Jen+S

CONSTRUCTIVIST CONVERSATION

11/15

Theorists:
- new approach to teaching secondary physics - voucher programs - force public schools to step up their game - Hoover Institution
 * Herbert J. Walberg (Laura)**
 * Elements of Teaching Effectiveness = engaged academic learning, positive reinforcement, cues & feedback, cooperative learning activities, classroom morale, higher-order questioning, and use of advanced organizers

- adult education of urban poor in Brazil - his own children were the basic for his educational theories - political change, social structure, oppression //Pedagogy of the Oppressed// - emphasized learning as an act of culture and freedom education = change & empowerment
 * Paulo Freire (Ryan)**
 * used dialogue as a way of teaching literacy

- father of cognitive theory, social learning theory, with focus on aggression in children - behavior is modeled by others, family is the biggest influence (i.e. cases of abuse) = "children see, children do" How are patterns of behavior developed, provoked, and continued? Bobo Doll Experiment - modeling of aggressive behaviors - observational learning = attention, retention, reproduction, & motivation - influence of media on behaviors, differentiation between fantasy and reality Reciprocal Determinism: environment, person, and behavior are all connected - __self-efficacy__ - motivation to learn influenced by past performance, modeling, verbal persuasion, psychological state
 * Albert Bandura (Spencer)**

11/8

Theorists:
- professor of child psychology - lower income children "Comer Method" = development of social skills and self-esteem is a collaboration between students, teachers, parents, administrators
 * Dr. James P. Comer (Bryan)**
 * involvement is key to student success

- //__constructivist__// - students build upon what they already know to construct their own knowledge - categorize information - discovery learning centers - instructor is a facilitator to students' individual discoveries, adapt to age level, "never too young to learn" - spiral - building upon what we already know, "think for yourself" Modes: Enactive - act out/physical Iconic - pictures, drawing Symbolic - words, ideas
 * Jerome Bruner (Eric)**

disciplinehelp.com
We've all fallen victim to procrastination at one time or another, but the cronic putter-offer student may be trying to satisfy needs of attention and recognition while making their fellow classmates doubt their ability to come through in the end. Saying "oh I'll get it done tomorrow" and putting things off is only human nature, but these students must realize that they are only as good as their word and that other students may have a reputation of them very opposite of what they had intended. Perhaps they are covering up their perceived inability to achieve success, or maybe they are lacking a lesson or two in responsibility in the face of power, but teachers would be wise to approach procrastination from the helpful end of the spectrum rather than getting angry. Developing a sense of urgency is important!
 * The Procrastinator**

11/1

"Do you think I'm weird?" "So what, everyone's weird" - Friends were concerned about being split up - homogeneous grouping - shop class vs. "smart" classes - Are his friends dragging him down? - Superman vs. Mighty Mouse - pre ops thinking "By the time we get there, the kid won't be dead anymore" - friendship & encouragement Learn through observations/modeling - Dweck
 * Stand By Me**

- Room is lined with trophies, newspaper articles - Live up to his father's expectations? - Boy is playing basketball in the rain (shows motivation, flow), dad gets out of his car and starts to play with him Autobiography about Pistol Pete, who organized the first interracial game.
 * The Pistol**
 * don't cover your dorm walls with high school memorabilia = homesick


 * 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.

**OBSERVATIONS for Motivation**

 [] - leading psychologist on motivation - praise for process, encourage growth mindset = confident learners - make students believe in themselves
 * Dweck on Growth Mindsets & Motivation **

Fixed Mindset (traits set in stone) vs. Growth Mindset (effort & hard work) - praise “labels” students, who feel like they must live up to that expectation - too much good praise can be a bad thing for motivation - hard classes pull students’ control away

 [] - praised on either effort or intelligence - intelligence praised children want to go back and keep working on the easier problems, difficult problems = low self-esteem, confidence - effort praised children want to learn!
 * Dweck on Effect of Praise on Mindsets **

 [] “People are in charge of their own intelligence” - fixed mindset people care about how others perceive their intelligence - teach students how to think in the growth mindset – “your brain is like a muscle, it gets stronger with use”
 * Dweck with Junior High Students **

