she stated that they were the same length, I moved one of the sticks to the right and left the other in place. I repeated the question. This time she stated that they were not the same length, because one stuck out further than the other.

The third task that I did revolved around equal amounts of water. I placed two short cups with equal amounts of water in front of her and asked if they contained the same amount of water? She agreed that they did. Then I poured the water from one of the short cups into a tall, thin cup and asked if they still contained the same amount of water? She stated that they did not, and when I asked which cup had more water she pointed to the tall thin cup.

These tasks show that my three year old daughter is in the preoperational stage of development. Her answers reflect lack of conservation. She is still at a stage where she confuses changes in appearance with changes in amount. (Combine this with her fierce sense of equality and you get one crazy household!)

Extra Credit Time Article

Fertile Minds is a very interesting article. I am not very knowledgeable about how the brain works, so it was a little bit hard for me to understand everything that this article was talking about. (Although I do feel that I understood the majority of the article.) The beginning of the article discussed how the brain of a fetus begins working before it is fully developed, more so it is necessary for the brain to begin working in order for the brain to develop. This is such a mind blowing idea. My initial thought is that this information makes the question of when is a fetus actually living, much more difficult to answer. (Or easier depending on who is asking.)

I enjoyed that the article discussed that we have the ability to alter the connections or lack of connections in the brain if we work quickly while the brain is still young. The article also touched on the fact that it is no longer nature or nurture yet a combination of both. It discussed the new discovery of the CREB amplifier, which connects development before birth with development after birth. One statement that I enjoyed reading was "Nurture works through nature." What a wonderful thought.

The article mentions repeatedly that the human brain before the age of 10-11 is extremely resilient. It also hits hard on the fact that parents and caregivers play a crucial role in infant brain development. Lastly the article touched on windows of opportunity. It stated that the biggest growth spurt a brain experiences ends by the age of 10. I loved how the article closed by stating an example concerning a brilliant criminal mind and a gift for mathematics, it stated that the two personalities vary simply because of their personal experience in the early years of life.

Learning Log #3

We touched on so many different things today I am not sure what topics to write on. I guess I can start with the definition of Intelligence. Intelligence is the ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks. I learned a lot about different types of intelligences, such as fluid, crystallized, and distributed. We spent a good chunk of time discussing Gardner's multiple intelligences. (Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist.) We also discussed IQ tests and, the fact, that they were originally created to help assess which individuals may need help in their learning.

All of the things we talked about today are topics that I will visit time and time again as I continue on into the field of education. In my future classroom I am sure that I will deal with students with various intelligences and learning styles.

By understanding my students various intelligences and learning styles I will be better equipped to help them learn. As a teacher I want to understand my students strengths and weaknesses, their challenges, and gifts. If I am aware of who they are and how they learn then I can help them to become successful students.

Intelligence Tests Assessment

IQ test

I enjoyed taking this test, and received a higher score than I had expected. I found my results interesting. My results stated that my biggest strength is general knowledge and my biggest weakness is mathematics. I love math and have always done well with it, I never would have assumed that it would be classified as one of my weaknesses. I was also surprised to see that my scores in all nine categories were extremely close, only separated by a few points. I feel that the results are most likely valid, because I have no reason to think otherwise. (Not to mention, who doesn't like to feel smart!)

Multiple Intelligence Test

I have to say that I also enjoyed taking this test. This is the second multiple intelligence test that I have taken in the last few weeks. The results of this test lined up perfectly with the results from my first multiple intelligence test. I have four main multiple intelligences that are equal across the board, they are linguistic, logical, interpersonal, and musical. From here things begin to vary. My second form of intelligence is kinaesthetic, followed by visual/spatial. My fourth intelligence is intrapersonal, and my last intelligence is naturalistic. I feel that these results are utterly valid, especially considering that this is the second test of this type I have taken recently and the results are exactly the same. (Kind of cool!) I also find it interesting that my main intelligence is tied between four individual intelligences.

Reflection

Both tests provide interesting and useful information. I might consider using the multiple intelligence test with my future students, if they show an interest in having an official idea of how they learn best. Knowing their personal learning style is something that may help a student throughout their educational experience. It can also be beneficial to their educators.

Although the IQ test may be beneficial, when applied to students, I feel that it's negative effects outweigh the positives. I would not use the IQ test with my students. A student's IQ is irrelevant to their education. Regardless of how intelligent or unintelligent a student is they should be held to a set standard. I also worry that if a child were to be aware of their IQ it might alter their self confidence and/or personal expectations. Children should feel that they are capable of accomplishing what they set their mind to. If a child's intelligence is labeled than a cap is put in place as to what they might achieve.

