Module 1 Discussion 1


Complete the following “Jigsaw” activity. Each member should select two of the following issues and share his/her thoughts on the impact each had on education, then and now. Your responses should be posted under “Discussions”, Module 1- Discussion 1. Please add comments or questions to others’ posts. Remember that you need to read each others’ reports to gain an understanding of the material.

• Early Colonial Efforts
• Northwest Land Ordinance, 1785
• Brown vs. Board of Education, 1954
• Sputnik and NDEA,1957-58
• Elementary and Secondary Education Act, 1965
• Individuals with Disabilities in Education Act, 1975
• A Nation at Risk Report , 1983
• No Child Left Behind, 2001

Brown vs. Board of Education of Topeka (1954)
Impact Then:
This decision by the US Supreme court paved the way for greater equality in the American Education system. Although results weren’t achieved immediately, they were quite long lasting and had a broader effect than what was possibly initially intended. As the reading material stated: 
“…Instead of being the climax of the struggle for racial equality in education, Brown marked the beginning of the Civil Rights revolution. Although the Civil Rights movement began with Blacks, perhaps because the basic vision of what was wrong was most viable in the history of Blacks in America, the general principles of the movement were later applied to advancing the rights of women, racial and ethnic groups, the aged, and the disabled.”
As I stated before, the results weren’t achieved immediately. Violent protest and political confrontation, especially at the state level, kept this decision from being enforced in many areas. In fact it took years and additional legislation (The Civil Rights Act of 1964) for there to be noticeable change and progress in the area of desegregation. This also lead to others obtaining equal educational rights not previously enjoyed and which we are still blessed by today.
Impact Today: (perhaps a different take on this issue than normal...)
One of the things that I love about this Supreme Court decision is what the justices said about one of the negative effects of segregation: 
“…The policy of separating the races is usually interpreted as denoting the inferiority of the negro group. A sense of inferiority affects the motivation of a child to learn.”
Treating a student differently than most, as though he were inferior, leads the student to believe that he is inferior and therefore causes him to be less motivated than he would be otherwise. I think this aspect of Brown vs. Board of Education can have great implications for classrooms today. When a student (or group of students) is singled out for being inferior (esp. in intellectual terms) there can be very serious negative side effects. The student may start to believe the restrictions that others are placing on him and his desires to succeed and his motivation to learn will most likely suffer. As future teachers of America I believe that it is our responsibility to ensure that our classrooms are environments of social and emotional harmony where students will be treated equally, not just in terms of race, sex, religion, etc. but even in areas of (perhaps) perceived disabilities.


A Nation at Risk: The Imperative for Educational Reform (1983)
Impact Then: In the opening pages of the report it states: “The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” It further states: “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.” 
This stirring and poignant language mobilized people to action attempting to reform the aspects of achievements and accountability in education. This report prepared the way for the Educational Reform Movement of the 1980s. 
Impact Today: In current legislation of NCLB, a major focus is on the issue of accountability. I can’t help but to think that the idea of accountability as described in NCLB was born in the Reform Movement of the 1980s spearheaded by A Nation at Risk. Thus we may be seeing a continuing effect of this in today’s educational system.


Comments from discussion page:
Megan  Jan 24, 2012 3:47am
I really liked what you pointed out in the "impact then" segment of your first topic. I know that the idea of "separate but equal" is discounted as an impossibility but I guess I had never quite thought it out the negative effects of segregation as well as you were able to explain them.
I think it is interesting that you mentioned NCLB in your "impact today" on your second topic because I would be inclined to agree with you on the possibly birth of NCLB from those ideas but at the same time, I think NCLB probably took accountability to an extreme that was not intended in the original reform.
Very interesting and informative post overall.


John  Jan 24, 2012 1:06pm
Megan, I completely agree with you about how accountability is mismanaged and misused in NCLB.  The principle of accoutability is good but the execution of it in NCLB is horrible. Just horrible.  Thanks for your comment!


John  Jan 24, 2012 1:23pm
One more note on accountability: The thing that bugs me (according to my understanding of NCLB from the reading) and the reason that I think that accountability is such a bad word among educators relating to NCLB is that all the accountability is placed on the Teachers and Teaching institutions and none is placed upon the students.  To assume that the teacher/institution has complete control of the learning of the student is ludicrous.  Again, according to my understanding, NCLB doesn't speak of student accountability.  Personally, if I fail EDSC 3050 it will be because of my own shortcomings not those of the professor and University. 


