Laura+W.

Constructivist Conversation


 * Week One Observations:**

This is seen as a huge debate in a bunch of ways, as scientists look more closely at the aspects of how genetics play a role in development. Everyone has different characticists in what kind of person we will end up like. A person's genes are also used in their development, which can be brought out in various environment aspects : parental involvement, cultural background, and social aspects as well.
 * Nature vs. Nuture video clip** //(INTASC 2: Student development)//

I believe that most students would enjoy reading these and many other motivational quotes. I especially believe that students may enjoy the quotes, if they came from their favorite sports athlete, like the Michael Jordan one. I like to see these type of quotes in the classroom and quite possibly throughout the entire school (lunchroom, hallways, etc.)
 * Motivational Quotes** //(INTASC 5: Motivational and Management)//

This is anew way of teaching a basic math aspect. Most children do know the old way of learning their multiplication tables by using flash cards or simply just practicing them over and over at a young age. One student may find this magic math a lot easier to understand their 7's time tables, while another student may enjoy the flashcard method
 * Magic Math** //(INTASC 4: Multiple Instuctional Strategies)//

Hoosiers -lots of questions being asked -bunch of guys talking over one another -town doesn't like change -"christian morales" -new coach staying calm and just listening as other men talk -was told how to coach and do his job -shook hands at the end and responded with a short and sweet answer -not pushed around.
 * INTASC 10: School adn community involvement-the teacher fosters relationships with school collegues, parents and agencies in the larger community to support students' learning and well being.**

Good Bye, Mr.Chips -"morale courage" -all boys school -new teacher/new environment -class way out of control -strict, no-nonsense teacher -naughty students messing around with new teacher (playing jokes, asking silly questions) -blurting out -question after question -feeling overwelmed and not organized -make boys write for an entire hour -establish boundaries -new teacher needs to try to make MAJOR improvements -new teacher was spoken to by his boss...not a good thing on the first day.
 * 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 opportunties to grow professionally.**


 * Week 2 Observations:**

//-//Virginia- TC Williams High School-AAA football team //-//football team (mostly white boys) very disrepectful/rude towards new assistant coach -black students -new black assistant coach (seems pretty focused/proactive man) -"I never miss an appointment and i'm never late" -"I come to win" -"I did not hire you, the school board/district did." -"what an opportunity to....learn from the best."
 * Remember the titans (movie)**
 * //INTASC 6:Communication and Technology-The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportative interaction in the classroom.//**

//**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.**// -babies crying (getting numbers put on their beds based on crying/throwing blankets -1A (sign on beds) now they are enlisted into some sort of program -gun (m-16) -vocabulary -" a soldier does not speak until spoken to" -no mercy/mercy is weakness -brainwashing them- conditioning/indoctrine -desensitizing -IQ test (spacial puzzle) -child may not speak, but can still do things
 * Soldier (movie)**

**Power Teaching Observation Task 1 ** **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) ** -10 finger woos -mirror instructor/partners mirror each other -micro teaches, then asks students to repeat what's being said.
 * INTASC1:Content Pedagogy-the teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. **
 * []**
 * What tools for engagement do you observe? **
 * What strategy for encoding does he use most? **

**College – Aristotle’s Four Causes ** - teacher says "Class" and the students reply-"yes" -talk to your neighbor/teach the information to you neighbor -teacher claps hands then says to the students-"teach" -clear plastic trianlge was used, but if they didn't have one, then they used their hands to mirror what it would look like -repeats what teacher says
 * [] **
 * What do you perceive to be one of the essentials of power teaching from observing this clip? **

High School Math on Slope  [] Make two more observations about the “essentials of power teaching” -teacher says "class", and students respond with "yes" -talk to your neighbor-(north tells south what was just taught to them) -mirror teacher/mirror partner -neighbor/partners re-tell what teacher has just taught -teacher points/student points -lots of interaction -teacher relates math story to the math lesson....unique way of teaching a sort of boring concept. Teacher makes learning fun!

