Eric+C

Constructivist Conversations 8/23 Hoosiers -Coach kindly dismissed ridiculous strategies -Change is looked upon as a bad thing in the community -Coach remained calm amongst all of the questions

Good-Bye Mr. Chips -High standards for new teachers -Children anticipate having a new teacher -Children test the new teacher right away to see his response -Trouble can escalate if not stopped early -Ability to exercise authority is very important -Children don't forget easily -First impression is very important

Magic Math -An often confusing subject for students is presented for them to see in a simple way -Students are encouraged to show a teacher what they learned and how they did it -More techniques like this are available -Many learning styles are reached through the clip -Participation is encouraged

10 Great Motivational Quotes -Background music is a nice touch -Quotes are very motivational, and by well known figures -Slide show gives right amount of time to read each one

Nature vs. Nurture -Some believe that our genes may determine the way we act -Others believe that our circumstances and surrounds determine our behavior -Proponents on both sides of the argument -Parents may positively or negatively influence our behaviors

Power Teaching Week 1 INTASC Standards
 * 1) 1. Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
 * 2) 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

College - Philosophy class and power teaching (whole brain teaching) [] What tools for engagement do you observe? He uses lots of partner interaction to repeat what he has said in his micro-lectures. He also calls on individuals to repeat the micro-lectures. What strategy for encoding does he use most? I believe he uses repetition, either to your partner or to the class. College – Aristotle’s Four Causes [] What do you perceive to be one of the essentials of power teaching from observing this clip? Repetition to your classmates. High School Math on Slope [] Make two more observations about the “essentials of power teaching” -Micro-lecturing is very important—keep it short! -Rewarding or Un-rewarding class for their enthusiasm 6th Grade Math Class Operations [] How long does she talk before she expects the Ss to review? I’m going say around 30 seconds. What role does positive reinforcement play here? The students are rewarded for doing gestures and staying enthusiastic about what they are learning. 4/5th Grade Teacher is 11 years old here [] How does she outline “expectations” or “standards” for participation? I don’t think she says it explicitly, but she does tell the class that if they do not use enthusiasm or hand gestures when talking to one another, they will receive d-extra credit. How does she keep the discussion open ended? She calls on several different students and has them discuss their thoughts. She also gives them the opportunity to agree or disagree with what another student said, without being too critical of one another. Critical Thinking Skills in 4th Grade [] What impact would this style of teaching make in the schools you have seen? This style of teaching gets every student involved and there is not much down time for messing around. In classed I have seen, only the extrovert kids want to talk, but this allows for everyone to participate and “be” the teacher. College instruction on the Basics of Power Teaching [] What role do these elements play in this lesson? Humor-Humor keeps the class mood light Gestures-these promote participation and keep hands busy from fiddling with other distractions Refocusing-Gets the students back to main point and makes sure everyone is on the same page before moving on to the next topic What is the most unique thing you see in this clip? What really has jumped out at me is the way he engages the students with “Class” and then expects all of them to respond. In a silly way, he is maintaining control of the classroom and keeping everyone focused Classroom Rules [] Compare and contrast the ways he presents the rules. What do you see? He presents the rules in ways that will reach the different learning styles and age groups. Some are visual learners, they will benefit from the signs. Some are kinesthetic learners, and will like the gestures, aural learners will appreciate hearing the rules in funny voices. These provide many ways to engage your students. Each teacher can adapt the style to fit the grade level they are teaching. Smart Board and Mr. Howard [] Where can you find one of the boards to learn how to use them? I have seen more and more of these boards being introduced into secondary classrooms around my district. I have even been offered a chance to play with one, as many of the teachers are enthusiastic about using them and teaching others how they work. Another lesson on Power Teaching [] Variety….is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”? This method boosts his enthusiasm and creativity. He is always thinking of new, engaging ways to mix things up. Students get bored quickly and you can lose their attention if you stay with the same thing, but mixing it up and being creative keeps them attentive and ready to learn.

