What? In class we discussed the meaning of intelligence. We went over multiple theorist views. We dicussed sternbergs Triarchtic theory which involved analytical, creative, and pratical intelligence. We also discussed Catell's theory and the difference between fluid intelligence and crystallized intelligence. We also talked about spearmens concept of G and that everyone has a single reasoning ability that is used on a wide variety of tasks. It depends on a variety of tasks. And last but not least we discussed my favorite.... Gardners Multiple intelligence theory. Gardner believes that there are 9 distinct seperate intelligences. We also discussed the IQ test and multiple intelligence test that we had taken during the week. We talked about the way the tests had been set up and whether or not we would use them in our classrooom. We split up into groups based off our multiple intelligence scores. My strongest intelligence was bodily kinesthetic and we had to present a way to teach the water cycle using this intelligence. It was really fun to see how you can use so many different intelligences to teach a single subject. The new topic to class was individual differences which came from chapter 5 of our reading. We started discussing students with disabilities and how we can accomodate them in our classrooms. We talked about how we felt about inclusion. We also had a heated debate on labels. Which I thought really was openminded. It was great. We were split into groups and I had to be against using labels. It was hard to be strictly on one side of the issue. The debaters did a great job. Then we started to discuss the different kinds of disabilities we would see in our classroom. We each were assigned a disability/exceptionality to post on blackboard. I worked with mindy and we studying emotional and behavoral disorders. We learned that there is so much we have to be aware of as teachers, regarding students individual needs.
So What? Based of what we learned about intelligence it is vital that teachers be open to teaching in multiple ways so that all of the students can learn. We need to use all of gardners intelligences in every unit. It will help all the students to be taught in multiple ways. It also is important to be aware of individual needs of the student. And as a teacher you must realize that you need to do your best to accomodate that student. It also is important that we create a safe classroom environment, where all students can succeed. We need to be aware of how certain disabilities are displayed. Teachers need to know what IEPs are, and know how to read them. We need to collaborate with special education teachers in order to give our students with disabilites, the best education possible.
Now What? As a teacher I will use the multiple intelligences to teach the state curriculum. I will use will assess what ways my students learn best so that I create my teaching style based on that. I will adjust this from year to year and not get stuck doing the same things with different students. I will accomodate students with special needs in my classroom. I will work closely with the special education dept. and use the students IEP to plan their curriculum. I will continually study about disorders and disabilites so that I can better help my students. I will also be open minded to labels, and understand that even withing a certain disability is great variance. I will work closely with parents to do what is best for students on an individual basis.
Monday, September 29, 2008
Sunday, September 21, 2008
LEARNING LOG 9-15
What? In class we were shown a slide show of about 15 different students. We were only told their names. Then we were supposed to tell everything about them. Such as what they like to do after school, what their best subject is, and so on. We talked about culture differences and cultural biases.
In class I also did a gender equity presentation. We put up boys and girls on the board and passed out papers with jobs/activities and had them post the paper under which gender did what. Then we read a book to the class called Oliver Button is a Sissy. Then we talked about how any gender can do anything. After our presentation was over we had a class discussion on gender. We were given a handout on ways to eliminate gender bias. One thing we learned was that boys and girls at the elemenatary level do not have different brain structure. The list itself was even biased. :) In class we also dicussed culture and cultural mismatch.
So What? Teachers must be aware of cultural mismatches and adjust their expectations to students. There are different views of gender that we must be aware of, in order to teach children without bias. Or at least lessen it. Teachers need to come to grips with their own lens so to speak. You should never assume anything.
Now What? I need to be aware of what cultures are in my classroom. I also need to be aware of possible mismatches and ways to avoid them. I also need to address my class as a whole group instead of boys and girls. I also want to encourage non-traditional roles in my classroom. I also do not want to stereotype my students. So I will make a special effort to be aware of my worldviews and try to contradict them. I will make an effort to get to know each student individually and fit the curriculum to them.
