The Sugata Mitra video watched in class is a great example of how those given resources with very limited knowledge can and will teach themselves. Here is another great video I found that help me understand what this topic is all about.
Monday, April 11, 2011
Memory
There are many types of encoding that will enhance how an individual will retain information. Here are a few:
- Rehearsal- conscious repetition over time.
- Deep Precessing- The deeper the better. Dig into the concept and towards its deeper meaning. Very effective form of memorization.
- Elaboration- Taking the idea and extending it. Effective form of encoding. Ties in with active engaging.
- Constructing Images- This is a visual elaboration. We construct images to help encode something.
- Organization- Making meaningful connections. Concept mapping.
Rehearsal is a type of encoding that works well for many people but also can be very frustrating. For me personally, the continual rehearsing of information does not stick in my brain, it simply gets lost in the translation of confusion.
Deep Processing for me is the most effective type of encoding. To dive right into a topic and find the true meaning of what it is saying is an amazing way to make information stick. If one can find personal interest in a topic by digging into it, it will stick in their memory much longer.
Elaboration goes hand in hand with Deep Processing. It is really a form of deep processing in that it just expands on a topic with the purpose of finding out more information.
Constructive Images is a type of encoding that truly helps those who are visual learners. This is a visual way of expanding the information that is taken in. This type of encoding can be very effective.
Organization is a type of encoding that works well with both the visual learners and the analytical learners. It is essentially a way of creating visual mind maps in order to remember information taken in.
Encoding can be challenging, but in effect is needed in so many areas of life.
Dealing With Challenging Behaviour
The Following Video Shows great ways in which to help teachers know and understand how to deal with difficult behaviour in their classrooms. Please watch this short video and leave feedback on how you feel the approaches would work in a classroom.
One of the best approaches I believe in dealing with challenging behaviours, is to simply set out expectations for students so they know what they can and can't do. This is the one thing that really popped out at me in this video.
One of the best approaches I believe in dealing with challenging behaviours, is to simply set out expectations for students so they know what they can and can't do. This is the one thing that really popped out at me in this video.
Stereotyping in the Classroom
Stereotyping can be such a dangerous thing to do in the classroom, well anywhere for that matter. A stereotype is a popular belief about specific social groups or types of individuals. There are many reasons stereotyping is dangerous but a few are as follows.
1. If a teacher stereotypes his/her students he/she will show bias towards a specific group of people. This goes against a teachers principles of how they should be running a classroom. No one student or group of students should be treated with advantage over others.
2. If a teacher stereotypes his/her students he /she could possibly be discriminating against a student or group of students. This goes against classroom policies.
3. Singling out students can be destructive to their learning environment and the environment of those around them.
4. Teachers who allow stereotyping exist in their teaching will cause a destructive environment in which students will not feel comfortable and will in turn use stereotyping in their own lives.
Stereotyping is almost always a destructive action that rarely if ever shows any positive outcomes.
1. If a teacher stereotypes his/her students he/she will show bias towards a specific group of people. This goes against a teachers principles of how they should be running a classroom. No one student or group of students should be treated with advantage over others.
2. If a teacher stereotypes his/her students he /she could possibly be discriminating against a student or group of students. This goes against classroom policies.
3. Singling out students can be destructive to their learning environment and the environment of those around them.
4. Teachers who allow stereotyping exist in their teaching will cause a destructive environment in which students will not feel comfortable and will in turn use stereotyping in their own lives.
Stereotyping is almost always a destructive action that rarely if ever shows any positive outcomes.
Monday, April 4, 2011
Kanu's 3 Recommendations for Multicultural Education
Kanu's 3 Recommendations for Multicultural Education:
1. The School curriculum should be openly antiracist and anti-discriminatory.
2. Multicultural Education should be a part of every student s education.
3. Students should be trained to be more conscious of other cultures and their own.
These 3 recommendations although are appropriate and mean well, I think have flaws that need to be dealt with.
I have no problem at all with Kanu's first or third recommendations, my problem lies in the second.
Multicultural Education should be part of every students education. I have an issue with this statement. The problem isn't with a multicultural experience, but rather with the fact that in a lot of cases multiculturalism is pushed on students to the point that they learn to despise it. This was the case in my experience. For example, in Alberta Native culture is especially expressed in the classroom, and even more if there is a Native American in the class. I agree it is good to be aware of their culture and to learn about it, but it gets to the point where were so conscious of it that we only learn about that culture. What about my culture? There are for more students with other cultural diversities that are never even brought up and why? It makes no sense to me. It feels as if for some reason we walk on egg shells when it comes to the ''native american'' culture. It gets overwhelming and frankly annoying and discriminatory.
I feel all cultures should be equally excepted and taught in the classroom.