Marlin  Jan 24, 2012 6:09pm
I liked what you said about the Brown V. Board of education and its impact today. When studying history we often have more insight as time passes. When looking back we often think, "how could they act that way? Or, I can't believe that actually happened, that would never happen today." I like how you related something in the past that is actually going on today. I would have never made the connection that you did, great job. I think its a valid point when students are treated as being inferior they will not be as motivated to learn. I think majority times students will learn at the level that they are placed. So if you put a child in remedial classes they will perform at that level, but if you mainstream them into "normal" classes they will learn at normal levels. I know that this is not always the case but you brought up a strong argument. Thanks.


Jennifer  Jan 25, 2012 11:36pm
One of the most important things done by the government at the time and its lasting consequences. It must have been such a great victory at the time, and to see the progress throughout time for not only those discriminated against for their race but also others like you said like women and other minorities. This is a random thought but I wonder when all of the scholarships and funding came into effect for minorities? Possibly pressed forward after laws were passed for equality.

Motivation Response Assignment

Respond to each of the following questions. Use vocabulary from your motivation study guide where appropriate.


Why are you here (in the teacher education program, in this class, at UVU)?
What motivates you?
I am here because I want to be a teacher.  I want to be a good teacher.  I don’t want to be a good teacher for others to see, but to actually reach hearts and minds of the students I will work with.  I have a mastery goal to become the best teacher I can be. I want to teach teenagers.  I want to help them to see the good in the world and help them to become intrinsically motivated to develop this in themselves and then in their world.  


Why do you succeed? Why do you fail? (Use terminology from attribution theory)
I am mostly likely to succeed when causes are internal, stable, and controllable.  When I know that the power is in me to do; when I am constant from day to day, where ever I may be; and when I am in control will be when I am most likely to succeed.  When the causes are external, unstable, and uncontrollable I will be mostly likely to fail.  When powers outside of me; when events are unstable; and when the cause is uncontrollable I will likely fail. 


Do your goals for this class reflect mastery goals or performance goals? What does this say about you?
I have a deep desire to learn the material so that my pool of knowledge and skills may be deeper to draw from when I am in my own classroom.  In order for me truly have the effect that I desire to have on my students I must continuously learn and develop myself to become the best teacher that I can be.  Therefore I feel as though my goals in this class (and in this program) are mastery related.  I want to be the best that I can be, not so that others will see, but to better meet the needs of my future students.  I hope that this means that I will be successful and driven to achieve my goals even when times get hard and there are numerous distractions.  


How do you need to change your motivations and mindset for this class in order to become a great teacher?
Although my overall goals and motivations may be where I want them to be most of the time, there are times when my motivation is extrinsic and my goals are performance based.  I need to be aware of how these states can (positively or negatively) influence me and my pursuit of my goals.  

Motivation Study Guide

Motivation Study Guide

  
Objectives (These are to help guide your study. You do not have to respond to them):
• Recognize the signs of learned helplessness and brainstorm ways to overcome it.
• Understand the differences between mastery goals and performance goals and how and 
        why you should promote mastery goals in your students.
• Promote self-regulation in yourself and your students.
• Differentiate between intrinsic and extrinsic motivation and understand how and when         
        to use each. 
• Define various psychological needs that affect learning
• Discover ways to spark curiosity and build interest in learning
• Explore the effects of anxiety and self-handicapping

Key Terms (Write a definition for each term in your own words): 
Motivation Basics, pages 459-464 (485-490 binder/orange)


Motivation—the reasons behind the choices people make
Extrinsic Motivation—motivations that have little to do with the task itself; Often times external factors
Intrinsic Motivation—motivation that comes from the activity itself