In class I also did a gender equity presentation. We put up boys and girls on the board and passed out papers with jobs/activities and had them post the paper under which gender did what. Then we read a book to the class called Oliver Button is a Sissy. Then we talked about how any gender can do anything. After our presentation was over we had a class discussion on gender. We were given a handout on ways to eliminate gender bias. One thing we learned was that boys and girls at the elemenatary level do not have different brain structure. The list itself was even biased. :) In class we also dicussed culture and cultural mismatch.
So What? Teachers must be aware of cultural mismatches and adjust their expectations to students. There are different views of gender that we must be aware of, in order to teach children without bias. Or at least lessen it. Teachers need to come to grips with their own lens so to speak. You should never assume anything.
Now What? I need to be aware of what cultures are in my classroom. I also need to be aware of possible mismatches and ways to avoid them. I also need to address my class as a whole group instead of boys and girls. I also want to encourage non-traditional roles in my classroom. I also do not want to stereotype my students. So I will make a special effort to be aware of my worldviews and try to contradict them. I will make an effort to get to know each student individually and fit the curriculum to them.
INTELLIGENCE TESTS
I.Q. TEST
I scored 124 on the test. My score was within the above average range (115-129). I scored 24/30 questions or 80% correct. One thing I found interesting about my score was, it said I had the ability to be successful. The above average summary also said I can perform well academically. It also said that I can conceptualize ideas and gather information.
I felt that my test results are accurate for the most part. I feel that I am of average intelligence, this is because of the people whom I associate with. I think that about half of them would score the same as me, where as the other half would score higher. The description of above average intelligence describes me. I feel that I am successful and that I do perform well academically.
I felt that a test 15 minutes long with 30 questions simply isnt made to really reflect how intelligent someone is. I guess that speed is or the ability to decide quickly is part of intelligence, but I really hate timed tests. I dont perform my best, because I am constantly checking the time. My brother also took the test and within minutes he and I were able to solve the problems we felt rushed on and guessed. I feel that the test is biased towards people who can read quickly and other things like that. What if someone is a hands on learner and could answer those questions correctly but only in a hands on/experimental test format? I guess it all comes down to the definition of intelligence. Since theorists cant seem to agree on that, I feel it is all up in the air, so to speak.
MULITPLE INTELLIGENCE TEST
I liked the scoring on this test. My three highest areas of intelligence on this test were 1. Bodily/Kinaesthetic 2. Intrapersonal 3. naturalistic. I had low scores in the areas of music and logic.
I felt that the test was accurate. I do have to get up and move all the time. I love sports and exercise. I really do learn if I can be moving while doing so. I am a very intrapersonal person. I know why I do the things I do, and I enjoy being on my own. One thing that I thought was less accurate was my score on interpersonal. I scored lower on this than I thought. I am a very friendly person, and I also enjoy group work. Just because I like alone time, doesnt mean I don't enjoy spending time with others. I am a naturalist. I feel that this is because of my kinaesthetic intelligence. I want to move and go, and because of that I spend alot of time outdoors. Since I am outside so often I have learned to appreciate nature and all that goes along with it. I had lower scores on logic/visual/musical. This is true. I just do not perform or learn well in those areas of intelligence.
I really like the set up of the results. They scores in a circle graph and each intelligence had an area. Then your scores were colored in with different colors. Your low scores didnt have much colored in and were towards the center of the circle. My high scores were filled in all the way to the edge. I felt that these test results are more optimistisc than the I.Q. test. It felt more like a strengthss and weaknesses vs. you know it or you don't. I read in the chapter alot of theorist are skeptical of this because isnt evaluating true intelligence. They feel it is just describing how someone learns. Once again, I feel it comes down to the exact definition of intelligence. I dont feel that the definition is not concrete enough to decide whether or not this actually evaluates intelligence.
