Final Learning Log

What? Most of the theories and information that we learned about in class I have adopted into my personal learning theory as parts of theories learned in class. What I remember most and perhaps liked the most from these theories was Vygotsky's Cognitive development theory with a little bit of Behaviorism, social Cognitivism and motivation (this is only a few because I feel that there are good aspects to each theory. I did like what Erikson had to talk about regarding the many stages for cognitive development that we are in, however I do not necessarily believe the age groups that are associated with the cognitive development. Erikson does a pretty good job with the estimated age as a general rule, but there are many exceptions to the rule. With Kohlberg's Moral Development I feel that people do not alway stay on the same level of moral development as the same time, but bounce back and forth depending on the situation and even the moral decision that they have to make.

My results for the theory came back alot closer than I thought. My lowest section was B with 33, followed by 35 of C and then 41 of H.

So What? In my opinion students work best when they have an example to teach them and are able to come up with a conclusion of their learning with a combination of Self Talk, mediated learning experience and Social Cognitivism. Students also need that motivation factor to stay tuned into the teaching and receive the best learning possible. Behavior factors will play a significant role and the teacher needs to know why students act (behave the way they do) and how to better the situation and not make it worse. One of the things that will help learning as a general rule in my opinion is for the teacher to work on the correct Zone of proximal development for each student. Obviously each classroom will be filled with students and from different levels of actual development and different levels of potential development. For this reason I like the idea of using the Zone of proximal development for each student.

Now What?

I plan on keeping this book and referring to it when needed. I think that the bulk of me implementing my personal learning theory in the classroom is remembering these theories and adding them as I teach and gain experience in the classroom as a teacher. One of the ways I can do this is by modeling what I would like the students to do, have them work individual and form solutions from class discussion and in small groups. I need to also assess the students as much as possible in order to know where they stand in their learning and what I can do to help them with scaffolding and reach their Zone of Proximal development.

I think that the best thing for me at this moment is to remember these theories and use them when I am teaching. I am sure that much of the information learned will make even more sense when I see the students and have the experience first hand. I believe that I will be able to improve the best by remembering the how important the psychological side of learning is and always include it in my teaching.

Multiple Intelligence Project

For my Multiple Intelligence Project I went to the Discovery Museum Twice. Unfortunately I left late (My wife wanted to go so I waited for her to get out of work), there was a nasty accident on the freeway and I did not know where to go once we got to Salt Lake or the mail. I walked around the mail even passing in front of the museum twice which I really don't know way I did not see it because it wasn't really that hard to find. When I finally got to the right place it was too late to fulfill the assignment so we returned a different day, which I was very glad we did.

My wife, son and myself where able to attend the second time and it was a great experience. In every part of the museum I could see cognitive development and Vygotsky's theory. I think he would have enjoyed being there as well. I don't remember the names of each section of the exhibit, however I could see everywhere how guided participation was available to the children. For example, on the second floor (middle floor) of the museum there were examples where children could pretend, play and act out adult tasks. Children were able to seen what it would be like to be a news caster, a artist, scientist etc. On the first floor I there is a picture (above) of a grocery store where children can act out and play as if they worked in a grocery store. Below is a picture of a car and a gas pump. Here is a great example of conitive apprenticeship where a parent or other children can teach each other able driving and filling up a car with gasoline. In any of the activities Social constructivism will be present as peers find their own perspective on the meaning of life, by what they have seen in life and what they are able to interpret.

To the right is a picture of a statement in the first room where Vygotsky thoughts are present. The words say, "Discover what happens when you play alone or with others." This is my other reference and I included this because many different types of learning and development will happen by working alone or with others. I enjoyed as I played in this area moving the plastic balls around and figuring out how the system worked. After a few minutes doing this a child that was playing in another area started working with me as a team to move the plastic balls to other sections of this activity. It was interesting to see how I learned individually and as I worked for just a couple of minutes with someone that was learning at the same time.

Above is a picture of my son. Here as young as he is he had a blast (at least for a few minutes until he decided that he hated this turtle suit and wanted to get out of it and be held). We were on the first floor in the area where you are supposed to remove your shoes or wear little blue booties on your feet. My son was put in a this turtle suit and was able to crawl around. He crawled around (as much as he could, but mostly lifting himself above the ground and moving a few inches away), when he had enough he let us know.

