Ryan+Z

Constructivist Conversation:

8/23/10

**#1) INTASC #10: School and Community Involvement.** __ Hoosiers: __
 * In this clip the town had a hard time accepting change. They were constantly trying to control the situation, but the coach took control of the situation. He decided to listen and remain calm. The narrow-minded town tried to do the job of the coach, but he took the higher road. INTASC #10 is used because of the passion of the community is felt with their concerns with the new coach. It also gives the coach a relationship with the people in the town.

**#2) INTASC # 9: Reflective Practice: Professional Growth.** __ Goodbye Mr. Chips: __
 * This clip demonstrates how to set up a class and classroom rules. It also shows what not to do on the first day of class. It shows one of teacher's greatest fears, which is losing control of the classroom. It also indirectly shows that the teacher needs courage to face the class and take control and demonstrate authority, which is a demand of being a teacher, according to the headmaster in the movie. INTASC #6 is used because the teacher is faced with a challenge of his rowdy classroom and personally reflects to change what he is going to do. He may feel he is right, but sometimes it is not the case.

**#3) INTASC #6: Communication and Technology.** __ Magic Math: __
 * This educational clip is a great tool for teaching multiplication to students. I found the method very clever and I feel that it would be easy to use in the classroom. It also appeals to various types of learners. It also incorporates technology with learning, which is key for teachers to do now a days. INTASC #6 is used in this clip because of the way technology is used to help teach the student the multiplication tables.

**#4) INTASC #5: Motivation and Management.** __ 10 Inspirational Quotes: __
 * This clip is a great way to motivate students and give them a diverse knowledge of important people in the world. This clip shows students that these important people have also struggled in their lives and look where they have come in their lives. INTASC #5 is used because these quotes encourage a positive environment and self-motivation. This is key for teachers because we have to do that in order to help our students.

**#5) INTASC #2: Student Development.** __ Nature vs Nurture: __
 * This clip show that students learn and develop in various ways. They are influenced both socially and by their parents. This clip uses INTASC #2 because the teacher understands how children learn and develop and can provide different learning strategies to support a child's intellectual, social and personal development.

8/30/10

**#6)INTASC #9: Reflective Practice: Professional Growth - The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.**

__ Remember the Titans: __
 * This clip shows how the coach, assistant coaches, and athletes are not open to having an African-American assistant coach. They are quite rude. Denzel Washington is calm, on-time, shows that he cares, and respectful. He is focused, objective and logical. Both Denzel and the white head coach are placed in situations they do not want to be in. They both share a common goal, as well, which is winning. For Denzel, it is an opportunity to learn from the opposition.

**#7) 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.**

__ Soldier: __
 * This clip starts out with a nursery and crying babies. A soldier goes through and assigns a number based on their looks/crying/kicking. This number is 1A, which means they are going to be drafted first. They learn the life of a soldier. They learn not to speak until spoken to, that there is no mercy, and weakness = death. This is an example of brainwashing and desensitizing.

This goes for all of the clips below:

**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.**

__ College - Philosophy class and power teaching (whole brain teaching): __
 * What tools for engagement do you observe? This was a micro-lecture with lots of repetition. The teacher would say something, then a student would repeat. After the student repeats, the class would repeat to their neighbors. If the student didn't know the answer, the class would reply with "it's cool". There were also many hand gestures to go along with what the teacher would say/do.
 * What strategy for encoding does he use most? Repetition is the strategy he used the most.

__ College – Aristotle’s Four Causes: __
 * What do you perceive to be one of the essentials of power teaching from observing this clip? One of the essentials of power teaching seen in this clip is repetition. The repetition of material between the teacher and the students helps the students understand the materials better. There is a lot of teacher/student involvement as well as student/student involvement.

__ High School Math on Slope: __
 * Make two more observations about the “essentials of power teaching” Students mirroring the teacher is key for all types of learners. This also helps when the students "teach" each other right after the teacher teaches the subject. Another essential is quizzing the students right after the lesson. The teacher then knows if the students understand the material or not.

