This chapter discussed Howard Gardner's "ninth intelligence", the existential intelligence. This intelligence is defined as someone who has "a concern with ultimate life issues". Gardner makes clear, however, that he is not propsosing an intelligence that's about spiritual, religious, or moral intelligences. One concern of this intelligence is how it would be assessed because it covers such broad concerns. The chapter also how this intelligence can be integrated into the different subjects, but that it might be more difficult to say in math than in social studies.
We thought this chapter was very interesting. A couple of us feel like we probably belong in the existential intelligence category, if it were a full one yet. This intelligence seemed like an important one to cover, perhaps some of those daydreamer students are off in their own world contemplating one of those life questions. It was interesting to see some of the ideas as to how to integrate this intelligence into different subjects.
Tuesday, October 30, 2007
Multiple Intelligences: Chapter 11
This chapter focused on the use of Multiple Intelligences in special education. It discussed how learning "disabilities" can occur within any of the eight intelligences and also that just because a student is in a special education program does not mean the eight intelligences do not apply. Another topic covered in the chapter is use of MI theory in the development of IEPs (individualized educational programs). Also mentioned was the fact that applying MI to special education places a greater emphasis on the students' strengths instead of their "weaknesses".
We thought this chapter was a fairly important and interesting one. We all agreed that focusing on their strenghts and MIs is a great thing. Not only does it allow the teacher to see what they can use to help the student learn, but it is also a self-esteem booster for the student if their strengths are discussed instead of their "weaknesses", or areas of learning that are less developed. We also thought that the charts they gave of famous people who had learning disabilities were, how they're not that uncommon, and how you can work with them and still achieve great things.
We thought this chapter was a fairly important and interesting one. We all agreed that focusing on their strenghts and MIs is a great thing. Not only does it allow the teacher to see what they can use to help the student learn, but it is also a self-esteem booster for the student if their strengths are discussed instead of their "weaknesses", or areas of learning that are less developed. We also thought that the charts they gave of famous people who had learning disabilities were, how they're not that uncommon, and how you can work with them and still achieve great things.
Sunday, October 28, 2007
Fires in the Bathroom: Chapter 10
A part that stuck out to me in this chapter was the part about doing regular class work outside of the school (such as taking your science class out every now and then to do a lab outdoors).
This part stuck out to me because when I was in high school and we got to outside for a class it was a HUGE deal, we all got pretty excited about, just being able to get out of the stuffy classrooms. Not to mention those naturalistic learners! Also it helps them get a hands-on experience, which enables a lot of students to better remember the material.
This part stuck out to me because when I was in high school and we got to outside for a class it was a HUGE deal, we all got pretty excited about, just being able to get out of the stuffy classrooms. Not to mention those naturalistic learners! Also it helps them get a hands-on experience, which enables a lot of students to better remember the material.
Fires in the Bathroom: Chapter 9
One part of this chapter that stuck out to me was the post-report card "questionnaire" if you will (asking questions about how they think the report card went, do they think they deserved the grade they cat, what can they do to improve, what can you do to help them, etc.).
This part stuck out to me because I have never seen or even heard of this idea. I think it's a really good one because it gives the students a chance to sit back and reflect on how they've done and/or how they want to do. It also seems like a good way for the teacher to get feedback about how they can be helping the students succeed in class.
This part stuck out to me because I have never seen or even heard of this idea. I think it's a really good one because it gives the students a chance to sit back and reflect on how they've done and/or how they want to do. It also seems like a good way for the teacher to get feedback about how they can be helping the students succeed in class.
Fires in the Bathroom: Chapter 8
A part that stuck out to me in this chapter was about how students who speak English as a second language don't just want to "comprehend what a teacher says" and that's the whole class, they want to learn, in more depth, about the class topics.
I thought the whole chapter was pretty interesting because at my high school we had ESL students through foreign exchange but all of their English seemed really good, so it was interesting to read about what it's like for some of them. This particular part, however, because it does seem like teachers forget sometimes that they're not just there to try and scrape through a course, they're there to learn as well, so basically doing their test for them isn't helping.
I thought the whole chapter was pretty interesting because at my high school we had ESL students through foreign exchange but all of their English seemed really good, so it was interesting to read about what it's like for some of them. This particular part, however, because it does seem like teachers forget sometimes that they're not just there to try and scrape through a course, they're there to learn as well, so basically doing their test for them isn't helping.
