What?
When I took the quiz I found that I was very close between all three theories, but cognitive came out on top. I am a firm believer in the cognitive theory. I like the definition of cognition, "the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas". I think that the way that children learn best is through schema, which is prior knowledge. I think that students need topics to be related to things that they already know. The brain plays a big part in my learning theory. Learning is effected by the way that the information is being processed. The knowledge has to go through certain steps in order to be retained. First the knowledge or content has to go through the sensory register, if the knowledge is related to something the student already knows it is encoded and then attention takes place or the knowledge is lost. If attention takes place then the content is put into Working memory. The content must be made sense of before it goes into Long term memory. Transferring from working memory to long-term memory is called in-depth processing which is connecting new knowledge to prior knowledge.
So What?
Knowing the process that the brain takes to store information will help me to determine how to teach certain things and how to get the students to retain the information. One thing that I will need to do is get the students attention so the information can go into the working memory and then I need to relate the information to something concrete in the students life.
Now What?
My learning theory needs a lot of work. As times goes on and I begin teaching my theory will evolve. I would like to learn more about the brain. I think the the human brain is the most fascinating thing in the world. I want to learn different things about the lobes and how certain things affect parts of the brain. I also want to learn more about the other theories, and try to implement things from them into my own theory.
Tuesday, December 16, 2008
Thursday, December 11, 2008
Learning Log (Ch. 10)
What?
Today in class we talked about social constructivism. This topic was hard for me to understand. The metaphor for social constructivism is a video projector, because it is recording everything that people do and then students mimic or copy what they see. The definition of learning for this theory is, interpersonal process that may or may not lead to behavior change. We talked about reciprocal causation and how all three factors are all involved. We talked about the power of expectation, which is if the students get reinforced or punished for a behavior depends on what they expect to happen next time they display that same behavior. We talked about the Bo Bo Doll I think that is what it is called. And how the children watched an adult beat this clown doll and then they were put into the room with the doll and they did the same thing to the doll. This is a case of Modeling. We talked about modeling, self-efficiency, self-regulation, and vicarious learning. We made PowerPoint's and presented them to the class.
So What?
This information is very important because it gives me an opportunity to explore these different aspects of social constructivism. I think that social constructivism is a theory that is very useful to me as a future teacher, because it employs the way that children learn by watching others.
Now What?
Now that I know this information I can become a more well rounded person. I like this l\theory because I think that it will be easy to implement, because the students are always watching you and wanted to act just like you. That can be a good thing and a bad thing. It keeps us on our toes. I can now use the social constructivism theory in my classroom.
Today in class we talked about social constructivism. This topic was hard for me to understand. The metaphor for social constructivism is a video projector, because it is recording everything that people do and then students mimic or copy what they see. The definition of learning for this theory is, interpersonal process that may or may not lead to behavior change. We talked about reciprocal causation and how all three factors are all involved. We talked about the power of expectation, which is if the students get reinforced or punished for a behavior depends on what they expect to happen next time they display that same behavior. We talked about the Bo Bo Doll I think that is what it is called. And how the children watched an adult beat this clown doll and then they were put into the room with the doll and they did the same thing to the doll. This is a case of Modeling. We talked about modeling, self-efficiency, self-regulation, and vicarious learning. We made PowerPoint's and presented them to the class.
So What?
This information is very important because it gives me an opportunity to explore these different aspects of social constructivism. I think that social constructivism is a theory that is very useful to me as a future teacher, because it employs the way that children learn by watching others.
Now What?
Now that I know this information I can become a more well rounded person. I like this l\theory because I think that it will be easy to implement, because the students are always watching you and wanted to act just like you. That can be a good thing and a bad thing. It keeps us on our toes. I can now use the social constructivism theory in my classroom.
Friday, December 5, 2008
Learning Log (Chapter 9)
What?
Today in class we talked about Chapter 9, which is Behaviorism. We talked about all types of punishment and all types of reinforcements. A lot was clarified in today's discussion. We talked about positive and negative reinforcement and the way that is relates to a hot air balloon. Positive reinforcement is the fire being pumped into the hot air balloon making it go higher. Negative reinforcement is the sand bags that hold the balloon down and as you let them drop they make the balloon go higher. So both the fire and the sand bags make the balloon go higher, but with positive you are adding something and negative is taking something away. We also talked about contiguity which means the reinforcement happens right after the behavior occurs. We also talked about operant conditioning which is voluntary. Classical conditioning is involuntary, it is the experiment that was done with the dogs and saliva.
