Personal Learning Theory

What?

I took the quiz that determines which one of the theories we are most in-line with. Although I scored something different for each of the categories, my scores were very close together: 46 for Humanistic, 44 for Cognitism and 42 for Behaviorism. I noticed that the elements I liked spanned across all of the different theories. I also noted however that based on the further readings attached to the test that explained the Humanistic theory, I find myself most in agreement with the 5 basic objectives of this theory which are:
1) promote positive self-direction and independence (development of the regulatory system);
2) develop the ability to take responsibility for what is learned (regulatory and affective systems);
3) develop creativity (divergent thinking aspect of cognition);
4) curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);
5) an interest in the arts (primarily to develop the affective/emotional system)

As I reviewd my logs, these are some of the things I noted that I liked - I love the idea of intrinsic reinforcement, self-efficacy, and self-regulation. One of our responsibilities as teachers is to instill a love of life-long learning and I believe that one of the most important ways we do that is by fostering these 3 principals in our students. Another thing I liked was the idea of modeling . I believe that it is absolutely true that students learn from observing people around them. Along with that is the concept of a community of learners which is the idea that students work together and learn from one another and the teacher acts as the facilitator. I also have a firm belief that a large part of how successful our students our in learning material is based on the prior knowledge or schema they have and whether we as a teacher have activated that prior knowledge. I was fortunate enough to be in a class this semester taught by Axel. He demonstrated the importance of this principal in such a way that it really impacted me. He wrote the following sentence on the board: "The notes went sour when the seam split" and asked us to think about what it meant. We (the whole class) was totally clueless. He told us that once he gave us the "magic" word it would make perfect sense. The magic word was bagpipes. He explained that we weren't stupid people for not knowing what the word was, just as our students aren't stupid when they don't "get" something we are teaching. They simply need their prior knowledge or schema activated, just like we needed the "magic" word. His illustration of that principal really stuck with me and I came to see that students build new knowledge by connecting it with what they already know.

As for principals or concepts I didn't like, I honestly didn't see any that wouldn't benefit students if used in the correct way. I could see however where if misused, some concepts could be damaging or counteractive to promoting learning. For example, using a token economy as a means to reward conceptual knowledge based on a specific percentage or score. This would most definitely leave some students out because of the different levels of learning. Another bad example would be using a token economy to motivate students to do something they are already motivated to do. This can cause them to lose the desire to do it because they want to - which would impede us as teachers in our goal to instill in them life-long learning. However, I recognize that each student and each classroom will be different and what might work for one, may not work for the other. As long as the system or reinforcement that is established promotes learning for each student, and the class, while also encouraging students to be life-long learners, then I believe that the methods, practices, theories, discussed in the book can be beneficial.

So What?
Before I knew the theory I was officially most alligned with, I've always had an idea that self-efficacy, intrinsic motivation, self-regulation, etc. are all things that lead to what I believe to be one of the most important goals we have as teachers - to encourage our students to be life-long learners. Knowing this theory will help me find appropriate and successful ways to develope and encourage self-efficacy, intrinsic motivation, self-regulation, etc. in my students. I will also look for ways to incorporate the aspects from the other theories that I feel are important to learning, such as modeling and peer interaction, as I teach. As a teacher it will be important to show my students examples of intrinsic motivation. I loved the idea of teaching students to give themselves a pat on the back for a job well-done. This and other methods will be important for me to have in my classroom. Also, teaching students the steps involved for self-regulation - goal setting, monitoring, evaluation. Perhaps in the classroom this will involve setting some kind of system where I teach students how to self regulate by having each student set an individual goal for a specific subject, monitor their progress with some kind of online graphing tool or paper chart, and evaluate their progress over time. As I read more about the humanstic theory I also learned that promoting creative, using the arts and fostering curiosity will be important in my future classroom.

Now What?
After reading about the humanistic theory, and finding that I am most aligned with this theory, my task now is to learn what this theory is all about and how to incorporate it into the classroom. I need to learn which methods or teaching styles work best and the types of activities that will engage the students and promote the principals of self-efficacy, self-regulation and intrinsic motivation. Perhaps this theory is called by a different name in our book (as it seems to have some of the aspects of behaviorism and social cognitivism), or perhaps it is one we haven't gotten to yet. Either way, it will be important for me to find, develop and learn ways to promote the objectives of this theory which are to:
1) promote positive self-direction and independence (development of the regulatory system);
2) develop the ability to take responsibility for what is learned (regulatory and affective systems);
3) develop creativity (divergent thinking aspect of cognition);
4) curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);
5) an interest in the arts (primarily to develop the affective/emotional system)
I still have so much to learn and hope that as I go throughout the rest of my classes and as I gain experience, that I will be an example of life-long learning to my students. I also hope that I will be able to be a teacher who "provides a foundation for personal growth and development so that learning will continue throughout life in a self-directed manner" - (from the "learn more" link on the determining your theory quiz).