Fires in the Bathroom: Chapter 7
One part of this chapter that jumped out to me was the part about helping students "visualize history", such as brining in a person to talk about their experiences or having them assume the roles of important people from history.
This stuck out to me because I think it's a great way to help teach history. For a lot of people history is "the most boring subject ever" (my brother) because sometimes they're just being told to memorize names, dates, and events. IF, however, you make it interactive and interesting, there's a good chance they'll not only be more fascinated but also be able to gain a better understanding of the importance of these names, dates, and events.
This stuck out to me because I think it's a great way to help teach history. For a lot of people history is "the most boring subject ever" (my brother) because sometimes they're just being told to memorize names, dates, and events. IF, however, you make it interactive and interesting, there's a good chance they'll not only be more fascinated but also be able to gain a better understanding of the importance of these names, dates, and events.
Fires in the Bathroom: Chapter 6
One part of this chapter that jumped out to me was one of the quotes from Montoya, "Once in a while students want to laugh and have fun" (pg. 104).
This part stuck out to me because I love to laugh and have fun and I'm pretty sure most everyone else does as well, and I know that incorporating into the classroom isn't necessarily a bad thing. A lot of times this can be used to help keep the students attention; if the class is entertaining and educational then you've got a good thing.
This part stuck out to me because I love to laugh and have fun and I'm pretty sure most everyone else does as well, and I know that incorporating into the classroom isn't necessarily a bad thing. A lot of times this can be used to help keep the students attention; if the class is entertaining and educational then you've got a good thing.
Fires in the Bathroom: Chapter 5
One part that stuck out to me in this chapter was a part that mentioned how not every student in a class is able to produce work of the same quality.
This stuck out to me because I think it's a key thing to keep in mind. Everyone learns differently and at different speeds, so just because one student makes a wonderfully outstanding product doesn't mean that all of the other students can produce the same thing; instead you should be looking for progress from their first few assignments to later on, over time.
This stuck out to me because I think it's a key thing to keep in mind. Everyone learns differently and at different speeds, so just because one student makes a wonderfully outstanding product doesn't mean that all of the other students can produce the same thing; instead you should be looking for progress from their first few assignments to later on, over time.
Fires in the Bathroom: Chapter 4
One part that I thought was important was about how "teachers can speak privately to students having trouble, and without humiliating them explain their expectations and help them find ways to meet them" (pg.71).
This part stuck out to me because I know how self-conscious most high schoolers are and I know that I, personally, hated it when teachers would address your "troubles" out loud, or announce your bad grade out loud, it's embarrassing. There are plenty of other ways to address the student's problems in quiet manner. I also liked that it not only addressed that issue but also the issue of how you can help them find ways to fix the problem(s).
This part stuck out to me because I know how self-conscious most high schoolers are and I know that I, personally, hated it when teachers would address your "troubles" out loud, or announce your bad grade out loud, it's embarrassing. There are plenty of other ways to address the student's problems in quiet manner. I also liked that it not only addressed that issue but also the issue of how you can help them find ways to fix the problem(s).
Fires in the Bathroom: Chapter 3
One part of this chapter that stuck out to me was the short paragraph discussing how a certain behavior could have a number of meanings (for example: putting their head down on the desk doesn't necessarily mean they don't want to pay attention, they could be tired, angry, depressed, sick, etc.).
This part stuck out to me because I think it's an important topic. I know in my school we had a teacher that would reprimand you if you even looked like you were even thinking about putting your head down. Instead of automatically assuming they're just lazy, teachers should at least ask why they're so tired, maybe they work a job and have to watch their siblings as well as do their school work.
This part stuck out to me because I think it's an important topic. I know in my school we had a teacher that would reprimand you if you even looked like you were even thinking about putting your head down. Instead of automatically assuming they're just lazy, teachers should at least ask why they're so tired, maybe they work a job and have to watch their siblings as well as do their school work.
Friday, October 5, 2007
How can I productively react when students misbehave or act up?