Learning Log #2

Today we focused on cultural and ethnic differences in the classroom. A few of the topics that we focused on were cultural mismatch, dialect, personal space, IRE cycle, wait time, worldviews, stereotypes, visual-spatial ability, socioeconomic statues, at risk students, and gender schema/differences.

I feel that all of these topics are extremely important because, they are topics that I will be likely to encounter at some point in my future teaching career. All of these topics greatly affect children and the way that they are able to learn, the way that they should be taught, and the way that other students interact with them. Teachers need to understand and respect cultural and ethnic differences. They also need to teach their students to understand and respect cultural and ethnic differences.

As I teacher I want to make sure that I understand my students differences. I want to understand where they are coming from and why they are the way that they are. I will be willing and able to collaborate with the parents of my students so that they are provided with a learning environment that will maximize their potential. I want my students to not only embrace what they share in common but also what makes them unique. Students need to know that to be different is ok. Life experiences can shape us but ultimately we decide who and what we will become. My students will learn that they can overcome obstacles, human nature is resilient and my students will know and respect this inert ability.

Research Study

I have always been interested in children's literacy, so I chose to focus on that topic for this assignment. While searching on the Internet I stumbled across a website entitled "reading horizons." This website is geared towards phonetic reading instruction and the positive effect it can have in the classroom.

On the home page is states that "Literacy programs in any setting—from public and private schools to family literacy centers to correctional facilities—thrive on the solid phonics foundation provided by these time-tested, research-based programs." When I saw that the homepage mentioned that this program was "research-based," I immediately thought this would be worth looking into. I ended up viewing a research study that was conducted at Huntington Elementary school in Huntington, Utah.

The study focused on 21 first grade students for 4 months. The students were tested using the state core reading test. They were tested once before being taught with the Discover Intensive Phonics program and once after it had been implemented. The post assessment showed that students were scoring at or above 90%.

The information provided regarding this research was not as thorough as I would have liked. The test group that was used for this study seemed relatively small, but then again the Huntington study was one of many. For a quick overview of the results it was more than adequate. It did explain the testing procedures along with what test was used. It also showed where each individual student tested before and after the program. Based on all of the information that was provided, I would feel comfortable assuming that the results are valid.


(Who knows, maybe I will impliment the Discover Intensive Phonics program in my future classroom!?!)

Learning Log #1

There are four main types of research. They are descriptive, correlational, experimental, and action.

• Descriptive research describes a situation. With descriptive "you get what you see." Descriptive research is mainly beneficial when used as a foundation for other types of research. The conclusions derived from descriptive research contain qualitative and/or quantitative information. When working with descriptive research it is important to remember that it is not correlational or cause and effect.


• Correlational research shows how things interrelate. It can show how different things affect other things. (Whether they change each other or not.) This type of research is great at showing the strength of relationships, but it doesn't explain why relationships exist.


• Experimental research allows conclusions to be drawn which can be proven. It shows cause and effect relationships. Experimental research is a bit more complex than the other forms of research. There must be a control group and at least one test group in order to provide a reliable study. Often quasi-experimental research is done in place of true experimental research. (A semi-experiment is much easier to perform than a true experiment.)


• Action research is research done by teachers and other school personnel. It is research aimed at specific problems and situations that reside in individual schools and classrooms. It can take any form and is extremely personal. Although, it can be time consuming and labor intensive to perform action research, the results can be extremely beneficial due to the fact that they are unique to an individual school and/or classroom.

As an educator it will be important for me to know and understand the various types of research, there strengths and weaknesses, and the results that they provide. I want to know the best ways to encourage learning in my students, research will help me to discover the methods that will work best for myself and my students.

Research is a crucial tool that is at my disposal, and as an educator I want to utilize that tool and make the most of it. If I take the time to learn from the past as well as the present then I will be maximizing my teaching ability.

Motivation

Why are you here?

I want a college degree, and I want to make a difference. (Soooo sappy, but true.) I want children to know and believe that they are special.

What motivates you?

My children!
My goals. The knowledge that I can and will achieve my goals.

Why do you succeed?

I refuse to fail. I want to succeed. I want to set an example for others. They too can overcome obstacles and achieve their goals. We can be whatever we want to be!

Why do you fail?

I allow myself to believe that I am unable to succeed. (I try to avoid this type of thought process.)
When obstacles arise, failing to forge the path needed for success.

How do you need to change your motivation and perspective in order to succeed in this program and become a great teacher?

Remember that I can do hard things. Just because something is hard does not mean it is not possible. Remember to enjoy and learn from the journey. The goal is important but the pathway to the goal is crucial.