__ 6th Grade Math Class Operations: __
 * How long does she talk before she expects the Ss to review? She talks for about 15-30 seconds.
 * What role does positive reinforcement play here? Positive reinforcement is huge here. It keeps the students motivated and more attentive. It keeps them intrigued and willing to learn more.

__ 4/5th Grade Teacher is 11 years old here: __
 * How does she outline “expectations” or “standards” for participation? She outlines in the beginning that high energy and gestures receives extra credit, and that low energy and no gestures receive dextra credit.
 * How does she keep the discussion open ended? She calls on someone, they answer, and moves on to the next student. There are no wrong answers and no one is criticized. Students either agree or disagree with each other.

__ Critical Thinking Skills in 4th Grade: __
 * What impact would this style of teaching make in the schools you have seen? This would impact them tremendously. The students are mirroring and repeating what they are learning and then teaching what they have seen to their partners. It keeps them engaged and occupied in a fun and positive manner. Lastly, it keeps them involved, which is key for classroom management.

__ College instruction on the Basics of Power Teaching : __
 * What role do these elements play in this lesson?
 * Humor- this is key for making the students feel more comfortable with each other and the classroom
 * Gestures-these are key for memory retention, focusing and for active participation
 * Refocusing-this keeps the students focused and ready to move on to the next topic
 * What is the most unique thing you see in this clip? The most unique thing was that the students were actively involved and listening to the teacher.

__ Classroom Rules: __
 * Compare and contrast the ways he presents the rules. What do you see? He presents the rules along with a gesture that corresponds with the rule. He also suggests making posters/flyers with the rules on them. I feel both are effective, but having the poster/flyer will help reinforce them throughout the year. It is good to present them with the gesture, but if it is posted on the wall, they are easier to point to when the class or a student has broken one.

__ Smart Board and Mr. Howard: __
 * Where can you find one of the boards to learn how to use them? In a secondary classroom.

__ Another lesson on Power Teaching: __
 * Variety….is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”? It keeps the students focused and on their toes. It also keeps things from being super boring. By having them excited and willing to be creative, the students will be more responsive and eager to learn.

__ Piaget's Theory: __
 * Conversation about volume: the child is shown two identical glasses of water and asked if they have the same amount of water in them. She replies, "yes, they do." The man then pours one of the glasses into a tupperware container and then asked the child if the glass and the tupperware had the same amount of water. She in turn replied, "no, they do not." She focused on the container more than the actual amount of water in each.
 * Deductive Reasoning: When the child is told when object 1 (hammer) comes in contact with glass, the glass will break. When she is asked if object 2 (feather) comes in contact with glass, she replied it would break as well. The child then thinks all things that come in contact with glass will break it.
 * Theory of Mind: The child is asked what she thinks is in a crayon box. She replies that there are crayons in the box. When the man takes out candles she is surprised. She then is asked what Elmo would think was in the crayon box. She believed that Elmo thought candles were in the crayon box. She basically thinks that everyone will believe the same thing.
 * Conversation of Mass: The child is given one piece of chocolate and the man has two pieces of the same size chocolate. She is asked who has more, and she says the man does. The man then breaks her one piece of chocolate into two pieces and asks again who has more. She says they both have the same amount.

__ Piaget's Four Stages: __
 * Sensorimotor stage: child hears a siren, wakes up and is upset by it. The child doesn't know where the siren is coming from
 * Preoperational Stage: the child hears the noise and knows it is a siren. The siren means something bad, but doesn't associate the meaning.
 * Concrete Operational Stage: The child knows to stop for the siren, but doesn't know why. They have some concrete reasoning here.
 * Formal Operational Stage: The child understands the meaning of the siren, why to stop for it and understands the consequences of not stopping. They now have more abstract reasoning abilities.