**How To Praise Children**  [] “You’re smart” vs. “You must have tried really hard” - 90% of effort-praised children took the harder test - praise influences fun, attitude “You can’t be a good manager without a growth mindset” – real-world application

**Teaching Growth Mindsets**  [] - culture is a huge influence on the way teachers & parents give praise and children interpret praise - Fixed mindset people view the world as situations in which they must prove themselves I can relate to the impact that fixed mindset praise has had in my own life (success = intelligence, if you are not good at something right away then you must not be intelligent), my challenge will be that I must be aware of this in my students and focus on their effort.


 * 10/25**


 * Aflie Kohn Article: 5 Reasons to Stop Saying "Good Job"** (full article posted under Discussion page)

- Could praise be an exploitation of our power as adults over children to fulfill their needs of belonging (Glasser)? - Could a child's motivation to learn be influenced by praise? (ie. they are only cooperating because there is a chance that the teacher might praise their work) - Is it just a "shortcut" for adults to condition children to behave the way we want them to behave instead of teaching self-regulation? - Students may only be doing enough to "get by" since a "good job" means they did just good enough to get by in the teacher's eyes...have they done enough to get by in their own eyes? Need to learn how to self-reflect on their own achievements - We praise more because we need to say it than because children need to hear it. Do we assume that all children are somewhat inherently "evil" and need to be coersed into doing "good" and "appropriate" things? - My favorite alternative: If a child does something caring or generous, you might gently draw his attention to the effect of his action //on the other person//: "Look at Abigail’s face! She seems pretty happy now that you gave her some of your snack." This is completely different from praise, where the emphasis is on how //you// feel about her sharing


 * By the time they've reached middle/high school level, students have either been conditioned to crave praise and thrive off of it, or they've never heard it it before in their lives (both types of students have based their self-worth off of how other people have responded towards them). Do you think it's important for us as teachers to identify this in our students and respond appropriately? Perhaps those students who have never heard anything good about them before would benefit from some positive feedback!

Midterm Presentations (cont.): Nick - high energy, fun song Fortune cookies Amporn - positive Pop-up for learning about one another Robert - presentation to music wear sunscreen, "ladies & gentlemen" "Be open to the concept of learning from your students"

Marva Collins (cont.) - Your "I WILL" is more important than your IQ - high expectations of confident body language, which takes 3 generations to learn - china-style: all students stand as a sign of respect - students were excited/enthusiastic to respond during class - teacher __models__ correct sentence structure and wording rather than correcting student on the spot - Power Teaching: fill in the blank - no excuses

10/18

Midterm Presentations:

Eric - good pacing, eye contact, humorous "Vocabulary is the single best indicator of IQ" Mnemonic - Kids Playing Catch On Freeways Get Smashed (love this!) Post-its are a non-intimidating space to write on Ryan - clear, loud voice, great props! "Always have a Plan B" Naughty sombrero as classroom mgmt strategy Laura - clear voice, confident, good eye contact "Be flexible with your learning techniques" It takes 3 times to see a movie all the way Gwen - loud voice, incorporation of music Pass or Play Bryan - great explanations, showed folder well Folder Collage strategy Peer teaching/coaching - cooperative learning Spencer - use of French throughout presentation, really thought about how you will use these in your own classroom Art, keep mystery alive Chris - great insights, clear voice, awesome song "Put on a happy face no matter what" "Be a problem-solver, not a problem maker" Praise the effort

Theorists (cont.):

Howard Gardner - 8 types of intelligences: musical, spatial, verbal, interpersonal, intrapersonal, logical/mathematic, bodily-kinesthetic, and natural * a person can be intelligent in some aspects but not others in varying degrees Amporn: positive

Henry Herbert Goddard - influenced by Galton - drafted the first law mandating special education in the school in 1911 - father of intelligence testing in the U.S. public schools on mentally retarded students - sterilization of “feeble-minded” * developed screening process for Ellis Island to weed out less intelligent immigrants Laura: good Power Teaching and eye contact