This is a tricky question. There are many thinks to take into consideration when you are dealing with a student, or students, who misbehave or act up. Is this there first time or does this happen often? What is the severity of their acting out? What is the whole situation at hand, were there others involved? The first thing you should probably do is find out what happened and, if you can, why. You need to analyze the situation to see if you can take care of it yourself or if you need to get somebody else involved. It also depends on the student (do they have emotional or mental disabilities? etc.). My biggest concern is knowing what, as a teacher, you can and cannot do as far as dealing with situation while it happens and also punishment. Obviously if it's something like acting out in class it's mostly up to your discretion, but what if it's something bigger such as a fight in the hallway?
Which strategies are most effective for maintaining order in the classroom?
There are many strategies for maintaining order in the classroom as we've read about and discussed through our courses thus far. There are many factors to take into account for "maintaining order" such as establishing your expectations for the class from day one, how you set up the room, if you're fair and consistent with "punishments", how you delegate and assign tasks, etc. It seems like the main things that help towards better classroom maintenance is expresing from the beginning your expectations and what could happen if these are not met, establishing and holding your status as the authority figure in the room (while also keeping a kind and approachable demeanor), and being consistent in the ways in which you deal with classroom issues. Is there any way to establish a firm set of methods in which classrooms will always be maintained, or does it change from year to year or even day to day depending on those in the classroom?
How can you effectively integrate technology into your teaching and learning?
Because technology is so common it's easy to get a hold of for use in the classroom for both teaching and learning. In class we've gone through multiple examples of how technology can be effectively integrated into the classroom, such as using a class wiki, Google Earth, iMovie, podcasts, smartboards, and many more. There are many MANY different technologies out there that can be applied in the classroom to all subjects. By using these technologies we are not only able to educate the students on technology use, but we are also able to get across to their multiple intelligences making education better for everyone all around. My only concern, and we've gone over this before, is that when we use the technology in the classroom it might be more distracting for some students and it could be difficult to monitor what they're doing to make sure that they are staying on task.
Why might it be important for students to learn with technology?
It is important for students to learn with technology because we are now in the 21st century and technology is everywhere. Our world is only going to keep advancing so it is important for students to learn how to use it because of the huge role it plays, and will continue to play, in their life. Not only this but technology can also be useful for students with learning disabilities and for them to get a good grasp on using technology to help them would be great. We've discussed the topic of students learning with technology in both classes. My only concern is that technology changes so fast and it will be difficult for schools to keep up with the updates because the schools are only given so much money and technology can get pretty expensive.
Friday, September 21, 2007
Computer Help
You have to tell yourself that:
They might be afraid you're going to blame them for the problem; when I was in high school and had computer problems this was my situation, I was afraid that the teacher who was going to fix it would blame the problem on me, even if I had nothing to do with it. Computers are expensive things and it makes you nervous when something isn't working and you think it's your fault and that you are the one who will be blamed.
Rule:
Tell them to really read the messages, such as errors, that the computer generates. It only takes a few seconds to read and if it's better to be safe than sorry. My mom is a big computer person so I was trained to read all the messages, and some of them you can brush off, but others could be really important or helpful, so we should check them out.
A lot of times when you open up Google Earth a text box pops up with tips on how to navigate or use the program, instead of skipping over it they should see what it has to say. As for having computer problems I wouldn't be really helpful, but other people could be.
They might be afraid you're going to blame them for the problem; when I was in high school and had computer problems this was my situation, I was afraid that the teacher who was going to fix it would blame the problem on me, even if I had nothing to do with it. Computers are expensive things and it makes you nervous when something isn't working and you think it's your fault and that you are the one who will be blamed.
Rule:
Tell them to really read the messages, such as errors, that the computer generates. It only takes a few seconds to read and if it's better to be safe than sorry. My mom is a big computer person so I was trained to read all the messages, and some of them you can brush off, but others could be really important or helpful, so we should check them out.
A lot of times when you open up Google Earth a text box pops up with tips on how to navigate or use the program, instead of skipping over it they should see what it has to say. As for having computer problems I wouldn't be really helpful, but other people could be.
Monday, September 17, 2007
Type I and Type II Usage of Technology
Type I technology usage means that you have technology but that you are not using in a way that you can get the most out of it; the technology is present but it is either not being used or it is being used but just as a device for the teacher to do less work.