Social Cognitivism

What?
The social cognitive theory is the perspective that learning happens through observing others and that it is an internal process that may or may not lead to a change in behavior. A study that was done using the Bobo doll demonstrated that when children observed an adult demonstrating physical violence on the doll, they too imitated what they had seen happen. In some cases, children got more aggressive and built upon what they had seen. Part of the theory involves Reciprocal Causation which is an interdependence of environment, behavior and personal variables which all play a role in influencing learning and development.

Learning can happen in a couple of ways including; modeling an adult such as the teacher and imitating what they do and through the observational learning effect where a student acquires a new behavior after watching someone else do it. For a student to successfully learn from modeled behavior they must:
1. pay attention - to the model who is demonstrating the desired behavior,
2. have retention - remembered what was learned,
3. have the motor reproduction - to be able to imitate the behavior
4. have the motivation - to be demonstrate the modeled behavior.
Self efficacy and self-regulation contribute to this theory and are an important part in helping students prepare for their future.

So What?
Knowing the theory of social congitivism, along with the other theories, and applying the principals from each one, will help me become a better teacher. Knowing that students learn from behavior they see modeled, is extremely important to know as a teacher who stands as a model for students day in and day out. It is also important to know that children learn from observing other peers. This theory also pointed out the importance of self efficacy and self regulation. As a future teacher, it will be important for me to help foster feelings of self-efficacy in my students and help them self-regulate so they can be as successful as possible.

Now What?
I believe that knowing about this theory will help me be a better teacher. I will strive to always be a model of what I expect out my students. I also hope to be able to encourage my students in appropriate behavior by teaching them self-efficacy and self-regulation. This chapter highlighted how important these 2 principals are in helping students succeed, not only in their school career but in their lives.

Behaviorism

What?
Today in class we discussed behaviorism. There are many aspects of behaviorism. One of the aspects include reinforcements.

Reinforcements:
There are 2 different kinds of reinforcements and both increase behavior. Negative Reinforcements take away something to increase good/bad behavior. Positive reinforcements on the other hand add something to increase good/bad behavior. An example given in class that described these reinforcements was a hot air balloon. To make a hot air balloon rise you can do 2 different things. You can add hot air (positive reinforcement) or you can take away sand bags which decreases the weight and allows the balloon to rise.

Punishments:
There are also 2 different kinds of punishments used in behaviorism. Removal punishments
take away something students want such as recess, a fun activity, a toy, etc. Presentation punishments add something such as extra work, visit to the principal, etc.

We also discussed different types of motivation, which included intrinsic (self) motivation and extrinsic (outside) motivation.

The last aspects of behaviorism we discussed were the 2 types of conditioning: Operant conditioning which is voluntary and classical conditioning which is involuntary.

So What?
As a teacher with many students to both teach and manage, understanding behaviorism is important. As teachers, we want students to behave in an appropriate way however we also have their best interest in mind. Understanding behaviorism helps guide is the best way to teach and motivate students. There is the use of token economy's, group contingency plans, and of course, reinforcements. Knowing how to use each of this concepts is critical in ensuring that we better our communities of learning.

Now What?
I found this lesson to be very helpful in clarifying some questions I had as a result of my field experience where a token economy was used and several extrinsic positive reinforcements were used. It was a bit blurry trying to determine what was beneficial and what may have been hindering the students. I have definitely more clear today and have a better idea of how I would like to implement the theories of behaviorism in my future class. I will make every effort possible to teach students to have intrinsic motivation. This is sooo very important and it seems it is something we are losing at a very fast rate as teachers adopt complex token economy systems. I realized through our discussion that a token economy can be used to make class fun - students love them. However when setting them up, I will be sure to make it contingent on a level of performance or behaviors, so students don't lose their natural motivations in specific subject areas.