So What?
Learning what we learned today is important because behaviorism is used everyday in so many ways. I will have the opportunity to use behaviorism in my classroom and I need to know what that entails and how that is going to effect my students. I am not a strong believer in behaviorism because I believe that it promotes students to do things for the wrong reasons.
Now What?
Now that I know this information about behaviorism I can implement this in my classroom. Behaviorism can be a good thing, but for me I will not use it as much as some think is necessary. My cooperating teacher hardly ever if she did ever use behaviorism in her classroom. And yet the class was well structured and well behaved. But I still need to know about it so if I do need to use it I can.
Today in class we talked about Chapter 9, which is Behaviorism. We talked about all types of punishment and all types of reinforcements. A lot was clarified in today's discussion. We talked about positive and negative reinforcement and the way that is relates to a hot air balloon. Positive reinforcement is the fire being pumped into the hot air balloon making it go higher. Negative reinforcement is the sand bags that hold the balloon down and as you let them drop they make the balloon go higher. So both the fire and the sand bags make the balloon go higher, but with positive you are adding something and negative is taking something away. We also talked about contiguity which means the reinforcement happens right after the behavior occurs. We also talked about operant conditioning which is voluntary. Classical conditioning is involuntary, it is the experiment that was done with the dogs and saliva.
So What?
Learning what we learned today is important because behaviorism is used everyday in so many ways. I will have the opportunity to use behaviorism in my classroom and I need to know what that entails and how that is going to effect my students. I am not a strong believer in behaviorism because I believe that it promotes students to do things for the wrong reasons.
Now What?
Now that I know this information about behaviorism I can implement this in my classroom. Behaviorism can be a good thing, but for me I will not use it as much as some think is necessary. My cooperating teacher hardly ever if she did ever use behaviorism in her classroom. And yet the class was well structured and well behaved. But I still need to know about it so if I do need to use it I can.
Wednesday, October 29, 2008
Learning Log (Ch.7)
What?
Today we talked about knowledge construction. This chapter was very interesting to me. The definition of learning constructivism is learning an active process in which learners construct their own memory, focusing in on that active process that we are creating our own knowledge. We talked about the metaphor for social constructivism is like a Aspen tree root. The root shoots everywhere, and is exploring and finding good soil and food for the tree. Social constructivism is like that in that it is exploring and finding own definitions of knowledge. We talked about how we can build knowledge based on others knowledge. We use schema's to find a connection, we can also use scripts to to complete a task. The chapter also includes change and conceptional change. Promoting change is a difficult process, one must identify existing misconceptions before instruction begins, convince students that their existing beliefs are inadequate, motivate students to learn correct explanations, maintain self-esteem, and monitor what students say and write for persistent misconceptions.
So What?
This information is important because students will come into my class every day that learn best or have been taught through social constructivism, I will need to be able to recognize this learning theory and implement it into my teaching. It is also good to know that change can be good and that as a teacher I need to encourage change.
Now What?
Now that I know this information I can begin to implement it into my teaching strategies. I now know how to recognize and implement change in my classroom. I can also add social constructivism into my own personal learning theory and implement parts that I believe will help students learn best in my classroom.
Today we talked about knowledge construction. This chapter was very interesting to me. The definition of learning constructivism is learning an active process in which learners construct their own memory, focusing in on that active process that we are creating our own knowledge. We talked about the metaphor for social constructivism is like a Aspen tree root. The root shoots everywhere, and is exploring and finding good soil and food for the tree. Social constructivism is like that in that it is exploring and finding own definitions of knowledge. We talked about how we can build knowledge based on others knowledge. We use schema's to find a connection, we can also use scripts to to complete a task. The chapter also includes change and conceptional change. Promoting change is a difficult process, one must identify existing misconceptions before instruction begins, convince students that their existing beliefs are inadequate, motivate students to learn correct explanations, maintain self-esteem, and monitor what students say and write for persistent misconceptions.
So What?
This information is important because students will come into my class every day that learn best or have been taught through social constructivism, I will need to be able to recognize this learning theory and implement it into my teaching. It is also good to know that change can be good and that as a teacher I need to encourage change.