Arthur Jensen - g factor (“general”) – based solely on a series of mental tests, IQ tests judge one factor - are there non-biased IQ tests? no, some students are just better than others at taking these tests (whites, asians excel) * g factor is important to real life, as it determines scholastic achievement Robert: great use of gestures to remember g factor

Marva Collins - teaches on Chicago’s West Side Article: argued that genetic differences between blacks and whites cause them to have a lower IQ - nature vs. nurture? - the importance of Head Start (I wrote my undergrad thesis on the importance of early childhood education for high-risk preschool aged children!) - she had such high expectations for her students that she lost her job - created her own charter school - in the study of her 34 4th graders, they were able to track down 33, all of whom appeared to be leading successful lives - Marva Collins creed: motivation, you have the right to fail but you don’t have the right to bring others down with you

10/11

Cultural bias: Any measure of intelligence, testing is going to be influenced by the culture in which it was developed. Most of the tests developed to measure IQ and indicators dividing students based on intelligence are culturally biased by white males’ standards on what makes one student more intelligent than another.

Cultural literacy: The background knowledge that we possess as members of a culture that help us make sense of the material presented and put in our own social and cultural contexts. Most intelligence tests require that the student has some background knowledge that may only be learned through being a part of a particular culture. Students of other cultures may not have this knowledge and thus have difficulty, even though they are not of low intelligence (as demonstrated in class by the cultural bias of the Dove Counterbalance Test).

Homogenous grouping: Dividing students into separate groups based on measures of intelligence may itself be culturally biased. The quality of education may vary based on the difference groups and the expectations and biases that the educator already holds about certain types of students.

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 #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.


 * Theorists: **


 * John Watson **
 * - father of behavioral psych and classical conditioning **
 * - experiments on Baby Albert to condition a fear response to stimuli **
 * - stimulus generalization = anything that reminded him of the white rabbit later would evoke the same physical response **
 * * experiences from childhood may be triggered later on in life (ie: turning the lights off in your classroom may trigger and shut down a student who has experienced childhood abuse) **


 * Sigmund Freud **
 * - conscious (>1%), preconscious (10-15%), subconscious **
 * * ask students to remember a time when they were successful at something before they take a test to bring those feelings out of the sub and preconscious mind into the conscious **
 * ID = impulse, pleasure **
 * SUPEREGO = voice of moral reasoning **
 * EGO = if it feels good, don’t do it **
 * * ID games have 3 people talking all at once to present the voice of each to work through a problem to promote moral development **
 * Oral, Anal, Phallic, and Latency phases **
 * - a person can be developmentally “stuck” in any one of these phases **
 * - phallic phase = curiosity **
 * - latency phase is the best phase for learning **
 * Defense mechanisms protect our egos **
 * * worksheet is a great middle school exercise to help students be aware of them **


 * Alfred Adler **
 * - “will to power” = we are all seeking to be superior **
 * * do not get into power struggles with students, you will lose **


 * Carl Jung **
 * - archetypes and the collective unconscious **
 * - all male vs. all female **
 * Joseph Campbell – Myers-Briggs Type Indicator test **
 * - introvert vs. extrovert **
 * * know your personality type and teaching styles and how they compare with your students **


 * Edward Thorndike **
 * - experimented on cats **
 * * We will learn better when we are interested, and we will learn more and do better if we practice and get reinforcement. **


 * Bernice McCarthy **
 * Learning Style Inventory **
 * - Imaginative Mode (Why?) – construct meaning **
 * - Analytic Mode (What?) **
 * * 90% of teachers teach in this mode, only 10% of learners effectively learn in it **
 * - Common Sense (How?) – hands-on **
 * - Dynamic Mode – adaptations and applications, create something new **


 * David Wechsler **
 * - Wechsler Intelligence Scale for Children measures verbal and performance abilities in children through an observational approach to measuring IQ **


 * Anne Anastasi **
 * - being raised by 3 unique personalities sparked her interest in psychology **
 * - factors that influence intelligence: experimental, environmental, cultural **
 * * all intelligence testing is culturally biased **
 * - testing needs to consider how the culture views intelligence and what knowledge the student already has **