Another helpful thing we discussed in class was the steps in which to implement each of the different reinforcements to motivate those students who are unmotivated:
First method: Intrinsic reinforcement - self praise
Second method: Extrinsic reinforcement - praise from others
Third method: Activity reinforcement - extra recess, fun activity
Fourth method: Tangible reinforcement - candy, treats, toys
Fifth method: token economy

Extra Credit:: Investigations Math

What?
Investigations Math is a method of teaching math which is a "non-traditional" approach to teaching math. It involves lots of group work but no textbooks. The arguments for investigations math include that students gain a deeper understanding of math and develop of love of math. Arguments against investigations math counter that students are not learning standard algorithms and math facts to be able to quickly recall them.

So What?
This type of math program has been implemented and from class discussion sounds like is still being used in some schools here in Utah, despite much debate. This method of teaching Math was implemented in Utah after it was implemented in California in around 2005. Since then California has quit using this method because they found it ineffective.

Now What?
I think the arguments for and against are both relevant. I think it is important that students learn basic math facts and if they do that by memorization and lots of practice, then so be it. However, I also see where making math more of a group project where students work together to explore and find the answer can be helpful. Especially for the students who really struggle. I don't understand why there can't be a middle ground that meets the needs of all students and involves both traditional math teaching combined with this new way of teaching.

Knowledge Construction

What?
Today in class we discussed knowledge construction. There are 2 ways in which learning takes place:
1) Individual constructivism where learners are on their own, interacting with the environment to learn.
2) Social constructivism where learners work together to make meaning of something and each person is contributing to the learning.

We also learned about concepts, schema, script, personal theories. With students we will be teaching all will come into our classrooms with knowledge they've gained. In some cases, where individual knowledge interferes with their progress it will be our responsibility to promote a change in thinking. We can do that by:
1) identifying misconceptions
2) convincing students existing beliefs are inadequate
3) motivating students to learn correct explanations
4) maintaining self-esteem
5) monitoring what students say and write for persistent misconceptions

So What?
As a teacher it is important to know the basic understanding of how knowledge is constructed so we can be better teachers. Teachers who can help students discover and learn on their own and also encourage group learning where each student in a group is contributing so they gain a greater understanding of what's being taught. It's also important to understand that students do come into our classrooms with knowledge of their own. As we build upon their knowledge it is also important that we help change some of their existing knowledge if it is serious enough that it is going to interfere with their future learning.

Now What?
Now that I am aware of the process of knowledge construction I hope that the way in which I teach will encourage students to share the knowledge they have and I hope that I will also be able to change some erroneous thinking when it shows. I will also reflect on myself and my reaction when faced with information that contradicts what I believe to be true. I tend to think I am easy going and quick to accept when I am wrong, however looking more closely at this might teach me something about myself.

My Study Help

What?

The study techniques we went over today were:
1) identifying important info
2) taking notes
3) retrieving relevant prior knowledge
4) organizing
5) elaborating
6) summarizing
7) monitoring comprehension

The technique I chose to experiment with as I study chapter 7, is questioning as I go through the chapter so I can better apply the information and hopefully have it stick in my long term memory. Studying information that is unfamiliar to me and having it remain in my memory past test time has always been a challenge. However, after reviewing the studying techniques I realize that I have never used the most effective techniques for studying. I am hoping to see an improvement in my understanding and applying and remembering of what I study this week in Chapter 7.

So What?
I did try to ask myself questions about what I was reading to apply it to myself, and while it was more helpful than not asking myself questions, I did find it difficult to come up with questions to help me apply the information because all of this information is so new to me. I do think this would be a great study help for other topics where I am more familiar but still struggle, such as science or social studies. For this particular subject, I think a better study help would have been for me to summarize after each paragraph of reading to make sure I was retaining and understanding what I was reading or taking notes on what I read.

Now What?

Knowing the different study helps is a wonderful thing. I am so grateful that we went over this information. I learned that previously I have always used the most ineffective method of studying, when left on my own to study. I am grateful to have these other techniques to try and experiment with to better my learning and understanding in the future.

