ED304 Concepts

Individual Physical State

If you are responsible for yourself and take care of your individual physical state, you can directly influence your learning.

Factors that effect the body. Have they had enough sleep? Have they eaten?

When you try to figure out an answer to a problem that it does not have the answer to, it retains the information much more when it is eventually given the answer. This is partly because the brain knows it will be asked to recall the information, so cells are primed and assigned to that information.

Making things fun can be cheat students out of learning because it often unintentionally dumbed down. Ex. crossword puzzles for vocabulary.

Men tend to avoid asking questions. would a woman who grew up around men tend to have man thinking tendencies?

Control Language vs Information Language

Passive aggressive:
Are you being passive aggressive in the way you're giving instruction?

When managing your class, be aware of when to use both command language and information language.

Control: Tells what to do. Ex, "Hand me the ball."
Tends to be used by men.

Information: Tells why to do something. Ex. "If you close the blinds we'll be able to see."
Tends to be used by women.

Males eyes tend to see action/movement better, whereas females tend to see colors/textures better.

The way you set up your curriculum can reflect your gender biases.

Doing one time assessments isn't necessarily the most accurate way to determine retention/recall in students.

Retrieval can be tied to smell, sounds, and location.

3 domains:
Cognitive: mind
phsychomotive: body
affective: emotive

When designing lessons, these three domains need to be considered, and determined if they should be combined for certain tasks.

Reversal: following instructions backwards and forwards.

Not every child is capable at certain points of development, so it needs to only be applied if the child is capable of it. Otherwise, it lowers the child's self-efficacy and has negative impacts.

Better trains the brain to retrieve information at any point. Is only effective if the child's self-efficacy is high and if the pressure isn't adding uneccesary debilitating anxiety.

Theoretically, math should be one of our leading, funnest classes. However, because of the overemphasis on memorization and excessive pressure for immediate success, it is in turn one of the poorest performing subjects.

Recycling

Multiple Classifications:
Can make learning confusing if you overboard, but if used carefully, can help kids become smarter.

Micheal Young in Make it Stick

Method that he used:
Spaced out studying

Asked himself:
What's important? (Prioritize)
Right Spacing Review
How slow can you go?

Making errors leads to further learning.

Misconceptions indluded a fear of learning the error instead of the correct method

vygotski:
A constructivist. coleagues with Piage, who determined the hierarchy of theory of development. Zone of Proximal Development by vygotski (aka ZPD).

Zone of Proximal Development:
Not a point.
The closest to the area of success.
The zone in which a student can have optimized learning. Must be on the "proximal" spectrum of their zone, pushing them within their limits.

Hierarchy of Development

Stage 1: SensoriMotor Stage (Psychomotor)

Stage 2: Pre-operation Stage

Stage 3: Concrete Operational Stage

Piaget and vygotski

Piaget felt that we should wait for the child to develop appropriately before lessons are taught.

Vygotski felt that learning could be accelerated through proper teaching and using their zone of Proximal Development.

Object Permanence: The ability to determine that objects still exist when not in view.

Scaffolding: With teachers and zone of Proximal Development, learning and development can be enhanced.

Situation Interest: intriguing a student to draw their interest into learning.

Zone of Relationship learning: learning that happens best in groups.

Contemporary Learning: identifies concepts for future learning

As a teacher, I need to observe how the development of kids are going, and assess if there are any that are behind.

As teachers, we also ned to present moral dilemmas to our students to help them develop morally.

Colberg dealt with moral development

Erickson created a cognitive development theory that dealt with the whole lifetime, with specifics focused on the later stages in life.

Boys like to be able to control their control their environment. This is the Will to Power. One way to teach morals to boys is to teach them to be protectors. For example, a knight was a symbol of a male protector.

multiple connections is

personal development by Cubby. Not neccesarily cognitive, moral, social, or phychomtive.

Cognitive, Psycho Social, and moral development

I need to determine what stage of development my lessons will be at for Cognitive, phycho social, and moral development.

Key to moral development is moral dilemmas

in order to teach a student, you must assess at what developmental point the student is at. A child in the early stages of cognitive development will not be able to keep up if you are too advanced.