Constructivist Conversations Week 2 8/30/2010 INTASC #9: Reflective Growth Remember the Titans

-Race still plays a major role in the society -Coach remains positive and composed -Looks at the challenge as opportunity to "learn from the best" -Coach uses varying voice tones for emphasis

INTASC # 7: Planning Soldier -Crying baby is assigned a number -Children are subjected to brainwashing -Children are conditioned early to deal with situations as the grow older -Children are de-sensitized

INTASC #2 Student Development (For all of the clips concerning Piaget and Vygotsky) Piaget’s Theory -Child focuses on the water level—Centration -Child does not yet understand conservation of mass with the chocolate bar -Child is the pre-operational stage as defined by Piaget -The theory is put to the test in a real-life situation and works
 * 1) 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

Piaget’s Four Stages -Child hears the siren, but doesn’t associate it with anything -Child knows that the siren usually means something bad -Child knows that a siren means “stop,” but has no other reason than a concrete one -Child knows why you need to stop at the siren, based on developed learning -Explains the four stages in an interesting manner

Montessori -Multi-age groups of kids -Lots of social interaction among the students -Engagement in activities that involve all of the senses -Students given freedom to explore and learn -A holistic approach focusing on all of the students’ needs

Maria Montessori -Education is a natural process that develops spontaneously in the human being -Acquired as child acts on his environment—through experiences -Learning is done naturally -Normalization -Careful environments for children to grow and learn

Vygotsky -Zone of proximal development—moves and expands as child progresses -Level of independent performance—the best someone can do alone -Level of assisted performance—best they can do with help -Teacher must focus of zone of proximal development to best assist child -Best achievement is accomplished while working with peers

Lev Vygotsky ZPD -Key questions was acquisition of knowledge for children -Some children can learn with minimal help from adults -Children should not be judged by intelligent tests alone -Child’s knowledge comes through play based activities Social Constructivist approach to learning -Took a long time for people to adapt to learning as a social construct -Learning can’t help but occur within communities as interaction happens a lot -Social constructivist has actually been around since the dawn of man Theory -Children construct knowledge -Language plays a central role in development -Zone of proximal development is most well known part of his theory -Encourage children to write, draw, show and talk about their experiences Scaffolding -Provides initial support during the learning stages -Helps you figure out where you are in the sequence -Allows you to do stuff you wouldn’t be able to do on your own -As learning develops, scaffolding is scaled back and more complex ideas are introduced Differentiation and Scaffolding -Provide ways for each student, regardless of skill level to access curriculum -Model what you expect to get from students -Give students equal opportunities to perform at high level Primary Grades impact on a lifetime of learning -Teaching is getting harder and harder, and adaptation is needed -Fewer resources for teachers -responsibility for learning shifts as the child becomes more capable and independent -planning of instruction is important by a teacher, but child must direct his/her learning Social Constructivism link to Piaget -Learning is much more than mirroring -Learning always involves more than one human -Use strategies to further intellectual capacities Define ZPD and scaffolding -More techniques on how to vary scaffolding for individual students Ken Robinson- - Differential teaching -Education systems are predicated on academic ability -Whole structure of education is shifting -Pretty amusing clip Math Lesson model on differentiation -Teachers adapt instruction to students -Teacher looks for different answers to different questions -He goes around to each group to answer their questions -Teacher knows how to differentiate by observing them

Constructivist Conversations Week 3 INTASC Brief Theory
 * 1) 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

-Well designed slide show, music added to the experience -Touched on pre-conventional, conventional, and post-conventional stages -Having stages set on a ladder was a neat touch, relevant -Slides are age appropriate

INTASC Theory more in depth -difficult to reason with small children -verbal punishment doesn’t work with small kids, need to use physical punishment -children learn that they can be bribed to do good things -Stage 3, people are worried about their image and will do things to impress the group they are hanging with if they have state it is the right thing to do -Stage 5, people develop their own principles and work with others to find what can be agreed on -Stage 6, person feels there is a higher law than what is standard—Martin Luther King
 * 1) 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

INTASC 12 year old moral dilemma -Student feels it is wrong for the man to break in and take medicine his wife desperately needs -Lady has mixed feelings -Most believe it is wrong, and feel the man should explore other avenues
 * 1) 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

INTASC

another level, brief and it might introduce new vocabulary -No one moral theory is correct -All theories can work together to help make the best possible decision -Talked of different realms of decision making
 * 1) 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.