Needs, Goals, and Beliefs, pages 466-481 (494-509 binder/orange)
Mastery Goal—Goal focused on personal desire to master a concept or skill
Performance Goal—Goal to be competent enough to look good in the eyes of others
Attribution theory—a person’s view of themselves that explains their motivations
    Locus—the location of the cause in relation to the individual (internal/external)
    Stability—whether the cause changes in space and time (stable/unstable)
    Controllability—The control of the cause in relation to the individual (controllable/uncontrollable)
Learned Helplessness—when a person believes (learns) that happenings in their life are out of their control (whether it really is or not…)
Learned Optimism (not in text)—when a person believes (learns) that their efforts affect the outcomes in their life.
Entity view of ability—Ability in inherent, cannot be changed
Incremental view of ability—ability can grow and improve (or digress)
Self-efficacy—a person’s beliefs about their own capabilities in certain circumstances
Self-worth—the worth, or value, a person holds of themselves
Self-determination Theory—People need to feel a sense of determination in their lives
        Need for Autonomy—desire to have our own wants govern our lives instead of outside forces
        Need for Competence—desire to feel capable and able to control aspects of their environment
        Need for Relatedness—desire to have a close social life with others
Maslow’s Hierarchy of Needs—basic needs must be satisfied before less essential needs can be fulfilled


Interest, Curiosity, and Emotions, pages 482-490 (512-520 binder/orange)
Arousal—physical and psychologically heightened state; varying degrees
Anxiety—feels of doubt, nervousness, and tension; can have positive or negative effects


Summary (Write one paragraph to help you remember the key points of this section):
Through our motivation and goals—placed correctly—we can become successful in whatever our endeavors may be.  In order to have effective motivations and goals we must know ourselves and our physical, emotional, social, and intellectual needs and how to satisfy them.


Application Questions (Write a one paragraph response to each with personal and specific application of course concepts):


1. How will you utilize students' needs for autonomy, competence, and relatedness to motivate your future students? Include each of the above in your response.
(Autonomy)I will help students by giving them experiences that will show them how their independence can greatly affect their success.  I will give them choice in the learning journey.  Thus they can come to see that they will only truly be successful when they make choices to be successful. 
(Competence) I will help the students to identify that they are successful and when they are successful. I will point out to them that this happens when they apply themselves.  They will see that the power to achieve is within them.
(Relatedness)  I will create an environment in which social interactions in educational situations enrich their learning experience.  Team work can bring people together and create unity, as long as they are truly working as a team and not just a set of individuals.  They will thus further develop relationships with others and have a desire for the success of others.


2. How will you help students in your future classes (or even yourself) to overcome learned helplessness?
I will help to give students experiences in which they can identify how their efforts have led them to succeed in completing in a complex task.  I can do this by breaking down the task into smaller assignments which will be perceived as more manageable.  They may not know/see the overall assignment to begin with, but as they proceed and are successful I will begin to reveal the big picture of what they are doing; what they are working towards.  They can then look back and see how they have been successful thus far and then translate that into future performance. 

Intelligence Response Assignment

Intelligence Response Assignment

1. How would each of the theories that you learned about impact your attitude toward students and their ability to learn? Write one or more sentences for each theory.
Spearman’s:  If I were to focus on this theory and student learning I would make attempts to help the students improve their specific skills in relation to “g”.  
Catell’s:  This theory would have me focusing on helping the students to improve their crystallized intelligence by helping to provide the students with a greater range of knowledge and skills that they can draw from.
Sternberg’s:  I would focus more on helping students to first determine what they believe success is based on their understanding of their own culture (recognizing that this will not be the same for all students in my classroom) and then help them to achieve that.
Distributed Intelligence:  I would encourage students to seek out tools and resources that would heighten their abilities to aid them in their work.
Gardner’s:  I would help students to improve their intelligence in the 8 areas of intelligence based on what their needs in those areas would be.


2. What is your definition of intelligence? Explain how this definition will impact how you teach, what you teach, and how you treat students? Be specific. Your response should be a good, solid paragraph.
Intelligence is a person’s capability to use their knowledge, skills, abilities, and resources whether inherent or acquired, to seek out answers to specific, individual life challenges based on their understanding of the world (i.e. their culture).
I’m not convinced that intelligence is a quantifiable value, but I do believe that intelligence is variable throughout one’s life; intelligence can grow.  
Impact—How?  I will teach diversity.  Everyone is different. Everyone learns differently.  Everyone has different intelligence.  
Impact—What?  I will teach students so that they may add to their “toolbox” of knowledge, skills, abilities, and resources.  Also I will help the students to practice using these things to solve problems, real or created.
Impact—Treatment?  I will teach with the attitude that students intelligence can grow.  This will help me to not give up on any of my students.  