REFLECTION
I would use the multiple intelligence test with my students, because it is so optimisitc. I think that it also would be beneficial to me as the teacher, because I would get a better idea of how to teach the students. When I know what areas they are intelligent in, I can relate the curriculum to that area, or teach in methods used in certain areas of intelligence. I also think that this test is great for the student to see which areas they can work on. While studying chapter 5 I read that intelligence can change. Therefore, it would be great to have students set goals in intelligence areas that were low. This also would be a great way to teach the students that being "smart" doesn't mean just the fastest reader or the student who scores 100 on the spelling test every week.
I do not think that I would use the I.Q. test with elementary students. I think that the test resluts tell me the same thing that their grades tell me. I would not want my students comparing scores and saying they are smarter than others because their scores are higher. In the younger years, I feel it is so important that learning stays positive. I don't feel that these test results are optimistic. I felt like the I.Q. test is similiar to standardized testing. I just don't think it is custom, and it is really biased. I did not like the I.Q. test nearly as much as the multiple intelligence test.
I scored 124 on the test. My score was within the above average range (115-129). I scored 24/30 questions or 80% correct. One thing I found interesting about my score was, it said I had the ability to be successful. The above average summary also said I can perform well academically. It also said that I can conceptualize ideas and gather information.
I felt that my test results are accurate for the most part. I feel that I am of average intelligence, this is because of the people whom I associate with. I think that about half of them would score the same as me, where as the other half would score higher. The description of above average intelligence describes me. I feel that I am successful and that I do perform well academically.
I felt that a test 15 minutes long with 30 questions simply isnt made to really reflect how intelligent someone is. I guess that speed is or the ability to decide quickly is part of intelligence, but I really hate timed tests. I dont perform my best, because I am constantly checking the time. My brother also took the test and within minutes he and I were able to solve the problems we felt rushed on and guessed. I feel that the test is biased towards people who can read quickly and other things like that. What if someone is a hands on learner and could answer those questions correctly but only in a hands on/experimental test format? I guess it all comes down to the definition of intelligence. Since theorists cant seem to agree on that, I feel it is all up in the air, so to speak.
MULITPLE INTELLIGENCE TEST
I liked the scoring on this test. My three highest areas of intelligence on this test were 1. Bodily/Kinaesthetic 2. Intrapersonal 3. naturalistic. I had low scores in the areas of music and logic.
I felt that the test was accurate. I do have to get up and move all the time. I love sports and exercise. I really do learn if I can be moving while doing so. I am a very intrapersonal person. I know why I do the things I do, and I enjoy being on my own. One thing that I thought was less accurate was my score on interpersonal. I scored lower on this than I thought. I am a very friendly person, and I also enjoy group work. Just because I like alone time, doesnt mean I don't enjoy spending time with others. I am a naturalist. I feel that this is because of my kinaesthetic intelligence. I want to move and go, and because of that I spend alot of time outdoors. Since I am outside so often I have learned to appreciate nature and all that goes along with it. I had lower scores on logic/visual/musical. This is true. I just do not perform or learn well in those areas of intelligence.
I really like the set up of the results. They scores in a circle graph and each intelligence had an area. Then your scores were colored in with different colors. Your low scores didnt have much colored in and were towards the center of the circle. My high scores were filled in all the way to the edge. I felt that these test results are more optimistisc than the I.Q. test. It felt more like a strengthss and weaknesses vs. you know it or you don't. I read in the chapter alot of theorist are skeptical of this because isnt evaluating true intelligence. They feel it is just describing how someone learns. Once again, I feel it comes down to the exact definition of intelligence. I dont feel that the definition is not concrete enough to decide whether or not this actually evaluates intelligence.
REFLECTION
I would use the multiple intelligence test with my students, because it is so optimisitc. I think that it also would be beneficial to me as the teacher, because I would get a better idea of how to teach the students. When I know what areas they are intelligent in, I can relate the curriculum to that area, or teach in methods used in certain areas of intelligence. I also think that this test is great for the student to see which areas they can work on. While studying chapter 5 I read that intelligence can change. Therefore, it would be great to have students set goals in intelligence areas that were low. This also would be a great way to teach the students that being "smart" doesn't mean just the fastest reader or the student who scores 100 on the spelling test every week.
