As we were studying for the final yesterday, I realized how much we covered in class this last semester. It has flown by. Here are the top couple of things that I will take with me from this class:
Theorists:
-Dewey Democrat (describe, analyze, act)
-Gagne-->Tahna-->Volleyball-->Winner-->Semantic Encoding
-Every rose has its...consequence/Thorndike
-Piaget, let them play
-Bloom's KCAASE
-Hollow Paulo
-Rodgers-always changing...his sweater
-Gardner plants multiple intelligences in his garden.
-Eisner: art education
Stuff from books:
-Dress for the occasion.
-The first days of school are the most important and will determine how the rest of the year will go.
-A good teacher is one who has good classroom management, a well-developed curriculum, and good instructional techniques/positive expectations.
-The difference between procedures, routines, and discipline.
-The teacher has the most powerful effect on student learning.
-Charity never faileth.
Vocabulary:
-phenomological perspective
-artisians
-technology
-teach
-learn
-technology education
STLs:
-2CCs (core concepts) of technology on a SPORRC (pronounced "spork")
-it takes 3 people for a relationship to work
-the 4 SPEC-effects of technology
-5=green=environment
-the number 6 just keeps "role"-ing in society
-the "eight-ttributes" of design.
-engine, engine number 9, coming down chicago line...
-10 is the role of troubleshooting PRIDE.
-on a scale from 1 to 10, your design processes are an 11.
-management has 12 letters
-it takes 14 yrs to get through medical school
-16-yr-old girls shouldn't use an EPT
-in 17, the 7 is communicating with the 1.
-you can drive when you're 18
-when you turn 19, you become a man...ufacturer
-Jason has worked in construction for 20 years
Wednesday, December 10, 2008
Friday, November 21, 2008
Teaching the tots
This week was pretty amazing. I had a really good time teaching 6th graders. I'm not sure how much different it will be to teach the higher grades, but 6th graders are hilarious! I think I'm more of a Junior High teacher...I think it's because I like to mess with them and see what they really know. High schoolers can see right through you and know that you are playing stupid. I always have the most fun teaching those who are still young enough to be gullible and old enough to have advanced brain processes. I like helping them see what they know and why they believe it. 6th grade was a lot of fun. I can't believe how much they called me on when I was playing Ms. Volta. They're smart. I'm excited to see what happens in my classroom.
Wednesday, November 12, 2008
Group Planning
I thought it would be really difficult to plan a 2 hour lesson with 6 people. Turns out, it wasn't that bad. I think it would have been a lot better with only 3 people or so because then everyone would have been able to participate. We had 2 people who kind of took the lead and pretty much ran with it. I tried to bring in the other 3 but they didn't say much. I think they didn't want to compete with what was going on already. I'm pretty sure 2 of the 3 only got in a few words, if that.
I think when I am a teacher and my students are working on group projects, I will sit and listen for a while before I jump into the conversation. It is difficult to stick with a plan or continue a train of thought when the teacher comes and starts leading the discussion. It messes with the flow of the group, although that may have been a good thing in this case. I just wish that we could have had all the group members give some input instead of just a few.
If I ever have to teach with 6 people again, I hope it goes a little differently. I'm not saying it was bad, just different. I think it could be better but I'm not sure how. Oh, to be a good teacher...
I think when I am a teacher and my students are working on group projects, I will sit and listen for a while before I jump into the conversation. It is difficult to stick with a plan or continue a train of thought when the teacher comes and starts leading the discussion. It messes with the flow of the group, although that may have been a good thing in this case. I just wish that we could have had all the group members give some input instead of just a few.
If I ever have to teach with 6 people again, I hope it goes a little differently. I'm not saying it was bad, just different. I think it could be better but I'm not sure how. Oh, to be a good teacher...
Marzano = PMG??
I think a lot of the stuff that is in Marzano's book is also in Preach My Gospel. It makes sense because good teaching is good teaching no matter the topic.
Most of these chapter headings are used either with the teachers/missionaries or the learners.
Ways that the Marzano chapters are similar to PMG:
Identifying similarities and differences: most people will do this automatically with the gospel. They will look for ways that our church is the same as or different from theirs.
Summarizing and note taking: Everyone learns better when they write down what they learn. The Spirit continues to give revelation if the learner shows gratitude for the new knowledge by writing it down.
Reinforcing effort and providing recognition: Making sure they have a friend at church to support them and be there for them when the missionary is gone.
Homework and practice: Homework and practice.
Nonlinguistic representations: The pictograph of lesson 2 (plan of salvation), flip charts, etc.
Cooperative learning: Try to teach them in families or groups of friends. They will be each others' support system and will have similar experiences to draw from. Also FHE, sunday school classes, wards, stakes, areas, etc.
Setting Objectives and Providing Feedback: Help investigators set goals and ask for a report on how they did. Give feedback and support. Answer questions.
Generating and Testing Hypotheses: Help them know it is right for themselves. You only know if it's true by obedience. If you get blessings, it's a true principle.
Cues, Questions, and Advance Organizers: Help them ask the right questions and look for things in the readings. Use prior knowledge and build on it with the new knowledge.
Ya, I think that covers most of PMG. I would like to have PMG as a text for this class. I think it would be more beneficial because it was written with the spirit and there are ways to adapt it.
Most of these chapter headings are used either with the teachers/missionaries or the learners.
Ways that the Marzano chapters are similar to PMG:
Identifying similarities and differences: most people will do this automatically with the gospel. They will look for ways that our church is the same as or different from theirs.