**6th Grade Math Class Operations ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**[]** **What role does positive reinforcement play here?** -students are being taught the order of operations. (Please excuse my dear aunt sally) -teacher does not talk for more than 15-20 secs, before asking students to teach to their partners/neighbors. Teacher keeps it short and sweet...to the point. Teaches a few points and then has the students teach it back to their partners/neighbors -teacher points/student points. If students have lots of excitement when asked to give information to their partners, then the class earns points. If the teacher doesn't think they did it good enough, she gets the points. Students can re-gain points lost to the teacher, with more excitement. -gestures with mirroring teacher
 * How long does she talk before she expects the Ss to review? **

**<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">4/5th Grade Teacher is 11 years old here ** **<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">-﻿ ** outline "expectations" or "standards" for participation- tells them to use lots of excitement for extra credit and no enthusasium will get you dextra credit. -interaction with helping her read the paper (having them focus/pay attention) -told class to think critically-and use gestures -asks for examples from paper "why do you disagree or agree with so and so"-was how the other students would respond to one another-"I agree with susie because of this, or I disagree with susie because of this." **﻿<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Critical Thinking Skills in 4th Grade ** -lots of student engagement-interaction (gets even more interaction) -high levels of excitement from students---shows enthusasium -getstures are used for memory **<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">College instruction on the Basics of Power Teaching ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**[]** **What is the most unique thing you see in this clip?** <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">- humor keeps them paying attention- doesn't always have to be serious...makes learning fun -gestures are used to remember what's being taught, used as a visual aspect of learning -refocusing is used when the teacher says "class" and the students respond "yes"...brings class back together to review information being taught. -most unique thing in this clip was pretty much everything being taught. -micro-teaching (brief and to the point) -students are NEVER scolded or put down. points are given (class cheers), points given to the teacher (class groans and sounds sad). -lots of excitement
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[] **
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How does she outline “expectations” or “standards” for participation? **
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How does she keep the discussion open ended? **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[] **
 * <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What impact would this style of teaching make in the schools you have seen? **
 * What role do these elements play in this lesson? **
 * Humor **
 * Gestures **
 * Refocusing **

<span style="color: #404040; display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Classroom Rules <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**[]** **Compare and contrast the ways he presents the rules. What do you see?**

<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">-student engagement -teacher talks are pretty short and sweet...to the point...no long drawn out discussion. -gestures to go with what teacher is teaching -for younger ages, pictures are also used. Older kids don't have pictures. -you have to practice the rules. For younger kids, practice all the time during the day, for older kids a few times will do. -use silly voices and lots of variety when going over them. -have students repeat each rule after you say each one. **<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Smart Board and Mr. Howard ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**[]** **Where can you find one of the boards to learn how to use them?** <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">-The school I currently work at has these smart boards or promethian boards in every classroom, even the library. -These smart boards are AMAZING!!! -They can be used for: morning messages (as students come into classroom and start to get to work), used at the end of the day to go over homwork assignments, and for interaction during lessons, etc. -Also, they are VERY easy to use. The kindergarteners at my school even know how to use them and showed me some cool tricks. **<span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Another lesson on Power Teaching ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**[]** **Variety….is part of this method’s appeal. What does this method do for his “enthusiasm” and “creativity”?** <span style="color: #404040; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">-attention getter..."class"-"yes" (however you say class, that's how the students will respond with "yes"). -lots of variety in the way you say class (use funny voices, etc). -Linked Concepts- you say 4 +4, the students respond with 8, you say three little and the students respond with pigs. This is a great way to review class material.


 * Week 3 Constructivist Conversation 9/13/10**

Differential Instruction: [] <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">[] <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">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. <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;"> **-**

<span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Week 4 Constructivist Conversation 9/20/10

