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!
Sunday, October 5, 2008
Friday, October 3, 2008
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.
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.
Wednesday, October 1, 2008
Week #5 - Digital Storybook II
Today we further studied and looked at digital storybooks in class. We were able to see a variety of different examples that really helped me understand the whole idea much better and helped me think of different ways to create a storybook. I was picturing a documentary type presentation before today's class whereas now, I see the different ways it can go. We also talked quite a bit about the process into creating a digital storybook and the different methods. One method was to use index cards. Text written on both the front and back of an index card amounts to about 3 min. of dialogue. I was quite surprised because that seems like so little text. "Doc" Waters also offered the method she uses and I really liked the idea. She uses post-it notes and has one for each picture. Then she has a post-it note for the text, music, transition and citations for each picture. I think this is a really easy, yet very organized way of doing it. I also think it is an idea that would be great to introduce to students in the classroom to help them organize their own storybook, a paper, etc. It is visual and very easy to do and re-arrange if necessary. I LOVED this idea!
Other aspects of the storybook we talked about were the use and purpose of photos in a digital storybook creation. The photos should stick out on their own and not need to be narrated. They should be able to tell a compelling story on their own which inspires, haunts or touches the audience. There is a quote that "A picture is worth a thousand words" and in this case, it is true. It was pointed out in class that students learn better when they can visualize something and read text that goes along with a picture, more so than they learn from just hearing a lecture. Digital storybooks allow that kind of opportunity for students to learn "better". And, they are versatile allowing for different purposes, and can be used for any subject matter. I have never done a digital storybook before but am thrilled to be learning how to create my own so I can use this valuable resource in my future classrooms to teach subject material and hopefully to give students the opportunity to use this method to present material.
Other aspects of the storybook we talked about were the use and purpose of photos in a digital storybook creation. The photos should stick out on their own and not need to be narrated. They should be able to tell a compelling story on their own which inspires, haunts or touches the audience. There is a quote that "A picture is worth a thousand words" and in this case, it is true. It was pointed out in class that students learn better when they can visualize something and read text that goes along with a picture, more so than they learn from just hearing a lecture. Digital storybooks allow that kind of opportunity for students to learn "better". And, they are versatile allowing for different purposes, and can be used for any subject matter. I have never done a digital storybook before but am thrilled to be learning how to create my own so I can use this valuable resource in my future classrooms to teach subject material and hopefully to give students the opportunity to use this method to present material.
Sunday, September 28, 2008
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!
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!
Friday, September 26, 2008
Week #4 - Digital Storybook
Today we learned that we are going to put together a digital storybook. We saw an example of one and it seems like it would have great appeal to get students interested in any topic. It is similar to a documentary I think, but much more interesting. I have decided to do my topic on Michelangelo. Students in 6th grade social studies study the Renaissance and the arts during that time period. It should be interesting and fun. I found many great resources online, through UEN, for pictures and information on Michelangelo. I am really excited to put my own digital storybook together.
I think the uses of using digital storybooks in the classroom is a huge benefit. Digital storybooks use pictures, some video clips, speaking and music. Having all these types of media within one project would appeal to many more students that just a lecture on a topic. It has the potential to reach those who are visual, auditory and music learners. Though using a digital storybook format to teach or review material, the topic of study would come more alive and excite students. Students could also use the format of digital storybooks to create presentation on material they have learned or studied and present it to the class.
As we further study different tools, I am seeing that there are many opportunities for students to use technology in the classroom all the time and in a variety of ways. It is so exciting!
I think the uses of using digital storybooks in the classroom is a huge benefit. Digital storybooks use pictures, some video clips, speaking and music. Having all these types of media within one project would appeal to many more students that just a lecture on a topic. It has the potential to reach those who are visual, auditory and music learners. Though using a digital storybook format to teach or review material, the topic of study would come more alive and excite students. Students could also use the format of digital storybooks to create presentation on material they have learned or studied and present it to the class.
As we further study different tools, I am seeing that there are many opportunities for students to use technology in the classroom all the time and in a variety of ways. It is so exciting!
Monday, September 22, 2008
Week #3 - IPODS & AudioBooks!