Week #4 Seabiscuit -man and horse had quite the first meeting -man looked the horse in the eye and didn't pay attention to the ragged appearance -nobody else was impressed with the horse -wanted them to hit the horse to get him not to be lazy -proto-types are prominent -boy enters the horses space and shows he isn't afraid--eye contact & confidence -"learn how to be a horse again"

Differentiated Instruction Clip []

Constructivist Conversations 9/20/10

// INTASC #2 – The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. // // INTASC #4 – The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving and performance skills. // -first skit involved Unoccupied behavior -children roamed around doing nothing -second skit was Onlooker behavior -two children played while one watched and made comments about how he would like to play -third skit was cooperative play -children played together under assigned titles
 * Skits on Parten**

// INTASC #2 – The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. // // INTASC #4 – The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving and performance skills. // -Children were allowed to play with whatever they wanted -Some children organized materials, while others built things -Little girl put together a flower arrangement -she used careful measurements -she put everything away when she was done
 * Montesori and Pre-school**

// INTASC #2 – The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. // //INTASC #3 – The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners// -She was a feminist -built her ideas using Piaget and Kohlberg’s work -felt that women were left out of these theories and they had been only looking at half of the population -Added the Ethic of Care to her idea of Moral Development -All personalities and genders need to be considered
 * Carol Gilligan Presentation**

Constructivist Conversation 9/27/10

//INTASC #2 - The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.// //INTASC #3 – The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.// //INTASC #5 – The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.//

-Child show curiosity in the Chess game and does not leave when it begins to rain -Man approaches the boy in a calm manner and he doesn’t run off -Child arranges legos as if they were symbolic chess pieces -Mother allows the boy to go to “the park” to watch the men play chess -Man compliments the boy and his mother after watching him play -The boy doesn’t want to beat his father at chess, but then does
 * Searching for Bobby Fischer**

The following INTASC standards were not shown by the teacher in this movie, but would have helped her greatly: //INTASC #5 – The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.// //INTASC #9 – The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks to out opportunities to grow professionally.// //INTASC #10 – The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.//

-The teacher shows no emotion while teaching -She challenges a student -She doesn’t show control over the classroom and lets a bad situation get worse -The teacher shows no knowledge of cultural or social norms -She uses stereotypes that end up hurting feelings and causing the parents to lose respect for her
 * Boyz in the Hood**

Constructivist Conversation 10/04/10

//INTASC #2 - The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.// //INTASC #3 – The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.// //INTASC #5 – The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.//

-Boy doesn't want to be noticed - - he is sneaking around -Lady sets the rules -Boy breaks the rules and takes the book when the librarian looks away -Boy is studying the book -Boy is ballet and practicing very hard in his off time -Boy is encouraged to focus on a spot and to prepare mentally for what he needs to do -Teacher winks at Billy, reinforcing what he has done right. and he is very excited about it
 * Billy Elliot**

// NTASC #2 – The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. // //INTASC #3 – The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners//

-Self theory - healthy person is aware of their self image -Theory of Neurotic Needs -Compliance: need for a partner -Aggression: power to control others or to exploit others -With-drawal: complete independence and a need for perfection -Felt it was wrong to blame neurosis on abuse or neglect
 * Karen Horney Presentation**

Constructivist Conversations 10/11/10

//INTASC #2 – The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development.// //INTASC #3 – The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners// //INTASC #4 – The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills//

-Lived with her Mother, Grandmother, and Uncle -Entered college at age 15 -Felt that educational testing had a cultural bias -Three factors: experimental, environmental, and cultural
 * Anne Anastasi**

-Earned his Law degree in 1878 -Was a self taught Psychologist -Influenced by John Stuart Mill -Influenced Piaget
 * Alfred Binet**

-Served in the Military -Developed the WISC test for children -Based IQ on many different factors
 * Weschler**

-British Author -Was the father of the Eugenics movement – positive and negative -Cousin of Charles Darwin -Coined the term – Nature vs. Nurture
 * Sir Francis Galton**

