Thursday, June 30, 2016

Discussing No Child Left Behind, Good Teaching, and Cognitive Development

Discussing No Child Left Behind, Good Teaching, and Cognitive Development

Chapter 1 Reflection
Upon reading this first chapter, I was drawn into the reading specifically because of the statistics that were discussed towards the beginning of the chapter. I was captivated by the small section of the No Child Left Behind act. When I first decided to become a teacher, I always believed that no child should ever be left behind no matter what the circumstances may be. It’s very important for all teachers to have some sort of idea as to what the No Child Left Behind act is. Agreeing with the characteristics mentioned that would represent good teaching or an effective teacher, I fully agree with the fact that teachers should be committed to their students, confidence motivators, and accommodators to their lessons to suit their students needs.
When the chapter flowed into the topic of research methods and studies, I had to read slower to ensure that I understood everything that I was reading. I heard of most of these studies in a Child Psychology course that I took, but some of these studies I did not ever hear of. Before reading this chapter, I did not hear of ethnography or qualitative/quantitative research. The type of research that I could see myself even participating in, in the future would be action research specifically because I would like to be a part of a study that revolves around actively engaging students into something and being observed in the process.
Chapter 2 Reflection
Chapter 2 was more complex than Chapter 1 and this was because all of the information in Chapter 2 related to the broad topic of Cognitive Development. Prior to reading, I had a sense of knowing that cognitive development revolved around thinking and reasoning. I also like how nature and nurture was once referred to as maturation and interaction within the environment.
I had learned about Jean Piaget’s Theory of Cognitive Development previously, but this reading  really enhanced my understanding and provided a clear explanation of what occurs throughout the four stages. I did not know that Piaget had generally focused around the aspects of equilibration. I used to think that Lev Vygotsky’s theory was only another version of Piaget’s Theory of Cognitive Development, but while I was reading, I learned that Vygotsky added a socio-cultural twist to his version of the Cognitive Development theory. Vygotsky firmly believed that social interactions were the primary source of cognitive learning. I agree with Vygotsky in this sense because children learn from one another as well as from other’s mistakes. Children often mimic others and although this may seem annoying or a way to taunt each other, the children are actually learning.

As a teacher, how will you react when your principal and fellow teachers discuss last years test results at your first staff meeting?
     As a teacher, I would probably feel nervous or anxious when I would hear that the principal and fellow colleagues were discussing last years test results at my first staff meeting. It could mean anything. It brings anxiety to me while I just sit here thinking about it. Test results could be mind blowing or frowned upon depending on what the results specifically state. It's difficult to necessarily say how I would react upon walking in during that first staff meeting. 
What will you do if your students don't meet their annual yearly progress goals?
     If my students do not meet their annual yearly progress goals, I would be astonished and perhaps disappointed in myself as an effective teacher. After getting through a brief disappointment phase, I would be determined to doing whatever I could to make improvement either with my teaching styles, with my curriculum strategies, or just the way that I approach certain topics. Some topics may need to be taught with more detail compared to others. 
How will you work within the constraints that standardized testing puts on your job?
     I would work to the best of my ability while working within the constraints that standardized testing puts on my job. The aspects and concepts of standardized testing creates a lot of stress for teachers, but I would always work the best that I can to ensure success for my students. 

Did you know that "teacher involvement and caring is the most significant predictor of a student's engagement in school from 1st through 12th grade?"
     In the classroom setting, I agree that the teacher is an important role, but outside of the classroom is an entirely different story. Children need the support from the outside world like their parents, guardians, friends, etc, to be successful in education. When the children are in Elementary school, they need support at home to continue with learning like reading, writing, and counting. In High School, teenagers are often thinking about a million other things besides school, so they need all the support that they can get to succeed. 

What impressed you the most? What are your "take aways" from the speech?
     The factors that impressed me the most about this short film was when Rita brought up how important relationships are using her own personal examples. I will always think about how important relationships are especially because of this woman in this video. She is a remarkable person and now a new inspiration to me as a future educator.

Wednesday, June 29, 2016

Exploring the Depths of Research

Exploring the Depths of Research

     I used to think that research was just looking up something on a search engine and locating scientific evidence that had proven a hypothesis right or wrong. Research methods go far more in depth than just "Googling" something. Precise research takes patience and a lot of time to fully grasp the idea and come to a reasonable conclusion that makes sense and can be supported by logical evidence. I enjoyed learning about the different materials and approaches to research because now I have an extensive view at what I could do compared to what I used to do when I was doing research. There are alternatives to gaining information too. There are all types of studies such as descriptive studies and case studies. I'm excited to put my research skills to the test throughout this course because I am confident in myself. I'm looking forward to using action research sites, especially for the classroom. 