The pacing of your lesson can affect how well a student can learn. If done correctly, it can be int ehir zone of appproximation.

you need to constantly revisit knowledge, or else the brain will discard that knowledge. The body cleans out what it isn't using. Therefore, various senses need to be used or else they will be discarded.

There are many ways to physically stimulate a class to improve bloodflow and improve the cognitive stimulation.

Social Development

Stress and Senses

Physical touch is one of the best ways to relieve stress.

Phatic Communication: Seen in grooming. Indicates that you are cared for. Is connected to stress. Verbal and non verbal messages that communicate connection.

As teachers, there are kinds of touches that are ok and not ok. Things like the way you face your hands and the were you touch are determinators. Things like sidehugs, high fives, hand shakes, ect. Also, be aware that there are children who have been abused, and so they will be stimulated in different ways from kids in normal conditions.

Keep tabs on who is friends, so that if someone is upset, you can ask them to hug them or something.

Touches can largely influence culture.

baboons assimilated a culture of calm and gentleness when all of the aggressive baboons were killed. Also young new baboons who came in that were aggressive were taught by the troop to not be that way.

As teachers, we influence how society develops.

Trust vs mistrust

Attachment challenges influence how people developed the ability to trust.

Maslows hierarchy of needs

PsychoSocial Development

Lessons that I teach can be used to help students understand their role in society. Ex. Helping in a food bank, serving others, teamwork, ect.

Identity to Role Confusion

If you're not able to accept certain roles in your relationships with others, your social development will be stunted.

Intimacy and Isolation

There are roles in life that can impose isolation in your life.

Intimacy: Taking initiative to show a person that you want them in your life.

Some people isolate themselves because they fear intimacy.
Perhaps this is because they were never able to learn trust vs. mistrust.

Prototype of Isolation: Rejecting physical touch (phatic communication) or using negative touch.

You have to take initiative in establishing an understanding of each other's role.

Research Attribution Theory

as a teacher, we need to help socially prepare our students. Part of that is helping them to learn how to use thechnoogy correctly, and learn waht is and isn't appropriate use.

By using a preassessment, one can determine a ZPD that would suit that student.

Attribution Theory

External Attribution: If I fail, it is not my fault.

What past teachers have their lesson plans available for future teachers to see and learn from.

We won't receive a lesson plan format, so we need to determine our own format. Rehearse what concepts will be covered in your lesson.

Overgeneralization vs Undergeneralization

Overgeneralization

A Person is including too many features in a category. Ex. All mormons are overly friendly

Undergeneralization

Taking one feature, and making it the whole category. Ex. Only black dogs are dogs. Not all rectangles are squares, but all squares are rectangles.

Scheme: The purpose of a pre-assessment. The background that a student has for a subject.

Helping 11-12 year olds learn rules of football

Look at what Cognitive Development stage they are at.

Determine what tasks/concepts would be too easy, to hard, or within their ability.

To start out with, give them a task to keep track of that is easy enough to do at speed, during the live game.

Give the kid a sample problem before the lesson.

Check to make sure the kid understands the difference between a ratio and a fraction.

Because they understand patterns at this stage, outliers would be within their understanding.

Understand what the vocabulary is that is associated with the task, and determine how you will teach it.

If they understand graphs, charts, and how to make them.

Technology that can help accomplish the task of keeping track.

Look at the boys' relationships. How can these roles be developed, or utilized to enhance their learning?

Mirror Neurons: Our brain imitates the facial expressions of other people, and this helps you understand other's emotions and leads to the ability to empathize. Likewise, if you are unable to mimic their expression, it is harder to read their feelings. Ex. People with Botoxed faces have a harder time interpreting facial expressions.

Research studies must be designed to further whatever fields we are in.

Mirror Neurons can be utilized to help teachers and students emotionally connect and create a atmosphere/culture of support.

How do we maximize the benefits of the experience that elderly teachers have?

Identity Crisis: Your role has been changed, and you need to adjust to your new role.

Shcema: The knowledge/exposure you already have.

Myelination: The reinforcement of neurons in the brain.

Transfer: Taking

Positive: Taking knowledge/skill learned in one context and applying it in another context that works well. The more solid your understanding of a context is, the better the transfer will be. Teaching for Transfer.Metaphorical thought helps to learn transfer, such as similes and analogies. Metaphorical thought is enhanced by education.