Now What?
Now that I know this information I can begin to implement it into my teaching strategies. I now know how to recognize and implement change in my classroom. I can also add social constructivism into my own personal learning theory and implement parts that I believe will help students learn best in my classroom.
Saturday, October 25, 2008
Study Technique
I chose to study for the test an hour a day until it was time to take the test. I feel that this helped me a lot because I wasn't cramming everything in all at once. I also had a study group with friends. This was the biggest help to me, because we would talk through everything out loud. I felt I was self-talking myself through the questions. I am a huge believer in self-talk now because I feel well prepared for the test. This was a great experience and I feel like I have achieved a lot by doing this study technique. I will most definitely use it in the future.
Thursday, October 16, 2008
Learning Log (Social Development)
What?
Today in class we talked about Social Development. I didn't realize that so many things factor into this category. We discussed that other then academic skills the students are learning personal and social development. The students needs ti gain a sense of self, many factors come into play when developing this sense of self: previous performance, behavior of others, and group membership. We talked about social development and Erickson's psychosocial crises; trust v. mistrust, autonomy v. shame and doubt, initiative v. quilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, generativity v. stagnation, and integrity v. despair. After role playing these stages we discussed a way to memorize them. We then talked about Moral development and Kohlbergs moral development. His stages include: Preconventional morality, conventional morality, and post conventional morality.
So What?
This important because as a teacher I need to realize that students are learning more than academics, they are learning how to socialize. Its important to realize that students are going through alot of changes while they are trying to learn what they are suppose to be learning, so I need to be patient when students are struggling.
Now What?
Now that I know this, I can become a better teacher and a better person. I can now determine what students are going through in social development and I can guide them when needed and encourage them.
Today in class we talked about Social Development. I didn't realize that so many things factor into this category. We discussed that other then academic skills the students are learning personal and social development. The students needs ti gain a sense of self, many factors come into play when developing this sense of self: previous performance, behavior of others, and group membership. We talked about social development and Erickson's psychosocial crises; trust v. mistrust, autonomy v. shame and doubt, initiative v. quilt, industry v. inferiority, identity v. role confusion, intimacy v. isolation, generativity v. stagnation, and integrity v. despair. After role playing these stages we discussed a way to memorize them. We then talked about Moral development and Kohlbergs moral development. His stages include: Preconventional morality, conventional morality, and post conventional morality.
So What?
This important because as a teacher I need to realize that students are learning more than academics, they are learning how to socialize. Its important to realize that students are going through alot of changes while they are trying to learn what they are suppose to be learning, so I need to be patient when students are struggling.
Now What?
Now that I know this, I can become a better teacher and a better person. I can now determine what students are going through in social development and I can guide them when needed and encourage them.
Wednesday, October 15, 2008
Learning Log (Ch. 6)
What? Today we talked about Cognitive Psychology. We talked about that there are four types of cognitive psychology, introspection, behaviorism, cognitivism, and social cognitivism. We talked about the brain and the lobes of the brain and what they do. We also talked about Emotional Intelligence. I found it very interesting that the students with higher emotional intelligence scored better on SAT test than the students with higher IQ.
So What? This information is vital in teaching. You must know what cognitive psychology is. You not know that it is called cognitive psychology but you know all the aspects of it and what to do about it. As we go more into depth about each type of cognitive psychology, we will learn how to reach these students on the level that they need to be reached at. Also we need to teach them about emotional intelligence and how to manage their emotions.
Now What? Now that I know a little about Cognitive psychology and emotional intelligence, I can look for these things when I am in my field work. I can also learn how to teach EQ, so that all of my students can score excellent on the SAT tests.
So What? This information is vital in teaching. You must know what cognitive psychology is. You not know that it is called cognitive psychology but you know all the aspects of it and what to do about it. As we go more into depth about each type of cognitive psychology, we will learn how to reach these students on the level that they need to be reached at. Also we need to teach them about emotional intelligence and how to manage their emotions.
Now What? Now that I know a little about Cognitive psychology and emotional intelligence, I can look for these things when I am in my field work. I can also learn how to teach EQ, so that all of my students can score excellent on the SAT tests.