Examples:
1) I knew somebody who went to a school where they had some laptops but there weren't enough for all of the students, so most teachers (instead of letting them take turns or figuring out a good system) just did not use them at all.
2) Somebody else I knew was at a school that just got a set of mac laptops but some of the teachers were unfamiliar with the programs so instead of learning how to use them they just ignored the new technology all together.
3) I had a couple teachers who never used laptops, the television, tape recorders, or did any kind of project with computers; everything was manual except for when you had to type up your papers to hand in, needless to say it was a boring class.
Type II technology usage means you use the technologies that you have and put it to use in a manner that helps you teach and the students learn.
Examples:
1) My high school had a foreign language lab with 50 or so cubicles each equiped with headset and tape recorder. You could all either watch an informational movie on the television, listen to the instructor through the headphones, practice conversation with a partner through the headphones, and record yourself on the tape recorder for you and the instructor to listen to later.
2) We (like the person from my Type I example 3) got some mac laptops. A couple of the computer lab instructors and ed. techs taught the majority of the teachers who did not know how to use them about the programs and technology. They were then used for research, powerpoints, group projects, etc.
3) At my high school we had a multimedia room. From that room studetns could check out vide recorders, cameras, and other devices for either photography class, video projects, interviews for research, and other things. This is also where our televised morning announcements were broadcasted from.
Examples:
1) I knew somebody who went to a school where they had some laptops but there weren't enough for all of the students, so most teachers (instead of letting them take turns or figuring out a good system) just did not use them at all.
2) Somebody else I knew was at a school that just got a set of mac laptops but some of the teachers were unfamiliar with the programs so instead of learning how to use them they just ignored the new technology all together.
3) I had a couple teachers who never used laptops, the television, tape recorders, or did any kind of project with computers; everything was manual except for when you had to type up your papers to hand in, needless to say it was a boring class.
Type II technology usage means you use the technologies that you have and put it to use in a manner that helps you teach and the students learn.
Examples:
1) My high school had a foreign language lab with 50 or so cubicles each equiped with headset and tape recorder. You could all either watch an informational movie on the television, listen to the instructor through the headphones, practice conversation with a partner through the headphones, and record yourself on the tape recorder for you and the instructor to listen to later.
2) We (like the person from my Type I example 3) got some mac laptops. A couple of the computer lab instructors and ed. techs taught the majority of the teachers who did not know how to use them about the programs and technology. They were then used for research, powerpoints, group projects, etc.
3) At my high school we had a multimedia room. From that room studetns could check out vide recorders, cameras, and other devices for either photography class, video projects, interviews for research, and other things. This is also where our televised morning announcements were broadcasted from.
Wednesday, September 12, 2007
Fires in the Bathroom - Chapter 2
One part that "jumped out" to me in this chapter was the paragraph on not denigrating the students. When I was in high school we had a teacher that would do the same things like say "you're getting a D" (pg 30) out loud so the whole class could hear.
This stuck out to me because I had a teacher like this in high school and I remember how humiliated some of the students felt (obviously we ranted about it after class). If you want students to like you and respect you, embarrassing them (especially at that age) in front of a whole class is not the way to go.
This stuck out to me because I had a teacher like this in high school and I remember how humiliated some of the students felt (obviously we ranted about it after class). If you want students to like you and respect you, embarrassing them (especially at that age) in front of a whole class is not the way to go.
Fires in the Bathroom - Chapter 1
One thing that kind of stuck out to me was the part about connecting the academic work to the students' interests. This is one of the many important things teachers need to keep in mind. "I think one of the only wyas people learn something alien is to relate it to their own experiences -Vance" (pg 13).
This part "jumped out at me" because I know that relating the content to the students' lives is an important thing to remember. It's going to be more difficult, and more boring, for students to learn something if they cannot relate to it in some way.
This part "jumped out at me" because I know that relating the content to the students' lives is an important thing to remember. It's going to be more difficult, and more boring, for students to learn something if they cannot relate to it in some way.