In the middle of the first floor where there is the water and the exhibit where it models a mountain with rain. I took a duck and lifted it up to the highest spot I could reach and watched it as it floated down the mountain. I help it in a few spots were it got stuck. Sometime during this process I could see another child watching me. I am sure she was watching me as an example. I know she was using internalization as I was able to see the wheels turn in this young mind. Obviously I could not here her inner speech by she express it through her actions as she wanted to participate and help the duck make it downstream.

After playing and seeing what was at this museum I actually got really jealous that I was not a kid anymore. I felt like a kid again and enjoyed it. The atmosphere was definitely a discovery/learning atmosphere for children and adults myself included.

Course Contract #4

Now that the class is pretty much over and I am reflecting on my goals and the learning that I received I am happy to see the growth that was achieved on my part. Although I wish I could have turned in more assignments on time and received better scores on my tests I feel that I learned a great amount of information in the class that I will be able to apply to my future teaching and career. I never really realized how important or better said how much the psychologically side of learning plays into eduction and learning.

My end goal is to become a secondary education teacher and this class brought me one step closer to that goal. For next semester and any semesters after that I have set similar goals to attend class and do I can to improve and grow and ultimately become a licensed teacher. I have the goals to study and do all I can to learn and receive a good grade at the end of the class. Taking this semester into consideration I am lightening up my schedule slightly to allow me to not spread myself as thin throughout my work, school and family responsibilities. Education needs to be a constant goal for me as I put it (and keep it) a high priority in my life to do and achieve. Learning is a constant process and I will need to always learn and study even when I can completed my formal education and become a teacher. I need to become a forever "student" in my entire aspect of my life.

Case Study For Chapers 1 & 2

1. From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.

Laura is operating in a Concrete Operational Thought Process. The book lists an age of 6-12, however I believe there are many individuals that do not follow this timeline. Laura understands different principles however the biggest example of why she operates at this level is because of the debate responses that she gave. She understands that consuming gasoline produces harmful effects such pollution. However, what she does not fully grasp is why her hypothesis is not a valid solution. She sees the problem, however her solution is not completely thought though. She does not see why not selling gasoline would not be a good solution which will come with further cognitive development.

2. How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution?

Laura also does not understand what pollution really is and that although it would be nice to completely get rid of the pollution that gasoline creates there are other immediate problems that would put the world in Chaos. For example the economy would be ruined for a time and we would need to fall back on a more primitive way of living. By being able to understand a little more about Pollution and the world around her she would be able to understand that her solution is not plausible. I believe that knowledge will help us understand and grow cognitively. By learning I believe that we can help our minds advance in Piaget’s stages of development (even though simply learner is not the only factor).

3. By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response.

I believe that this method of teaching can be very effective. This method can help teachers reach the Zone of Proximal Development better by having students constantly think and form another hypothesis about what they are learning. This also helps the teacher provide Scaffolding where the student can be build up and learn. I can also see Cognitive apprenticeship where Mr. Marculescu was assisting Laura in giving her guidance on the debate.

4. How does this scenario represent Piaget's and Vygotsky's conceptions of play?

Play would include children “playing” or “acting” about a certain thing in life that they may not yet be able to participate in. An example would be a squirt gun, a stick, a doll, or a make believe game. In this scenario Laura in a sense is “Playing” as she does not yet understand the real world and is making up and “playing” with the debate situation that Mr. Marculescu gave her.

Ch. 3 Analysis Questions:

1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.

From what I have learned and going through this stage I would say that Laura is going through the identity versus Role Confusion stage. She is late to class because she is fixing her hair and constantly beatifying herself. She feels that everyone is looking at her and may be judging her so in her mind she needs to look good for others. Her identity is in question at this time, which is absolutely normal for students this age.

2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?

I personally would suggest getting involved in as many clubs, extracurricular activities, and even elective credits (student Council) as possible. All three of these suggestions can help influence a student to be more social and in turn be more successful in school. It was something that I enjoyed participating in when I was in High school and Junior High. I feel that this is a main reason why schools offer classes and programs different from classes required to graduate.

3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?

I would say that Laura is operating at the Preconvential level in the Exchange of Favors/ Individualism and Exchange stage. I would justify this because Laura sees everything for her own individual needs and wants, she basis her decisions on herself without really thinking outside the box. Mr. Marcalescu might be able to help Laura advance in her moral reasoning by educating her and those around her. I think that understanding difference cultures and perspective will help with this. He could also show examples in the debate class where moral decisions had to be made on a higher level. This may help here increase her perspective and grow to a higher level of moral reasoning.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?