 * Alfred Binet **
 * - self-taught developmental psychologist **
 * - Binet-Simon Scale was the first test to measure IQ **
 * * measures of IQ led to ability grouping in the classroom **


 * L.L. Thurstone **
 * - psychomatrician – develops test to measure mental abilities **
 * - Theory of Primary Mental Abilities – 7 factors **
 * * intelligence testing can be based on more than one facet **


 * Sir Francis Galton **
 * - father of eugenics **
 * - cousin of Charles Darwin who studied heredity, variations in human abilities, and superior traits such as intelligence **
 * - nature vs. nurture studies on twins **
 * * intelligence test as sole determination of who is a “worthy” human **


 * Florence Goodenough **
 * - “Draw a man” test – alternative to IQ test for preschool to 13 yrs **
 * * measure of alternative forms of intelligence such as visual, spatial, attention to details **


 * Dr. Robert J. Sternberg **
 * - influenced by Piaget **
 * - defined intelligence as having the skills to achieve whatever it is you want to achieve based on your sociological context by capitalizing on strengths or compensating for weaknesses **
 * - STOMA – test of mental abilities **
 * Triarchic Theory: Analytical, Creative, Practical **
 * * stronger skills in one area will overcompensate for weaker ones in another **


 * Carol S. Dweck **
 * - people’s implicit theories about intelligence influence their behaviors **
 * Fixed (no matter what I do, its not going to make a difference) or incremental (like to be challenged) **
 * * praising students for being smart may have a negative effect **

10/4

Billy Elliott
 * "Why do you take lessons? To get better at it."**
 * - body language = doesn't want to be noticed**
 * - going to the library shows __interest__**
 * - stole the book - moral dilemma?**
 * - starts out awkward and out of place in class but improves with __practice__**
 * - teacher winks at him when he can finally get it right = __reinforcement__**
 * - high self-esteem**
 * - EQ - he is assertive when confronting his friend about being in love with him**
 * "Label their feelings, rather than labeling people or situations."**

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. ** Karen Horney
 * - differences in gender are social and environmental (disagreed with Freud)**
 * Self-Theory: a healthy person has an accurate self image, unhealthy person has a disconnect**
 * Theory of Neurotic Needs and Coping:**
 * - compliance (seeking approval)**
 * - aggression (power, defiant)**
 * - withdrawl (no help, perfectionist)**
 * become unhealthy when taken to the extreme**
 * - a child's perception of their childhood abuse is the influence of their outcome over the actual act**

9/27 Searching for Bobby Fischer

** The boys are hiding in the woods, a man scares them and they all run away. The one boy finds a chess piece in the woods and stands there watching curiously about a game that the men are playing in the park. It starts to rain, but he continues to stand there watching (he is in the zone = “flow”). Curiosity is the single most permanent characteristic of the active mind! A man offers the boy a baseball in return for the chess piece, and builds trust with the boy while doing so by respecting his personal space, but the boy is more curious about the piece in his hand then getting the baseball. The men in the park demonstrate that different teachers may be telling a student different messages, perhaps unconsciously. **

** When the boy and his dad are oiling their gloves, the boy (formal ops) is operating at a higher level of thinking than the dad (concrete ops) when he says he forgot to buy a baseball. “I do, you do, we do together” = Vygotsky thinking. Association with smell is the strongest for memory/recall. **

** The boy’s mother has a high EQ level, as she shows trust in the boy by listening to what he wants to do after school and following him there to play with the men in the park (emergent curriculum = follow the child’s lead). The boy shows autonomy and initiative by wanting to go play with the men in the park. He also shows high levels of observational learning when he creates his own chessboard out of legos after observing the men at the park and listening to the terminology (= accommodating), and has spatial visual intelligence. However, when he goes to the park to play the former grand champion, this man is in Erikson’s stage of despair. After observing the game, another man tells the mother about how the boy was using pieces in combination to attack, which was a way of recognizing the boy’s abilities without babying him, so to speak. **