__ Montessori Method: __
 * This method includes: multi-aged grouping, a lot of social interactions, individualized lesson plans
 * The children are productive and engaged in activities that involve all of the senses
 * There is a lot of peer teaching, that keeps students involved and engaged
 * The students grow while working on social, physical, and emotional needs

__ Maria Montessori: __
 * She was the first woman in all of Italy to study medicine
 * She focused on women's education and equal pay for equal work
 * She felt education is a natural process that spontaneously grows inside humans
 * She felt that the child constructs knowledge from the world and that learning is natural
 * She felt that children grow both intellectually and emotionally
 * She felt children learn through interaction and that children should choose the activity they would like to do and learn from it

__ Vygotsky pt 2: __
 * Children perform at higher levels when involved with others-peers, teachers, parents
 * There are two levels children possess: The level of independent performance and the level of assisted performance.
 * There is a zone in between those two levels called the Zone of Proximal Development
 * As educators, we must focus on that zone so the children can reach the next step in developing appropriate behaviors without waiting from them to develop on their own.
 * Both levels constantly switch depending on what the child is learning and doing.

__ Lev Vygotsky: __
 * Social interaction plays a fundamental role in cognitive development
 * Zone of Proximal Development: level of development attained when children engage in social behavior

__Scaffolding__:
 * Process by which someone supports another
 * More experienced person provides necessary structure so the learner can complete the task

__ ZPD: __
 * The difference between the person's ability to solve problems on their own or with assistance
 * Must use empathy and judgement

__ BASIC Information: __
 * Vygotsky was born in Russia in 1896. He attended the University of Moscow. After he graduated he became a literature teacher in a secondary school.
 * Began to study cognitive and language development
 * His mentors were: Montassori, Piaget, Freid
 * He felt children are able to learn with minimal help of adults
 * Social and cognitive development work together
 * Play-based activities with senses engaged is when children learn the best
 * The path to knowledge is influenced by people of everyday life
 * ZPD: subtle state. Children learn from subtle interactions
 * Scaffolding: is the aid to complete a task
 * Cognitive development is aided by scaffolding
 * Learning and development are similar, but not the same

__ Social Constructivism: __
 * Learning is a social construct
 * Learning is a social context-children learn within a community
 * Social interactions have been around since the dawn of man

__ Vygotsky's Developmental Theory: __
 * Learning impacts development
 * Children construct knowledge
 * Learning can lead to development
 * Development cannot be separated from its social context
 * Language plays a central role in mental development
 * Social impacts how and what we think

__ Scaffolding as a Teaching Strategy: __
 * External support you can remove (scaffolding)
 * Helps complete tasks they would not normally do on their own

__ Differentiation and Scaffolding: __
 * Guide through curriculum- helps even everything out.
 * Provide ways for students to find success-regardless of the curriculum
 * Even out the playing field
 * SHOW EXPECTATIONS!

__ Primary Grades Impact on a Lifetime of Learning: __
 * Teaching gets harder and harder-must be able to adapt
 * Technology is not good-less social interaction and fewer resources
 * Learning is a shared activity-both parties are responsible

__ Vygotsky pt 1: __
 * Children construct knowledge
 * Learning is more than a mirroring-involves them creating their own representation of new information
 * Learning always involves more than one human

__Define ZPD and Scaffolding__:
 * Relationship between the abilities to do on their own and with assistance
 * Scaffolding helps guide through things they cannot do on their own
 * Must assess students to see what they can do with or without assistance

__ Ken Robinson-Differentiated Teaching: __
 * Kids take chances-not afraid of being wrong
 * Teaching was created for meeting the needs of industrialism
 * Teaching is based on academic ability
 * The expansion of education is based on technology and explosion of population
 * The whole structure of education is changing
 * Intelligence is dynamic

__ Differentiation in Action: __
 * Adapt instruction to student's needs/differences
 * Outline expectations
 * Looks for different answers to different questions
 * Looks at student input
 * Observation is key