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: 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. 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. Moral Development: [] __Piaget's Theory__ This is a conversation about volume and the little girl is being told about the concept by the young man. The little girl is show two glasses of water and she is asked if they both have the same amount of water. She replies, "yes they do." The young man then pours one of the glasses of water into another different shaped container. The little girl is asked again if the glass has the same amount of water. The little girl replies,"no they do not." She is paying more attention to the container it is in, rather than the amount of water from the begining. Deductive reasoning: the young child is told that object #1 (which is a hammer) comes in contact with the glass, that the glass will break. The little girl is asked if object #2 (feather) comes into contact with the glass. The little girl replies that yes the feather will break the glass. She thinks that any object coming into contact with the glass, will break it. Theory of mind:child is asked about what she thinks about the crayon box. She says there are crayons in the box. The man then takes out candles from the box and the girl is surprised. She is then asked what Elmo would think is in the box. The little girl says that Elmo thought there was candles in the box. She assumes and thinks that everyone will believe the same idea. Conversation of Mass:the young child is given one piece of chocolate and the man has two pieces of the same type of chocolate. The little girl is asked which person has more chocolate and the little girl replies, that the man has more chocolate. Then the man breaks her one piece into two pieces and then is asked who has more. She answers that they both have the same amount. **Piget's 4 Stages:** Sensorimotor Stage-hears a siren and is upset from the sound PreOperational Stage-hears the siren,knows its a siren, doesn't associate the meaning of the siren Concrete Operational Stage-the child knows to stop for the siren, but not sure why they need to stop Formal Operatioal Stage-understands the siren, knows why to stop for it and what happens when you don't stop. Has more abstract reasoning abilities. **Montessori Method:** -this type of methold includes: multi-aged grouping, a lot of social interactions, and individualized lesson plans -the children are productive and engaged -lots of peer teaching, which keeps the children involved and very engaged -the students grow while working on social, physical, and emotional needs

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">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. -looks him in the eye -no one wanted the horse -slow, calm voice -let him experience success by letting him run free
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Seabiscuit **

-she adopted Piaget’s, Kohlberg and Freud’s models -she was a feminist -pre-conventional/survival -conventional/self-sacrifice -post conventional/non-violence -transitions were fueled by changes in self, not capability
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Carol Gilligan Presentation **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">- Chris presented this information to the class

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">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. -the children demonstrate various learning activities/styles of learning -they choose their own activities -arranged flowers -drew a picture
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Montessori Clip **

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. -skits that demonstrated the various ways children play -unoccupied behavior-not engaged, wanders around -Cooperative play-all children play in an organized manner-each with a specific role -Onlooker behavior-two kids play together, while the one looks on, wanting to play.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Parten Play Theory **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">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. -voices in the background -a group of boys playing hide in seek -all the boys were scared away by the man that came up to them -games of chess being played -sound of dice -looking at chess piece found on ground -weather doesn’t bother him, he’s in his flow “I do, we do, you do” (Vygotsky) -offers baseball to show trust for what he has -curious and very active and vigorous mind -season glove with dad -smell.....largest with memory sticks in your brain -Seeing men play chess in park, heard names Queen, King- builds it with Legos at home -EQ of mom and son -Observational learning- observation by only looking -mom feels unsafe/uncomfortable in park scene with men playing chess -knows what’s going to happen next -thinks in an advanced way Visual (watching Josh play chess with his dad). -trust, autonomy, and imitative -emergent curriculum -does not invade space
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Searching for Bobby Fischer **

Boyz in the Hood: There are no INTASC standards, the teachers has nothing going good for her -cultural differences -socioeconomic status -talk openly about shootings -the small group of kids (boys and girls) go walk past a crime scene -One boy is street smart -the teacher only has low expectations for her students -the teacher has no classroom management what so ever

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">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. -Nick presented this theorist -theory of Neurotic Needs -Compliance-affection, needs for partners/simplify one’s life -Aggression-power and to control others -With-drawl- complete independence- refuse help or relationships, needs for perfection/scared of mistakes -Self-theory- healthy person has good image/unhealthy person set aside image -Feminine Psychology and difference with Freud -she felt she was neglected by her father -felt it was wrong to blame neurosis on childhood abuse or neglect -basic evil of “parental indifference” to be the answer Signs to look for: -wants attention, always raises hand in class -disagree with everything being said (example: bullying) -All alone- doesn’t want any help -video clip from Good Will Hunting…great Clip!
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Karen Horney Presentation: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">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. -boys talking about ballet -Take lessons for more practice-“why do you take lessons?” -body language tells us he doesn’t want to be noticed going into the library -interest in library book -stole library book…very interested in book -practices in bathroom…with the use of the stolen library book -find spot on the wall and only focus on that spot! -prepare……go……go…..go….go…Billy -teacher winks at him after completing turn-reinforcement -Billy is happy with his practicing-reinforcement-dancing down the street -accept students for who they are
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Billy Elliott-video clip **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-John Watson-father of behavioral psychology -Freud-ID, EGO, SUPER EGO -Conscious, pre-conscious, subconscious -Adler-will power, seek to be powerful -no power struggles -Carl Jung-archetypes -“Collective Un-conscious” -Extrovert or introvert
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">List of Psychologists: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-cultural bias -Dove Counter Balance Test-tests about cultural things (bitch test) -Three court cases: Larry P vs. Riles (1984), P.A.S.E. vs. Hannon (1980), Debra P. vs Charlington (1983) -E.D. Hurst: Dumbing down of America and Cultural Literacy
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Notes from Oct. 10, 2010 **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Anne Anatasi (Spencer) -mother was practical woman -uncle classical educated, but not outside -2 months of HS, studied for College exam (age 15-entered college) -convinced Columbia that her undergrad was worth grad program (doctorate at age 19….1929) -Intelligence testing-culturally biased -encouraged intelligence: experimental, cultural, and environmental -Test guru-believed in intelligence tests -died in 2001
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Midterm Presentations: Oct 10, 2010: **