Tuesday, October 7, 2008
Piagetian Task
I choose to do the task with my four year old cousin. I choose to do task two with the pennies, task three with the pencils or sticks, and task six with the water. I first did the penny task, I lined up two rows of five pennies close together and asked if they had the same number of pennies in them, the child responded yes. Then I spread out the top row of pennies so they were farther apart, then I asked again if they had the same amount of pennies in them and she responded "No, because now the top row was longer." Then I did the stick one but I used pencils instead. I had two pencils that were not sharpened and I laid them on the table and asked if they were the same length and she said "Yes". Then I moved the top one to the left a little and asked if they were the same length still, and she said "No, because the top one was longer now." Then I did the water task. I had two glasses of water in the same size of cup with the same amount of water in both of them. I then asked her if they had the same amount of water in them and she responded "Yes". Then I took one of the glasses and transferred into another shorter, wider glass. I than asked if they still had the same amount of water in them, she responded, "No, because now the shorter one had less" and she pointed to where the water level was and said "see, this one is only to here." This little girl is in the preoperational stage, because she still lacks conservation knowledge.
Tuesday, September 30, 2008
Learning Log
What?
Today we reviewed for the test. I really enjoyed this class period because I feel like it prepared me for the test. I really liked the game we played, it made the review fun and interactive. I liked the relay race because I felt like I reviewed a lot of words in a short period of time. It was really fun to play even though my team didn't win.
So What?
Studying for the test is important because now I have a general idea of what is going to be on the test. I also have an idea of what the questions will look like.
Now What?
Now that I have a general idea of what is going to be on the test, now I will study and get ready to take the test.
Today we reviewed for the test. I really enjoyed this class period because I feel like it prepared me for the test. I really liked the game we played, it made the review fun and interactive. I liked the relay race because I felt like I reviewed a lot of words in a short period of time. It was really fun to play even though my team didn't win.
So What?
Studying for the test is important because now I have a general idea of what is going to be on the test. I also have an idea of what the questions will look like.
Now What?
Now that I have a general idea of what is going to be on the test, now I will study and get ready to take the test.
Tuesday, September 23, 2008
Learning Log
What?
Today we talked about the IQ test and the multiple intelligence test. We also talked about individual differences. There are many different differences in individuals and that is where the IQ test and other tests come into to play. I really enjoyed taking the IQ tests. I thought it was not accurate at all, because it was only like fifteen questions so I don;t see how that could measure my intelligence. I liked it because I scored higher than I thought I would. The multiple intelligence test was the best though because it really gave me a feel of how I learned and I thought it would be great for my students to take so I could get a fell of how they learned. We then had a debate on using labels on not using labels. It got really heated, but my team (using labels) totally won because we discussed that taking the multiple intelligence test and using those labels influence the children in positive ways, but then I could see the other point of view in the way that labels can be negative if overly excessive and the student will believe what the labels are saying. In other words you just have to be careful.
So What?
Today's discussion is important because now I can identify individual differences. Knowing individuals have differences is important so you can help that student with being accepted and wanted in the class. The MI and IQ test are important so I know that those resources are available for my use. Knowing my students MI will help me to know how to teach them the way they learn best.
Now What?
Now that I have a knowledge of differences, MI, and IQ I can become a better teacher. Knowing the differences will help me to identify those students in my class and it will help me to be able to teach to all those differences in ways that are the most effective. Knowing the MI is very important to me. If I know that my student is a Kinestetic learner then I know that lecturing and pictures are not really going to help the student learn the material. Now that I know the concept of labeling and what to watch for I can be careful with what I verbalize and I treat those unique students.
Today we talked about the IQ test and the multiple intelligence test. We also talked about individual differences. There are many different differences in individuals and that is where the IQ test and other tests come into to play. I really enjoyed taking the IQ tests. I thought it was not accurate at all, because it was only like fifteen questions so I don;t see how that could measure my intelligence. I liked it because I scored higher than I thought I would. The multiple intelligence test was the best though because it really gave me a feel of how I learned and I thought it would be great for my students to take so I could get a fell of how they learned. We then had a debate on using labels on not using labels. It got really heated, but my team (using labels) totally won because we discussed that taking the multiple intelligence test and using those labels influence the children in positive ways, but then I could see the other point of view in the way that labels can be negative if overly excessive and the student will believe what the labels are saying. In other words you just have to be careful.
So What?