__ Lawrence Kohlberg-Brief Theory: __
 * Theory of Moral Developement
 * Pre-Conventional
 * Kids learn a fear of punishment and obedience
 * Self interest
 * Early childhood development
 * Conventional:
 * Teens learn to conform to others
 * Rules/laws upheld
 * Occurs around middle school age
 * Post-Conventional:
 * Young adults develop their own ideas of important issues
 * Alternatives are considered
 * Ideas are principle-based
 * Occurs in early college years

__Theory More in Depth:__
 * Pre-Conventional: Immature stage/punishment and obedience/punishment is key for behavior development
 * Instrument/Relativity
 * Bribery with both parties
 * Reward
 * Only do what is right if there is something in it for you not because it is right
 * Conventional:
 * Interpersonal Concordance Orientation
 * Peer pressure
 * Acceptance
 * Right and wrong is based on group
 * Law and Order
 * Based on law and order of society
 * Post-Conventional:
 * Social Contract Orientation
 * People have their own morals, but not sure of them
 * They see others, and may compromise their own
 * Universal Ethical Principle's Stage
 * MLK example to end segregation--devoted his life to it
 * Put life on the line for beliefs
 * Ultimate moral principle

__12 Year Old Dilemma:__
 * Various ages of adults and students in various stages and levels of development were given the same scenario. There was a man who robbed a store for medicine for his sick wife and they were asked if it was right or wrong. All stated it was wrong, but gave different reasons as to why it was wrong.

__Moral Theories-Summary:__
 * This was an overview of various moral theories
 * Ethics is how we view and understand life and the world
 * Also mentioned: Consequentialism, Deontology, Bioethics

__Glasser Himself:__
 * Teaching choice theory to the world
 * We make choices in our lives
 * As we make choices, we either get along better with people or we make choices to harm us

__Reality Therapy:__
 * Created for patients to take responsibility for happiness in their lives
 * Work with others
 * Based on personal responsibility, self-evaluation, and planning for change
 * There are 2 components:
 * Counseling or helping environment: Get to know student or client and staying focused
 * The questioning process: What, Doing, Evaluate, Plan
 * Commitment

__Basic Needs:__
 * Love and Belonging
 * Power
 * Freedom
 * Fun

__Relates to Student Behavior:__
 * We cannot make them learn-WORK WITH THE STUDENTS
 * Establish involvement with students
 * Focus on behavior
 * Student's must accept responsibility for behavior
 * Student's should evaluate behavior
 * Develop a plan
 * Commit to a plan
 * Follow up and follow through
 * Effective classroom management: Class meetings, clearly communicated rules, and plans and contracts

__Song for Fun:__
 * Funny and different way to learn reality therapy

9/13/10

__Seabiscuit:__
 * INTASC Standards:**
 * 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.**
 * 4) Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.**


 * The trainer trains a injured/sick horse
 * He looks him in the eyes
 * You must see them on their own turf--no pre-conceived notion
 * No one wanted the horse
 * Felt he was too "lazy"
 * They punished him to try to get him to be "normal"
 * Stops learning--leads to fear and resentment
 * Must establish trust
 * The horse was forced to lose--told he was not worthy
 * He grew bitter and angry because he was never good enough
 * Identification with the aggressor:
 * Rider must connect with the horse
 * Calms him down--"I'm not afraid"
 * Slow, calm voice
 * Confidence and eye contact--know how to handle the situation
 * Needs Assessment:
 * So beat up, hard to know what he is really like
 * "Needs to learn how to be a horse again" (rewire)
 * Let him experience success by letting him run and be free

__Video clip of Differentiated Instruction and Emergent Curriculum:__ (3:06 mark is where it is at)

http://www.youtube.com/watch?v=vS1aFVVOJmg

9/20/10

__Carol Gilligan Presentation:__
 * Chris presented her theory to the class
 * She was a feminist
 * She adapted Piaget's, Kohlberg's, and Freud's models
 * Preconvention: survival
 * Convention: self-sacrifice
 * Post Convention: non-violence
 * The transitions between the stages are fueled by changes within one's self, no capability