Cognitive Processes

What?!
Today we learned about Cognitive Processes. It was very interesting and helped clarify some things (for example that your brain has unlimited capacity and can never be too full - or overload as I sometimes feel it is). Information comes in and hits the sensory register. If the subject pays attention to that information it goes on to working or short-term memory. If no attention is paid to it, that information is lost. Working memory does have limited capacity and only holds onto the information for 5-20 seconds. If while in working memory the information is learned, or encoded, then it is then moved to long-term memory. Long term memory, as mentioned above likely has unlimited capacity. Our long-term memory is made up of 3 components:
1) declarative/semantic (facts)
2) procedural (cooking, tying shoes)
3) episodic (memories, pictures)

The best methods for encoding information are:
meaningful learning - relating new information with what we already know
organization - way in which learners find connections by forming categories, or using other methods of organizing to group various pieces of info
elaboration - learners expand on new information based on what they already know
visual imagery - process of forming mental pictures of objects or ideas.

We also discussed the best methods for studying which are:
- identifying important information - elaborating
- taking notes - summarizing
- retrieving relevant prior knowledge - monitoring comprehension (asking questions)
- organizing

So What?!
Knowing how the brain processes information is helpful, useful and important as we become teachers. It can help us understand the best way to plan lessons in order to help students get and encode the information in order to retain it long-term memory. As for methods on how to study, that is helpful now to me as a student as I learn new, unfamiliar information. It will be helpful to know as a teacher as well because I can help give my students good methods to use for studying.

Now What?!
As a student, knowing this information makes me more aware of how important it is to pay attention to the material and make an effort to encode the information so it sticks. I have never intentionally thought about making a connection to information I learn in school. It probably seems silly but it makes perfect sense as to why I have a hard time remembering information learned in subject areas such as Physical Science, Social Studies, etc. Those were always difficult subjects for me and now I know why - because to remember the information and for it to mean something, (beyond taking info in to spit back out on a test), there has to be a connection made that makes it relevant and important to the student. This requires intentional thought and questioning to encode that information. As a future teacher, I hope to be able to teach in way that helps students relate information they learn to something they know so they do retain it and see it as important.

Extra Credit: Jill Stamm

What?
Jill Stamm is a professor at Arizona State University, a lecturer on infant learning and cognition and is also president of a company called New Directions Institute in Arizona - a company which collects the newest scientific research on brain development in infants up to age three. With the data collected the company educates new parents and caregivers about the importance of healthy brain development and the impact they have on their child's brain development. She points out that it's not about the toys and the stuff, it's about the relationship with mom and dad. It's about one on one time, eye contact, face-time and having their needs met quickly. Doing these simple things helps a child feel secure and once a child feels secure they can go on to learn other things. Her company has created the "Baby Brain Box" which is a practical application of toys that help a baby's brain develop through using the:

Three ABC's of Early Learning
- Attention
- Bonding
- Communication

According to Jill Stamm, what infants need for optimal brain development is attention, bonding and communication. All the interactions between an infant and parent or caregiver, as simple as returning a smile to an infant while having eye contact, or narrating daily activities, are extremely important in early brain development. She also points out that the number of words an infant hears within their first 3 years of life has a direct correlation to later I.Q. scores - hence the importance of narrating daily activities and talking to infants from the time their born.

Despite the hype, she pointed out that current research is showing that videos claiming to help a the brain development of infants (such as Baby Einstein) do not have the benefits consumers think. She said, "We need to get real and understand that what children need is people." The impact of the television on the developed brain is totally different than the impact on an adult brain. She referred to the Academy of Pediatrics which states a child under age 2 should not watch television. As the brain is growing itself in those first little years, it grows itself through repetitive use and through experiences that the child is having. So at age 2 and under, TV has a detrimental affect, (an example was delayed speech) whereas at age 5, it can be used as an educational tool.

She gave an excellent example of how quickly the brain grows in an infant. She said an infant heart is a fully developed organ. It functions the same as an adult heart. However, the brain is least developed at birth and develops so quickly that first year that if the child's body grew as quickly as it's brain in that 1st year, the child would weigh 170 pounds at age 1. That is incredible!! Although the brain develops quickly between the ages of 0-3, the brain stays pliable and plastic throughout our lifetime. So, it is never too late to begin showing a child attention, bonding and communicating with them.

So What?
Learning this information makes me realize that unintentionally I may have done something right in the early years of raising my daughter. I would incessantly talk to her and tell her what I was doing. I didn't know I was doing anything for her brain, I have always talked to myself and having someone, even an infant, to talk to made it seem less crazy so I did it all the time. It's amazing and also startling to learn that the brain is so active and is learning so much in those first couple of years and the great responsibility and influence we have in our child's brain development. It's also important to know this as a future teacher. One of the most wonderful things about the brain I am learning is how pliable it is. It is not fixed and unchangeable. That means it is never too late!