-law degree (1878), studied science, psychology -influenced by John Steward Mill -operations of intelligence/faults in theory -developmental psychology -influenced by Piaget -Mental Retardation -intelligence on students -Binet-Simon test; skills by age -30 tasks to measure intelligence -intelligence and scale on intelligence
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Alfred Binet: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">(Bryan)

-Psycho-Matrician-devised tests for mental ability -Studied with Thomas Edison -Influenced by Howard Gardner -Theory of Primary Mental Abilities (7) -7 factors -word fluency, verbal -challenged Charles Spearman Theory
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">L.L. Thurstone **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> (Eric)

-1822-1911 -Cousin to Darwin/inspired by his book -Darwin-IQ test -Sterilization -Eugenics-bad-selective breeding/weeding out bad---human beings -Negative and positive aspects -Hereditary-studied -Superior Traits that were inherited -Pushed +/- eugenics -African Americans –two knocks below white (intelligence) -Studies of twins-nature vs. nurture -binet-simon—big push for this test - (book smart/street smarts) - Minorities/same or similar as Hitler used
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Sir Francis Galton **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> (Gwen)

-she was an American psychologist -alternative to IQ test -Draw a man test-multiple intelligences -visual/kinestic learners -preschool age –age 1310 min test -nature based-draw a man/woman test (the more detail the better) -correlated with Standard IQ test
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Florence Goodenough (good en now )- **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Nick

-influenced by Piaget -B.A.-Yale, Stanford for PH.D -1000 books and articles -skills for your environment/strengths/weaknesses -teacher when he was younger pushed him to become better ( 4th grade) -“Successful intelligence”-dedicated book to his 4th grade teacher -did not do well on IQ test -science experiment-STOMA-7th grade -based off Binet -3 skills together to determine intelligence: -analytical, creative, and practical -may be stronger in one area or another
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Dr. Robert J. Sternberg **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> (Ryan)

-IQ: intelligence-numerical value on intelligence-measures intelligence -IQ determined -worked with Binet -formula IQ=mental age/chronical age X100 -study: genius vs. stupidity -characteristics of genius -Turman Termites -higher IQ-taller/smarter than of other “normal” students -grouping ability -Binet-insight/open mindness -made fun of when younger because he was super smart-wanted to see if stereotypes were correct on kids who were super smart.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Lewis Turman **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Jen

-B.A from Columbia -PH.D- Yale -Didn’t worry about intelligence-how it was determined -how behavioral intelligence -born with intelligence-fixed entity -worked harder-intelligence went up, challenged-Incrimental -praising students was negative to students-makes their emotions high/low -failed at something meant lower intelligence (entity)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Carol S. Dweck **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> (chris)

