Thartman Teaching for Reflection

October 30th, 2012

The thing that stood out to me the most was the way in which the teachers separated the groups in this study. One of the groups that was studying the textbook through tutorial help with their instructor who illustrated the structures with plants found on the grounds of the school was called the cum illustration group. I thought though that the other group that was considered the inductive group had a better level of successful techniques by the use of the pre post test.          Through active participation and working in pairs, students were able to enhance their learning experience and take the subject matter a step further by having a full fun experience and not rely on the test book. In our readings this semester in our Educational Psychology book we learned about the theory of memory; “if information is coded both visually and verbally it is easiest to learn”. (Woolfolk, 2013, p. 304) This was what the inductive group was able to achieve by using classification and discussion of the plants in pairs and then having students participate with the coding and labeling of their plants they looked at.

I think more importantly, the teacher in the inductive group helped her students have more fun by classifying and using concept labeling with the plants. According to Pitil “Role Playing Model was effective to increase the achievement of the Students”(p, 1 2012) The teacher in the inductive group used good teaching because the strategy she used helped the students learn in different ways. The inductive group was taught by Bhariti Baveji who was a professor at Delhi University. She taught her students in the working group that the there was a system they could use called concept labeling. She taught them this by using classifications system of the plants stem and leaves.

I think good teaching is more than teaching it is using many opportunities for different was of learning and making these opportunities interesting and I believe fun is important sometimes also. Take a look at how some teachers do this in this short clip http://www.youtube.com/watch?v=7bIQ4-3XSxU&feature=related

The instructor in the inductive group used attainment by helping the students to use their curiosity of learning. According to our readings this week on canvas you can use” items, words, or ideas that are known by a common name, including multiple specific examples, ” Retrieved from http://www.nwlink.com/~Donclark/learning/artifacts.html).

There are two types of concepts: concrete and abstract. I think the inductive group used both of these by using the classification of their plants. There was some information in our readings that helped explain this fact when Anita Woolkfolk” said interest and curiosity are related”. Students need ways to organize their knowledge.  (Woolfolk, 2013, p. 305

Students in the presentation cum illustration group had other challenges and had to read a lot of information in their book. This can sometime be difficult without other sources of reflection and it may have been too boring for the students. The post test results were the relevant attributes used to see how each group analyzed the plant and their results of the specimens and the way they did with classification of the plants characteristics. The study reported that the inductive test group was able to do this better. According to Woolkfolk when you study for a test under test conditions this may result in an improvement in performance (Woolfolk, 2013, p. 305) This was seen through the use of the pre-post testing in the study.

 

 

 

 

References

 

Cree, V. E., Macaulay, C. (2000). Transfer of learning in professional and vocational education. Joyce, B. and Weil, M. (1996), Models of Teaching, 5th ed., Allyn and Bacon, Boston, Routledge, London: Psychology Press.

Patil, R.T. (2012) Effectiveness of Advance Organizer Model. Paper Published in National Conference

Perkins, D. N., Salomon, G. (1992). Transfer of Learning. Contribution to the International Encyclopedia of Education, Second Edition. Oxford, England: Pergamon Press.

Thorndike, E. L. (1923). The influence of first year Latin upon the ability to read English. School Sociology. 17: 165-168.

Woolfolk, A.E. (2013). Educational psychology (12th Ed). Pearson Education

 

THartman Case Study 2

October 29th, 2012

The main two issues under discussion in this case are the teaching style and unique teaching style that Mr. Smith decided to use and the fact that the students felt as if they were not learning anything from this teaching style. I remember from our readings in the Educational Psychology book that teachers are encouraged to be inventive but they must also be knowledgeable. Additionally, from our chapter readings on canvas the first week there was a quote that I feel is important to remember when teaching. According to John Dewey (1959) he stated that “profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem (p. 91). The problem manifested itself from the bad attitude that the students may have from having to take history again. The first issue is explained is that Mr. Smith did not want to use conventional teaching methods from a hypothesis that he actually had drawn of his own. He thought the children would be bored and uninterested from having to take history again.

I am sure Mr. Smith may have done some research on his students prior to them coming to his class but he may have failed to ask them how they felt about how they learned history prior and their thoughts about a new teaching style. According to Woolfolk she asked the question” Is good teaching a science or an art” Our text says that teachers should be innovative but there is a huge debate about this aspect (P, 9).

These issues are important because it is important to have your students be engaged in learning but it is also furthermore, important to explain to them how you are going to do this and why. According to Woolfolk  “Good teachers are committed to their students” (p, 23). Teachers must also adapt to students needs I feel Mr. Smith needed to ask his students since he knew they had taken history prior how they together can make history fun. Of course he is the teacher and he will have to guide them but, their input is necessary for thier continued achievement. Including students is important so that they can feel respected and a part of the class.

The other issues that should be addressed was that the students were not getting what they needed from the class. They were not getting clarity or their questions answered. They furthermore, felt they were not leaning history at all. Mr. Smith’s students were not happy with Mr. Smith’s teaching style. The issues are being played out by the students complaining to the chair of the history program. The issue is also being played out because Mr. Smith now has to answer to the chair of the program about his teaching choices and style.

The variables that should be considered are student personal factors and social contextual factors.  The variables that should be considered are your own personality, your students personality your own experiences, your cultural background the students culture background,the objectives or rules of the program in which you teach, and many other factors. Some of the variables are differences that may play a larger role especially that of culture in language while teaching. Some students learning style are variables that should be evaluated.

Students need to know they are achieving and progressing toward common goals. They moreover, need to know what the goals of the class is also. They also need to know objectives of what is happening in the classroom. They need to be informed as well. They need to have input into what is going on. The variables that are important are engagement, motivation and learning styles. The interpretation of the issue needs to be looked at more closely so that the students know exactly what the goals of Mr. Smith is as well as expectations from the test. Mr. Smith is not making the best judgment by not answering questions that student’s have.  Even though his intentions to be creative are well intended. He failed to include students in the engagement process. I find this website to be very informative when you are looking at informing and engaging students with assignments. http://www.btrtesol.com/units/04understanding_key_principles/4f_teaching_styles.php

I would respond to this situation by informing my students better and having them give me more of their input. I would also engage my students by asking them what they would do in my own situation or Mr. Smith’s situation. I would send an email informing my director of the test process that I was taking for the first test. I would inform her that we have discussed it as a class and the results from the input I have received. I could take a class poll. I could use a fun assessment or have a mini focus group with my students to see what would help each student progress.  I then could use this information to create a test that would help each student. I could assign mentors for each student. So that my students they may have a study buddy. I could have a test review including students with the process. I could create study groups of students before the test. This way the students would have a say so in their own learning techniques.

The possible consequences to my responses are the following. The student’s would be informed before the test. I would have their input beforehand. I would anticipate the outcomes and even get the students response on how they thought they were going to do on the test based on what we have done to prepare for the test and the outcomes of the test. I would also have a study review posted prior to the test with fun interactive study tips. Here is assessment on the link below I could use before I even started my history course to look at my own teaching style and how I may adjust my own thought process to my students before teaching them history.

http://www.longleaf.net/teachingstyle.html

 

 

 

 

References

Dewey, J. (1959). Dewey on education. New York: Teachers College Press.

Woolfolk, A.E. (2013). Educational psychology (12th Ed). Pearson Education

THartman Prior Knowlege

October 13th, 2012

The Problem

The problem that I found for this assignment was that the large Mauritius trees that are found in the Western Indian Ocean are dying and becoming extinct. The information that we know is what we will first go on. Historical forestry records indicate that Calvaria were formerly common on the island of Mauritius and that they “are nearly extinct because its seeds apparently required passage through the digestive tract of the now-extlnct dodo Raphus cumulates to overcome persistent seed coat dormancy caused a specially thickened endocarp  and these trees were frequently exploited for lumber”. (Temple 1977). I found some information on the bird also at http: //www.youtube.com/watch?v=6kz619Ie23g

 

I found an awesome website that explains the Calvaria tree and the Do Do Raphus and research that explains what happened very well in a delightful video that we can use to explain this phenomenon to ourselves and to children it is great you really must watch it when you get time it is funny and cute. I loved it. http://www.youtube.com/watch?v=1fqJJ-xH9x4

 

The information given for us to use is the following. We know that that there are only 13 old and dying trees that are known to survive to be left of the original forests of Mauritius. Experienced Mauritian foresters have estimated that all these trees are more than 300 years old. In other words, no young Calvaria major trees are currently growing to replace the older ones. We will use what we do know to help the current issue. The species is in danger of becoming extinct. I found another cute utube video that may help to do as a lesson with our own students when doing an assignment like we did with this. Take a look when you get time.

http://www.youtube.com/watch?v=4B3ZcDm7i-g

 