-American Psychologist -Developed an IQ alternative that was based on drawing pictures -Was more on the nature side rather than a nurturer
 * Florence Goodenough**

-Influenced Piaget -Wrote over 1000 books and articles -Developed his own version of the Stanford-Binet IQ test, called the STOMA in the 7th grade -Believed in three critical areas to determine intelligence: Analytical, Creative, Practical
 * Robert Sternberg**

-Developed a formula for IQ: IQ = mental/chronological x 100 -Had a group of experimental children named Terman’s Termites -Believe that higher IQ children were better developed -Had his greatest admiration for Galton
 * Lewis Terman**

-Students in the entity theory were born with their intelligence and didn’t have to develop it -Students with incremental theory had to work hard to gain intelligence -Entity students focused on their success -Incremental Students focused on working harder to improve -Believed that you need to acknowledge when students work hard regardless of the results
 * Carol Dweck**

Constructivist Conversation 10/18/10 // INTASC #2 – The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development. // // INTASC #3 – The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners // // INTASC #4 – The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills //

-proposed theory of multiple intelligences (7 of them) -believed students learn best when education taps into their strengths -Everyone has their own degree of intelligence -Amporn was very energetic and knew the content well
 * Howard Gardner **

-Was influenced by Galton -Felt that sterilization of feeble minded people would get rid of it -Screened for feeble mindedness at Ellis Island -Laura had a lot of good facts about Goddard
 * Henry Herbert Goddard **

-had such high expectations for her students that she ended up losing her job -She was always on her feet and over her student’s shoulders -Believed deeply in her students, and had them memorize the Marva Collins Creed
 * Marva Collins **

-Agreed with Spearman on a general factor, g -Was a highly educated man -general intelligence was based on a battery of mental tests -g determines what you do -Robert spoke loud and clear and presented well
 * Arthur Jensen **


 * __ Insights and Strategies Presentations __**

-I will use the always have a plan B insight, I thought this was a very good idea -Sombrero was a good idea
 * Ryan **

-I will use the engaging all of the students strategies, this was used on us and was a good idea. -liked how she got us all involved
 * Jen **

-Really liked the insight that all students have a capacity for learning -liked the tree of knowledge poster, neat idea
 * Laura **

-I liked the insight of rewiring students if the need arises. Need to keep them interested. -liked the power point, it was neat and creative
 * Gwen **

-Liked the insight/strategy of motivating students to mingle with their peers -The collage idea was a good one, liked all the pictures
 * Bryan **

-I liked the insight that brevity is authority, its good not to beat a dead horse -The mystery bag was a good idea, and very creative
 * Spencer **

-I liked the insight of always putting on a smile regardless of the situation, this is very important. -The song was awesome and he did a great job incorporating everything
 * Christopher **

Classroom Observations

Observation Report

//Churchill County School High School//- This is the main high school for Churchill County, which is an agricultural community and also supported by Fallon Naval Air Station. The community is quite diverse, but mostly made up of Native Americans, Caucasians, and Hispanics. The school has struggled in years past due to the diversity and many challenges that provides. I observed a Biology Classroom, with a teacher who was in his third year of teaching.
 * Observation Location Information:**

//Numa Elementary School// – This is one the four elementary schools in Churchill County. This school is labeled as a Title 1 school, and is currently being observed by officials. The students are very diverse and come from many socioeconomic and cultural backgrounds, making it a unique school. This was a bonus observation, as it came through my substitute teaching, and I was able to observe several times at this school. I worked with several teachers on this assignment and was also able to observe some administrative actions.

//Churchill County High School// – I was given a lesson plan and the assignment for the day and sat at the rear of the room and observed the teacher interacting with the students. I admired the attention that the teacher gave each set of students, and how he was able to keep everyone focused even if a student interrupted. I was able to go with each class throughout the day to the computer lab, and was very impressed with technology that is available for use by science teachers. I was lucky and didn’t receive too many surprises, and nothing really happened that challenged my perceptions. Along with observing the class, I was also able to talk quite a bit with the teacher, which was very helpful.
 * Observation Summary:**

//Numa Elementary School// – For two of my four experiences at this school, I was a roving substitute that went to 7 classrooms throughout the day while the teacher went through IC training. I was provided with a lesson on what to do during my time, and was allowed to be the teacher. I had to administer discipline policy while keeping the learning environment in order. During this time, I also got to experience some of the great technology that is being used in schools these days. The Smart Board was one the things that I found to be an awesome tool, and I feel privileged that I was able to use it.