Now What?
As a parent, and hopefully future parent of another young infant, I will be a better parent knowing this information. Although I did the three ABC's of Early Learning with my first daughter, I didn't realize the impact of it. Just knowing and being aware of the importance I believe, will make me a better parent. It is important for me as a future teacher as well. I will have students from all kinds of different circumstances and likely have students in my class who don't receive attention, face-time, bonding, etc. from parents. And although students I will be teaching will be between the ages of 6-12, I can have an influence because of the fact that the brain is changeable and pliable. I think it will be important for the success of each and every student to feel they are given attention, have a bond and that there is good communication between myself and the student. It will be especially important for those students who may come from circumstances where they don't get that necessary time with their parents or caregivers.

http://www.youtube.com/watch?v=baek--_1ZfU (part 1)
http://www.youtube.com/watch?v=XV1u56fDyTg&feature=related (part 2)
http://www.youtube.com/watch?v=zHnH-YPHRuk&feature=related (part 3)

Social & Moral Development

What?!
Today we talked about social and moral development. We discussed, acted out and hopefully can now remember, Erikson's stages of Social Development. They are as follows (listed here for my own benefit):

1 = bun --> infant --> trust vs mistrust
2 = shoe --> toddler --> autonomy vs shame
3 = tree --> preschooler --> initiative vs guilt
4 = door --> elementary --> industry vs inferiority
5 = hive --> early teen --> identity vs role confusion
6 = sticks --> adolescence --> intimacy vs isolation
7 = heaven --> middle years --> generitivity vs stagnation
8 = gate --> seniors --> integrity vs despair

We also talked briefly about moral development and the stages associated with moral development. There are 3 stages:
1) Preconventional - punishment avoidance/ obedience
2) Exchange of favors
3) Conventional - good boy/ good girl
4) Law and Order
5) Post Conventional - social contract
6) Universal Ethical Principal - ex. Ghandi. Martin Luther King

So What?!
Knowing the different stages of both social and moral development is important for teachers because a teacher wears many hats. Part of their responsibility is to teach children social and moral behaviors so they can function in the world. The stages set a standard and allow teachers to spot which children may need additional help.

Now What?!
As a parent it is interesting to learn of these stages and see where my child fits. As a teacher it will be helpful to know this information to guide and help students that may be struggling or need assistance. As a teacher I also have the opportunity to use class discussions, historical figures we are studying, stories, etc. to help teach moral and social issues.

Piagetian Tasks

Today we were able to see Piaget's stages of cognitive development in action as Prof. Cox illustrated her 3 year old and 7 year old doing several Piagetian Tasks. It was very interesting to see the difference between how her 3 year old responded to the questions and how her 7 year old responded to the questions. I found it very interesting that at 7 years old, her daughter was able to explain very clearly the reasons behind why she made the decisions she did. I was very excited to go home and "experiment" with my child.

So, here are the results of my "experimentation" with my 3 year old daughter "Livvy". You will see a blurb of the water task, however after attempting that one I realized that although I was using a taller glass, the difference in the level of water wasn't great enough for her to recognize it. (So we scrapped that one). Enjoy.



After thoughts: Now, for the "block" test, I modified the one listed and used blocks instead of beads because we didn't have any. I am not sure if that contributed to the difference or not. You will see that she says that there are more blocks than blue blocks (contrary to what she is "supposed" to say). I did this task with her twice and both times she said there were more blocks than blue blocks. However, you will also see that she doesn't have the ability to defend her answer.

I loved doing this assignment and had a blast....as did my little one. She was ever so eager to help mom with her homework!

TIME: Fertile Minds

After reading this article, I have a greater understanding and more appreciation for how amazing the brain is, especially as it begins to form and develop. The article pointed out that for years there has been debate over whether nature or nurture is most important. What scientists are discovering is that it's not a competition but "a dance". The two are very importantly related and interconnected. When a child is deprived of a stimulating environment or healthy emotional support and love, a child's brain suffers. It doesn't mean that all is lost however. The brain is a unique and awesome machine and as it is developing it will compensate and change. In the article, it gave the example of a child suffering autism. If intervention begins early enough (age 3) and the underlying cause is found and treated, then a child suffering from autism can sometimes be "snatched" back. How amazing!! This reminds me of my brother-in-law Russ. He was in a snowboarding accident at age 21 and suffered a traumatic brain injury. It was so severe that doctors told his parents that he would be vegetable forever and that they might consider taking him off life support. They chose not to and though he was in a coma for about 9 months, he came out of it. And, although doctors said he wouldn't progress, he did. And after 1 year, when doctors said that he wouldn't progress anymore after 1 year, he has. It is about 7 years later and he is still progressing. There are some things his brain wasn't able to repair, such as his ability to speak. However, his brain has compensated and allowed him functions that doctors thought would never happen because of his age and the severity of the accident. It just goes to show how amazing our brains really are.