1. The School curriculum should be openly antiracist and anti-discriminatory.
2. Multicultural Education should be a part of every student s education.
3. Students should be trained to be more conscious of other cultures and their own.
These 3 recommendations although are appropriate and mean well, I think have flaws that need to be dealt with.
I have no problem at all with Kanu's first or third recommendations, my problem lies in the second.
Multicultural Education should be part of every students education. I have an issue with this statement. The problem isn't with a multicultural experience, but rather with the fact that in a lot of cases multiculturalism is pushed on students to the point that they learn to despise it. This was the case in my experience. For example, in Alberta Native culture is especially expressed in the classroom, and even more if there is a Native American in the class. I agree it is good to be aware of their culture and to learn about it, but it gets to the point where were so conscious of it that we only learn about that culture. What about my culture? There are for more students with other cultural diversities that are never even brought up and why? It makes no sense to me. It feels as if for some reason we walk on egg shells when it comes to the ''native american'' culture. It gets overwhelming and frankly annoying and discriminatory.
I feel all cultures should be equally excepted and taught in the classroom.
Diversities in the classroom and How to deal with these issues
This video is very informative and important in teaching teachers how to be aware of cultural diversities in the their classrooms.
Gardner's Multiple Intelligences
It is very important to realize that students learn in so many different ways. I believe many students feel Isolated in the classroom because they do not learn well in the way in which the teacher primarily teaches. I know for me personally I felt this way. I learned best through Bodily/Kinaesthetic means which were rarely if ever used in the our classroom.
The main point I wanted to make in this entry by showing this picture is that as a teacher we need to be able to identify and use the the types of learning styles our students best learn through. We always talk about wanting our students to succeed so why wouldn't we give them the best opportunity possible to do so. Lets Help our students.
Erickson's Stages of Human Development Evaluation
I appreciate Erickson's Understanding of the stages of human life more than any other theorist. Erickson's stages are especially applicable because they deal with a persons entire life and don't only speak to the moral and psychological development of an individual for the first few years of their lives. Erickson deals with ones entire life, and the stages they will go through. In this entry I will talk about Erickson's stajges and how I feel they apply to others as well as myself.
His stages are as follows:
Firstly, Trust vs. Mistrust takes place from birth to one year old. This is an important stage. An infant needs to receive love and warmth so that they learn who to trust and who not to trust. This stage is a precursor to all of the rest. Erickson was spot on in identifying this as the first stage.
His stages are as follows:
Firstly, Trust vs. Mistrust takes place from birth to one year old. This is an important stage. An infant needs to receive love and warmth so that they learn who to trust and who not to trust. This stage is a precursor to all of the rest. Erickson was spot on in identifying this as the first stage.
Secondly, Autonomy vs. Shame and Doubt happens from the age of 1 to the age of 2. An individual in this stage is pushing forth into the world around them and away form the immediate attachment to their mother and father. They need to make mistakes to learn from them, and deal with the consequences of their actions. For example, If a child reaches out and touches a hot pan and gets burnt, they need to feel that pain to know not to do it again.
Thirdly,Initiative vs. Guilt takes place from the ages of 3-5. A child needs to learn to take care of themselves in this stage. They need to decide whether they will take the initiative to brush their own teeth or whether to rely on those around them still.
Industry vs. Inferiority, is the fifth stage and takes place from the around the age of 6 until the individual hits puberty. In this stage individuals are probably the most curious, industrial, and explorative as they will ever be in their entire life. Teachers have a great opportunity at this stage in individuals to allow them to be curious and use self-direcrted learning.
Identity vs. Identity confusion is the sixth stage of Erickson's model. This stage takes place normally from ages 10-20. In this stage an individual is doing their best to discover who they are and what they want from the world around them. This stage can be especially difficult for girls. Quite often girls struggle with self image which directly corresponds to figuring out "who" they feel they are. I believe although I am 22 years old that I still fall into this stage. I still do not fully know who I am and how I will fit into this world.
Next we have Intimacy vs. Isolation. This stage normally takes place from 20-30 years of age. During this stage individuals have to make the decision whether they want to spend their lives alone or with a partner. If they choose a partner, they are responsible to search out and find a suitable match for themselves. If the individual decides to travel through their life alone they will not look for a partner at this time.
Erickson's eighth stage is Generativity vs. Self-Absorption. This stage normally takes place between 40-50 years of age. An individual has a core intimate relationship but begin to look outward... is it all about that partner? What contribution will I have on those I come in contact with? Will I create a legacy? Will I make a difference in this world? Will I help those in need? These are all questions an individual will face in this stage.What will we choose?
Lastly we have Integrity vs. Despair. This stage accounts for the years after 60. During this stage an individual reflects on their life. Did they make a difference? Did they leave a legacy? If they are happy with what they find, they will move into integrity, but if they aren't the will mov into despair.
Theses are Erickson's stages and how they affect all those who come in contact with them.
I leave you with what I feel is the most important question, When you look back on your life, what will you see?....
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