__Montessori Clip:__

INTASC Standards:
 * 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.
 * 4: Multiple Instructional Strategies-The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
 * Children choose their own activities
 * Demonstrate various learning activities and styles
 * The blond girl arranged a set of locks by size/shape--seriation
 * arranged flowers as well
 * drew a picture

__Parten Play Therapy:__

INTASC Standards: #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. #4: Multiple Instructional Strategies-The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
 * Skits that represented different ways children play
 * Unoccupied behavior- children wander about, not engaging at all
 * Onlooker behavior- two children play together, as one looks on wanting to play, but does nothing about it
 * Cooperative play- All the children play together in an organized manner, each having a specific role

9/27/10

__Searching for Bobby Fischer:__ INTASC Standards:
 * 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.
 * The film starts out with how to build trust with strangers
 * There is a group of boys playing hide and seek
 * They all came up with an idea when to leave
 * They were scared away by a man and all ran in different directions
 * Josh is distracted by a rock by a man in the park
 * He is curious/observant of it
 * Listened to the various sounds in the park as well as chess games
 * It began to rain
 * Josh stays in the rain
 * Concentrated on the rock--nothing phases him (he is in flow)
 * The man offers Josh a baseball
 * A curiosity was sparked
 * The man did not invade his space
 * Built some trust with him
 * Once home, Josh and his dad oil his glove
 * Son did, Dad did, they did it together
 * Dad for got a baseball to put in it, so they find an alternative
 * Trust, autonomy, and Initiative
 * EQ of mom and son
 * Mom asks how school was and how he was feeling
 * Josh asks about the men in the park (initiative/trust)
 * The mom asks him if he wants pizza--he wants to go to the park (autonomy)
 * Mom trusts him to follow his lead
 * Josh is intrigued by the chess games in the park
 * Lots of hustle and bustle
 * He goes home and builds his own chess game with Legos
 * Vicarious learning--learning through observation
 * Mom and Josh go back to the park
 * Has him play a game with the man in despair
 * Plays him and surprises him
 * Spacial, visual intelligence: knows what is going to happen
 * Mom is stunned by how good he is
 * Josh gets recognition for his game
 * "used pieces in combination to attack"
 * Go to Josh's dad's work
 * Goes to dad's work--mom tells him about the chess game in the park
 * Josh goes to dad's co-worker and told him he would rather play sports than write about sports like his dad
 * His dad offers to play him in chess and he doesn't want to because he was demanded to do so
 * He lost on purpose--didn't want to beat his dad
 * Afraid of hurting his feeling--mom reassures him that it's okay to play
 * He goes back and forth, knowing his dad's moves

__Boyz in the Hood:__ INTASC Standards: The teacher doesn't effectively use any of the standards. She is the opposite of all of them.
 * Socioeconomic status
 * Gang influences/cultural differences
 * The kids are walking to school in East LA, talking about their homework. One of the boys and the girl does it, the other boy asks if he can copy it.
 * They talk about shootings
 * One's mom said, "bullets don't have a name"
 * They visit a crime scene
 * Girl talks about knowing her times tables
 * They boy who did his homework talks about the blood
 * The other boy is street smart
 * Invokes curiosity in the kids
 * The teacher stands in front of the class with no motivation
 * Class is asleep/not paying attention
 * She doesn't care
 * Low expectations of the kids
 * Calls out a student (Mr. Styles) and has him teach the class after arguing with him
 * He breaks out in a fight with another student--NO CLASSROOM MANAGEMENT
 * Teacher insults Tre's (Mr. Styles' mom) by being racist and asking about negative stereotypes (job, employment, education)

