Gwen+L.

__Constructivist conversation on //Hoosiers// 23 Aug 2010__

- coaching "interview" with townspeople (men) in a bar/lodge - locals offer of "help and advice"; town doesn't like change - men gave new coach the standards, telling them how to do his job - coach listened to the advice and recommendations and then said "thank you" and left abruptly; did not acknowledge the advice - coach remained calm, mostly listened and let the men vent and give advice INTASC 1: Content/Pedagogy; INTASC 10: School and Community Involvement

__Constructivist conversation on //Goodbye, Mr Chips// 23 Aug 2010__ - have you ever done any teaching before? - interview with the headmaster - headmaster asked the group of teachers to "show the new man the ropes" - advice from the group: don't let them rag you, boys are restless, be careful not to lose control, hazed the new teacher - started the new class and was hazed by the students - class totally lost control, fighting, books throwing - session with headmaster, questioned teacher's vocation and noted that boys would not forget - lunch speech by headmaster, sendoff of cricket team; new teacher had held back in class the star player - taught the students that actions have consequences, but possibly was too harsh as an over-reaction to students' behavior INTASC 1: Content/Pedagogy; INTASC 5: Motivation and Management

__Constructivist conversation on //Nature vs Nurture// 25 Aug 2010__ - genes may help control how we interpret the environment - debate over the role parents and culture pay in child's development - debate over how much parents influence how a child turns out, versus how much influence the child has INTASC 2: Student Development

__Constructivist conversation on //Magic Math// 25 Aug 2010__ //-// uses a tic tac toe square to learn how to multiply - enters numbers 1-9 starting with upper right corner - 0, 1, 2; 2, 3, 4; 4, 5, 6 in square alongside the 1-9 numbers - result is the sevens multiplied (7, 14, 21, 28, etc.) - I'm not sure how valuable this is; it doesn't teach the reason behind the pattern, only that you put the numbers in the squares and the sevens "magically" appear. INTASC 4: Multiple Instructional Strategies

__Constructivist conversation on //10 great motivational quotes// 25 Aug 2010__ - yes, these are ten great motivational quotes INTASC 5: Motivation and Management

__Constructivist conversation on //Remember the Titans, 30 A//ug 2010__ - The new assistant coach (an African-American) is introduced to hostility from the white head coach, assistant coaches, and players - the new assistant returned the hostility with respect; his tone was focused and moderated. He did not take the "bait" offered to him, but instead complemented the head coach - The movie used pauses in the conversation that drew in the listener INTASC 6: Communication and technology

__Constructivist conversation on //Soldier, 30// Aug 2010__ - The film started with babies in the delivery room, crying; soldiers selected the active babies as 1A - The film followed the boys through training at age 5, 8, and 12, as they were brainwashed, conditioned, desensitized to violence - the film sets up a discussion of nature versus nurture: can the boy overcome the conditioning given INTASC 2: Student development

Power Teaching notes/observations Power teaching college philosophy []  - "teach – OK" with student partners reviewing concepts   - Asking students by name to repeat what he's just said    Power Teaching Aristotle []  - Primarily used the "teach – OK" method High School Math on Slope []  - Effectively used visual keys (hand and arm motions and angles) to relate concepts   - Used the "teach – OK" method to have students review concepts

Variety and Method []  - Review of power teaching methods   - Introduced and demonstrated "Class-yes" and "Teach-OK" techniques to the class   - Introduced scoreboard and "extra credit-dextra credit" "smiley-frowny" and "more homework-less homework" plus use of "mighty oh yeah-mighty groan"   - Introduced the concept of microlectures   - Introduced "hands and eyes" to get attention to make a big point   - Comprehension check by listening to partners teach-OK to each others INTASC 2: Student Development; INTASC 3: Diverse Learners; INTASC 4: Multiple Instructional Strategies; INTASC 5: Motivation and Management