The Plan

The plan I would like to use to try to fix the problem of the possible extinction of the Mauritius trees would be the following. First, we would assemble a team from my current university from UMW in my Exceptional Learner’s class as well Educational Psychology class. These students would form Mission Possible to Save the Mauritian Forest Tree (MPMFT).These students from UMW with the guidance of Dr. T.Coffman’s being our mentor  will execute our plan. Our team will be called Mission Possible. The headlines of our school newspaper may read. Special education students bring about awareness of co evolution and what it may means for our future. My plan is to use investigative research, collaboration and psychology research to execute a plan to save the trees. My plan is to assemble a team of Mary Washington students in the Special Education Program that will use educators to show the world that teachers do much more than teach in the classroom. They fight, they help and they also bring awareness and change to help environmental challenges of our world and its preservation of environmental challenges by bringing awareness and empowerment to help save the Calvaria Tree.

Our plan will be to use educational and psychology research by finding as much information as we can about the trees and the island that the trees were first known to grow on and if the island still exists or if there are other islands with the same environmental structure that exist that these trees once grew on. We will also collaborate with archeologist that specializes in plants and animals and how to save these historical trees together. Since our teams mission is to investigate the situation and to possible reasons why the Calvaria tree is failing to thrive and produce new trees. We will also give our recommendation of how the trees may be saved at the end of our trip. We will also collaborate with special interest organizations to help us with our endeavors for Mission Possible Calvaria. We will become advocates and hold a news conference so that the world can understand why these historical trees should matter. We will investigative research to use prevention methods to help to save the trees that we can. An Individual Tree Plan ITP will become our bible. This would be a short term individualized plan to save the few trees that are left. We would assess each tree to see where each tree’s strength and weakness is. Our goal will be to try to understand and fix the issue of the dying trees and understand and have an idea of how to help each tree to survive. Our objective would be to plant 20 more trees by the end of our trip in a place that may be contusive for growth.

Our team would try to plant more trees with the seeds in a place that may help them survive once we have our research complete. This is similar to what we do when we use an IEP to help students with disabilities. We did research from the readings this week on the assignment and found that that one of the reasons for the trees dying may be due to the “co evolution.” “Coevolution can lead to mutualism in plant-animal systems, and occasionally one or both of two mut~lalistic species develops a considerable degree of dependence on the other member of the pair this is animal species” (Temple 1977).

Since we had this information now we could execute a plan. We thought first our plan to save the trees should have a backup plan that would have a goal to educate people on the reasons behind extinction of certain classes of animals and plants as well as trees and what this may mean for animal or plant extinction processes. We would want to find out from our plant scientist if there is any way to investigate to see how the tree coexisted by using the now extinct Dodo Raphus.

Our plan will also be to create a book on co evolution 101 so that at least if we failed we would not fail at educating the public as well as ourselves on preventive measures for the future of other trees that may co exist with other animals. And so our efforts would be well documented and not in vain

My initial hypotheses

My hypothesis regarding this problem is twofold maybe even three fold. The first involves tourism and the increase of construction and tourist areas surrounding where the trees grow in the area. The trees may be dying because of the over population of people that may live in the area. The ozone layer is depleting and people and animals do get sick and die from this. Lupus, MS Cancers are all just to name a few that may occur because of many factors that we completely do not know or understand.  Some people treat the world with such disrespect with pollution and environmental smog factors that exist within the world today that causes many illnesses as well as affect on the extraordinary forest that inhabit the world.  My hypothesis is that the issue lies with the challenges of tourism, overpopulation and within the environment. First, this may come from the pollution and the over abundance of pollution and people that now live in the area where the trees grow.  Secondly, we need to look at concepts that help explain hypotheses from very smart people. Our team defined the research we used to explore this concept to save the trees. We used some of the definition Dr Coffman provided us so that we will have working definitions in coming up with our plan and for the potential value in this task. I looked at several sites and found this definition of declarative knowledge that can assist us on our endeavors to save the trees “Declarative knowledge is further divided into: Episodic knowledge: memory for “episodes” (i.e., the context of where, when, who with etc); usually measured by accuracy measures, has autobiographical reference”http://www.ecologia.unam.mx/laboratorios/comunidades/pdf/pdf%20curso%20posgrado%20Elena/Tema3/mutualismos/Temple1977.pdf.

Semantic knowledge: This is memory for knowledge of the world, facts, meaning of words, etc. I used this when I decided on my hypothesis because my semantic knowledge tells me that the depletion of the ozone layer as well as the extinction of animals can led to the distinction of other animal and plant life. We used the procedural knowledge to help us investigate how we would educate the public on what was going on with the trees and what we can do as a nation to keep this event from happening again.

