Chapter 2 Case Study

1. Describe an episode in the case study that demonstrates disequilibrium. Justify your response. Describe an episode that demonstrates assimilation. Justify your response.

The part that would demonstrate disequilibrium would be when she states that when in heaven you have to eat but not use the restroom, because she does not realize that when in heaven your dead, and therefore don't have to eat or use the restroom.

2. Identify a possible instance of preoperational egocentrism in the case. Justify your response.

The girls can think about heaven, which is not something they can see, but they can't think logically about it. They don't quite understand that though it's a place, you can't go there on a whim.

3. How might a Vygotskian theorist suggest Ms. Bowman address the death of the class pet?

Vygotsky says that when we react to, talk about, or see something, the students are watching us to learn how to react, talk about and see the things we see. So if Ms. Bowman was to address death, she would do it reverently, carefully though because of religious problems, and let the girls know that it's sad but we can still move on.

4. How might taking care of pets in the classroom promote students' cognitive development?

Taking care of pets in the classroom promotes students' cognitive development by letting them have a hands on task. They get to feed the fish daily, make sure the tank is clean, etc. They learn how responsibility becomes important in their lives.

Course Contract Review #1

Review your course contract from the beginning of the semester. Answer the following questions:

1. What are you doing well?  

So far what I am doing well is getting my assignments done, learning more about the brain, and enjoying learning. Honestly, this class is my hardest one, but since I am learning so much from it I am enjoying it.

1. What are you not doing well?  

My biggest mistake so far was messing up my days and bringing the wrong books/assignments to Psychology. I was so ready for class until I realized it was the wrong day. I have to keep on top of what I'm doing so that I don't screw that one up again.

1. Are you making sufficient progress on your goals?
   

 One of my goals was understanding not just learning the concepts. And I have to say I'm excited because I heard someone talking today about their niece that had something wrong with their corpus collosum and I looked up and said, "wow, ya that impairs this this and this." It was funny because I was actually able to understand it and use it in a real life situation.

2. List specific things you need to change in order to meet your goals. 

My biggest thing I need to change is my scheduling. If I am able to remember which classes are which day (I do have a day planner to help me with this), then I will be A OK for this class.

Educational Research WebQuest Reflection

What? 

The WebQuest assignment went over four different types of educational research. The first was descriptive, which is basically an observation or story. It does not change. The second one was Correlation Research, which can be summarized as an existing relationship. You do not change any variables, you find out what the relationship is between two things. Explorative Research is different from the first two. It is the only type of research you can come out with a causation. You have a control group, which you do nothing to, and a treatment group, which you change a variable in, to find a difference. Action is the last research, which is actually doing something differently in the classroom. It's within the school (say teachers, principals, etc), without any outside help.

So What? 

It is important to use these research types because they will help me become a better teacher. Now I know I say that a lot, but let me explain. When I first become a teacher, my first year, my first day, I will know barely anything about my students other than what I've learned at Back To School Night (if my school has that). I will need to do some descriptive research about my students through assignments, discussion groups, and just observing to understand where each student is at, what their likes and dislikes are, and how I can help them. Once I have that down I will be able to see what helps them the most. With correlation research I can find how "Billy Bob" concentrates better during math when he isn't sitting next to "Joe." I'll be able to find relationships between my students and other students or a hard subject, that I will then be able to do an experimental study on. In my experiments I'll be able to see what kinds of lessons my students learn best with. The Action research is put into play by my different lesson plans. Amazing how it all fits together.

Now What? 

So I just realized that in order to do an Action and experimental research project you have to first do a correlational research study. Although in order to do a research study I have to conduct a Descriptive Research project on my students. I still need to leran so much about educational research. Not only are there rules that I'm only inclined to know, but other ways of doing each type of research to help me in each area. I want to learn how it's helped others in the classroom, and I'll make note of it, maybe use it, but learn that there is always something to learn when working with students. I beleive that I went over everything I wanted to do in the So What section of this reflection without knowing it about how I will use it. I know I will, even if I am not thinking about it, use at least one type of research each day as a teacher.

COOL BRAIN RESEARCH

WHAT?

I am currently learning about The Gully in the "Brain Glitch" Theory by Judy Willis. In this Judy talks about how the reading is not just learned with one part of the brain. This makes it hard for researchers to see why a student is not learning to read as fast as others. Scientists can not "conclude that reading ability has improved just because phonics-intense instruction has produced changes in phonics-functioning brain regions and improved performance on phonics-weighted post-tests." We are hurting generations of students by trying to do it this way. Phonics does not teach students to love reading, which is our main goal.

SO WHAT?

Judy's research has to do with education because lots of people (parents, teachers, etc) believe that phonics will improve their child's reading and make them want to read more. As a teacher, I understand that I will have to quirk their interest first to get them reading. I understand that each child is at a different level, and so I will have the resources to let them read at their level without feeling "dumb" or "stupid." A child's brain is always learning more information, and if they are forced to do something (reading in phonics) they will hate it because it is not their choice.

NOW WHAT?

As I read Judy's research I realized that I can not become the teacher that she is talking about. I can't just put a student in a special reading group and assume that they will love reading after. I need to, as a teacher, put forth my best effort to show that books can bring you into any world you want. I need to know what each student is interested in, enjoys, and is involved in. If a student of mine likes football find him a good book (his level) that has to do with football. Each student and each year will be different. Each childs brain is different, and as a teacher I must have basic knowledge of each child so I can help them to not only love reading, but love learning as well.

Hidden Assignment

Goals I have for this course:
1. Learning what will help me to become a better teacher
2. Understanding, not just reading, concepts and ideas
3. Working on my homework in a way that I can remember what I'm working on

My Study Strategies:

So I'm planning this strategy. I'm not sure if it will work, but I'm pushing for it to work and work well. Everyday after this class I'm going to do the assigned homework assignments. If I work on the assignments right after class I may be able to remember better what was talked about. Especially if I have to do a Case Study Analysis after every class. Along with my assignments I'm going to read the required chapters. That way I don't get behind.

I'm planning on doing the study guides, and if I don't understand it, my own notes on the chapter, so that I can thoroughly understand each concept.

I will reach my goals in this course by having faith in myself, asking for help when I need it, working well in my groups, diligently doing my homework, and always having a goal in mind.

INTRODUCTION

OK, so as I start this blog I'm getting a little worried... but hopefully I'll be able to set up a nice little studying habit so I can handle the 7 classes I am taking.

So about me. My name is Julie Hoyt. Recently married so my maiden name is Harmer. I'm hyphenating for the sake of my professors because I haven't changed my name at the school yet. I am twenty years old, and going into education because the only reason I survived high school was my teachers. I want to be that teacher that helps students in any way possible. plus i love kids. I'm currently working at a day care, and have been here for two years so I'm pretty good with kids...

right now I'm just going to listen to class so fare well