       The action research site that really caught my attention is called MMSD Classroom Action Research. Soon after catching a glimpse of this website in this week's articles and assignments, I decided to fully explore this useful tool. It turns out that this site provides all types of articles that can be used in the educational environment as research evidence or just for teachers to read and gain knowledge. The articles range from grade levels K - 12 and it ranges from information like closing the achievement gap, instructional strategies, many personal matters, and so much more. I would strongly recommend this website to any teacher who is looking for solutions or informational facts about any subject.



Educational Psychology: 
Foundation for Teaching 
Research Webquest

 Task 4:
Kimberly Rivera 
Psychology of Learning, Section 2

Christopher Lopata, Nancy V. Wallace, & Kristen V. Finn

Correlational Study

     This study revolved around testing students in both Montessori and Traditional Schooling settings to determine if the Montessori students were able to outperform those in the traditional school settings due to their educational experiences and connections.This study referred to testing 4th and 8th grade students from both environments. Schools and grade levels were paired together based on the characteristics of their students such as gender, ethnicity, and SES. The students were tested on mathematics and language arts achievement and satisfactory. Using correlations, the researchers were able to compare all four schools. With the 4th graders, there were no significant differences in language arts and Montessori test scores for mathematics were higher than the OM school, but lower than another. With the 8th graders, Montessori schools again did not show much significance with mathematics, but greater differences in language arts. Montessori students scored lower than two out of the three other schools tested. Thus, the hypothesis claiming that Montessori schools are supported by ultimate academic achievement is invalid. 

     The results were interesting to me because I had always believed that Montessori schools were better, but now my opinion has changed. After reading this article, I now believe that Montessori is a clever route to aim for schooling purposes primarily based on the child's learning habits. Traditional schooling is not a bad option. This study does not directly relate to classroom practice frequently, but it does mention a few of the academic perspectives that are seen and used in a Montessori classroom compared to a traditional classroom. The researchers conclusion seem valid to me, but I don't agree with using the New York State Mathematics or Language Arts tests as the overall, superior decision to use as evidence for this study. I believe that observations or optional work and experiences should have been done because I know as a person who has test anxiety, many children may have it to and if that is the case, they may not be able to shine through the test and present their best work and understanding. 

Tuesday, June 28, 2016

Overwhelming Welcome to my Online Adventure

Overwhelming Welcome to my Online Adventure

     Upon seeing this course pop up on my eClass, I immediately began to grow nervous as always. I started looking at all of the material and assignments that needed to be covered throughout this course and my anxiety began to kick in, but then I took a deep breath and began to think about the whole point of this course. I want to learn about how people learn and what can impact someone's learning specifically. I also know what to expect being that I have been in a course designed by our wonderful professor, Dr. Smirnova. I had to calm down and ease myself into "school mode". This is my first online class that I have ever taken and truthfully, I am anxious. I may know what to expect from the course work, but I don't know what to expect from engaging into an online course.The quotes above clearly demonstrate how I view learning with children. The teacher is a major important role to ensuring student's success. The quotes also reflect on my opinion of the No Child Left Behind act. Every child deserves an equal opportunity for success no matter what the circumstances may be and it is up to the educator to open the doors and steer the child in the desired direction. 

     According to E.L. Thorndike (1910), the roles of psychology in education intertwine in a variety of ways. The human education spectrum is broken down into four portions and the aspects of psychology reflect and refer to each of them uniquely. The four topics that are mentioned by Thorndike are aims, materials, means, and methods. In many cases, psychology contributes to refining ideas and making ideas clearly understandable when discussing the aims of human nature. Psychology links numerous scientific studies and concepts together to expand human intellects and materials. Psychology affects the overall understanding of means in human education specifically because the concepts behind psychology helps for humans to process the content that is translated through informational products. The three methods that Thorndike states when it comes to education revolves around how the teacher teaches the information, the personal work experience gained, and the basic laws of human nature. The major changes that may have an effect on these roles is the concepts behind intellectual functions that refer to further discovering what relates to those intellectual functions and  the individual differences between humans that can dynamically affect character, behavior, and intellect thus affecting how education corresponds with psychology. 

Works Cited:
"Classics In The History Of Psychology -- Thorndike (1910)". Psychclassics.yorku.ca. N.p., 2016. Web. 28 June 2016.