** This boy shows tremendous self-esteem levels according to Rosenberg’s scale, as demonstrated when he plays chess either with the men in the park or with his father. Interesting to me was the fact that he didn’t want to play chess on command, which again demonstrates his high levels of self-esteem and industry. ** 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.**

**Boyz in the Hood**

**The kids are walking to school and one of the boys asks the others if they have done their homework, and if so, can he copy it. Tre says no, which demonstrates that he has trust in himself and shows great moral development (no cheating). The other boy then says that he wants to show the others something (curiosity!) so they cross the police line to look at a crime scene where someone got shot. One kid asks why the blood is turning yellow, and the other boy explains that it is turning yellow because the plasma has separated. This is a great example of how relating content to real-life and knowing your students will help them be more effective learners.**

**The class looks bored and restless, and the teacher appears to be unmotivated and clearly not maintaining a disciplined learning environment which is respecting the dignity of these students. The teacher then invites a disruptive student up to teach the class and he appears to be doing a better job than the teacher, until he gets into an argument with another student. The teacher then calls Tre’s mother, and her own biases about why he might have been disruptive during the class are apparent in the conversation that he has with her. It is very important for teachers not to jump to conclusions as to why a student is acting the way they are and to be self-aware of our biases and keep those under control.** 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.**

9/20 Carol Gilligan
 * - feminist twist on Piagetian development and Kholberg's moral development**
 * - "The Ethic of Care"**
 * Preconventional - survival**
 * Conventional - self-sacrifice**
 * Postconventional - non-violence (love others and be loved)**
 * - moving to the next stage is fueled by changes in the self, not capabilities**
 * - psychological studies and theories have only been based on males, she found that females think/feel/react differently than males**
 * - groundbreaking for exploring gender bias/differences in the classroom**

9/13

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. **

Seabiscuit

** Smith looked the horse in the eye regardless to the fact that it looked small, in pain and bad health. Teachers cannot walk into the classroom with preconceived notions, judgments, or biases towards their students. Would you look at your students’ files? Does your breeding determine your outcome? **

** They kept forcing Seabiscuit to race against other horses and lose on purpose. Punishment can lead to negative attitudes, resentment, and fear. When Seabiscuit raced, he did exactly what they trained him to do: he lost. Do labels define the person? Teachers must set high expectations for their students. **

** “Identification with the aggressor” and space issues, 55% of what we communicate is body language, and one can show trust through body language. Letting students experience success and encouragement is important. Ask: “What did we do in this activity that you liked?" **
 * gender bias**
 * []**

8/30

INTASC #10. School and Community Involvement - ** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. **

Remember The Titans

** The assistant coach remained calm and professional, regardless of the comments that we made to him. He was focused and logical with a clear objective on what he was hired to do, and didn’t let the other coaches’ and players’ racism keep him from this objective while putting an emphasis on punctuality as a common courtesy that everyone should give one another. He focuses on a common objective between all parties instead of dwelling on this situation that no one has chosen to be in, and declares that it is a great opportunity for him to learn. ** Soldier

** Nature vs. nurture **

** The babies are assigned a number by the nurses based on their actions (crying, kicking covers off), 1A means that baby will be drafted first. The children are brainwashed and conditioned to believe that a soldier does not speak until spoken to, shows no mercy, mercy is weakness. They are placed in a hostile learning environment where there is a sense of fear instilled into each child to follow the rules, and they are desensitized to violence early on by being forced to watch violent acts against their will. Tests and observations indicate that good motor skills indicate a high IQ, but those with high IQs don’t necessarily turn out to be the best physically as well. ** Piaget’s Theory

** [] **

** Conservation of Volume: The child thinks that the glasses hold the same amount of water only if the containers holding the water were also exactly the same volume. Pour the same volume of water from one glass into a larger container and the child thinks that there is less water in the larger container than in the original glass. Our perceptions of volume are skewed by the containers themselves. **

** Deductive Reasoning: The child believes that since the first object (hammer) hitting the glass will break the glass, that a second object (feather) hitting the glass will also break the glass. The properties of one object are applied to all subsequent objects performing the same action against another object. **