The experiences a child has during the early years when their brain is developing acts as the blue print for the rest of the development of the brain. I found that to be a critically important fact that I wish all parents understood. It is so important for us as parents to nurture our children and raise them in loving, enriching environments free from stress, abuse, etc. With parents working more leaving little time to interact positively with their children, the article pointed out the importance of good daycares and preschools and how they can help offset the deficits in the home. The article stated, "good daycare is essential brain food." I never thought to look at daycare that way however it is very comforting to me. I go to school and work part-time and feel much guilt for the time I am away from my daughter. I know she is in a "good" daycare and can now feel good that it is good for her.

Another section of the article mentioned "Windows of Opportunity". I found it interesting that while we will acquire new language after 5 or 6, our ability to learn syntax closes around that age. I was also surprised to learn that the easiest time for a children to learn a 2nd language is between birth and 6 years. I found out in class that language immersion programs start in Kindergarten, however this is about the last year of ease according to the article. Knowing this has made me want to make a greater effort to teach my daughter Spanish. I haven't figured out quite how to do that yet since my husband doesn't speak Spanish (so we can't have our own secret language) but maybe I can incorporate the room language or something. Food for thought.

As a future teacher and as a parent, I found this article enlightening. Although many of us in the education program will be teaching children who are age 6 years and up, I still feel it is important for us to know. It points out the importance of nurture and environment. Children will be spending a large part of their day at school, with us. For those students who do come from a home where there are deficits, abuse, stress, I think it is especially important to make our classrooms and our interactions with our students positive and enriching. For me as a parent, this article just opened my eyes and helped me understand brain development a little better and the extreme importance of providing stimulating surroundings, enriching interactions and emotional support. It also made me realize just how critical early intervention can be in perhaps reversing or bettering a disorder caused from bad wiring.

Ed Psych: Study Session

We had the most awesome, fun, effective study session today. It was not like any study session I have ever had. It was engaging, enjoyable, and I actually think it helped me. First, we were divided into 2 teams. We were then given a cards with definitions written on them. On the board were a list of words. We were given 3-5 minutes to look at our definitions and arrange ourselves for the relay against the other team. We had to race against the other team to match the definitions to the words on the board - relay style. It was great! Then, we got into pairs and chose a word and definition and then gave an example of that definition. You'd think that was it, but no! Our awesome instructor went beyond that fun and engaged us in a thrilling game of Hollywood Squares to further help us study. I am still in awe at what a fun and exciting time I had while studying for a test!!!

So, she also encouraged us to exercise about 2 hours before taking the test due to research which shows that those who engage in exercise before a test score better. Unfortunately, I won't be able to do that. The only day I can take the test is Sat. and I have to work until 2pm and then take the test immediately after work so I can get home and spend some much needed family time with my hubby and daughter. Guess that my score will be one that shows what happens when you DON'T exercise before taking a test. Ha!

Cultural and Ethnic Differences

What?
Classrooms are growing more diverse than ever here in the United States. These means that there is an abundance of cultural differences that may exist in the classroom. Some of these differences include; language & dialect, talking v.s. silence, eye contact, personal space, waiting v.s. interrupting, public v.s. private performance, cooperation v.s. competition, and world views. Often times, these cultural differences lead us to assume things about a student just upon looking at them, without ever getting to know them at all.

So What?
There are many reasons students may struggle in school and have a difficult time learning. Sometimes the struggles may have to do with a cultural difference. As a future teacher it is important to become familiar with cultural differences and how they may affect a student's learning in order to be an affective teacher. It is also important as a teacher to create a more multi-cultural classroom that fosters learning and growth for everyone.