10/4/2010

__Karen Horney Presentation:__
 * 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.
 * Nick presented her theory to the class
 * She was German
 * She had depression from the neglect of her father
 * Went to medical school against father's wishes at the University of Berlin
 * Theory of Neurotic Needs
 * Compliance
 * Aggression
 * With-drawl
 * People become neurotic when taken to an extreme
 * Used her childhood experiences to come up with the theory

__Billy Elliot__
 * 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.
 * Take lessons to get better at something
 * His body language shows that he's being sneaky and doesn't want anyone to know what he is doing
 * He can't check out a dance book, so he steals it with the help of a friend
 * Practices in the bathroom
 * Imagines he's in ballet class
 * Teacher winks at him--reinforcement
 * Feels great about himself
 * Happily walks home--dancing/plays piano

__List of Psychologists:__
 * John Watson
 * Father or behavioral psychology--classical conditioning
 * Freud
 * ID, EGO, SUPEREGO
 * Conscious, pre-conscious, subconscious
 * Adler
 * Will to power
 * You will lose if you are in a power struggle with kids
 * Carl Jung
 * Archeotypes
 * Collective unconscious
 * E or I (extrovert or introvert)

__Notes from class (10-11-10)__
 * Cultural bias
 * Dove Counter Balance Test: Test about cultural things. Also, had a local language. Answers to the BITCH test
 * 3 Court Cases:
 * Larry P v. Riles (1984)
 * P.A.S.E. v. Hannon (1980)
 * Debra P v. Charlington (1983)
 * Homogenius grouping: Grouping people by ability
 * Heterogenius grouping: mixture of people/abilities
 * E.D. Hurst: Dumbing down of America/Cultural Literacy

__Midterm Presentations (10-11-10):__
 * Anne Anatasi (Spencer)
 * NYC--raised by her mother, grandmother, and uncle
 * Mother (practical), Grandmother (eccentric and pushed for education), Uncle (classically educated)
 * Influenced her study of psychology
 * Entered Bernard College at 15
 * Graduated in 4 years
 * PhD from Colombia
 * All IQ testing was culturally bias
 * 3 factors influence intelligence
 * Experimental
 * Environmental
 * Cultural
 * Culture makes intelligence
 * Tests tell what they need to add on to
 * Alfred Binet (Bryan)
 * French
 * Received his Law Degree in 1878
 * Self-taught Psychologist; studied Psychology after Law
 * Influenced by John Stewart Mill (Law of Association) and Piaget (Developmental Psych)
 * Worked with a Commission to alter testing for mentally retarded children
 * Binet-Simon Scale: typical abilities of all ages
 * 30 tasks that measured intelligence
 * L.L. Thurstone (Eric)
 * Psycho-Matrician (came up with tests to measure mental abilities)
 * Studied with Edison
 * Primary Mental Abilities Theory
 * 7 factors
 * Sir Francis Galton (Gwen)
 * 1822-1911
 * Father of Eugenics
 * "Forced Sterilization"
 * Self-trained
 * Eugenics: selective breeding/weeding out the weak
 * Darwin's cousin
 * Studied heredity after Darwin's work
 * Superior traits inherited; success
 * Studied twins: Nature vs. Nurture
 * Pushed Stanford-Binet Test
 * Florence Goodenough (Nick)
 * American
 * Draw a man Test
 * Alternative to IQ testing with drawing
 * Multiple intelligences
 * Pre-school-13 years old
 * Nature vs. Nurture
 * Sternberg (Me)
 * My presentation is posted on my Discussion page
 * Lewis Turman (Jen)
 * IQ: Groups children
 * Developed the scoring of IQ tests
 * IQ=mental age/chronological age *100
 * Tested to find characteristics of geniuses
 * Turman's Termites-students he studied
 * Carol S. Dweck (Chris)
 * B.A. from Colombia; PhD. from Yale
 * How intelligence impacts behavior
 * 3 Parts of her Theory:
 * Born with certain intelligence and cannot gain or loose it (viewed intelligence as a fixed entity)
 * Don't want to fail/focus on success
 * Incrimental: work hard to gain intelligence
 * Like to be challenged
 * Praise students: makes their emotions high/low