3. Reflect on the results of your IQ test. Do you feel that they are accurate? Explain. (Keep in mind that 100 is the average IQ score and 68% of people score between 85 and 115) Would you consider having your students take an IQ test? Why or why not?
As stated above, I am not convinced that true intelligence is a quantifiable value.  Of course I would like to think that my results from this test are accurate, but my results—any results—can be duplicated by just guessing/random chance.  Although it is not likely to happen, it is possible.  Also the questions seemed so narrow in topic that I don’t feel it is an accurate representation of general intelligence.
I don’t think I would place much value on IQ testing in my class.  I think that it could affect the students more negatively than it would positively.  If a students doesn’t do as well as they think they should they could get discouraged (or it could encourage them, but I think that discouragement is more likely).  Or if a student does well they could get complacent and not strive as hard for excellence (or it could encourage them to try even harder, but I think that complacency is more likely).  It can also have the adverse effects of labeling.  For children I think this can be especially harmful.  I look at it as if it were a self-fulfilling prophecy.  The child takes the test, scores low, and they go forward with the idea that they are not intelligent and cannot succeed.  No thank you.


4. Reflect on the results of your Multiple Intelligences test. Do you feel that they are accurate? Explain. Would you consider having your students take a Multiple Intelligences test? Why or why not?
I do not like the design of this test.  I don’t think that the questions are very good.  The grammar in some of them is horrible.  I’d like to think that my intelligence is more complex than to be determined by a few questions on a survey.  The results I got are about the same for all the intelligences.  I am not familiar with any other multiple intelligence tests, but I would definitely not use this one.  I think it’s worthless.


5. How will your Emotional Intelligence impact your teaching and your students? How will you help your students develop Emotional Intelligence?
I think that understanding my own emotions and others’ emotions are critical for success in life.  Understanding that our emotions can influence the effectiveness of learning and teaching activities can make a teacher more effective. 
I will help my students by creating an environment where emotions are understood and respected.  I’ll help to maintain a place where we can express ourselves and be open and honest with each other, where people can be themselves.  I’ll help to maintain a positive social environment by first setting the example and then encouraging and rewarding appropriate behavior.

Intelligence Study Guide

Intelligence Study Guide

Objectives: (These are to help guide your study. You do not need to respond to them, though you are welcome to.)

·      Define "intelligence" and explain how your definition might impact your teaching

Key Terms: (Write a definition for each term in your own words)

Pages 137-152 (143-158 binder/orange)

IQ—Intelligence Quotient—test designed to determine which students would likely be successful in school. Compares mental age to actual age.

Flynn Effect—the increase of IQ throughout the years.

Cognitive Ability—The Ability of a person to deal with images and spatial ideas—high or low

Cognitive Style—using either images or words in thinking—visual or verbalizer

Learning Preference—preference of student to learn using either pictures or words—visual or verbal learner

Intellectual Styles—how a student prefers to structure their learning process in terms of complexity vs. simplicity, unconventional vs. traditional, autonomous vs. value of outside authority, and deep vs. surface learning —a continuum

Write a brief description of each theory of intelligence in the space provided.

Spearman's Two-Factor Theory of Intelligence: g= mental energy, used to perform any mental task, relates to working memory.  "g" draws on specific abilities.  Intelligence is a fixed value that can quantitated.	Catell’s Fluid and Crystallized Intelligence: Fluid Intelligence—mental efficiency and nonverbal abilities which increases until late adolescence and then decreases as a person ages. Crystallized Intelligence—ability to use methods of problem solving relating to cultural contexts.  Can increase throughout life span.  Pulls from knowledge and skills learned
Sternberg's Theory of Successful Intelligence: Idea that an individual’s intelligence is based on their culture’s idea of success.   3 parts: Analytical—mental processes that lead to intelligent behavior Creative—dealing with new situations Practical—choosing an environment in which you can succeed.	Distributed Intelligence: Using the tools found in the environment (whether natural or artificial) to enhance performance.
Gardner's Multiple Intelligences: Many mental abilities: Lingustic, musical, spatioal, logical—mathematical, bodily—kinesthetic, interpersonal, intrapersonal, and naturalist.  This theory carries the idea that intelligence change. Based on research that brain damage can affect any one of these 8 and leave the rest unaffected.