Now What?
I am determined as a future teacher of a very diverse classroom to learn about the cultures of future students that I am not aware of so I can better teach and be more successful at making the classroom one that is welcoming and inviting to all of my students. I am also determined to not allow myself to stereotype or make assumptions on any student that comes into my class before getting to know them. When we allow ourselves to assume, it is usually damaging to the student

Implicit Association, Intellgience and IQTests

EXTRA CREDIT: Implicit Association Tests
The results of my Implicit Association Test for race determined that I had a moderate automatic preference for European American compared to African American. I was surprised because I didn't know I had any kind of preference. The manner of the test was interesting on this one and I am not sure how they get results by having you do that particular test, but I do believe it could be helpful. In my case, I didn't realize that I had a general preference for any particular race. This test makes me aware that I do, and therefore I can make any necessary changes to prevent showing bias towards students in my class. You can't change something you don't know exists so I believe this test is very useful.

The results for my Implicit Association Test for gender determined I have a moderate association of Male with CAREER and Female with FAMILY. I wasn't at all surprised by these results at all. I realize that I have this viewpoint and don't see having this view as being a problem in the classroom. My views on this matter are personal and I don't believe they are so extreme that it would affect my teaching in a negative way.

Multiple Intelligence Test
My results showed my top 3 strengths to be logical, intrapersonal, and interpersonal. I believe these results to be most accurate with the person I am. I love math and have always loved math. I am also a person who likes to keep to myself at times, reflect and work at my own pace. When I realized I also scored high in the interpersonal category, my first thought was that it seemed to be contradictory to the part of me that is intrapersonal. I found it interesting that I scored highly in both categories. However, after reflecting, I realize that I do like to interact with others and observe others interacting. Although I may appear shy and kept to myself, that is more often than not the environment I am in and my level of comfortability. The manner in which the test is used to get the results is straight forward. The test is to measure the way in which a person learns best, so determining the interests, habits, and preferences of that person seems like a good way to get those results.

IQ Test
My IQ test results showed I scored the highest in the area of classification. Next highest were in the area of logic and pattern recognition. The results showed my weakest area to be mathematcis and general knowledge. I found these results surprising! (I figured I should have scored high in all areas!! - JK!!) The reason these results were surprising is because of my love of math, the good grades I have gotten in previous math classes and the results of the intelligence test which showed a logical (number smart) intelligence. I didn't imagine that my low score would be in mathematics. I also was surprised that the results showed my general knowledge so low. (It was very, very low). I wasn't able to finish the test and left 4 questions unanswered. I believe since the test is testing the data and facts one knows, it makes sense to have questions that relate to that data and those facts.

Would I use these tests?
I believe without a doubt, that the intelligence test could be helpful for a teacher to use in order to find out the way her class learns best. Intelligence is as individual as the student, so teacher's should not teach the same year after year, student after student. I think this tool would give insight to a teacher that would help her customize and manipulate her methods of teaching to reach the greatest majority of her students. As for the IQ test, I'm not sure whether I would use that in my class or not. On the test results themselves, it stated;

"...to acheive excellence you must fully understand your strengths and learn to maximize your efforts. Knowing your greatest intellectual strength may give you insight into how you can improve your learning process, work better with others, or become more self aware of your abilities." Of weaknesses it stated, "Awareness of your weaknesses allows you to predict problems and find solutions ahead of time, thereby alleviating future headaches."

I belive that these points are true, however I can also see how having these results might have the opposite affect. A student might think he/she is good at a subject and upon reading these results and not getting the expected results might determine they are not good. That could then lead to a lack of confidence in that particular area which might lead to them limiting their potential. So, if I had to make a decision right now as to whether I would use an IQ in my class, I would say no at this point because although there are benefits, I don't feel the benefits outweigh the possible negative affect it can have. (That's not to say that upon further investigation I wouldn't change my mind.)

Research Study

The article I found to link to our research topic can be found by clicking here. The article is titled, "Tracking the Reasons Many Girls Avoid Science and Math". Research gathered by a group of researchers at the University of Milwaukee-Wisconsin found that a girls desire to pursue Math and Science has less to do with the initial interest they have in those subjects, and more to do with the self-confidence that is instilled by parents and teachers at a young age. One of the researchers, Nadya Fouad, has done many studies to determine what steers girls toward or away from these subjects. She found that the relationship between interest and confidence is closely related. Based on that research, she along with other researchers believe it is critical for parents and teachers to instill confidence in young girls early on in their education in both Math and Science. She summarizes her study by stating, "Ultimately, it's perception, more than reality, that affects the person's academic and career choices."