__Continuation of Notes from class (10-18-10)__
 * Howard Gardner (Amporn)
 * Multiple Intelligence Theory (7 Intelligences)
 * Linguistic, logical-mathematical, spatial, musical, bodily-kinestetic, interpersonal,intrapersonal
 * Adapt to other's needs/strengths
 * Can be good at one, but not another
 * I really liked how she had the class read the intelligences
 * Henry Herbert Goddard (Laura)
 * Influenced by Galton
 * Part of the first law that mandated Special Education in 1911
 * "Father of Intelligence Testing"
 * Felt sterilization would solve America's problems
 * Part of the Ellis Island screening process
 * Arthur Jensen (Robert)
 * G=general factor
 * IQ tests only measure mental factors (g)
 * Felt caucasian and asian students were just better at taking tests than african americans and indians
 * G is important to real life
 * G determines scholastic achievement
 * Marva Collins
 * Had too high of expectations for her students and was fired for it
 * Started her own school out of her own house
 * Offered to be Secretary of Education, but turned it down because she wanted to teach still--she wasn't finished teaching
 * 60 Minutes Clip:
 * no breaks
 * 4th graders were reading literature
 * too good to be true (34 4th graders)
 * 33/34 were tracked down and considered successful
 * Marva encouraged them to do whatever they like
 * all students had to learn a creed
 * I determine what I will, can and cannot do
 * I have the right to fail, not to take others with you
 * Midterm Presentations Commentary:
 * Eric:
 * Very unique presentation
 * Creative/funny--loved the powerpoint with the "homemade art clips"
 * Jig-Saw is something I could you
 * Jen:
 * Got everyone involved
 * Not all students learn the same way
 * Be patient and wait for answers--don't blurt
 * Laura:
 * Great voice/creative "tree of knowledge"
 * Thank you for telling me--positive way to look at problems
 * Gwen:
 * Improve vocabulary skills
 * Keep students interested
 * Rewire students
 * Recognize brilliance and develop it
 * Bryan:
 * Folder strategy/collages
 * Observations--keeps students involved even if they are not participating
 * Peer teaching/coaching
 * Spencer:
 * Brevity is authority
 * Keep the mystery alive
 * Use of books in the classroom
 * Christopher:
 * Put on a happy face no matter what
 * Safe-Zone
 * Parent involvement
 * Be a problem solver, not maker
 * Nick:
 * Creative song with gestures
 * Fortune cookies with insights
 * Amporn:
 * Nice poster
 * Organized and interactive
 * Poem to teacher
 * Robert:
 * Wear sunscreen!
 * Do something that scares you
 * Don't ever give up on students
 * Very humorous

10/25/10

__**More comments about Marva Collins from the //60 Minutes// Clip:**__ >
 * You can do what you want to do
 * Inspired students to be teachers
 * HIGH EXPECTATIONS
 * Always make eye contact (teach it too!)
 * Clear, articulate voices
 * Rewires brain
 * Students used their notes from her class in the future. The stuff doesn't change!
 * No breaks, no music, no art
 * She taught the "unteachable"
 * Confidence in her students--"You can do it!"
 * Every child can learn and are teachable
 * Murray never sought proof--there is real-life evidence of her success--students want him to see it
 * Clear, elusive communication
 * Your "I WILL" is more important than I.Q.
 * "China Style"
 * Shows respect
 * Think in synonyms
 * No excuses! You're responsible for yourself!