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-1943 -multiple intelligence theory (7 Intelligences) -linguistics, logical-mathematical, spatial, musical, bodily-kinestetic, interpersonal, intrapersonal -taps into strengths -intrapersonal is narrative writing
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">More Theorists (10-18-10) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Howard Gardner (Amporn) **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-“G” –general factor-judge one factor (g) -mental tests (battery of tests) -Univ. of California Berkley, B.A -Univ. of Maryland-M.D -Ph.D-under Simmons -Variance in tests/African Americans scoring lower (normal in all other areas of their lives) -Non-biased tests-some students are better at IQ tests (Asian/White Children) -some would say that all other minorities aren’t as intelligent-their G was different -Determines your scholastic achievement
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Henry Herbert Goddard (mine)-See it on my discussion section **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Arthur Jensen-Robert **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-1979 -west side of Chicago -projects/abandoned cars/broken windows -article from IQ section: intelligence +race, head-start (age 4 preschool)-increased graduation, increased reading/writing/social aspects -Marva Collins –Charter School-(largest in the midwest0 -norms/procedures in video: -no breaks, western cannon, 4th grade class-favorite books ---way ABOVE grade level -34 students started out, 33 were tracked down after college graduation -past 33 students looked back at 4th grade class -Marva told her to do what you want…..you can do anything you want -offered position of Secretary of Education (turned it down, was not finished proving her point) -too good to be true -Marva Collins creed (Grill, the Marva Collins Creed) -I know, I have the ability to…. -promised hopes, broken dreams -gained not lost -if that is what I choose to do -you have the right to fail, but you do not have the right to take others down with you (interfere with other’s learning) -charter school-parents must sign this same creed, just their children must too- saying they will also be involved with their kids learning/education process
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Marva Collins- Video **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-great presenter -gave clear information/powerpoint -don’t hold a bias towards your students -vocabulary is the single best indicator of IQ <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-clear information -unique idea with ideas on the hat -have a plan B -teach support/learn from them <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-great unique style to get participation from the class -awesome explanations of strategies/insights -classroom management is a huge issue -high expectations -no gender bias <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-unique style/way of using the powerpoint/video to show the ideas -great style of incorporating music with videos -jigsaw -increase vocabulary skills -keep students engaged
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Midterm Presentations Commentary: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Eric: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Ryan: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Jen: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Gwen: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-great strategy with file folder and pictures/collages -unique way of presenting that information -90 sec review of class material -always learning from your students
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Bryan: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-great props for presentation -visual aspects -great explanation of strategies/insights -power teaching -use of books -collage of adjectives (in foreign language) -art is big with development
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Spencer: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-great insights/strategies -awesome way of incorporating a song into the presentation -address issues right away -3 R’s to keep students involved/engaged -pick your battles -consistence!!! -put on that happy face, be happy no matter what -praise effort, not outcome -5 min story at the end of each class
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Chris: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-liked the song that we repeated and learned more about your strategies/sights -good laughter, yet still learning the information -look at students as if you are seeing them for the first time
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Nick: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-great poster idea -different way to have students read about each strategy -poem written for her teacher to thank her for what she had done -create positive classroom environment -Wait 3-5 seconds
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Amporn: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-music and reading from lyrics “wear sunscreen” -interesting way of presenting the 7 insights/strategies -find what students like -do one thing every day that scares you -use popsicle sticks to pick (students) at random
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Robert: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-many of the 33 out of 34 students are now teachers, lawyers, state attorney jobs, -One young girl wanted to be a lawyer, and has not achieved that goal because of Marva pushing her to keep at it..never give up…you can do anything -students remember the little things about Marva -Marva had high expectations of her students -lift chin-makes children give better eye contact with the teacher -3 generations to unlearn bad behaviors -rewire the brain -One young student used his notes on Hamlet, from the 4th grade to write a paper later in High School on the same subject -4th graders reading Shakespeare -no breaks, no art -had to recite the Marva Collins creed -every child is teachable and every child can learn -students knowing the lyrics to rap songs, Marva knew they could learn at school -I get even by succeeding -no ebonics in the classroom -clear, articulate, delivering, speaking/communication beginning in Kindergarten -commit their learning to memory; will be able to access it later in life -teach students that they can learn -china style of learning: show respect by standing up when adults enter the room -Your I WILL is more important that your IQ! -many early readers at this Marva Collins Charter School -unity/variety to keep kids engaged -coral reading/fill in the blanks -justice department pays for the school -NO EXCUSES!!!!
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">More Marva Collins comments from 60 Minutes video clip: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">10/25/10 **