Today's discussion is important because now I can identify individual differences. Knowing individuals have differences is important so you can help that student with being accepted and wanted in the class. The MI and IQ test are important so I know that those resources are available for my use. Knowing my students MI will help me to know how to teach them the way they learn best.
Now What?
Now that I have a knowledge of differences, MI, and IQ I can become a better teacher. Knowing the differences will help me to identify those students in my class and it will help me to be able to teach to all those differences in ways that are the most effective. Knowing the MI is very important to me. If I know that my student is a Kinestetic learner then I know that lecturing and pictures are not really going to help the student learn the material. Now that I know the concept of labeling and what to watch for I can be careful with what I verbalize and I treat those unique students.
Tuesday, September 16, 2008
Implicit Association Test
I didn't like the race test. I think I didn't like it because it said that I preferred whites over blacks and I fell like I don't. So it made me start to think about if I really do. And in a way I do. When I think about blacks I think of gangs and stuff like that and when I think of whites I think of me. So the test just pointed out to me my weaknesses. The gender test I already knew that I was going to associate males with careers and females with families. I think I do this just because in society that is the way it is. Girls are meant to be stay at home moms and boys are meant to go to work all day and make the money. I think society is changing in the fact that women are pursuing careers more then they ever were but I still think that I just can't see my dad being home with the kids all day and my mom off to work. So I am very gender bias.
Intellegences Test
I enjoyed taking the IQ test, first of all I thought it was very accurate, and I scored above average, so that made me feel good. I think if I would have scored lower I would have thought that the test was inaccurate. I thought the questions were really easy and not tricky. I like the test I thought it was a great experience, I have always wanted to know my IQ and it has boosted my self esteem.
I enjoyed the Multiple Intelligences test also. I thought that the results were right on the money. My highest intelligence is Logical and I totally agree with that. I have always been good at math so that makes sense. My next highest is Interpersonal which I agree with in the fact that I always want to be with people and I feel that I can read people pretty good. Next highest is a tie between Intrapersonal and Kinaesthetic. I agree with this because I feel like I know myself pretty well but my self esteem can be low at times and I am body smart because I like to learn with my hands and moving around. Then I am Visual, I thought this one might be higher but then again I would rather learn something by doing it rather than looking at it. Then I am Naturalistic, this one I thought would be higher as well, but then just because I like to be outside does not mean I am nature smart. Then I am Linguistic, and I agree where this one is at because I am not good with words. First of all I can't spell and I just use simple words to describe things, my vocabulary is very small. Last is Musical and I totally agree with this because I don't do good with music. I thought that the test could have been set up a little better and I didn't like the answer options. I would rather have agree, strongly agree, disagree and so forth.
I don't think that I would use the IQ test in my class because I would not want my students to compare scores and have one student score really low and then just give up because of that score. I would defiantly give the Multiple Intelligence test, because that would help me as the teacher, be able to teach my students the way they learn best.
I enjoyed the Multiple Intelligences test also. I thought that the results were right on the money. My highest intelligence is Logical and I totally agree with that. I have always been good at math so that makes sense. My next highest is Interpersonal which I agree with in the fact that I always want to be with people and I feel that I can read people pretty good. Next highest is a tie between Intrapersonal and Kinaesthetic. I agree with this because I feel like I know myself pretty well but my self esteem can be low at times and I am body smart because I like to learn with my hands and moving around. Then I am Visual, I thought this one might be higher but then again I would rather learn something by doing it rather than looking at it. Then I am Naturalistic, this one I thought would be higher as well, but then just because I like to be outside does not mean I am nature smart. Then I am Linguistic, and I agree where this one is at because I am not good with words. First of all I can't spell and I just use simple words to describe things, my vocabulary is very small. Last is Musical and I totally agree with this because I don't do good with music. I thought that the test could have been set up a little better and I didn't like the answer options. I would rather have agree, strongly agree, disagree and so forth.
I don't think that I would use the IQ test in my class because I would not want my students to compare scores and have one student score really low and then just give up because of that score. I would defiantly give the Multiple Intelligence test, because that would help me as the teacher, be able to teach my students the way they learn best.
Learning Log
What?
Today we talked about group differences. We started out talking about Cultural and Ethnic differences. Some differences include; language and dialect, talking v. silence, eye contact, personal space, questions. waiting v. interrupting, public private, views about testing, and family relationships; and many others. Accommodating these differences in your classroom is very important, because a student might be struggling with something due to some of these cultural differences. We talked about making your classroom more multicultural. In order to make your classroom multicultural you must know your own culture and then you can learn to adapt and incorporate others values and beliefs. We also talked about gender differences, and we debated on same gender classroom and I was all for the idea.
So What?
All of of these group differences are very important. Knowing the differences help me as a teacher become more accepting and willing to compromise. Having a multicultural class helps students who are different feel like they belong there and have a purpose. Knowing gender differences is important so I can accommodate for the differences and give the student the best experience possible.
Now What?
Now that I know that there are going to be differences in the classroom I can learn to accommodate for those differences. I can also learn my own cultural and others, so I can become like a round table and know many cultures and integrate them into my classroom.
Today we talked about group differences. We started out talking about Cultural and Ethnic differences. Some differences include; language and dialect, talking v. silence, eye contact, personal space, questions. waiting v. interrupting, public private, views about testing, and family relationships; and many others. Accommodating these differences in your classroom is very important, because a student might be struggling with something due to some of these cultural differences. We talked about making your classroom more multicultural. In order to make your classroom multicultural you must know your own culture and then you can learn to adapt and incorporate others values and beliefs. We also talked about gender differences, and we debated on same gender classroom and I was all for the idea.
So What?
All of of these group differences are very important. Knowing the differences help me as a teacher become more accepting and willing to compromise. Having a multicultural class helps students who are different feel like they belong there and have a purpose. Knowing gender differences is important so I can accommodate for the differences and give the student the best experience possible.
Now What?
Now that I know that there are going to be differences in the classroom I can learn to accommodate for those differences. I can also learn my own cultural and others, so I can become like a round table and know many cultures and integrate them into my classroom.
Thursday, September 4, 2008
Research Study "Students View of Assessment"
IN New Zealand a study was conducted on how students view assessment. The students viewed assessment in four different ways: 1) making students accountable, (2) being irrelevant because it is bad or unfair, (3) making schools accountable and improving the quality of learning or (4) being enjoyable. It also stated that the students who saw the assessment as them being made accountable actually did better then viewing it another way. The article suggests that assessment be presented as a measurement of student knowledge. http://www.ernweb.com/public/1074.cfm?sd=59
I really liked this view on assessment. Because we are told again and again to be careful with our assessments or "tests". In viewing assessments in this way I think that we need to tell the students that it is a test, that way they will try harder to achieve a good grade.
I really liked this view on assessment. Because we are told again and again to be careful with our assessments or "tests". In viewing assessments in this way I think that we need to tell the students that it is a test, that way they will try harder to achieve a good grade.
Wednesday, September 3, 2008
Learning Log
What?
Today in class we learned about Research Strategies which include: Descriptive, correlational, experimental, and action. Descriptive is an easy study to conduct, it describes the situation. Descriptive studies are used a lot for foundational work. The cons for descriptive is that you cannot determine cause-and-effect. Correlational studies is a studies of possible relationships. With this you can make predictions and compare two variables. The cons of correlational is you can gain false conclusions and there is no cause-and-effect. Experimental is conducting an actual experiment. You can draw conclusions about cause-and-effect. The con for experimental is that there are a lot of ethical boundaries that cannot be crossed in a classroom. Action based research is conducting studies in your own classroom with your own student. You can practically do anything that you want. The con is that it is only for you and your class and it takes time and you may have emotional attachment to the students that will cloud your interpretation of the study.
So What?
These research strategies are so important to know and understand. Its important to know what kind of research you are looking at so you know how in depth it is or how accurate it is. Its also important to know because as a teacher I will be able to conduct research in my classroom and I need to understand how they work and the best ways to achieve the best results.
Now What?
Now that I know about the research strategies I can begin to understand how research is conducted and how I can do my own research in my own classroom. I can also read other research that has been done and understand why it was done that way and understand even the results better then I could before.