    When it comes to effective teaching, the same question replays in my mind over and over again. What is effective teaching? The video below describes some effective teaching techniques by visually modeling what effective teaching looks like. 

     To catch and keep the students' engaged, the students need to be mentally engaged into the learning process and one way to do this is to constantly provide the students with manipulatives and tasks that they can accomplished. An example in the video is through the use of a white board. When every student uses a white board, each student is able to be responsible for their own work and express their individualism about the learning the topic and content at hand. All of the learners will be actively engaged and demonstrating their knowledge on the task. I strongly enjoy the concept of using a white board, but I would also use tablets to provide a digital white board to keep the students engaged. I also agree with the ideas of using "wait time" to a teachers' advantage. Using "wait time" gives the teacher a moment to react and reflect on what is going on at that given moment in the classroom and conversation. Below is a video that displays a less-than-effective teaching visual.
     The instructor in this video clearly did not get the memo of effective teaching because this lesson was not engaging at all. I was bored watching it myself. First, the instructor did not seem at all excited or enthusiastic about the subject. If the students can visually see and hear the lack of enthusiasm in the instructors lesson, then the students will obviously not be engaged. The instructor also did not use "wait time" at all. If the teacher did not see a student raise their hand within a matter of seconds, then the teacher answered their own question without giving the students a moment to think for themselves. This prevents the students from gaining and acquiring the knowledge that is being taught. The students are not able to think or are not engaged, so they are unable to retain information. 

My Experience with Create, Evaluate, and Relate

Create
(I know that it is too small to read, but I used bubbl.us and I absolutely love using this mind mapping tool. It's extremely simple!)

Evaluate
  • Valuable Advice: The type of information that you can find on this site is information provided be "veterans" of the education system also known as retired teachers or teachers who have been in the game for quite some time. The reliability of this information comes directly from authors, but it technically can vary because every classroom has different students and every classroom is not going to exactly face the same situations.
  • Irrelevant Advice: The type of information that you can find on this site is blogs, discussions, and opinions on specific matters. The reliability of this website is not so high being that it could be biased or not based on scientific evidence or research, it could follow up with only personal opinions. 
  • Practical/Logistical Advice: The type of information that you can find on this site is advice as well as many other tips and even lesson plans. The reliability of this site is relevant specifically because it is a commonly used website that is flooded with information that any teacher can use. 
  • Words of Inspiration to Remember: The type of information that you can find on this site are inspirational words and considering this is a psychology based site is also reassuring. The relaiability of this site is higher on spectrum because it is primarily a newspaper type theme that follows the same format and characteristics as an every day newspaper.
  • Lessons-Things to watch out for/mistakes to avoid: The information on this site is like a television channel for teachers. It shows the teachers certain things like when a lesson goes wrong and alternatives to do instead. I would say that this website is reliable because it is published first handedly by teachers who have gone through certain situations with visual photographic evidence. 
Relate
  • What does it mean to be a qualified teacher?
     Not only does it mean that someone is certified to be qualified, but the teacher must also share the passion and wisdom of effective teaching to reach out and engage their students. I believe that teachers should also be qualified in all knowledgeable aspects of education that are relevant to the students' success. The teacher should also be willing to do what ever it takes to ensure that the student will be able to reach their full educational potential and more. 
  • How do you access qualifications?
     People can access qualifications by becoming certified through a college and gaining their degree or by passing a series of tests in order to work in a less official educational setting. It may take times to gain the qualifications necessary, but it can be achievable.
  • What is good teaching, and how is it measured?
    Good teaching is the foundation of educational and knowledgeable learning. Good teaching is when students will be able to form connections and retain the information that was taught. Typically it is measured through evaluations and assessments which I do not prefer to view as a way to measure teaching. 
  • How do qualifications make a difference? What knowledge or skills would a qualified teacher possess that an unqualified teacher does not?
     Qualifications make a very big and obvious difference compared to those without qualifications. A qualified teacher should be able to make accommodations and modifications for their students, to understand the students' levels, to incorporate engaging activities into their lessons, and to make themselves available whenever they are needed. An unqualified teacher can very well form something similar to the examples stated above, but a qualified teacher would absolutely know what they are doing. 
  • How do school systems that may have a paucity of "qualified teachers" (such as rural and urban schools) work to meet the requirements established by No Child Left Behind?
     School systems work to meet the requirements established by No Child Left Behind by cooperating together as a team. Not only does the success rely on the teachers, but also the environmental community that the students are in. The school systems can also reach out for grants and other professionals to aid in successful events.