Teaching for Transfer: Teaching students so that the skills/knowledge they gain can be applied to their future roles.

Negative: Knowledge/skills from one context that don't work will in a new context.
Ex. Saying 'In the name of Jesus Christ, Amen.' when you are saying the Pledge of Allegiance.

If the mistakes aren't corrected, they can be integrated into regular behavior.

Mistakes can be turned into realizations and learning experiences if teachers can show students they understand why they made that mistake.

Let the student go through the process of figuring out the value/implications of their mistakes; whether it is a big mistake or a little mistake.

Archive my mistakes. Make a folder with every mistake you see, with examples. Use these mistakes to show to students. Let them see what the mistake is, and why it is a mistake.

Abstract: Lack of solid, physical nature.

What makes things/concepts abstract?

No Obvious connections. Jumps of connection. If A=B and B=D, does A=D?

Missing explicit details.

Lack of background knowledge/context

Misconceptions of a concept can keep someone's understanding surface level/abstract.

Our minds tend to want to keep answers simple, so as we confront abstractions, we need to make sure we are not oversimplifying.

It is important to assess which point of development a child is at in order to help them progress in their growth.

It is important to consider possible paradoxes when planning lessons.

Initiative vs Guilt

a conflict involving fear of taking initiative or feeling guilty for making decisions. It is easier to make the desicions made for you.

For example, you may have your mom say you can't go to something you don't want to go to, in order to not have to make hard choices.

Ego Integrity vs. Despair

If people don't feel like they've met their full potential, they will feel despair at their missed opportunities.

Personal Theory: When you don't understand, you make up a reason that you belief without any proof, just intuitional logic. In other words, you fill in the blanks. Common in children. Ex. A stork brings babies, which explains where babies come from.

Often is based on over and under generalizations.

Visualizations in textbooks, if too inaccurate, can lead to misconceptions/personal theories to be formed.

Be aware that peer teaching can spread misconceptions when a student with a personal theory teaches it as truth. Ex. being told by other students that the phases of the moon are caused by the shadow of the earth being cast on the moon.

As a teacher, you need to be aware of misconceptions in students, and where you will need to make corrections.

Abstract concepts can often have personal theories made about them.

Personal Theories can be caused by negative transfers of unrelated info/concepts.

Often, it is brighter, smarter students that can have personal theories. There are many different factors for why this could be, including: having more puzzle pieces to mix up, being more confident in their correctness.

To identify personal theories:
Listen to the student
Listen and address the root of the misconception

underlearners can be difficult to teach because they can easily form misconceptions quickly.

Generative Topics: central to a domain, accessible and interesting, piques interest in students, excites teachers' intellectual passions, easily connected to other topics.

Stress: comes from outside sources. Causes Anxiety.

Anxiety: tension caused by stress.

If you space similar concepts out, this can help prevent interfearence and separate the two concepts.

External Attribution: Outside forces imposing on you without your say.

Personal Fable: Related to social domain. Formed by taking elements from a specific stage in your life, and creating a story about yourself that you believe. Putting yourself in your own story to explain why you feel the way you do. Often connects to things they're struggling with. Often a form of escapism.
ex. Believing that because you wear a uniform, and a character on a show wears a uniform, that you are like that character.

Attribution Theory

Dispositional vs Situational

Stable vs Unstable

Internal vs External

Anxieties: State, Trait, Debilitating,

Higher-Level Thinking

Heuristic:employing practical methods to learn. Opposite of Algorithm. Encourages pattern-finding.

Working Backwards, Putting in a possible answer and seeing if it works, ect.

Algorithm: A System of steps that will always result in the correct answer.

Incorporate a reassessment into your advertisement.

When making your video lesson plan, make sure you are familiar with the terminology and use it throughout the video.

Higher Lever Thinking

Teaching thinking is more difficult than teaching content, but is ultimately highly neccessary.

Analytical Thinking

Creative Thinking

To promote Creative Thinking:
Give Ill-Defined Problems
Debono's Six Thinking Hats

You want to give them the opportunity to scaffold themselves

When giving Ill-Defined Problems, be aware:
Done by having minimal scaffolding.
Students will try to manipulate more scaffolding out of you.
It can raise stress.