** Theory of Mind: Once the child finds out that there are really candles inside the crayon box instead of crayons, she believes that everyone else will think there are candles in the box as well. There is an assumption that what one person now knows to be true, all others now know this to be true as well. **

** Conservation of Mass: The child believes that the person with two pieces of chocolate has more chocolate than the person with only one piece, all pieces being equal sizes. However, when that one piece is broken into two, she now believes that both people have the same amount of chocolate. The number of pieces is a more important factor than the sizes of the pieces in determining how much of something someone has. **

Piaget’s Four Stages

** [] **

** Sensorimotor Stage: baby hears the siren and reacts to it, without knowing the origin or meaning of the noise **

** Preoperational Stage: child hears the siren and knows that it means something bad, but is not sure of the meaning of this **

** Concrete Operational Stage: child has reasoning abilities, knows you are supposed to react to it, but only because someone has told them **

** Formal Operational Stage: child knows what the siren means, how you are supposed to react to it, and the consequences for not obeying the rules **

Montessori Method

** [] **

** Characterized by multi-age groupings of kids, social interactions, individualized program plans, freedom to pursue areas of interest and areas of learning with teacher guidance, and peer teaching to develop independence. The great part about this method is that it will teach children to be in charge of their own future and learning through self-awareness of what motivates them to learn and by teaching other students the same. **

Maria Montessori

** [] **

** Education is a natural process developed through experiences in which a child interacts with their environment. Maria’s advocacy for equal pay for equal workers and women’s rights carried through in her development of schools where education was a natural process for both men AND women. All children were given an equal environment to interact with, and although they each may have a different interpretation of this environment, all would have a learning experience of some sort through this interaction. **

Vygotsky pt. 2

** [] **

** Children will do better with teacher interactions and assistance from teachers and peers, and that these active interventions will give children better tools with which to express themselves. Teachers must focus their attention on the area between the child’s Level of Independent Performance and Level of Assisted Performance, known as the Zone of Proximal Development, which will help children reach the next logical step in developmentally appropriate behaviors without waiting for a desired behavior to emerge on its own. Assessing children based on their level of independent performance alone will not give us a good picture of their potential learning abilities. Teachers stifling development, growth, and learning by not becoming as involved as they can be to push kids to the next level is an interesting concept! **

Lev Vygotsky

** [] **

** Children cannot reach their full learning potential appropriate for their age without interaction & formation of relationships. The sum of what the whole can attain is greater than each part; humans cannot succeed alone. **

Scaffolding ** [] **

** Support must be given based on the learner’s need and then gradually withdrawn as more skills are filled by the learner themselves. The human race could not survive without the concept of scaffolding to pass down knowledge to those without it until they have learned it themselves. ** ZPD ** [] **

** Teachers must have empathy and judgment about their students’ needs and capabilities alone in order to assist them in their ZPD. Interestingly enough, working in the ZPD can also be helping someone to regulate an undesirable behavior as much as it can be development of positive ones. **

BASIC information ** [] **

** Key question: how do children acquire knowledge? **

** Children’s intelligence should not be judged by intelligence tests alone, but that observations should be just as valid. Early development is heavily influenced by the beliefs of adults and other children around them, and their interaction with these beliefs and environments through play. Teachers are there for support (scaffolding) in the ZPD, not to just give students the answers. **

** Vygotsky went to college during the Russian Revolution, which may explain his ideas on how influence and involvement aids in learning were revolutionary as well (revolt against an uninvolved govt entity mirrors revolt against Piaget thinking, teachers uninvolved in their students’ learning processes). **

Social Constructivism ** [] **

** Learning takes place through interactions, this idea is what has allowed the human race to survive and develop! **

Vygotsky’s Developmental Theory ** [] **

** Children construct knowledge. **

** Learning can lead development. **

** Development cannot be separated from its social context. **

** Language plays a central role in mental development. **

** (Suggests that students who are having trouble mastering language and communication skills will have more difficulty moving onto the next levels of development, which is why we must be aware of ELLs and other ideas of cultural constructs in our classroom.) **