//Churchill County High School// – 1) Give the students clear expectations of what an assignment is supposed to look like. I was given a rubric and was very impressed by the detail put in it.  2) Handle behavior incidents quickly before they get out of hand. The teacher squashed behavior issues on two occasions that could have become big classroom distractions. 3) Let students be creative! The teacher showed me several projects that students had turned in and explained that the students were struggling with them until he encouraged them to be creative and use things that interested them. This was pretty neat to see.  4) Let myself be challenged. The teacher challenged me to experience an Inclusion classroom, so that I may be strengthened and learn about myself as an educator. This was also pretty cool and I look forward to doing this at some point.
 * Four Lessons Learned:**

//Numa Elementary School// – 1) Stop the bullying right away. I witnessed a young girl come into class, and it was clear that she had not had her hair combed. The assistant in the class noticed, and took her over to comb her hair, but in the meantime a young girl became saying loudly that the other girl wasn’t clean and smelled. This was squashed quickly, but is unnecessary and made my heart go out for this student who was being picked on  2) Let the students know who is in charge. I had to make it clear right away when coming into a class that I was the person in charge and that the students needed to listen to what I was saying. The ability to do this will help in my own classroom. 3) Reward positive behavior. This is especially important for younger kids, and I was able to use the teachers behavior management strategies to either reward students with positive reinforcement or use negative reinforcement to get them back on task  4) Make friends with all of the staff. This is important because it eases the stress on a teacher, and I was able to have a great day because the permanent staff helped me out. This will especially be important when I am a new teacher.

I predicted that I wouldn’t be too surprised at anything that I saw, based on the fact that I have been a substitute. I was right with this prediction, as I didn’t see anything that I hadn’t seen before. I also noted that I was curious about how the school setting had changed since I been there. It has changed some, and it was neat being in a classroom where I was just the observer and not the substitute.
 * Review of my predictions:**

I really enjoyed this part. It was greatly beneficial to watch the teacher in action and to see how he handled all of the daily activities that go on. It gave me some comfort in knowing that I will be able to succeed as a teacher if I stick by what I have learned and keep the respect of the students. Aside from observing, the best part for me was the time I was able to talk with the teacher. He fielded my questions and was willing to provide his input. This was greatly beneficial and I am thankful for the opportunity
 * Impact of observing an experienced teacher:**

Constructivist Conversations 10/25/10 -some people think students can't be taught, Marva proves them wrong -child's eyes don't focus on anything until she locates the information in her brain, then she looks up -Your "I Will" is more important than your "IQ" -China style-when an adult enters the room, everyone stands up -Classroom needs to have energy to keep everyone interested
 * Marva Collins (continued)**
 * -**Lifting chin up for confidence and helping them look people in the eye


 * Insights and Strategies Presentations (continued)**

-Very, very creative and got us involved with the presentation -I will use the Power teaching Strategies, they are very effective in getting the students attention and commanding the classroom
 * Nick**

-Nice creative poster that conveyed her topics well -I will use the Bulls-eye and the Dance Card Strategy to make sure that all the students are getting equal time spent with one another
 * Amporn**

-A very unique, yet effective idea. I enjoyed it. -I really like the insight of trying something new and scary everyday, it is easy to get in a rut, but we don't learn while in a rut.
 * Robert**

Constructivist Conversations 11-1-10 //INTASC #2 Student Development-The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.// //INTASC #3 Diverse Learners- The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.//

-Mindset: the Psychology of Success -We produce confident learners when we praise the process that they use -Believe intelligence can be developed -Must use praise appropriately -Growth mindset: more emphasis on hardwork -Fixed mindset: you are born with all of the your talents -Many similarities between nature vs nurture and fixed vs. growth mindsets
 * Dweck on Mindset**