A debate class can teach these things. Debate will help you learn different cognitive abilities as it will make you think about an opposing side. You will need to know the pro and cons and the ins and outs of a topic. It will help you think on an ethical point of view and understand society and the world better. This will also help you socially (because naturally this is a socially designed class). And help you understand other perspectives and points of view. As was listed above on Moral Reasoning a cultural difference can help.

Case Study For Chapter 6

Case 1: Mr. West wants his students to truly understand Civil War battles. He engages the help of a local Historical Re-enactment Society and assigns each of his students to the Union or Confederate side. His students join the re-enactors from 7:00am-7:00pm for a full day of activities which include a long march (complete with rudimentary battle gear), setting up camp, cooking over campfires, scouting territory, and engaging in a historically representative battle.

1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?

I think that the students would be more interested and more prone to learn. I think that the students would probably remember this experience for life or well into their adulthood because of the length and actual hands on learning that they are receiving. Students only reading about civil war will end up forgetting most of the information, if not all if it is not again rehearsed. From my point of view I would have enjoyed the hands on experience better than reading it in a book. You would definitely understand more of what it would be like to be a soldier in the Civil war.

2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?

Mr. West uses more levels of learning and intelligences to teach and excite the students about the Civil War. It is something that is off the beaten path of reading and lecturing. When learning is exciting it become fun and enjoyable to learn. Excited students will participate and learn better than students that are not excited. Good emotions are going to have a driving force to learning and even retaining the learning.

3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?

The students would learn better if following the reenactment the class have a follow up lesson on this same subject of civil war soldiers. This time the teacher may want to include information on you can learn in a classroom setting like looking at picture and discussing certain events that took place. These two in my opinion would cement the study of the Civil War as soldiers.

Case 2: Mr. Dunkin and Mr. Richards, teachers at the same school, are debating in the teacher’s lounge about who provides the best type of organization for the students’ learning. Mr. Dunkin lectures and assigns reading and chapter problems Mondays through Thursdays. On Fridays he gives a short answer exam. In Mr. Richards’ class the students never know what will take place on any given day until they arrive in class and look at a detailed outline of the hour’s activities on the chalkboard. His class engages in mix of role-plays, lecture, videos, group projects and demonstrations. Mr. Richards occasionally gives surprise quizzes and his unit tests can include true/false, multiple choice, short answer, or essay.

4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.

For sure I would say that the second teacher, Mr. Richards teaches more effectively and provides better instruction for his students. Mr. Richards teaches using variation and the Information Processing Theory. This Theory suggests that people learn new information more easily when they can relate it to something they already know. Mr. Richards would teach a concept and through his many different ways of teaching and assessments the students will be able to apply the learning better. Mr. Richards structure is organized and fun making the learning more fun.

5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?

I am sure students would learn information in both classes but both more students would learn in Mr. Richards’ class. These students would retain the information better and be more excited about the learner (considering everything else is the same). There may be a few students that excel in Mr. Dunkin’s class, however I would bet that better learning where the students are engaged and excited to come to class will occur in Mr. Richards class. This will ultimately be because the new information is being given to the students in a structured/organized way using many different methods of teaching.

Course Contract Review #1

Although, I did not write this directly after taking the first test. I remember what thoughts were going through my mind at this time. I may have slacked off on my assignments. I had attended every class and participated the most I could. I set up a presentation group and study a lot for this first test. The first test was especially great because we took it in pairs. This did allow my scores to be slightly higher.

For the future I need to focus on the out of class assignments and get them done. Studying well before tests are very helpful so I will need to continue that. I had the goal to set up and work with Jacob, in the class, for our presentation and other assignments. A goal that in reality means more than a good grade in the class is being able to learn and take information that I learn from this class into my future teaching. This goal will not be fully measured until I have been teaching. However, I feel that I am preparing well with the information that this class offers. The bottle line is that for me to achieved these goals I need to set up a specific time to study, work on assignments and apply it somehow to my brain so I can use it in a classroom setting.

Cool Brain Research

I goggled Sam Wang's name and wrote read a bit of information on him. However, what I was most fascinated with was a video on a blog were Sam Wang was taking about the brain, specifically on the brain and its will-power. This blog was advertising a book that Sam Wang co-wrote regarding the brain. If I am not mistaken I believe part of what was said at on this blog video was mentioned in class. I like it how he mentioned how the brain is pliable, meaning that it is a muscle and can learn pretty much anything. Wang talked about a few different ways where the entire brain is needed to function. The brain is very efficient at what it does as it only functions on about 15 watts per hour.