Summarizing and note taking: Everyone learns better when they write down what they learn. The Spirit continues to give revelation if the learner shows gratitude for the new knowledge by writing it down.
Reinforcing effort and providing recognition: Making sure they have a friend at church to support them and be there for them when the missionary is gone.
Homework and practice: Homework and practice.
Nonlinguistic representations: The pictograph of lesson 2 (plan of salvation), flip charts, etc.
Cooperative learning: Try to teach them in families or groups of friends. They will be each others' support system and will have similar experiences to draw from. Also FHE, sunday school classes, wards, stakes, areas, etc.
Setting Objectives and Providing Feedback: Help investigators set goals and ask for a report on how they did. Give feedback and support. Answer questions.
Generating and Testing Hypotheses: Help them know it is right for themselves. You only know if it's true by obedience. If you get blessings, it's a true principle.
Cues, Questions, and Advance Organizers: Help them ask the right questions and look for things in the readings. Use prior knowledge and build on it with the new knowledge.
Ya, I think that covers most of PMG. I would like to have PMG as a text for this class. I think it would be more beneficial because it was written with the spirit and there are ways to adapt it.
Saturday, November 1, 2008
Motivation Mastery
This week in class, we talked about the book we are reading and how important it is to incorporate the principles into teaching. I like the idea that homework should be a form of formative testing. I think it's a great way to informally see what your students know and how well they know it.
Example: Go home and do these 10 problems. It shouldn't take more than 30 minutes. If, after 30 minutes, you haven't finished, put it away and bring it to class.
If your students can't do the assigned problems in the recommended time, they obviously don't understand it well enough to move on. It's up to you to decide what to do now. Is it your fault or theirs that they don't understand it? Did you fail as a teacher or did they fail as students? What are the implications of that answer? How can you make your lessons more understandable and easier to comprehend? How can you inspire your students to put forth the effort to want to know?
Teaching is not just a "here's the material, learn it" profession. We have a huge responsibility in this era of video games and just-getting-by. We need to learn how to instill intrinsic motivation into our students so that they will succeed and expect more out of life. Is that possible?
Example: Go home and do these 10 problems. It shouldn't take more than 30 minutes. If, after 30 minutes, you haven't finished, put it away and bring it to class.
If your students can't do the assigned problems in the recommended time, they obviously don't understand it well enough to move on. It's up to you to decide what to do now. Is it your fault or theirs that they don't understand it? Did you fail as a teacher or did they fail as students? What are the implications of that answer? How can you make your lessons more understandable and easier to comprehend? How can you inspire your students to put forth the effort to want to know?
Teaching is not just a "here's the material, learn it" profession. We have a huge responsibility in this era of video games and just-getting-by. We need to learn how to instill intrinsic motivation into our students so that they will succeed and expect more out of life. Is that possible?
Drafting Class
After getting over the initial shock of not having the teacher know we were coming, we went to the class next door where Matt was observing another teacher. It was a little strange because he didn't talk at all at first and the students were just "catching up on their projects." I walked around and most of them were either playing games or looking up other stuff on the internet.
After a while, he got up and started helping students. As he was helping, he called us over to watch what he was doing. He explained why he was doing everything and allowed us to help some students as well.
There was a lot of diversity in this classroom compared to the others. There were some people who didn't even speak english very well. They were the ones who didn't turn in most of their stuff. They were used to the metric system and were supposed to be doing an assignment to learn how to use an engineering scale. They kept getting the feet and inches mixed up. It was interesting to see how disinterested they were in the assignment because every time the teacher walked away, they forgot about the assignment and started looking up ringtones on the internet.
I'm not sure what I will do when I teach to help kids get interested. It's difficult to have everyone on the same page at the same time with varying skill levels.
After a while, he got up and started helping students. As he was helping, he called us over to watch what he was doing. He explained why he was doing everything and allowed us to help some students as well.
There was a lot of diversity in this classroom compared to the others. There were some people who didn't even speak english very well. They were the ones who didn't turn in most of their stuff. They were used to the metric system and were supposed to be doing an assignment to learn how to use an engineering scale. They kept getting the feet and inches mixed up. It was interesting to see how disinterested they were in the assignment because every time the teacher walked away, they forgot about the assignment and started looking up ringtones on the internet.
I'm not sure what I will do when I teach to help kids get interested. It's difficult to have everyone on the same page at the same time with varying skill levels.
Monday, October 20, 2008
Another week already?
Wow, it's gone by fast. We learned about STL 4, 5, and 6 Tuesday and took the TSA tests Thursday. It was pretty funny to have technology students taking tests on the most basic computer programs and still have a hard time with it. It's been a while since I learned excel. The program look has changed so it was a little more difficult for me to figure out where everything was. Anyway, it was just funny.
STL 4: The cultural, social, economic, and political effects of technology.
STL 5: The effects of technology on the environment.
STL 6: The role of society in the development and use of technology.
It's becoming more and more clear as to why we need to teach these things to our students. If we don't, it will probably take them a lot longer to figure out the connections. We can stem the innovation needed to improve the future.
STL 4: The cultural, social, economic, and political effects of technology.
STL 5: The effects of technology on the environment.
STL 6: The role of society in the development and use of technology.
It's becoming more and more clear as to why we need to teach these things to our students. If we don't, it will probably take them a lot longer to figure out the connections. We can stem the innovation needed to improve the future.
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