Summarize the information about sex and intelligence in your text—No difference in general, but boys IQ scores tend to be more variable.  Slight differences in specific abilities.  Many studies of sex difference and IQ don’t take race and socioeconomic status into account.

Summary: (write a one paragraph summary of the information on Intelligence)

Intelligence is the collection of abilities/skills that help people gain, use and process knowledge for life and its complexities.  Many theories have been developed to describe intelligence gain and use and how the brain may compartmentalize this intelligence.  Systems have developed to attempt to measure Intelligence in order to predict likely success in the classroom. 

More research and observation is needed.  However, we many never find a satisfactory answer for what intelligence really is, how our brain organizes it, if it can expand, and if it is quantifiable.

Application Questions: (Write a detailed and specific response to each question)

1. With which theory of intelligence do you agree most? Why?

I think that I can best understand what I perceive as my own intelligence when I apply Gardner’s theory to my understanding of my thinking/mind.  I feel as though I am more intelligent in several different of the Multiple Intelligences areas and I am more deficient in other areas.  I also grasp onto Stanberg’s theory, relating intelligence to cultural interpretation and applications.  My current knowledge, skills, abilities, and understanding may make me very unintelligent or very intelligent in the view of other cultures (in time and space).

2. How will you incorporate learning and intellectual styles/preferences in your teaching?

I don’t think that it would be appropriate/ effective to attempt to incorporate all learning styles/preferences into every lesson plan, but I do believe it would help learners who learn in different ways (compared to others and themselves) if there is diversity in the way subjects are presented.  Also I believe the more practiced that students have with learning in different ways the better they’ll learn with different style/preferences. 

Today While Subbing...

‎8th Grade girl: "I might have to leave class a few minutes early because I have stitches in my foot."
Me: "Uh, ok...Why do you have stitches in your foot?"
Girl: "I cut my foot on a table."
Me: "Where were you when you cut your foot on a table?"
Girl: "At home."
Me: "How did you cut your foot on a table at home?"
Girl: "I was running"
Me: "Why were you running in your house?"
Girl: "I was running from my brother"
Me: "Older brother or younger brother?"
Girl: "Older"
Me: "How old is he?"
Girl: "16"
Me: "Why was he chasing you?"
Girl: "Because he wanted my candy."

Metacognition and Self-Regulation Study Guide

Metacognition and Self-Regulation Study Guide

Objectives: (These are intended to focus your study. You do not need to respond to them)

• Define metacognition and explain its role in learning. 
• Recognize the importance of self-regulation in learning. 
• Apply the cycle of self-regulated learning to your own learning. 
• Consider ways to enhance your future students’ metacognition and self-regulation. 

Key Terms: (Write a definition for each of the following terms in your own words. I also recommend thinking of an example of the term or concept in your own life as well as a way to apply it in your future classroom.)
Module 21 (pages 327-336)

Metacognition-knowing the process of thinking and knowing how to best think, therefore enabling the thinker to determine how he/she will best learn new material. Regulates thinking and knowledge
Three kinds of metacognitive knowledge:

1. Declarative knowledge: Knowledge that I have of myself and tools I can use: skills, strategies, and resources to perform a task. “knowing what to do” 
2. Procedural knowledge: knowing how to use the skills, strategies and resources that I possess. 
3. Self-regulatory knowledge: knowing when to use and why to use the procedures and strategies. 

Three metacognitive skills: 

1. Planning: overview of where to spend time and effort and which strategies to use, where to start and what depth to reach 
2. Monitoring: check for understanding and effectiveness of strategies currently being used. Pace and depth of study 
3. Evaluating: making judgments about what has worked and what hasn’t and why it has or hasn’t worked, if it hasn’t worked come up with different strategies that could work 

Learning strategies the plan by which the learning goals will be achieved
Learning tactics the specific strategies/techniques that will be used within the plan
Concept map a diagram showing how different ideas of interest related or connected
KWL A reading learning tactic, aimed to assess what you Know before you read, what you Want to learn by reading, and then what is actually Learned after you’ve completed reading
Focus some time on Guidelines: Becoming an Expert Student (pg. 335). Write any thoughts/notes/terms here.