Sam Wang said that the myth that we only use a fraction of our brain is not true. The brain is complex and needs all parts to function correctly. Because of this when some students with handicaps and learning disabilities are in your classroom, it will most likely be because of damage to some part of the brain. Education is all about learning and growing which the brain has the most important role for this to happen. If the brain is not working together as it should learning will not be as effective (in most cases). Or, in some cases learning will be different.

In a school setting there is much to learn from Sam Wang. Our brains are very efficient at what it does. We will need to take care of it, if we want good results (example was with Wang's Lemonade study). Students will be more efficient if they are taking care of their brain. Some students may suffer in class if all they eat is junk food, don't eat breakfast or are up late and not receive the proper sleep they need. We also can "train" our brains, the fact that it is a muscle means if you don't use it you'll lose it. It also means that the brain has the ability to a grow and learn at no limit. Our students need to constantly be stimulated and their learning will be endless.

Sam Wang also says that self-control is a better sign of someone being successful than an IQ or intelligence test. (this reminded me of the marshmallow/peppermint patty activity). If we can get students to learn to control their mind rather then spout off information they will be more successful in life.

Course Contract #3

Currently, I have been able to attend all my classes and an working on the completely the Field response Journal. This was probably one of my most favorite activities as I got a taste of what working as a teacher. Working with the Assessment Inventory and project with Jacob in this class was good as we were able to work on our assignments after class and finish the final project before the due date. I feel that forming groups and study groups will definitely help my grade and learning in the future.

I am currently shooting myself in the foot (only figuratively) because I neglected to do some of the assignments. I am making progress on my goals and have enjoyed the learning which I have received form this class. With regards to being sufficient progress I guess I will see at the end of the semester. I have noticed that I have seen an urgency to finish strong and am studying a working better.

For the future I will need to finish strong. It always surprises me how fast the semester comes to an end. I will need to attend all classes, strive to turn everything in, and study my brains out for the final test. From my past Course Contract one thing I suggested doing was working more at the school when possible. I have done this more and it has helped.

For Course Contract Review #4, consider what you will need to change in future semesters. Consider it a summative experience for this semester and a formative one for next semester.

Course Contract Review #2

The first exam came back a little lower than I would have liked it, which does call for a review of my course contract. I believe that I study well with other students while at school. I have meet on multiple occasions with other members of the class to work on projects and study. This is going well for me and I need to keep that up. My class attendance is pretty good as I have attended every class period and try to get the most out of our classes.

However, where I lack the most is definitely in homework and studying. I need to rededicate myself to study more and turn in my assignments. I am far from where I would like to be in this class, especially in the homework responsibility of this class. An idea I just got now would be to stay on campus as long as possible and work on my Ed Psych homework. Also, even though I have computer access at home I know I would be able to study more at school. That may be a great option to go to school on Saturdays to study more effectively.

My wife and I had a baby two months ago and that is a huge change for us. For me it has been a huge adjustment when it comes to available time and getting schoolwork done, distractions are everywhere. I believe that if I stay at school longer on Tuesdays and Thursdays, and even go to school computer labs/ study areas on Saturdays I will be able to avoid distractions and get more things done.

My goals for this semester and the future is to set aside time each week to study and avoiding distractions by working still at school. I think that this plan will bring my wanted results if I simply follow it.

Course Contract

My first and foremost goal I have for this class is to come everyday to class as prepared as possible and to look at each concept and idea as, "How can help me as a future teacher." The more work I put into it now the better teacher and student I will be for the future.

My second goal is to learn to learn and be the best student possible so I can therefore be a great teacher. I believe that learning will never end and that I can always stretch myself to become a better person and teacher.

With my current work and family responsibilities the best time for me to study for this class is on Tuesday and Thursdays from 1:00-5:00. This will be great timing as on Thursdays the material should be fresh in my mind. Saturdays are also open as I can receive additional reinforcement for this class. As I sent aside a time, a place (my home), and include the needed resources (my book, school supplies and computer), I should be able to bring my A game to this class. I will need to eliminate distractions and create a learning environment for myself.

If I do not understand a topic, I will do my best to receive help from other peers in the class. If needed I will seek out help and suggestions from the instructor. I also know that the book and the internet will also be valuable resources. I will also strive to be on time and attend every class period.

I will reach my goals in the course by disciplining myself to do more and learn as much as possible. This will include fulfilling all of what I need to do as I prepare to become a great teacher.