11/1/2010 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-boys walking down train tracks, music playing -talking about cigarettes -“Am I weird?” No seriously am I weird? -Junior High-different from grammar school…thinking about future -wants to be friends -mighty mouse vs. superman….it would be a good fight -Piaget stages: pre-operational thought -you’ll be taking college classes while we take shop -Gordie-red shirt -finding dead body -running from train: metaphor-the train represents life/pressure puberty=no turning back! -4 very different boys, yet great friends
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Stand By Me-movie clip: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-looking at trophies/awards (child’s dad is in the articles) -playing basketball in the rain storm-practicing -dedicated/motivated-in his “flow”-happy, concentrating -Spinning ball on finger –over and over -looks at car …man at the door -the man joins in with the boy and continue to play in the rain -love of the game -only freshman on varsity -Pistol Pete
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The Pistol: (movie clip) **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-why people succeed and how to foster it -praise effort -Growth mindset-believe they are intelligent -Become more motivated -We produce confident learners when we praise
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Carol Dweck-Growth Mindsets and Motivations: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Gave children some puzzles -Easy and challenging ones -Praised effort and intelligence -Growth vs. Fixed mindsets
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Carol Dweck: The Effort of Praise on Mindsets: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Brain is like a muscle, it grows with use and practice -Teach students growth intelligence -Some are fixed mindsets and feel they are just born smart
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A Growth mindset about our talents and abilities: Psychologist Carol Dweck: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Power of Praise -Effort is Joy or challenge -Praise Effort, not intelligence -Effort praised children challenge themselves more
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">How to Praise Children: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Two types of mindsets: Fixed and Growth -Fixed: children are born “gifted”, have “natural talents” -Growth: success comes from effort, success comes from practice, success comes from hard work-nurture
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Teaching Growth Mindset: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Enhances reading comprehension -1 minute -use before tests/homework <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-comprehension -calm/focused-feel better -listening skills
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Brain Gym: Neck Roles (Bryan): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Brain Gym: Balance Button (Jen): **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-Yale University-Child Development Psychologist -B.A.-Indiana Univ. (1956) -M.D.-Howard Univ. (1960) -U.S. Public Health Service (1961-1968) -Child study work at Yale -Yale Child study center-James Comer School Development Program -Collaborative Working Relationships -was just as smart as his friends, but continued and did more because of his family involvement -“Comer Process”-comer method-develop of children of their social skills and self esteem -Child development- Child Psychology -“developmental Process”
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">More Theorists: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Dr. James Comer (Bryan): **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-B.A.-Duke -PH.D.-Harvard -Process of education -Constructivist-students build upon what they already know “to perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize.” -Instructor is facilitator -gain information at young age; build on that every year in school -spiral manner-build on what they already know -build as it goes -enactive -iconic -symbolic -Dead Poets Society movie clip: -”think for yourself-discover your own meaning.”
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Jerome Bruner-Eric **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-1921-1997 -grew up during great depression -wanted to educate urban poor -came up with his own educational theory -stopped practicing law to help urban poor -1959-received his doctorate -helping il-literate students become literate in 30 hours -1969-visiting scholar at Harvard -1970-Politcal change –researched- Pedagogy of the Oppressed (his book) -exiled and very radical -emphasized learning as an act of cultural and freedom -stand up and don’t give up -Freire Institutes -Theory: “Banking” education, Liberation Education, Praxis, Empowerment, Culture of Silence and Conscientization.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Paulo Freire (Ryan) **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-1925 -B.A.-British Columbia -PH.D.-Univ. of Iowa (1952) -father of cognitive theory -behavior is modeled by others -families are more prominent sources of aggression -3 questions: patterns of behavior, what provokes the aggression, and is the aggression being continued or stoped -Bobo Doll experiment: -children watched video of model beating up the bobo doll, then put into room with toys, but can’t touch, then put in another room with the bobo doll…..the kids acted the same way the model did, beating it up -88% of the kids reacted the same way the model did in the video -Self-Efficacy: motivation to learn or deter them from learning. Verbal persuasion is HUGE! -Observational Learning: Attention (see it in action, mimic that action), retention (remember what you saw), motor reproduction (do that action being watched), motivation (reward)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Albert Bandura (Spencer) **

Herbert J. Walberg (mine)

Herbert J. Walberg powerpoint: