Pg. 140 Student Attention in the Classroom
I liked the ideas described on how teachers can increase student attention. I thought it was a given that teachers needed to be more active and more creative delivering instruction to engage and motivate students to learn, but now I know not all teachers think this way. I met a teacher who's major concern was keeping the students quiet at all times. She would lecture ask the students questions that required a specific answer and never really let the students answer their own thoughts about what was being read or taught. I would hardly ever sit in my classroom, during story time I would always walk around, I liked changing my voice when I was reading the stories and sometimes acted out pieces of the story. The students really liked it and they seemed to understand what was going on in the story and how the characters were feeling, it helped me keep their attention throughout the lesson.
Wednesday, February 16, 2011
Wednesday, February 9, 2011
Ch3: Social Cognitive Theory - Goals and Expectations
Pg. 102 Self-Set Goals
Having students set their own daily or weekly goals seems like a good idea. I wish I had done this with my students. Has anyone done this with their students? If you have, can you provide examples/ideas.
Having students set their own daily or weekly goals seems like a good idea. I wish I had done this with my students. Has anyone done this with their students? If you have, can you provide examples/ideas.
Ch3: Social Cognitive Theory - Functions of Modeling
Pg. 85 Response Facilitation
"Chameleon effect, whereby people nonconsciously mimic behaviors and mannerisms of people in their social environments.
I sometimes notice that many children often go through fads, whether it be fashion, words they say, mannerism, then I notice that they are imitating pop artists or actresses/actors. Could this be an example of the chameleon effect?
"Chameleon effect, whereby people nonconsciously mimic behaviors and mannerisms of people in their social environments.
I sometimes notice that many children often go through fads, whether it be fashion, words they say, mannerism, then I notice that they are imitating pop artists or actresses/actors. Could this be an example of the chameleon effect?
Wednesday, February 2, 2011
Ch2: Conditioning Theories - Programmed Instruction
Pg. 67 Programmed Instruction
Third paragraph describes how sometimes failure is a good thing because it makes the learner work harder at a difficult task, this then provides information as to what the learner can and cannot do. I guess this information could then be used in the analysis of whether a student has mastered an objective or if remedial work should be given to the learner. I wonder though, if not being able to successfully complete a task would frustrate a student that is used to constant success?
Third paragraph describes how sometimes failure is a good thing because it makes the learner work harder at a difficult task, this then provides information as to what the learner can and cannot do. I guess this information could then be used in the analysis of whether a student has mastered an objective or if remedial work should be given to the learner. I wonder though, if not being able to successfully complete a task would frustrate a student that is used to constant success?
Ch. 2: Conditioning Theories - Habit Formation and Change
Pg. 42-43 Table 2.2 Guthrie's methods for breaking habits.
I found this very interesting. Breaking a habit with the fatigue method. Knowing this would have been very helpful with that student that liked making and playing with those paper spinners during class. Has anyone tried/used the fatigue method in their classroom to break a habit?
I found this very interesting. Breaking a habit with the fatigue method. Knowing this would have been very helpful with that student that liked making and playing with those paper spinners during class. Has anyone tried/used the fatigue method in their classroom to break a habit?
Ch. 2: Conditioning Theories - Instructional Applications
Pg. 32. Sequence of Curricula
Wow, I have to say that I agree with Thorndike on this one. Skills should be introduced to students/learners at the right time or when it best benefits the learners. But, just thinking back to when I was in the classroom, makes me nervous. I remember I would try so hard to create my lessons so that they addressed my students' different learning needs, but sometimes it was just not possible due to the gaps between my students. I taught 3rd grade students Math and ESL and some of my students were recent immigrants and their reading levels were very low. I had to pull those students out and work with them individually, so it took a lot of creativity from my part to keep the rest of the students going forward while helping my beginners catch up.
I also think that the segregation of content in our schools makes it difficult to teach learners knowledge and skills in the context of different subjects. I really really liked the suggestion made by Thorndike's view on the sequence of curricula (Application 2.1 pg. 33) that learning should be integrated across subjects. Brilliant. I agree that this approach does indeed provide a meaningful experience for children and "real life" learning of various skills. I think that this is what schools strive for, but due to the focus on preparing learners for state examinations is not done appropriately. What do you all think about this?
Wow, I have to say that I agree with Thorndike on this one. Skills should be introduced to students/learners at the right time or when it best benefits the learners. But, just thinking back to when I was in the classroom, makes me nervous. I remember I would try so hard to create my lessons so that they addressed my students' different learning needs, but sometimes it was just not possible due to the gaps between my students. I taught 3rd grade students Math and ESL and some of my students were recent immigrants and their reading levels were very low. I had to pull those students out and work with them individually, so it took a lot of creativity from my part to keep the rest of the students going forward while helping my beginners catch up.
I also think that the segregation of content in our schools makes it difficult to teach learners knowledge and skills in the context of different subjects. I really really liked the suggestion made by Thorndike's view on the sequence of curricula (Application 2.1 pg. 33) that learning should be integrated across subjects. Brilliant. I agree that this approach does indeed provide a meaningful experience for children and "real life" learning of various skills. I think that this is what schools strive for, but due to the focus on preparing learners for state examinations is not done appropriately. What do you all think about this?
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