Scaffolding as a Teaching Strategy ** [] **

** Verbalizing all of the steps is a way to incorporate scaffolding into teaching strategy. **

Differentiation and Scaffolding ** [] **

** Provide ways for every student to access the curriculum, regardless of their skill level. Equal the playing field, and let them know your expectations. **

Primary Grades impact on a lifetime of learning ** [] **

** Technology has been a substitute for social interaction, and hinders self-regulation. **

** After watching this clip, I wondered how a teacher would have time to give so much individualized attention to each student when they have 30 students in their class. **

Vygotsky pt. 1 ** [] **

** Learning happens through creative interpretation by the individual of the information presented, and always involves more than one human. **

ZPD & Scaffolding/ Differentiated instruction ** [] **

** Some students may need to be moved back into the ZPD whereas others are already there and need to be moved to the next level of development. **

** Low skill levels in reading, writing, speaking, and confidence are barriers to student success. **

Ken Robinson ** [] **

** Children are not frightened of being wrong, encourage them to take risks! **

** I agree with the part about degrees being worth less today than they once were, perhaps this has something to do about the gradual realization of society that there is more then one way to judge intelligence? **

Differentiation in Action ** [] **

** Approach to teaching based on the premise that teachers adapt instruction to students’ differences. I like how he outlined his expectations for the assignment before they started working on it. Teachers need to be observant even during group work to look for other ways that students might be telling us that they don’t understand the lesson. **

Lawrence Kohlberg’s Theory of Moral Development

** Observations….how will you work with moral development? **

** Brief Theory [] **

** Pre-conventional, Conventional, Post-conventional **

** Theory - more in depth [] **

** People can get stuck in any one of the 3 stages for the rest of their lives. It is important for teachers to assess what level your students are in to find strategies to motivate your students to behave and learn…figure out why they are going to do it (acceptance, avoid punishment, or reward)? **

12 year old - moral dilemma ** [] **

** The children and the adults basically all came to the same conclusion that it was not right for the husband to break the law, but they all had different responses as to WHY they believed this was wrong. **

Moral Theories ** [] **

** The moral theories that we may use as framework may not always correlate with our ethics on how we look at life. The story above is a great example of this: moral theory would tell us that breaking the law is wrong, but if we had been in a similar situation as the husband, would we have done the same for our wife? **


 * Dr. Glasser Reality Therapy & Choice Theory **

** [] **

** We make choices that either help or harm the relationships in our lives (helping habits, harming habits). You have the choice to help yourself and others, would cut down on the need for external controls such as drugs. ** Reality Therapy ** [] **

** Take responsibility for your own happiness through working with others, self evaluation. Never give up on the belief and expectation that change is possible is great advice for teachers regarding their students! ** Basic Needs ** [] **

** Love & belonging, power, freedom, fun (physiological payoff from learning) ** Relates to Student Behavior ** [] **

** We cannot make our students learn, but must work with them to establish involvement, focus on their behavior and accept responsibility for it, evaluate whether it was harmful or helpful, and develop a plan of action and make a commitment to follow this plan. **

8/23 Hoosiers
 * INTASC #9. Reflective Practice: Professional Growth**
 * INTASC #10. School and Community Involvement**
 * There are always going to be people who don't believe in change, and think that there is no reason to do things a different way because they have been doing them that way for 30 years (therefore it must be the right way!). There are always going to be people who don't believe in you and doubt your ability. There are also always going to be people who will offer their help to you, whether you'd like to hear it or not.**
 * The gesture of help and advice was given to the new coach by the other members of the community, but it was up to him how he would react from there. He remained calm and listened to what they were saying. Even though he only took their advice with a grain of salt and probably even felt "ganged up on" by everyone, he was polite and professional.**

Goodbye Mr. Chips

**INTASC #5. Motivation and Management** **INTASC #9. Reflective Practice: Professional Growth**
 * Although the new teacher walked into his first day of class appearing polite and eager to teach, he also made it known right away that his biggest fear was that the class would behave out of control. Perhaps the students could smell this fear as soon as he walked in the room! Also, obsessing over something in your mind often manifests itself in real life. On top of all that, the task that he assigned to the class spelled disaster from the start. Children are going to get distracted and restless if they are told to sit quietly and write for an hour.**
 * Set the tone for discipline in the first second of class.**
 * Headmaster told teacher that his profession demands character, courage & authority.**