Before this class, I never thought to google resources for teachers or students. Sure I used google to search for specific topics but never to find tools and such that were available to use. I never would have imagined the wealth of free resources, information and tools that are available through the internet. I am in complete and utter shock at all the technology that is out there. There is so much out there that I feel I bit overwhelmed as I search through it wondering what bit of it I should investigate further so I can blog about it. This is week 3 in my investigation through the internet and the ways technology can influence the classroom and I stumbled upon a resource I thought was wonderful.
Freeclassicaudiobooks.com is a site that has free classic audiobooks which you can download onto your computer and then onto your MP3 player or IPOD. There aren't a ton of books on this website but many of the classics are listed such as Shakespeare, Wind in the Willows, The Secret Garden, Huckleberry Finn, just to name a few. Students are on the go more than ever these days and as we already discussed, are digital natives. What greater way to combine the classics of literature with the technology students already use. For some reason, using your IPOD to read/ listen to Shakespeare just seems more appealing that reading it from a literature book.
Here is a list of a few benefits of using this resource or one like it:
1) Greater appeal to learn literary works
2) Students can listen while on the go/ convenience
3) Could be used to help those with visual impairments or other disabilities that prevent reading or make it difficult
4) Improved listening and comprehension skills
5) Learning proper pronunciation of words
6) To encourage reading for students who don't enjoy reading books
Although I can't see many problems with using audiobooks, there is the matter of having the technology - whether a MP3 player or IPOD. Although many students may already have those items, many children may not. Also, the books that are available may be limited.
I believe that the benefits of using AudioBooks for students are numerous and that as we use this resource in our classrooms, we might find that it is the tool that connects a child to reading that may otherwise turn away from reading because they find it boring, difficult, etc. A tool that has the possibility of turning students onto reading, which is something that leads to lifelong learning, is one that shouldn't be ignored.
Here is a list of a few other sites I found that have audiobooks:
- kids.audible.com (children's titles/ charge)
- bookshouldbefree.com (all categories/ free)
- simplyaudiobooks.com (all categories/ charge)
- audiobooksforfree.com (all categories/ charge - despite the web address)
Freeclassicaudiobooks.com is a site that has free classic audiobooks which you can download onto your computer and then onto your MP3 player or IPOD. There aren't a ton of books on this website but many of the classics are listed such as Shakespeare, Wind in the Willows, The Secret Garden, Huckleberry Finn, just to name a few. Students are on the go more than ever these days and as we already discussed, are digital natives. What greater way to combine the classics of literature with the technology students already use. For some reason, using your IPOD to read/ listen to Shakespeare just seems more appealing that reading it from a literature book.
Here is a list of a few benefits of using this resource or one like it:
1) Greater appeal to learn literary works
2) Students can listen while on the go/ convenience
3) Could be used to help those with visual impairments or other disabilities that prevent reading or make it difficult
4) Improved listening and comprehension skills
5) Learning proper pronunciation of words
6) To encourage reading for students who don't enjoy reading books
Although I can't see many problems with using audiobooks, there is the matter of having the technology - whether a MP3 player or IPOD. Although many students may already have those items, many children may not. Also, the books that are available may be limited.
I believe that the benefits of using AudioBooks for students are numerous and that as we use this resource in our classrooms, we might find that it is the tool that connects a child to reading that may otherwise turn away from reading because they find it boring, difficult, etc. A tool that has the possibility of turning students onto reading, which is something that leads to lifelong learning, is one that shouldn't be ignored.
Here is a list of a few other sites I found that have audiobooks:
- kids.audible.com (children's titles/ charge)
- bookshouldbefree.com (all categories/ free)
- simplyaudiobooks.com (all categories/ charge)
- audiobooksforfree.com (all categories/ charge - despite the web address)
Sunday, September 21, 2008
Individual Differences
What?
Students in a classroom are all different. Some of these differences are individual differences such as personality, temperament and intelligence. Intelligence is the ability to modify and adjust behaviors to accomplish new tasks successfully. It involves many different mental processes and may vary in nature depending on one’s culture. IQ testing is one way that has been devised to measure intelligence. There are 4 different ideas we studied about intelligence:
1) Spearman’s Concept of g: The idea behind this theory is that intelligence is a single entity. Spearman called this single entity a general factor, or g.