• I couldn't find/ remember any information about exams for this class 
• So far I've found that defining the terms in my own words has been extremely helpful 
• I’m not very good at determining which info might not be as important when I am struggling with the reading in order to ignore it 

Summary: (Write a 2-3 sentence summary of what you learned in this module) I’ve learned that in order for me to be a better learner (and teacher) I need to know how to best learn and then tailor my learning to those needs. To do this I can employ various strategies, techniques, and tactics which best suit my learning style. Assess what works and doesn’t work and why.
Application Questions: (Write a detailed response to each of the following questions. These help you transform the information from the abstract to the concrete. Take these seriously!!!)
What learning tactics will you utilize in this course? I have always found that taking notes is quite helpful to me. When I read I like to highlight key ideas that stand out to me. I am going to practice using concept maps with concepts that I’m having a harder time understanding to help me see how ideas are connected.
How will you improve your students’ declarative, procedural, and self-regulatory metacognitive knowledge? Include ideas for each type of knowledge in your response. 

(Declarative) I will help students discover which methods may best work for them by exposing them to various techniques used in diverse settings and then (Procedural) ensure they how that tool operates and the pros and cons of these techniques so that they can (self-regulatory) know when and why they should use a particular strategy that will best help them master the material.

Key Terms:
Module 28 (pages 435-449)
Self-regulation how a person ensures that his/her efforts are leading towards achieving his/her goals
Types of knowledge needed for self-regulation basically the 3 types of metacognitive knowledge
What motivates self-regulated learners? The opportunity to learn
Volition following through on motivations, choosing to dedicate precious time to the learning process however tempting other activities may be
Self-regulated learning how a learner ensures that his/her efforts are leading towards achieving his/her learning goals
Focus some time on The Cycle of Self-regulated Learning (pages 437-438). Include the steps here:

1. Analyzing the learning task—what do I need to know/do and what sources do I need to use to obtain that knowledge 
2. Setting goals/devising plans—depending on the scope of learning task make goals/plans that will help accomplish learning 
3. Enacting tactics and strategies to accomplish the task—As the student works they are conscious of how their efforts are either working towards their goal(s) or not… 
4. Regulating Learning—In which case they need to reevaluate which methods to use instead. Evaluate prior 3 steps for efficiency and enact change if needed. 

Cognitive behavior modification talking yourself through a task
Focus some time on Guidelines: Supporting Self-Regulation at Home and in School (pg. 442). Write any thoughts/notes/terms here.

• If students are taught early to encourage each other it may help students to not be so competitive, but become more altruistic 
• Depending on the student’s family circumstances it could be really difficult to get the family to help develop self-regulation in the home 
• Emphasis on the process of learning—not just finding the answer 

Emotional self-regulation the social and emotional abilities/ level of an individual and how they affect self-regulation
Focus some time on Table 28.1 (pg. 445) and Guidelines: Encouraging Emotional Self-Regulation (pg. 446). Write any thoughts/notes/terms here.

• Becoming self-aware of our emotions is critical to being successful in life. Including learning and teaching. Once we learn how to better regulate our emotions and learn in which emotional states we can best do individual tasks then will we be able to more effectively use our time. I don’t feel as though we necessarily need to squelch any particular emotions, but just be aware that our level of productiveness varies according to our emotional state and then use this to our advantage. 

The Role of Complex Tasks in Self-regulated Learning tasks that are complex in design (not necessarily difficult) that challenge students to use critical thinking and problem solving skills , Metacognitive skills are enhanced when this is done successfully.
The Role of Control in Self-regulated Learning as the student is given choices (from specific, well thought out, relevant options) they begin to take greater ownership of their learning process and are therefore more likely to follow through with SRL
The Role of Self-Evaluation in Self-regulated Learning Teachers should give students opportunities to engage in SE while making this SE process non-threatening and focused not just on the end product, but on the process as well. Both formal and informal SE should be used
The Role of Collaboration in Self-regulated Learning Teachers should create a climate of community in learning. As students work together they are more willing to accept challenging assignments and then succeed.
Summary: I’ve learned that learning really just comes down to getting it done. No one else is going to do it for me. I need to monitor my own efforts and then make adjustments when certain tactics are working for me. Be accountable for my learning actions.
Application Questions:
How will you promote each step of the cycle of self-regulated learning in your future classroom?

