Post Seven: Chapter Eight

*Considering this chapter actually addresses higher-level questions, I will ask two questions that pertain to my field: English.

Read the following poem by John Ashbery, "Some Trees," and then answer the following two questions.

"Some Trees"

These are amazing: each
Joining a neighbor, as though speech
Were a still performance.
Arranging by chance

To meet as far this morning
From the world as agreeing
With it, you and I
Are suddenly what the trees try

To tell us we are:
That their merely being there
Means something; that soon
We may touch, love, explain.

And glad not to have invented
Such comeliness, we are surrounded:
A silence already filled with noises,
A canvas on which emerges

A chorus of smiles, a winter morning.
Placed in a puzzling light, and moving,
Our days put on such reticence
These accents seem their own defense.
<http://www.writing.upenn.edu/~afilreis/88/some-trees.html>.

1.  Identify one metaphor from the poem.

2.  Explain the metaphor that you chose for question one; then, create your own and explain the meaning            behind it.

Post Six: Chapter Seven

1.  What is distributed cognition?


2.  How could you, as an instructor, help facilitate distributed cognition through your students?  Would you        use grouping strategies?  If so, how would you group your students to allow successful distributed                  cognition?

QTC 10 Chapter 5 Nathaniel

1. Define fluid intelligence. Definitions lower order thinking

2. The use of fluid intelligence can be the first sign of a student's true grasp of subject matter.  The spark that teachers look for  in a kid's eye.  I can see a history teacher realize when a kid understands that George Washington was a farmer who had had enough.  I can see it in a kid's actions when they figure out that pansies are always planted on and 8" center and realize it doesn't have to be measured when they just know what it looks like.  Describe how the use of fluid intelligence can be located in your classroom.

Post 10

Post 10:

Lower-order thinking: What is temperament and how would children’s different temperaments affect your classroom climate? (applying)

Higher-order thinking: When it comes to children and adolescents, peer relationships are a major part of growing up. How would you address situations with cliques, bullying, rejected students, and new students in your classroom? (analyzing/creating)

Post 9

Post 9:

Lower-order thinking: How would you define classical conditioning? (knowing)

Higher-order thinking: Do you think classical conditioning could be used in your classroom? Would it be a good thing, why or why not? (analyzing)

Post 8

Post 8:

a. From a behavioral view, I would define a successful mastery of my lesson objectives by the difference in attitude towards assignments. If a student feels more confident in themselves and more willing to tackle difficult tasks then I believe they have succeeded at mastering my lessons. This would be a prime example of raising their self-efficacy, which is one of my main goals as an educator.

From a social cognitive standpoint, I believe my students will have mastered the lesson objectives once they are able to work well in groups and begin in-depth topic discussions on their own, without my prompting them.

b. For my CSEL case study, there are several ways to approach the situation from a behaviorist view. One way would be to discourage their disruptive behavior by seating them in separate areas of the classroom. On the other hand, a way to encourage productive behavior would be to give them quizzes for paying attention to the other students’ presentations or giving them bonus points for being able to answer questions based on the presentations or the lessons for that day.

QTC 10 - M Swaney

1. Define culture. (remember/define)

2. You have a new ESL student in your classroom, determine approaches that would be beneficial to the student's success with the assignments and activities. (analyze/distinguish)