__ Constructivist Conversation on //Seabiscuit// 13 Sep 2010 __ - The trainer saw the horse for the first time he saw the horse in the fog. The horse was hurting, limping, breathing hard; the trainer looked the horse in the eye. Lesson: know each student as themselves, look them in the eye; don’t depend on rumor, gossip, or others’ assessments. - The trainer (Fitzsimmons) decided that horse was lazy and decided to punish the horse out of its laziness. As a result of this conditioning, the horse became incorrigible; trainer forced him to lose; the horse grew "bitter and angry," then was sold for a rock-bottom price of $2000 - The horse did what he was trained to do when he raced—he lost. A training rider couldn’t get near him; the horse ripped his shirt. - Young man (another training rider) invades the horse’s space, shows confidence and no fear; took his time; gives him an apple, talked calmly and slowly; trusted the horse; showed the confidence that he knows how to handle the situation. Lesson: show no fear, talk calmly, exude confidence in yourself and your student - The young training rider needs to "rewire" the horse from its losing ways. He does a needs assessment, asking“does he breathe?” and then runs the horse. The horse is very fast but not smooth; runs in all directions. The trainer notes that the horse needs to learn how to be a horse again. **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.**

__ Constructivist Conversation on //Piaget at Montessori,// 20 Sep 2010 __  - Children were doing various activities and demonstrating various learning activities  - A girl was accomplishing seriation, ordering a set of locks by size and shape  - A girl was arranging flowers, displaying social development, seriation, space, and classification skills  - A girl was drawing a picture, exhibiting representation  - 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 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.

__ Constructivist Conversation on //Parten Play Therapy ,// 20 Sep 2010 __  - Skits presented several types of free play in children  - Unoccupied behavior: children were wandering about, engaged in aimless activity  - Onlooker behavior: two children were playing, the third was only watching  - Cooperative play: three children were playing in an organized manner with specific roles  - 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. <span style="display: block; line-height: normal; margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 5; text-indent: -0.25in;"> - INTASC 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.

Moral Development: [] [] [] Emergent Curriculum: @http://www.youtube.com/watch?v=XNFYFSa0720

Constructivist Conversation on //Searching for Bobby Fischer//, 27 Sep 2010 - The first clip focused on how trust is established. Several boys, including Josh, are hiding and then are surprised by a man. The boys scatter. Josh finds an object unknown to him, a chess piece (knight). Josh encounters a man who establishes trust with Josh by not invading his space, and the man nonverbally asks Josh to give him the knight. - Josh then watches a group of men in the park playing very competitive chess; Josh is captivated. - Josh's father is showing him how to oil a baseball glove; the father has forgotten to buy a baseball to shape the glove. Josh, in formal operations, substitutes a snow globe. - Josh asks his mother to take him back to the park to watch the men play chess. The men are "trash talking" and Josh's mother is very uncomfortable, but allows him to watch. - Josh, based on this short observation, builds a new schema. He constructs an entire chess set. - Josh's mother takes him back to the park, where he plays a past grand master. The man is in despair, past his prime, without hope for the future. Another chess player understands Josh's skill and verbally recognizes his grasp of advanced strategy. - Josh's father plays him at chess; at the first game, Josh allows the father to win. With his mother's encouragement, Josh wins the second game, demonstrating his advanced skill. The father stays in his seat, taking the maximum time for move, concentrating intensely. Josh flits between phone calls, playing other games, and chess moves which he makes instantly upon seeing the board. - 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.

__ Constructivist Conversation on //Boys in the Hood//, 27 Sep 2010 __ - The setting is south central L.A.; four kids are walking home from school. Tre has completed his homework and won't allow another to copy it. - The kids walk to an area of a recent shooting and see police lines and blood. Tre comments that the blood is yellow because it has separated from the plasma. - At school, the teacher is a caricature of a droning bore, detached from the kids' reality, with very low expectations. Tre is bored and making jokes; the teacher ridicules him and challenges him to teach the class. Tre starts by asking a question about Africa. Tre gets into a fight with another kid who challenges him. - The teacher suspends Tre and sends him home, and calls his mother. The teacher belittles and condescends to Tre's mother - No INTASC standards apply; this teacher is doing nothing according to INTASC standards

Brain Gym video link: []