Students need to know and understand the steps of SRL to better use them. Not only teaching them is important, but showing students how to use the steps and then to help them have positive learning experiences using each step will help to ensure that they can continue to use the principles on their own. Build each step into lesson plans can be helpful.
How will you help to improve your students’ (and your own) emotional regulation?
By fostering an environment where we can be open and honest about our emotions and how we can influence, for good or bad, the emotions of others. Creating a socially positive community experience where students and teacher and students to students are supportive and accepting of each other.

Educational Psychology Course Contract

1. List 2-3 specific goals you have for this course.

• I will become more aware of how I best learn new material and then ensure that those tactics are then implemented into my learning activities. 
• Learn different ways that others learn so that I can better tailor my teaching techniques to students’ unique needs and styles.
• Learn as much as I can about the learning process so that when I teach I will not just teach the course content but help students become better learners. 

2. Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course. You may want to use this time management tool to help you get organized. I also strongly recommend that you use an online calendar/task list such as Google Calendar to organize your time and assignments.

• On Wednesday nights, after class I will put the finishing touches on my study guide and then turn it in.
• On Thursday and Friday I will pace myself in reading assignments. I will use the study guide as I read to help to know what ideas and concepts are most important for me to understand and then spend the most time on those things.
• On Monday and Tuesday I will ensure that the study guide is complete and then review the concepts to make sure that I have a good understanding of the material.
•  On Wednesday I will come to class prepared for discussion and activities to further gain and cement the understanding of critical class concepts. 

3. Outline the study strategies that you will use to understand the material. You planned your time in the previous question, now how will you prepare? This link includes some things to think about.

• While reading I will use highlighting techniques to record key phrases and ideas that stood out to me.
• If I am having difficulty understanding an important concept I will use the KWL technique to help me focus my learning.
• If concepts are still challenging me I will create concept maps to help me see the bigger picture.
• In class I will take notes to help me remember what I learned and then review them outside of class to reinforce my learning.

4. Explain the process you will follow if you do not understand a topic. The Goals page in Module 0 offers some suggestions. The Internet and other resources are available for you to use on everything except closed-book examinations.

• First, I will search for an answer on my own
• If I still don’t know or understand I will then talk to one of my peers and try to gain understanding from them.
• If I still just can’t get the concept I will visit Dr. Cox to ask her to share her valuable experiences and insights with me. 

5. Complete the following statement: I will reach my goals in this course by... (your response should be a statement rather than a date! It should summarize everything above.)

• I will stay up to pace with the class. I will ensure that I learn, through self-regulation techniques and learning strategies/tactics, from assigned materials before each class period. If there are ideas or concepts that I am still struggling with after class I will follow the outlined procedures to gain enlightenment. 

Thoughts Concerning Online Education

Assignment: Thoughts on Online Education

• Does it meet the purposes of education that we discussed?
• Why is it a real option for so many students?
• Would I take a position as an online teacher? Why or why not?
• If a school was hiring a teacher and their grade level team or department was strong on blended or hybrid online learning would you want to take the job? Why or why not?
• Brainstorm- Share ways that you would/could use online education as a teacher to be more effective.

I believe that online education can meet most of the purposes of education, especially the good reasons for free public education. Of course this is dependent upon the structure and makeup of the course, and should be differentiated from independent study-type classes which can often not meet the needs and reasons of typical education. A valuable component of any effective educational course is frequent, personalized (though in online education’s instance, not necessarily physical face-to-face) interaction (feedback) among the students and teacher. If the online course includes this, which is often one of the more difficult obstacles, then I believe it can be quite successful and meet the purposes of education which are based upon our (society’s) changing needs for education.

I today’s changing world we are becoming more and more integrated with technology and the technological age. An emerging purpose of education is to educate students in the use of technology. Instead of having a course focused just at using technology it can be helpful to design a course that integrates another important course of study with principles of using technology to help students better learn both subjects. Also the pace of life that students (and students’ parents) have put on themselves is ever increasing. They (we) are becoming involved in so many more things compared to years past that our time, and management of our time, is becoming more and more critical. Online classes allow greater flexibility to students to choose when in their day/week to work on assigned materials.