I do not think that I would use the I.Q. test with elementary students. I think that the test resluts tell me the same thing that their grades tell me. I would not want my students comparing scores and saying they are smarter than others because their scores are higher. In the younger years, I feel it is so important that learning stays positive. I don't feel that these test results are optimistic. I felt like the I.Q. test is similiar to standardized testing. I just don't think it is custom, and it is really biased. I did not like the I.Q. test nearly as much as the multiple intelligence test.
Sunday, September 14, 2008
LEARNING LOG 9/8
What? In class we talked about different types of research. We diccussed Correlation, Descpritive, Experimental, and Action Study research. One important thing that I learned about Correlation is that it research studying the relationship between two or more things. One of the benefits to Correlation research is that it allows us to make predictions. My group was assigned specifically assigned to present Descriptive research. Descriptive research allows us to view a snapshot of what has happened, or what is happening. It simply deals with the facts. One of the negative things about Descriptives studies is that it does not tell why, and it does not tell you what to do with your results. Experimental research is different from the rest because it deals directly with cause and effect. However, Experimental is difficult to perform because of ethics, as well as it is difficult to implement. I had never heard of Action Study research before this class. What it is, is teachers doing research with their own classrooms. Its greatest strength is also its weakness, and that is that is customary to the specific teachers class who performed the research. We started off class talking about theories and why we need them. I really like the analogy of the toolbox. We need a hammer for somethings and a screwdriver for others. Theories are like the tools in the toolbox. They are only useful when you know them and use them for the right job. This class is designed to teach that. I am excited for what I am going to learn.
So What? Research is not accurately used by the media. It takes correalational studies and makes it cause and effect. Research is never 100% correct. Teachers need to use many theories in the classroom. Each child is different and what works for one will not work for another. People need to be aware of the different types of research in order to accurately view results.
Now What? I am going to look at research with new eyes. I will understand the research does not always provide definite answers and does not have to include cause and effect. I will use action study in my classroom knowing that what works for me may not work for someone else. I will learn all the theories taught in this class to the best of my ability so that I can be an influencial teacher. I want to learn the materials in my classes in this program and know how to use it, rather than just get the grade.
What? In class we talked about different types of research. We diccussed Correlation, Descpritive, Experimental, and Action Study research. One important thing that I learned about Correlation is that it research studying the relationship between two or more things. One of the benefits to Correlation research is that it allows us to make predictions. My group was assigned specifically assigned to present Descriptive research. Descriptive research allows us to view a snapshot of what has happened, or what is happening. It simply deals with the facts. One of the negative things about Descriptives studies is that it does not tell why, and it does not tell you what to do with your results. Experimental research is different from the rest because it deals directly with cause and effect. However, Experimental is difficult to perform because of ethics, as well as it is difficult to implement. I had never heard of Action Study research before this class. What it is, is teachers doing research with their own classrooms. Its greatest strength is also its weakness, and that is that is customary to the specific teachers class who performed the research. We started off class talking about theories and why we need them. I really like the analogy of the toolbox. We need a hammer for somethings and a screwdriver for others. Theories are like the tools in the toolbox. They are only useful when you know them and use them for the right job. This class is designed to teach that. I am excited for what I am going to learn.
So What? Research is not accurately used by the media. It takes correalational studies and makes it cause and effect. Research is never 100% correct. Teachers need to use many theories in the classroom. Each child is different and what works for one will not work for another. People need to be aware of the different types of research in order to accurately view results.
Now What? I am going to look at research with new eyes. I will understand the research does not always provide definite answers and does not have to include cause and effect. I will use action study in my classroom knowing that what works for me may not work for someone else. I will learn all the theories taught in this class to the best of my ability so that I can be an influencial teacher. I want to learn the materials in my classes in this program and know how to use it, rather than just get the grade.