__ Constructivist Conversation on //Billy Elliot//, 4 Oct 2010 __

<span style="font-family: Times New Roman; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Two boys walking through a tunnel and a field, talking and playing <span style="font-family: Times New Roman; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- One of the boys was shown in a subsequent scene getting on a bus; by his body language it is obvious that he did not want to be seen <span style="font-family: Times New Roman; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- The bus is a mobile library; the boy tried to check out a book and the librarian wouldn't permit it due to his age <span style="font-family: Times New Roman; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- The book was about ballet; the boy stole the book and took it home to learn ballet on his own <span style="font-family: Times New Roman; font-size: 12pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- As the boy gradually learns to dance, he gets mostly negative reinforcement from a teacher, but one episode of positive reinforcement (a wink)

__ Constructivist Conversation, //Miscellaneous classroom//, 11 Oct 2010 __

Cultural Bias - The Dove Counterbalance test is a test based on African-American culture, and clearly exhibits the disadvantages of taking a test for which your culture does not prepare you - Several Federal and Supreme Court decisions in the 1980s found that the use of I.Q. tests for placement of students in special education resulted in the placement of mostly black children in special ed, as the result of their poor performance due to the cultural bias of the tests - Homogenous groupings: putting into groups students who do well, and into other groups students who perform poorly, hurts both groups of students

Anne Anatasi - Three factors influence intelligence: experimental, environmental, and cultural

Binet - Looked for a mechanism on how to study intelligence in kids - Created a scale of age group abilities - Influenced Piaget

Galton - Invented eugenics - Believed that success is based on superior traits which are inherited - Others used his theories to define mental ability and genius in terms of scores on standardized intelligence tests

Thurstone - Psychometrician: devised tests to measure mental ability - Knew Thomas Edison - Developed theory of primary mental abilities, with seven factors

Florence Goodenough - Created I.Q. tests with drawings of men and women - Used tests to support the predominance of the influence of nature (vice nurture)

Robert J. Sternberg - Triarchial theory of intelligence: analytical, creative, practical - Intelligence defined as skill at attaining your goals in your socioeconomic context capitalizing on your strengths and weaknesses - Created his own version of the intelligence test of mental abilities, 7th grade

Lewis Turman - Worked with Binet - Developed the formula for I.Q. - Study: genius and stupidity

Carol S. Dweck - Studied how peoples' implicit theories about intelligence impacted behaviro: fixed or incremental intelligence increase - Praise after task can cause worse performance 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. INTASC 5. Motivation and Management - 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.

__ Constructivist Conversation on //Theorists,// 18 Oct 2010 __ <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Gardner o Seven multiple intelligences: verbal, visual, logical, musical, interpersonal, intrapersonal, bodily/kinesthetic <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Henry Herbert Goddard o Influenced by Galton o First law mandating special education 1911 o Father of intelligence testing in the U.S.   o Translated the Binet test into English o Supported the prevention of breeding by "feebleminded" people through forced sterilization o Screened immigrants at Ellis Island; inspected them for feeblemindedness <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Marva Collins o Teacher in the housing projects on Chicago's west side o Now, the fastest growing charter schools in the midwest o Saw: crowded classroom, very high expectations, kids pushed way beyond the normal o Class reunion: 33 of 34 kids, all very successful as adults <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Arthur Jensen o Intelligence is based on a G factor: I.Q. tests judge the G factor o Some students excel at I.Q. tests (Caucasian, Asian) while others do poorly (Native American, Blacks) o G factor, of general intelligence, is based solely on a battery of mental tests 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.

__ Constructivist Conversation on //Strategy/Insight Presentations ,// 18 Oct 2010 __ <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Eric: Children are blank slates; give students a chance to say goodbye <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Ryan: always have a plan B; relate concepts to scents to create memories; kinesthetic aspect of language learning <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Jen: moral and emotional development are as important as intellectual <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Laura: summary sentence strategy; always be prepared for change <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Bryan: 90 second review of class <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Spencer: brevity is authority; using art for learning <span style="font-family: Times New Roman; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">- Chris: put on a smile, consistency INTASC 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.