11/1/10

__Stand By Me:__
 * "Everybody's weird"
 * Separating students in junior high--college prep classes, shop, etc.
 * "You're just a kid"
 * Gotta have someone look out for you--power of friendship
 * Don't throw away what God gave you
 * Train is a metaphor for puberty-no turning back

__The Pistol:__
 * Proud of achievements--posted all over walls
 * Wants to live up to dad's achievements/expectations
 * Very dedicated-"IN FLOW"-plays basketball in the rain
 * Dad plays with him
 * Plays basketball with heart disease--died of heart attack while playing

__Carol Dweck, Growth Mindsets and Motivations:__
 * Why people succeed and how to foster it--vital for teachers/parents
 * We produce confident learners when we praise students for the process they engage in, not when we tell they they're smart and talented
 * Growth mindset--believe they're intelligence can be developed
 * Become more motivated
 * Praise effort

__Carol Dweck: The Effect of Praise on Mindsets:__
 * Gave children puzzles
 * Easy and challenging
 * Praised effort and intelligence
 * Fixed vs. growth mindsets
 * Children's whose effort was praised wanted to work on harder puzzles

__A growth mindset about our talents and abilities: psychologist Carol Dweck:__
 * "People are, to a large extent, in charge of their own intelligence"
 * Some are fixed mindsets and feel they are just born smart
 * Others feel that intelligence is something that can develop and grow
 * Teach students growth intelligence
 * Brain is like a muscle, it grows with use and practice

__How to Praise Children:__
 * Power of praise
 * Effort praised children challenge themselves more
 * Praise effort, not intelligence
 * Effort is joy or challenge

__Teaching Growth Mindset:__
 * 2 types of mindsets:
 * Fixed: Children are born "gifted", have "natural talents", traits are set in stone--nature
 * Growth: success comes from effort, success comes from practice, success comes from hard work--nurture

11/8/10

__Brain Gym: Neck Roles (Bryan):__
 * Enhances reading comprehension
 * Use before tests/assignments

__Brain Gym: Balance Buttons (Jen):__
 * Releases stress
 * improves neurological circulation
 * Stimulates equilibrium
 * Relieves nausea

MORE THEORISTS:

__Dr. James Comer (Bryan)__
 * 50-year career
 * Became a Colonel
 * Studied at Yale
 * Studied low-income students and their academics
 * worked with social skills and self-esteem
 * "Comer Process"
 * worked with parents and students
 * Parent involvement is key
 * Improve school environment/climate

__Jerome Bruner (Eric)__
 * //The Process of Education//
 * Cognitive Revolution of the 1960's
 * Constructivist
 * build upon what they already know to construct new knowledge
 * Instructor is facilitator
 * encourage discovery of principles
 * makes material appropriate for learners
 * organized in a spiral manner for children to continually build upon knowledge
 * Think for yourself--CONSTRUCT
 * Father of Discovery Learning
 * Enactive (Act out)
 * Iconic (Picture)
 * Symbolic (Words/meaning)

Freire presentation:

11/15/10

__Creative Problem Solving Process__
 * 1) Preparation
 * 2) Frustration
 * 3) Incubation (step away)
 * 4) Elimination
 * 5) Elaboration

__4 Characteristics of Creative People__
 * 1) Originality
 * 2) Fluency
 * 3) Flexibility
 * 4) Elaboration

__Brain Gym: Energy Yawn (Eric):__
 * Improves balance
 * Increases blood flow to face
 * Focuser
 * Great for speaking/creative writing

__Herbert J. Walberg (Laura):__
 * New approach to teaching secondary physics
 * Elements of teaching effectiveness
 * engaged academic learning
 * positive reinforcement
 * feedback
 * cooperative learning activities
 * classroom morale
 * Higher-Order questioning
 * use of advance organizers
 * Vouchers

__Albert Bandura (Spencer):__
 * Social learning theory
 * father of cognitive theory
 * behavior modeled by other people
 * family is prominent source
 * studied aggression and how it is developed, provoked, or determined
 * Bobo Doll Experiment
 * Observational learning
 * attention: see
 * retention: remember
 * motor reproduction: do it
 * motivation: reward
 * Environment influences: hard to differentiate fantasy and reality
 * Self-efficacy: past performances, modeling, verbal persuasion, psychological state

11/27/10

My Final Presentation on TPR (Total Physical Response)