My first preference would be position in a traditional classroom, but I would consider a position as an online teacher. As long as I had freedom in the course design I would feel pretty comfortable in such a position. I feel that if used properly an online course can be very beneficial to both students and teacher.

I think this would be my first choice of positions. To have the wonderful technology that we have at our disposal in the learning process would be a great tool for all involved. I envision things would run more smoothly and efficiently with even when you take into account that technology can fail. I believe the benefits of using technology in education far outweigh the costs/ downfalls.

One thing that I really like about online classes/ hybrid classes is that it’s really easy to make a page where the student can look and see what assignments are needed for the class and when those assignments are due. It’s simplified even further when these assignments can be turned in online. The “cherry on top” of this process is perhaps the ability to give prompt feedback to the student of their work. This feedback is then saved and easily accessible when the student needs to refer back to it. It’s amazing really…

Purposes of Education

Assignment: Develop your own personal list of why we provide schools in America for all students. Start with yourself, “Why do I think we have schools?’ Think from the individual, family, parents, cultural, governmental points of view. See how many different purposes for schools you can. If you need to, talk to family or friends.

When you have finished pick your top 3 purposes for having schooling or providing education.

If you have a purpose that you feel is “sad, but true” that some people think we should have education be ready to share it. An example of “sad, but true” is that some people feel that it is the purpose of schools to make sure that children get nutritional meals not only for school lunch but also breakfast and even in some instances, dinner.

1. One major reason for schooling today is to teach students about important subjects such as math, science, languages, etc. It is crucial that the knowledge we've gained over the years is passed onto the up and coming generations.
2. Schools are a wonderful place to coach students in acceptable social interactions with their peers and others. Along with this students are taught life skills that many times parents neglect to share with their children.
3. Schools should instill in the students Civic Pride and a sense of duty to Country. By this I mean helping students to understand the principles upon which our country, government, and constitution were founded, and the processes by which these things occurred as well. By understanding these principles/processes students can better understand their duty as citizens of this great country to protect and uphold the freedoms and heritage that we hold so dear, and make us unique from the great majority of the rest of the world. By no means does this necessarily make us better people/ higher beings than the rest of the world to the extent that they are belittled or demeaned, but it helps us to better appreciate why so many people have emigrated to this Great Country over the years. 

Sad, but true... Many times schools simply serve as childcare for families whose circumstances are such that parents cannot be home during the day...

Welcome to My Blog - Intorduction

Why this Blog?
I decided to create this blog as a way to localize my thoughts, experiences, and even class assignments along my journey to becoming a teacher.  I am not doing this because I necessarily believe my insights, etc. are of particular value to anyone else, but I do this to share My Journey and to receive feedback from others who may (or may not) be more qualified than me.

A Brief Biographical Background
I am currently a student at Utah Valley University in the Post-Baccalaureate Secondary Education Teacher Certification Program.  I am currently employed as a substitute teacher.  I received my BS in Integrative Biology from Brigham Young University in April 2009.  I grew up in the East.  My pre-college education took place in Williamsville, NY; Benton, AR; and New Castle, PA.  I'd like to say that this diversity of locations of education has given me greater insight to the American Education System, but really it was just school for me. Just what I did.  Nothing too special.

So, Why Teaching?
While at BYU I never thought I'd end up taking the path to an educational career.  Honestly, I just took biology classes because I liked them.  I never really thought about what I was going to do after graduation. Graduation came and went. I needed a job.  I wasn't prepared for a career. I found myself stuck in vocational limbo. It was difficult to find a job. I didn't even know what I wanted to do with my life... How then did I end up where I am today? The biggest factor that led me here was the opportunity to work as a youth counselor for Especially For Youth in the summer of 2009 and 2010. I found that I worked well with teenagers. Even scarier, I found that I enjoyed it.  I enjoyed being around them. I enjoyed talking and listening to them.  I enjoyed hearing about their lives and their struggles.  I enjoyed teaching them.  Am I crazy? That's yet to be determined...