Magic Math

**INTASC #3. Diverse Learners**
 * Related something that the students are having trouble learning (7s times table) with things that they are already familiar working with (tic tac toe, small number values, patterns). Used both visuals and audio to help with memorization.**

10 Great Motivational Quotes

**INTASC #5. Motivation and Management**
 * "Whether you think you can or you think you can't, you're right." I felt like this was an important one...every student that you teach has the ablilty to succeed if they believe that they can, even if its something as small as showing up for your class every day.**

Nature vs. Nurture

**INTASC #2. Student Development** **INTASC #10. School and Community Involvement**
 * This made think about the George Washington story and I wondered whether he was just born to succeed, concidering that the research would tell us that a child who has experienced such trauma at that stage in his development, grown up without the care of his biological parents, was not able to speak for much of his childhood, and had no formal education would be very unlikely to achieve this high of a level of success in our society.**

__Power Teaching Observation Task 1**__

College - Philosophy class and power teaching (whole brain teaching) [] What tools for engagement do you observe? Micro-lecturing, reality check/repetition of what was said to your partner, calling on multiple students randomly to speak aloud during class, hand gestures What strategy for encoding does he use most? Repetition College – Aristotle’s Four Causes [] What do you perceive to be one of the essentials of power teaching from observing this clip? Repetitious dialogue and maximum intensity interaction between teacher and students, and between students High School Math on Slope [] Make two more observations about the “essentials of power teaching” 1) Students mirror teacher’s and each other’s actions, every student becomes a listener and a teacher   2) Information is broken up into smaller segments for maximum retention 6th Grade Math Class Operations [] How long does she talk before she expects the Ss to review? About 20-30 seconds What role does positive reinforcement play here? Makes sure that everyone in the class is actively participating in every gesture and repetition 4/5th Grade Teacher is 11 years old here [] How does she outline “expectations” or “standards” for participation? She says that high energy participation/gestures get “extra credit”, but low participation/gestures gets “dextra credit” (keeps track by marking points on board). How does she keep the discussion open ended? When she calls on someone, everyone listens to that person’s answer and then they move on (there are no wrong answers, no criticism for saying what they believe about the paper) Critical Thinking Skills in 4th Grade [] What impact would this style of teaching make in the schools you have seen? Would allow kids to expend their energy in a positive manner and be rewarded for participation. Also, classroom management works itself out because there are already rules in place, and hand gestures/mirroring mean that kids are always occupied with a task. College instruction on the Basics of Power Teaching [] What role do these elements play in this lesson? Humor – to help everyone in the class feel comfortable and safe enough to participate Gestures – helps with memory and retention of what is being taught, indicates to teacher the level of energy and participation during Ok, Teach Refocusing – indicates to students that they need to give their full attention to the information that is about to be presented, also a great ZNS What is the most unique thing you see in this clip? Even though the information that is being presented to these students is something they already know and the lesson itself clearly below their level of intelligence, every single person in the class was an active participant with high energy and appeared to be having fun! Classroom Rules [] Compare and contrast the ways he presents the rules. What do you see? He presents the rules in a number of different formats, including saying them aloud with hand gestures or showing them written out with a descriptive picture. He is trying to appeal to a number of different learning and memorization techniques by using visual and auditory clues. He also has a number of different ways for teachers to help students practice those rules. Smart Board and Mr. Howard [] Where can you find one of the boards to learn how to use them? High school classrooms Another lesson on Power Teaching [] Variety….is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”? Keeps both teachers and students on their toes, and encourages teachers to come up with new and different way to encourage participation and learning in their classrooms.

You will have seen many more links to examples of Power Teaching. Find one and ask two questions for others to respond to after you view it.

3rd Grade Class/Days of the Week [] In his comment below the video post, Chris Biffle asks what kinds of things can you teach using this method. Can you think of some things that this may not be an effective method for teaching? Do you have any constructive criticism for the teacher in this video?