I believe the study done was a correlation study that explored the relationship between girl's interest in the subject areas of Math and Science and barriers that steer their interest away. The study was done primarily through the form of observation. A couple of the problems with the study that were uncovered included:

- lumping the subjects of Math and Science together - this was a problem because they discovered that for the 2 different subjects the supports and barriers could differ.

- the differences that exist at each developmental level and the differences between genders - to make the results more conclusive, they would need to set up interventions for each subgroup.

The study was conclusive in pointing out the top support for middle and high school students of both genders, was parental support and expectations. For younger girls the study also focused on engaging teachers and positive experiences with those teachers. The study pointed out that The main barrier for all students was test anxiety and subject difficulty.

University of Wisconsin - Milwaukee (2008, September 8). Tracking The Reasons Many Girls Avoid Science And Math. ScienceDaily. Accessed September 9, 2008 [http://www.sciencedaily.com/releases/2008/09/080905153807.htm]

Descriptive, Correlational, Experimental & Action Studies

WHAT?
We learned about the different types studies that are done, especially among teachers. There are 4 different types:
1) Descriptive - which are studies done by observing what is going on. It is the most common research done among teachers. This type of research doesn't prove anything but it is the foundation for the other types of studies done.
2) Correlational - which are studies that explore the relationship between 2 variables. This type of study allows us to observe relationships and draw conclusions. The majority of studies done by teachers will be correlational studies. While correlational studies study the relationship between 2 variables, it does not determine cause and effect relationships.
3) Experimental - which are studies that include manipulating 1 aspect of the environment in order to yield a cause/effect relationship. These are the most difficult studies for teachers to do because of issues with ethics and the inability to control variables.
4) Action Research - which are studies done by a teacher in their own classroom or school.

SO WHAT?
Knowing the different types of studies is important to me as a future teacher because I want to be the best teacher I can be. In order to become the best teacher I can be, I need to be able to look at my students (who change and will be different year to year), my teaching strategies, and the responses, and be willing to change and adapt. Doing these types of studies will allow me to evaluate all of the above and decide what to change and manipulate in order to be the best and most effective teacher and meet the needs of my students to the best degree possible. In addition to that, it is also important to know that these different types of studies exist because articles and information out there can be deceiving. Knowing the types of studies will help me discern which information is accurate and reliable, and which information is lacking, deceptive, and incomplete.

NOW WHAT?
Now that I am aware that different types of studies are done to yield data, I will be more careful about what I take as fact as I read articles, especially those pertaining to education. Before now, I took headlines to be fact and assumed the information to be correct based on accurate studies, etc. Now I know the importance of evaluating such articles and headlines to determine the accuracy of the information presented.

Motivation!

The reason I have pursued my degree in Elementary Education orginally started from a love I found early on of interacting with children. I have a sincere love for all children and want to see each one succeed. I wasn't sure I wanted to pursue teaching until I served a mission for my church where I had the opportunity to teach people and felt the extreme joy and satisfaction that came with teaching others. I believe that being a teacher is something I am meant to do....something I can do where I make a difference and enjoy what I am doing.

My motivation comes from many places. I have a desire within to reach out and inspire children, especially those who may be in critical need of outside inspriation and encouragement. Another source of motivation is my daughter. While I had a desire to become a teacher and one day complete my education, I wasn't really motivated to do it until shortly after I had my daughter. I realized that for her, I needed to finish my education so that if something unforseen happened I would be able to provide for her. I also wanted to set a good example for her and I want to be able to optimize the time I have with her as she gets older so the earlier I finish school the more time I will be able to spend with her.

The reason I succeed is because I desire to succeed. I am focused on what I want to acheive and I work really hard to acheive it. I know that if I work hard for what I want, then I will obtain it.

The reason I fail is because I lose focus or work half-heartedly. If my whole heart is not in what I am doing, it is hard to stay focused and be diligent and work hard.

To succeed in this program, I believe that I need to have more motivation from within instead of finding my motivation from outside influences (although they have helped get me this far). My perspective about myself and the teacher I can become needs to change for me to succeed because thus far I have viewed myself as a student. The thought of becoming a teacher has been a little nerve-wracking because I am not certain about what to expect and not certain about the teacher I will be. To succeed in the program I know that I need to change my perspective and see myself as a successful teacher so then I will become that successful teacher, just as seeing myself as a successful student has led me to being a successful student.