2) Gardner’s Theory of Multiple Intelligences: This theory suggests that there are at least eight different intelligences which are independent of one another: linguistic, logical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist. This theory suggests that the majority of students, if not all, are quite intelligent in one way or another.
3) Sternberg’s Triarchic Theory: This theory suggests that intelligence involves the interplay of three factors; 1) the environmental context, 2) prior experience and 3) the cognitive process.
4) Distributed Intelligence: This theory suggests that people think more intelligently when they have the support of physical and social environments
Inclusion in schools has added to the differences found among students and the manner in which teachers must teach in order to reach all their students. Some special needs that may be found in classrooms today are: learning disabilities, ADHD, speech and communication disorders, emotional and behavioral disorders, autism, mental retardation, physical and health impairments, visual impairments, hearing loss, severe and multiple disabilities and giftedness.
So What?
Knowing the different ways in which intelligence is measured, and the different theories, helps us as teachers make adjustments to our teaching methods in order to reach a greater majority of our students. When we recognize that each student has varying strengths then we can teach lessons that “speak” to those strengths and allow for the greatest possibility of retention and understanding. As teachers, it is our responsibility to teach students and help prepare them for lifelong learning. That being said, knowing the individual and special needs of our students and how we can accommodate them, makes us better and more prepared teachers.
Now What?
The experience of taking the different intelligence tests helped me to understand better the purposes of each. While the IQ test left me feeling dumb, I see that in some cases, it would be a very important and useful tool in determining the special needs of some students. Although it might not be a tool that I would use for every student, it is one that has a place, just as the multiple intelligence test has a place. Having an understanding of the different theories and of the individual differences found among students will help me be a better teacher. I will plan lessons in a variety of ways, so that I can teach students according to his/her strengths. I will also be aware of students with special needs and adjust lessons, provide tools and do what I can to make the experience for each student as enriching and rewarding as possible.
Students in a classroom are all different. Some of these differences are individual differences such as personality, temperament and intelligence. Intelligence is the ability to modify and adjust behaviors to accomplish new tasks successfully. It involves many different mental processes and may vary in nature depending on one’s culture. IQ testing is one way that has been devised to measure intelligence. There are 4 different ideas we studied about intelligence:
1) Spearman’s Concept of g: The idea behind this theory is that intelligence is a single entity. Spearman called this single entity a general factor, or g.
2) Gardner’s Theory of Multiple Intelligences: This theory suggests that there are at least eight different intelligences which are independent of one another: linguistic, logical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist. This theory suggests that the majority of students, if not all, are quite intelligent in one way or another.
3) Sternberg’s Triarchic Theory: This theory suggests that intelligence involves the interplay of three factors; 1) the environmental context, 2) prior experience and 3) the cognitive process.
4) Distributed Intelligence: This theory suggests that people think more intelligently when they have the support of physical and social environments
Inclusion in schools has added to the differences found among students and the manner in which teachers must teach in order to reach all their students. Some special needs that may be found in classrooms today are: learning disabilities, ADHD, speech and communication disorders, emotional and behavioral disorders, autism, mental retardation, physical and health impairments, visual impairments, hearing loss, severe and multiple disabilities and giftedness.
So What?
Knowing the different ways in which intelligence is measured, and the different theories, helps us as teachers make adjustments to our teaching methods in order to reach a greater majority of our students. When we recognize that each student has varying strengths then we can teach lessons that “speak” to those strengths and allow for the greatest possibility of retention and understanding. As teachers, it is our responsibility to teach students and help prepare them for lifelong learning. That being said, knowing the individual and special needs of our students and how we can accommodate them, makes us better and more prepared teachers.
Now What?
The experience of taking the different intelligence tests helped me to understand better the purposes of each. While the IQ test left me feeling dumb, I see that in some cases, it would be a very important and useful tool in determining the special needs of some students. Although it might not be a tool that I would use for every student, it is one that has a place, just as the multiple intelligence test has a place. Having an understanding of the different theories and of the individual differences found among students will help me be a better teacher. I will plan lessons in a variety of ways, so that I can teach students according to his/her strengths. I will also be aware of students with special needs and adjust lessons, provide tools and do what I can to make the experience for each student as enriching and rewarding as possible.
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