Monday, September 10, 2007
Copyright and Fair Use LR
#4. I found this one to be interesting and kind of surprising. It seems like it would be difficult for a lot of schools to meet the state-mandated technology proficiency for all high schoolers without any extra money from state funding. It seems like buying what you can (which may not be much at all) and copying the rest is really the only solution because it's technology proficiency, so you can't really just turn to another teaching method--it would be missing the technology part. It also seems like there's a gray area,
Some interpretations of the 11th Amendment of the Constitution suggest that state schools may in fact be exempt from copyright prosecutions. However, following the guidelines encourages software and hardware makers to keep making quality products for us to buy.
It seems like they're saying "well I guess you can do it sometimes, but we'd really rather you not..."
Some interpretations of the 11th Amendment of the Constitution suggest that state schools may in fact be exempt from copyright prosecutions. However, following the guidelines encourages software and hardware makers to keep making quality products for us to buy.
It seems like they're saying "well I guess you can do it sometimes, but we'd really rather you not..."
Sunday, September 9, 2007
Copyright and Fair Use SR
Computers & Software
1. Knowing that teachers are allowed to make back-up copies of "crucial" disks was a bit of relief to me. We all know that some high schoolers have quite the temper and the idea of one of them snapping a lesson-oriented CD-ROM in half didn't surprise me, but knowing it's okay to make a back-up copy is good.
2. This was 1 of the measly 10 that I got right, and even though my guess was correct I was still a little surprised. I wouldn't know myself how to install Photoshop on the central server thing but it seems like a great way for all students to be able to access a good program.
Internet
7. This kind of surprised me; I answered false because the "outside world" was just what I had in mind when I was choosing my answer. Nowadays it seems like a lot more people have the technology to access "protected" sites.
8. A student downloading a new release from a Taiwanese website sounded not 100% legal, but I thought maybe him adding the credits would somehow make it a little more legal. I was wrong, again. I am glad they provided a couple places for us to check copyright ownership.
Video
14. I didn't realize that you had to pay Disney (and possibly other companies?) a fee in order to watch their movies in that kind of situation; it didn't say either way if the childcare program was making any money off of it so I assumed they weren't and figured it wasn't a big deal.
15. I had a similar reaction to this one, making a compilation of clips and not getting any monetary profit out of it seemed innocent enough to me, but I was proved wrong yet again. Apparently I'm extremely uninformed on multimedia copyright laws.
Multimedia
16. Once again I'm wrong, but that whole situation just sounded illegal. I was surprised that teacher's are allowed to use material that is technologically blocked; at least it was a good surprise.
17. For some reason I thought it was illegal to post photos that had the names of businesses (I don't know why), but knowing it is legal makes things a lot easier. Now we don't have to worry about angling the camera just so, except at Disneyland and "architectural landmarks".
1. Knowing that teachers are allowed to make back-up copies of "crucial" disks was a bit of relief to me. We all know that some high schoolers have quite the temper and the idea of one of them snapping a lesson-oriented CD-ROM in half didn't surprise me, but knowing it's okay to make a back-up copy is good.
2. This was 1 of the measly 10 that I got right, and even though my guess was correct I was still a little surprised. I wouldn't know myself how to install Photoshop on the central server thing but it seems like a great way for all students to be able to access a good program.
Internet
7. This kind of surprised me; I answered false because the "outside world" was just what I had in mind when I was choosing my answer. Nowadays it seems like a lot more people have the technology to access "protected" sites.
8. A student downloading a new release from a Taiwanese website sounded not 100% legal, but I thought maybe him adding the credits would somehow make it a little more legal. I was wrong, again. I am glad they provided a couple places for us to check copyright ownership.
Video
14. I didn't realize that you had to pay Disney (and possibly other companies?) a fee in order to watch their movies in that kind of situation; it didn't say either way if the childcare program was making any money off of it so I assumed they weren't and figured it wasn't a big deal.
15. I had a similar reaction to this one, making a compilation of clips and not getting any monetary profit out of it seemed innocent enough to me, but I was proved wrong yet again. Apparently I'm extremely uninformed on multimedia copyright laws.
Multimedia
16. Once again I'm wrong, but that whole situation just sounded illegal. I was surprised that teacher's are allowed to use material that is technologically blocked; at least it was a good surprise.
17. For some reason I thought it was illegal to post photos that had the names of businesses (I don't know why), but knowing it is legal makes things a lot easier. Now we don't have to worry about angling the camera just so, except at Disneyland and "architectural landmarks".
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