Today in class we learned about Research Strategies which include: Descriptive, correlational, experimental, and action. Descriptive is an easy study to conduct, it describes the situation. Descriptive studies are used a lot for foundational work. The cons for descriptive is that you cannot determine cause-and-effect. Correlational studies is a studies of possible relationships. With this you can make predictions and compare two variables. The cons of correlational is you can gain false conclusions and there is no cause-and-effect. Experimental is conducting an actual experiment. You can draw conclusions about cause-and-effect. The con for experimental is that there are a lot of ethical boundaries that cannot be crossed in a classroom. Action based research is conducting studies in your own classroom with your own student. You can practically do anything that you want. The con is that it is only for you and your class and it takes time and you may have emotional attachment to the students that will cloud your interpretation of the study.
So What?
These research strategies are so important to know and understand. Its important to know what kind of research you are looking at so you know how in depth it is or how accurate it is. Its also important to know because as a teacher I will be able to conduct research in my classroom and I need to understand how they work and the best ways to achieve the best results.
Now What?
Now that I know about the research strategies I can begin to understand how research is conducted and how I can do my own research in my own classroom. I can also read other research that has been done and understand why it was done that way and understand even the results better then I could before.
Wednesday, August 27, 2008
Motivation
Why are you here?
I have always had a soft spot for children. My mom did a daycare for about fifteen years and when I was in fifth grade I would pretend that I was the teacher and the daycare kids were my students. We would have class everyday and I would give them assignments and even homework. Ever since then in the back of my mind I wanted to be a teacher. After High School I struggled to know what I wanted to do with my life. I learned more towards business at the beginning of my college career, but it just wasn't for me. I decided to look into the education program. I am here because I want to make a difference, I want to be that teacher who helps someone succeed.
What motivates you?
I am a self motivator, but I also feed off of other motivation towards me. My family is a big part of motivation for me. They are always pushing me to do better and helping me along the way. I am a self motivator in the fact of having the feeling of accomplishment. I like to know that I contributed to my own life and I make the rules and I can change myself.
Why do you succeed?
One of the big reasons that I succeed is because I don;t want to disappoint anyone. I hate the feeling that I didn't do my best and I let someone done, even if that person is myself. I also succeed because of my friends and family. I already mentioned my family, but they are not here with me going through the same program so they can only do so much. This is where my friends come in. I have made some amazing friends in the program and they are pushing me on and we encourage each other to do our best and I believe that, that in itself makes all the difference.
Why do you fail?
I fail because I try to hard to make everyone happy. I try to do everything that everyone wants and I kinda am a push over. I also set goals that set me up to fail. My goals are things like get all A's and not learn something in this class.
How do you need to change your motivation and perspective in order to succeed in this program and become a great teacher?
I need to change in the fact that I need to come to class to learn. I need to WANT to know the material and not just being there so I can get another A and move on in the program. I need to change my attitude and come to class to learn and gain new knowledge.
I have always had a soft spot for children. My mom did a daycare for about fifteen years and when I was in fifth grade I would pretend that I was the teacher and the daycare kids were my students. We would have class everyday and I would give them assignments and even homework. Ever since then in the back of my mind I wanted to be a teacher. After High School I struggled to know what I wanted to do with my life. I learned more towards business at the beginning of my college career, but it just wasn't for me. I decided to look into the education program. I am here because I want to make a difference, I want to be that teacher who helps someone succeed.
What motivates you?
I am a self motivator, but I also feed off of other motivation towards me. My family is a big part of motivation for me. They are always pushing me to do better and helping me along the way. I am a self motivator in the fact of having the feeling of accomplishment. I like to know that I contributed to my own life and I make the rules and I can change myself.
Why do you succeed?
One of the big reasons that I succeed is because I don;t want to disappoint anyone. I hate the feeling that I didn't do my best and I let someone done, even if that person is myself. I also succeed because of my friends and family. I already mentioned my family, but they are not here with me going through the same program so they can only do so much. This is where my friends come in. I have made some amazing friends in the program and they are pushing me on and we encourage each other to do our best and I believe that, that in itself makes all the difference.
Why do you fail?
I fail because I try to hard to make everyone happy. I try to do everything that everyone wants and I kinda am a push over. I also set goals that set me up to fail. My goals are things like get all A's and not learn something in this class.
How do you need to change your motivation and perspective in order to succeed in this program and become a great teacher?
I need to change in the fact that I need to come to class to learn. I need to WANT to know the material and not just being there so I can get another A and move on in the program. I need to change my attitude and come to class to learn and gain new knowledge.
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