-Students are given a set of easier puzzles and praised for either intelligence or effort -Students are given a set of hard puzzles and -Children think that difficult problems make them not smart and discourage them -Growth mindset gives them happiness when the are working hard -Kids are exquisitely sensitive to what is going on and what they are being judged on
 * Dweck on effect of praise on mindset**

-People are to a large extent in charge of their own intelligence -Students believe that their intelligence is a fixed trait -Some Students base their activities on whether or not they think they can succeed -Intellectual skills can be increased over time -Teachers could pick out students who had been in the growth mindset program
 * Dweck with Junior High Students**

-Students don’t want to lose their special praise -Dweck gives tests and praises some children’s intellect and praises others efforts -Most of the kids that were praised for their intellect declined to take the harder test -Kids praised for their effort were more likely to try the harder test regardless of the result -Get better by constantly challenging yourself
 * Praising Children (Dweck)**

-Two different types of mindsets: fixed and growth -Fixed-strong belief in nature as the inclination toward different things -Growth-intellectuality can be built upon -fixed mindset kids will be less likely to take harder classes because they are afraid of failure -growth mindset kids will give credit to their effort and continue to practice to get better
 * Growth Mindset**

-Boys are talking about how they will be split up in Junior High because one is smarter than the other. -One boy denies being smart and says he wants to be in the shop classes, the other boy gets on him and wants him to realize that he is smart and should quit denying it. -Several arguments come up -Boys join up with two other boys and continue walking down the railroad tracks to go look at a dead body.
 * Stand By Me**

-pete is out in the rain and wind dribbling his basketball -Pete's dad shows up while Pete is outside, his thoughts are unknown until he smiles -The two join in a game and play during the storm
 * The Pistol**
 * -**Lots of trophies around the home talking about Pete's dad and how good he was

Bruner Clip []

Constructivist Conversation 11/7/10 -Helps with reading comprehension -Start with neck on right shoulder, breathe in and roll head over to left side, breathe out as you roll back to the right. This is one repetition -Good job with presentation
 * Bryan – Neck Rolls**

-BA from Indiana -MD from Howard University -Most of life’s work was at Yale -Developed the Comer process to improve scholastically lower income children. -Believed in school-wide development
 * Bryan – Comer**

-relieves nausea -helps to release stress -stimulates equilibrium -find pressure points just behind your ears and press to release pressure
 * Jen – Balance Buttons**

-Informative questions -Analytical -Imaginative -Follow-up -Opinion -Conversational -Liked how they distributed questions among the class and had everyone read theirs when the time came -Unique idea, and they new the content pretty well
 * Jen and Laura – Teacher Questions**

Constructivist Conversations 11-15-10

-Born in 1947 -BA and PhD -Developed Charter Schools -Elements of Teaching Effectiveness -Engaged Academic Learning -Laura did a nice job of presenting the theorist
 * Walberg - Laura**

-Born in Brazil in 1921 -Died in 1997 from a heart attack -Children influenced his educational theories -Very radical ideas -helped Urban poor, especially with literacy -Deals with a lot of political change and social structure -Most famous work is the //**Pedagogy of the Oppressed**// -banking education, liberatory education, conscientization, culture of silence, praxis, empowerment -Ryan had a lot of good facts and useful information and presented it well to us
 * Freire - Ryan**

-Born in 1925 in Alberta Canada -BA form UBC, PhD from Iowa -Been a professor at Stanford since 1953 -Father of the Cognitive Theory -Behavior is modeled by others -Agression -BOBO doll experiment -Video, not allowed to play with toys, room with BOBO, Reaction Observational Learning -attention:see -retention: remember -motor reproduction: do -Motivation: reward -Spencie did very good, she has a good speaking voice and is easy to listen to
 * Bandura - Spencie**

Cooperative Learning - Bryan, Spencie, Amporn -Assign everyone a title

Design Process - Gwen, Christopher -liked the outline

Ryan and Spencie - Memorization -sequence game was pretty neat, and had a neat mnemonic device -provide assistance for difficult topics, make things silly, creative and vivid -don't confuse memorization with comprehension