At the conclusion we found that education is important. We may not know the answers to all life’s issues but we may find out how it may affect us so that we can use prevention methods in our research. It’s almost like knowing that if someone gets a flu shot it creates herd immunity. If we save a tree we save a piece of ourselves and our environment

 

 

References Used

Temple, S. (1977). Plant-animal mutualism: Coevolution with dodo leads to near extinction of plant. Science, 197, 885–886.

http://www.ecologia.unam.mx/laboratorios/comunidades/pdf/pdf%20curso%20posgrado%20Elena/Tema3/mutualismos/Temple1977.pdf

 

 

Thartman Immersion Post edu 500-02

October 6th, 2012

While watching this film I felt many emotions. I felt confused and dazed a bit. I felt as if I had some wine or something. I had not had any though. I first tried to figure out what was going on in the short film. I also tried to pay attention to facial gestures and what these gestures may have hinted to me of what was going on in the film. I first looked at what the lady was cooking. It looked like some great chicken and a nice salad. The film invoked great responses at first. I thought about what it’s like when I fix a special dinner for my husband when I am listening to music and in a romantic mood. I thought at first this must be a special romantic dinner for two. I looked at the woman’s face and realized she seemed to be angry a few minutes later and a bit sad. I felt confused by watching this film. I thought that I understood a few words sometimes but I could not conceive what they were saying as a conversation. I was able to pick up on one or two words here and there. I thought about what this must be like for people who do not understand English.

I definitely would not want to watch a film like this for a long period of time. I kind of wanted to sop watching this film because I was so confused. I feel that students who do not speak English must feel lost and overwhelmed just like I did while watching the film. I wondered how students may feel in our classes while watching a film if they do not understand in English well. Woolfolk discussed research on ELL students.The reference that I am referring to can be found on page 194 “Multicultural education is a field of study designed to increase educational equity for all students” (Woolkfolk 2012p, 194). I wondered how I may create educational opportunities for bilingual students in my own class. I wondered how I could do this though if I do not have an interpreter or speak the language myself. I could have learning tools that may help that is in my students own language, but how would I teach them lessons? In our readings this week in classrooms it discussed what students may experience who are from different cultures or who speak different languages. It discussed that they face severe challenges and stress in school and at home. Children may feel out of place or feel that others are making fun of them. Just like our readings this week I felt a little how they must feel confused overwhelmed and want to quit. This is definitely how I felt watching the film. I decided to see what I could find as a resource if this happens. Here is what I suggest to help us. Use this website to get some information on Immersion and how teachers can use helpful tips to help studentshttp://speakingintonguesfilm.info/brain/how-submersion-differs-from-immersion/

I think having a resource teacher to some in and interpret for us would help and having a lesson or two for us as well as our students each week will help us a; to understand some basics of each other language. I think also having a teacher take the children out a do a test in their own language and then explain to the other students in each other language what they learned may make us all feel ok about an assignment. We should learn other cultures together collectively as a class and help our students learn the lesson in their native language at all cost if we have resources if we don’t we must find them. The internet is a good start. Make sure it is representative site and perhaps use volunteer interpreters that have had a background check.

We do not want any student to feel they do not belong. In our readings this week Woolfolk discussed that children may feel that they don’t belong, and that others are making fun of them, or just ignoring them. Everyone else may seem to know the rules and the right words. Woolfolk said” It takes courage and persistence to keep trying to communicate” (Woolfolk, p. 195).I did not have a clue of what the film was about but here goes a good guess. I think it was about a break up. I feel the lady had a surprise dinner for the man and he wanted to break up with her. At first, I had thought that the film was going to show us about foreign cooking or something. The film really made me hungry. Then a few minutes in the lady was all upset. I knew this from the verbal cues. They started to fight fight and the lady seemed fed up. She had a pineapple instead of a birthday cake. Could this mean that the guy liked this fruit instead of cake. Is this cultural tradition of some sort?  Well I did not figure this out but I did find a great video that you must watch that really helps tell a picture of what students may feel like to be a child with immersion issues and a teachers approach with this issue.  It is really good and helps us to know what we may be faced with one day as each of us takes on our little children God gives us to teach. It’s about twelve minutes long but is well worth watching. I think it sums up the issues in immersion very well. Please watch it when you have time.

http://www.youtube.com/watch?v=I6Y0HAjLKYI

 

 

 

 

 

 

 

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