__ Constructivist Conversation on //Strategy/Insight Presentations ,// 25 Oct 2010 __

- Nick : high expectations lead to success - Amporn: wagon wheel as a good strategy for introductions - Robert: get students involved in their learning

INTASC 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

__ Constructivist Conversation on //Marva Collins ,// 25 Oct 2010 __

- The clip started with interviews of graduates of Marva Collins' classes, 15 years later o Marva taught high expectations o She taught changes in body language, making eye contact (rewiring) o Good enunciation, no street accent (rewiring) o Kids that had been labeled with learning disabilities are now successful adults - Marva held that every child is teachable, every child can learn o Emphasis on teaching clear and lucid English INTASC 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

__ Constructivist Conversation on //Stand By Me//, 1 Nov 2010 __

- Prelude: several young men hanging out near some vehicles, smoking, tattooing one another in blood - Opening: four boys walking along the RR tracks with sleeping bags and packs; searching for a dead body - One boy said he had Winstons, they were "best after dinner," must have learned from his father - Gordie asked "am I weird," friend replied "yes, but everybody is" - Boys spoke about being ready for the move into junior high school; Gordie's friend noted that Gordie would be in the smart classes while the rest would be in shop classes; Gordie rebelled and wanted to stay with friends; friend called him a fool - Other two boys at a pre-operative thinking level: asking if Mighty Mouse could beat up Superman - Friend noted that Gordie could be a writer - Two boys running in front of a train on a bridge (metaphor for oncoming puberty: no escape); they dive onto the embankment just in time 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. INTASC 5. Motivation and Management - 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.

__ Constructivist Conversation, //Alfie Kohn extracts//, 1 Nov 2010 __

- School would be great if it weren't for the damn kids o Kids are taught only how to take a test; they are bored o A boring workplace is not very productive - Turning children into data o Assessments and programs are out of date o Must ask: why does a program exist? - Punishment or reward? o Has the student been given something worth learning? - Homework must be appropriate to learning goals - Five reasons to stop saying "Good job" o It manipulates children o Creates praise junkies o Steals the child's pleasure o Children will lose interest when the praiser is not looking o Reduces achievement

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. INTASC 5. Motivation and Management - 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.

__ Constructivist Conversation, //The Pistol//, 1 Nov 2010 __

- Opening scene showed memorabilia, trophies, news clips of basketball success - Boy playing basketball in the rain and dark, totally focused, dedicated, motivated - Boy's father drives up, father takes the ball and drives on the boy and they play ball

__ Constructivist Conversation on //James Comer//, 8 Nov 2010 __ - Developed the “Comer process” which focused on improving the academic achievement of low income children; development of social skills and self-esteem - Three main points o Collaboration with parents, administrators, health-care workers, teachers o Decisions reached by consensus, not decree o Schools review their problems in an open, no-fault atmosphere __ Constructivist Conversation on //Jerome Bruner//, 8 Nov 2010 __ - Constructivist: students build on what they already know - Learning is an active process; the learner selects and transforms the information - Students rely on cognitive structure: schema, mental models - Instructor as facilitator, encourage students to discover - Instructor translates information into a format appropriate for learners - Curriculum in a spiral manner - Three modes: enactive, iconic, symbolic

__ Constructive Conversation on //Walberg,// 15 Nov 2010 __ - On the board of charter schools in Chicago area - Elements of teaching effectiveness o Engaged academic learning o Use of positive reinforcement o Cues and feedback o Cooperative learning activities o Classroom morale o Higher-order questioning o Use of advance organizers - Vouchers to students who can attend any school they wish, public or private

__ Constructive Conversation on //Paulo Freire,// 15 Nov 2010 __ - Radical, influenced by Marxism; goal to help the urban poor - Worked and lived in the U.S. and Switzerland; returned to Brazil in 1979 - Repression and exclusion from political life of the oppressed - Pedagogy of the oppressed - Argues for a system of education that emphasizes learning as an act of culture and freedom - Theory o “banking” education o Liberatory education o Conscientization o Culture of silence o Praxis o empowerment

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. INTASC 5. Motivation and Management - 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.

__ Constructive Conversation on // Albert Bandura, // 15 Nov 2010 __ - Father of cognitive theory <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o Research dealt with aggression <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o Reciprocal determinism <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o Behavior is modeled by other people <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o Families are prominent sources <span style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l0 level3 lfo1; text-indent: -0.25in;"> § Abusive families lead to abusive parents - Three aspects of aggression <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o How patterns of behavior are developed <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o What provokes aggression? <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o What determines that people will continue to use aggression <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -0.25in;"> o Bobo doll experiment - Reciprocal determinism - Self-efficacy 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. INTASC 5. Motivation and Management - 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.