Debono's Six Thinking Hats

Critical Thinking

Students are great at manipulating teachers

Carol Gilligan: Contemporary of Kholberg. Theory of Women and Moral Development. Disagreed with Kholberg's Theory.

Wrote In a Different Voice

Observed that women tend to want to be selfless and want to do things for others' benefits and not their own. Women have a tendency to have others act upon them rather than act themselves. An example would be Ophelia

Ethic of Care: contrasted Kholbergs theory of moral development. Less founded on the abstract idea of an ultimate moral truth.

Synesthesia: Overlapping/blending of the senses. 1/20 people have a variety of it. Ex. Seeing specific colors that correlate with specific notes.

Leads to higher-level thinking and aids in creativity.

When activating prior knowledge, we can activate sensory models to help students grasp new knowledge.

If somebody is disaffected by learning, perhaps they are being taught disjointed points instead of the larger story.

You can tie parts of the brain to sensory experiences. If you utilize this, it could help your students learn/grasp more effectively.

Self-Regulate: Students asking questions when they are lost, or taking action to help themselves.

Morning and Evening Prayer can be opportunities to invite learning and meditation. By recalling and going over the events of the day, or rehearsing new knowledge learned, God can become your study partner.

Perhaps in our current learning models are over-reliant on just our sense of hearing through language, and thus is crippling what learning could be available.

As an art teacher, you have a great opportunity to use senses to teach students in new ways that can reach students differently.

In teaching, how would you utilize different senses to teach?

As an art teacher:
Feel the paint with their fingers
smell oil point
feel the texture of the canvas or paper
feel the squishy-ness of the clay
close their eyes and feel how their muscles in their face moves when making facial expressions to draw the face
paint the way a sensation feels
Mix different colors with a large, natural bristle brush and see how colors influence eachother

Records both internal and external senses. Records all your senses and keeps the senses that are being used.

What you perceive is not happening real time, but rather has already happened. The brain takes about .5 seconds to process everything.

The brain is like a city, with the various networks not being specific locations, but rather processes it goes through. There may be neighborhoods that have similar functions, but no one section functions independently.

When deprived of external stimuli, the brain tries to create new stimuli. Those in solitary confinement deprived of sensory input experienced visions where they 'saw' things rather than imagined them.

What you see is largely influenced by what you already have in your head. In teaching, the schema that he student already has will influence what they understand from your class. Without an awareness of this, a development of over/undergeneralizations, negative transfers, and the development of personal theories and fables.

There are different orders for the use of the Hats depending on what you are trying to accomplish.

Create. Evaluate. Cost. Fix. Compare. Understand. Analyze.

Create/Invent

1. White
2. Green
3. Yellow
4. Black

Evaluate

Benefit

How we make decisions: I feel, or I logically select

With young children, it helps to make abstract concepts concrete. For example, if teaching the Hat thinking method, it would help to make physical hats to help them separate/specify their thoughts.

The Use of the Hats method to help teach higher-level thinking.

Metacognition: Think about our thinking

We typically use the yellow hat before the black hat, because this helps the creative process.

When teaching art concepts, it is important to show how knowledge can be applied.

When teaching art, consider theh sciene of what people are and aren't capable of.

Design the new hymn book cover

Argumentative Thinking: used to determine correct answers. Considering two opposing sides of a conflict

Parallel Thinking: Considering as many potential situations in an effort to determine a correct decision.

Higher Level Thinking Framework

White Hat: Knowledge. What you know. Facts

black hat: Things you need to cautiously consider. The things that might go wrong.

Green hat: What are ALL the possibilities. Brainstorming

Yellow Hat: Positives

Blue hat: The planning/organization methods of decision making. Tell people how you are going to make a decision before

Ex. Majority rules, Stakeholder makes decision, consensus, random selection, unbiased outside party selection, least influential/powerful person makes decision, ect.

Red Hat: Feelings hat. The emotions attached.

Boys thrive off of challenges and adventure. If that is gone, there is no motivation.

Self Regulation: Students helping themselves.

Assimilation: Connecting new info to your schema.

Do people learn side by side or face to face? There are problems with both. Face/face, the student has to mirror flip what the teacher is doing. With side/side, the teacher has to leave what they are doing to help the student.

Identify memory efforts and how to prevent them.

Memory errors most frequently occur between the sensory register and the working memory, or the working memory and long term memory.

Failure to store: When someone is daydreaming and no info is getting past the sensory register. For example, when I'm not on my ADHD meds, I'm completely in my own head.

Failure to Retrieve: Failure to access learned info.

Reconstruction Error: The Long-Term memory gives partial info back to the sensory register, but it is jumbled.
Ex. When someone mistakes mitosis for meiosis.

Dec 5-7

Any time you ask a question, you are exercising blooms' Taxonomy or some kind of concept such as white hats.

Note missed queing, what hats of thinking we were practicing, what I would have changed, changing emotions, etc.

Metacognition: Being aware of what you're thinking and doing. Being a Reflective Practitioner.

Amygdala: Goes in to fight or flight mode when you are in a state of anxiety. It cuts off your frontal lobe. Effectively, when under stress, it causes your brain to freeze.

Anxiety

Trait Anxiety: High vs Low.
High Trait Anxiety: High Strung. Basically in a constant state of anxiety regardless of the situation. Can be eased by reassurance (such as verbal and physical).
Low Trait Anxiety: Laid Back.

State Anxiety: Anxiety based on the context.

Diilitating Anxiety: Anxiety that inhibits your ability.

When dealing with those with Mental Illness or Special Needs, you need to have a network of support so that you aren't dealing wit it alone.

Familiarize yourself with people with Special Needs. By coming to understand individuals, you will be in a more informed position to help.

It may be wise to be willing to teach a variety of age groups to prevent burnout.

With Behaviorism, it is important to set up environments that encourage a certain behavior rather than simply giving out rewards or punishments.

When you are dealing with two kids in different ZPDs, you nee to find the overlap between them. If there is no overlap, this is when you need to make learning stations made up of kids in similar ZPDs, and you as a teacher need to split your attention between the two.

Blooms Taxonomy (Pyramid)
Create: Produce new/original work.
Evaluate: Justify a stand or decision.
Analyze: Draw connections among ideas.
Apply: Use information in new situations.
Understand: Explain ideas or concepts.
Remember: Recall facts and basic concepts.

When planning lessons, it can be helpful to plan guests to help you.

Level 6 Create/Synthesis: Make new ideas/items based off what you know.

Level 5 Evaluate: Why did they do what they do?

Level 4 Analyze: Breaking down the separate parts and seeing how they fit together.

Level 3 Application: Taking knowledge to make decisions.

Level 2 Understanding/Comprehension: Describe, discussing. Understanding the implications of the knowledge.

Level 1 Recall/Remember: Knowledge. Know it the way it was given, no interpretation, no digestion.

Often when kids are making decisions, there is a level of moral understanding behind what they choose to do.

Having Group reviews helps to assess retention in students.

When designing tests, don't asks questions that you know you haven't reached in your lessons. For example, don't ask an Evaluating(Level 5) question if you know your students only got to Understanding (Level 2). This is opposed to the way most tests are done, which are based off of state standards. This helps prevent lowering self-efficacy.

Distributed Cognition: spreading cognitive processes between people or tools and combining the efforts together. Could be splitting the holding thinking and the processing thinking. A form of scaffolding. Adding a second cognitive engine to support the other cognitive engine. Ex. Using a calculator, Giving different responsibilities to students in a group,

What thinking to I distribute to help students critically think? It is best to take on the scaffolding thinking to enable the students critical thinking. Ex. Remembering the supporting information and allowing the student to put the pieces together.

Verbal Mediation: Private speech that facilitates learning and problem solving. Indented for the speaker, not an outside listener. Helps to avoid reconstruction errors.

Superimposed Meaningful Structure: Preexisting word, sentence, or phrase that has another meaning superimposed on it. Taking something people already have in their schema, and superimposing another meaning on it. Ex. The Armor of God. We are already familiar with armors and swords, we just superimpose faith and righteousness on it.

Failure to Transfer: Failure to transfer info from the teacher to the student.

As a teacher, identify 100 concepts/words in my study field that are the most confusing. figure out how you will teach these difficult concepts with students now, so that when you have to do it in a high-pressure, you don't panic and experience a failure to transfer.