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)

Chapter 2 Questions

Chapter 2 Questions

1. What was Piaget's approach and what did it entail?  (page 26)

2.  What Stage(s) of Cognitive Development will/do you deal with most in your classroom, and how does that affect your teaching strategies?

Free Response

              When learning about Pro Social and Moral Transgression, I found that children know more at a young age then what teachers credit them. For instance, "preschoolers have some understanding that behaviors causing physical or psychological harm are inappropriate" (Ormrod 90). Being a future high school teacher, I know that by the secondary education level, students should already know what is acceptable. Pro social, which is promoting the well-being of others, needs to be used more in the classroom. Not only from students, but teachers should also exercise this behavior when interacting with students. Sometimes, moral transgression, which is causing harm to another, is used blindly. When teachers dismiss students in an inappropriate way, the student can take this to heart. Chapter three opened my eyes to watch how I address students. Considering that this chapter talks about the emotions of guilt and shame being the first in child development, I would hate to be the productivity of guilt or shame to a student who doesn't deserve this treatment. As a teacher, I want to help promote the well-being of my students daily. I want to be a life-line and positive influence throughout their academic career. I think teachers need to spread more awareness in the classroom on moral/conventional transgression and pro social behavior. I know after reading chapter three, I will definitely establish this concept in my classroom.

                 

Multiple Intelligences

Multiple intelligence article:

http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf

Article: Prosocial and Moral Behavior (17-20 years of age)

http://books.google.com/books?hl=en&lr=&id=ZmsOowY6-9YC&oi=fnd&pg=PA75&dq=prosocial+development+in+late+adolescence+a+longitudinal+study&ots=vL1aTYD6Zu&sig=OJCw2AMhP1OFS8pvHNhpITyq6Ho#v=onepage&q=prosocial%20development%20in%20late%20adolescence%20a%20longitudinal%20study&f=false

Christina Daugherty and Brittany Edmonds

QTC #10

1. What are the 'big five' personality traits and what do each mean? (Remember/Understand)

2. In keeping with a productive classroom environment, how might you make accommodations for students who are especially extroverted while keeping to your lesson plan? (Evaluate/Create)

Harryman QTC #10

1. What are the "Big Five" personality traits? (remembering)


2. How can you, as an educator, encourage your diverse group of students to interact with each other in a positive way? (creating)

Questions from Marisol

1. How can you apply Vygotsky’s theory when planning you lessons? (Remember/Understand/Apply)

2. From your perspective, could you explain the importance of study of Piaget’s theory and Vigotsky’s theory in our teaching license training? (Analyze/Evaluate)

QTC #10 DRAKE

Name two or three different developmental milestones. (Remembering)

What type of activities could you incorporate in your classroom or lesson plan throughout the year or semester that would help your students reach one of these milestones? (Creating)

Language Development - Links of Interest

There is a substantial amount of information available in the area of language development. Below are a list of links of interest and/or organizations that may provide you with additional information:

Information/Organizations - 

• Hands and Voices - "Non-profit, parent-drive organization dedicated to supporting families of children who are deaf or hard of hearing."
  http://www.handsandvoices.org 
• Tennessee Early Intervention - State of Tennessee, Department of Education - http://www.tn.gov/education/teis/Principles_of_EI.shtml
• Friends of Tennessee's Babies with Special Needs - "non-profit 501(c)(3) organization working to enhance the potential of infants and young children with disabilities by offering support to their families and the early intervention professionals who serve them." - http://www.fotbabies.org/
• KidsHealth - Delayed Speech or Language Development - http://kidshealth.org/parent/growth/communication/not_talk.html
• University of Michigan Health System - Speech and Language Delay and Disorder - https://www.med.umich.edu/yourchild/topics/speech.htm
  *This link includes additional links to information, organizations, etc.

Online games for language development - 

• Scholastic Online - http://www.scholastic.com/teachers/student-activities/search?query=language
• iKnowthat.com - http://www.iknowthat.com

QTC #10

1. What is dynamic assessment? (Level 1, Remember)

2. Do you think that dynamic assessment is a more valuable way of measuring student learning than traditional assessment methods? (Level 5, Evaluate)

3. Create a dynamic assessment for a topic you plan to teach. (Level 6, Create)

QTC #10 - Lauren Owsley

QTC # 10 Free Response on Intelligence

As I was reflecting on my intelligence project for Monday, I was actually thinking of how we construct intelligence as educators. It seems in society today, to be a very elusive term. We have talked about the IQ test in class and how the education system started its assessment process, only selecting a few to move on to college. When I was in school, there were certain characteristics that would define you as intelligent. If you paid attention and got good grades, then you were smart. As I think about children today, there are other intelligent people that don't have those characteristics at all. Some people are extremely common sense or “street smart”. There are students who are great at interacting with others. There are also students that have wonderful technology skills or can identify a musical note without any prompting at all. By only selecting a few traits that identify students as smart, we neglect the other students’ abilities. More importantly, we send the message that their skills aren’t valued or needed. This breaks down their self-esteem and cannot be conducive to learning. Moving forward, we should consider other types of intelligence and value students for what they bring to the table as “good enough”, but also equally as important.

A laugh for you...

http://thecolbertreport.cc.com/videos/nemi1a/common-core-confusion

Zeller - QTC #10

Lydia Zeller

QTC #10 (Chapter 2)

April 21, 2014

Question 1:

What are developmental milestones? (understand)

 

Question 2:

How will developmental milestones affect your teaching? (evaluate)

How to say sorry...interesting for classroom

I like the principles...not sure I would handle it like this teacher did. Thoughts?
http://www.cuppacocoa.com/a-better-way-to-say-sorry/

QTC #10

1. What is the difference between authoritative and authoritarian parenting? (memory)

2. How does a parent's parenting style affect a students behavior and abilities in school? (apply)

A Few Minutes in the Life of a Sign Language Interpreter: The Classroom

Here's the link for the ending video we did for our project "Collaborating With Others"

A Day in the Life of a Sign Language Interpreter: The Classroom - https://www.youtube.com/watch?v=1cqv84ywBSE 

Here's another one that's on the Classroom Interpreter (that also has a pet peeve of the term hearing impaired) - https://www.youtube.com/watch?v=jyvaSwwhiyI&noredirect=1

QTC 10

1.     What is the difference between the preoperational stage, concrete operations stage, and formal operations stage? (memory, knowing, understanding)

2.     Create a scenario that compares the different ways a child would think in regards to the stages preoperational, concrete operational, and formal operational. (Creating)