Monday, September 8, 2008
MOTIVATION
Why am I here? I am in the elementary education program, because I want to be a teacher. I found out that I wanted to be a teacher when I started substituting 3 years ago. I was out of a job and desperate for work. Since my prespective jobs weren't looking so great, I had to do something to pay the bills. Subbing turned out to be a blessing in disguise. I was just finishing up my associates degree at SLCC in general studies. So I started taking the classes I needed to be accepted in the Elementary Ed program here at UVU. I started working for Jackling Elementary After School Program which I loved. Now I work as a Special Education Aide for Provo School District. So to answer the question more directly, I am here to better my teaching skills and get a degree so I can do what I love.
What motivates me? I want to do things when I have been told that I can't. I think thats one way I am motivated. I also am motivated by my family and our hertitage. I feel the need to live up to the name I have been given. I am also motivated by the feelings I get when I do accomplish something. Those feelings make me want to do more and be better. I would be lying to myself if I also didnt say I was motivated by material possesions. I like to work hard to get clothes, treats, and vacations. I am also motivated by my faith. I am motivated by my friends and what they are doing, I want to be part of everything.
Why do I succeed? I succeed because I work hard. I succeed because I pratice, practice, and practice. I succeed because I am happy with who I am. I succeed because I have a strong sense of self-worth and I know where I came from and where I am headed. I succeedbecause I tell myself I will succeed. I succeed because I have a strong support group of friends and family.
Why do I fail? I fail because I am human and imperfect. I fail because I sometimes get tired of trying. I fail because I get lazy and dont want to put forth effort. I fail because it is a necessary part of life. I fail sometimes so I can learn things the hard way. I fail because I am stubborn. I fail because I wont let others help me. I fail when I refuse to see the big picture. I fail because I dont believe I can do it. I fail because I cannot do it alone. I fail because I dont care.
How do I need to change my perspective in order to become a better teacher?
I need to see the big picture of what I want to accomplish as a teacher and eliminate anything that does not help me reach that goal. I need to let others help me and help others. I need to be more open minded so that I can reach out to all of my students instead of just a handful. I need to be more organized and time efficient. I need to be more open to the ways of technology. I need to learn new things and stop being content with how much I know. I need to stop knowing it all. I need to be more confident in what I can do.
What motivates me? I want to do things when I have been told that I can't. I think thats one way I am motivated. I also am motivated by my family and our hertitage. I feel the need to live up to the name I have been given. I am also motivated by the feelings I get when I do accomplish something. Those feelings make me want to do more and be better. I would be lying to myself if I also didnt say I was motivated by material possesions. I like to work hard to get clothes, treats, and vacations. I am also motivated by my faith. I am motivated by my friends and what they are doing, I want to be part of everything.
Why do I succeed? I succeed because I work hard. I succeed because I pratice, practice, and practice. I succeed because I am happy with who I am. I succeed because I have a strong sense of self-worth and I know where I came from and where I am headed. I succeedbecause I tell myself I will succeed. I succeed because I have a strong support group of friends and family.
Why do I fail? I fail because I am human and imperfect. I fail because I sometimes get tired of trying. I fail because I get lazy and dont want to put forth effort. I fail because it is a necessary part of life. I fail sometimes so I can learn things the hard way. I fail because I am stubborn. I fail because I wont let others help me. I fail when I refuse to see the big picture. I fail because I dont believe I can do it. I fail because I cannot do it alone. I fail because I dont care.
How do I need to change my perspective in order to become a better teacher?
I need to see the big picture of what I want to accomplish as a teacher and eliminate anything that does not help me reach that goal. I need to let others help me and help others. I need to be more open minded so that I can reach out to all of my students instead of just a handful. I need to be more organized and time efficient. I need to be more open to the ways of technology. I need to learn new things and stop being content with how much I know. I need to stop knowing it all. I need to be more confident in what I can do.
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