Information Processing

Inferences- Attention:  watch and pause video before the moment of impact and have students make inferences as to what will happen next.

Rehearse: introduce different modes to infer (poems, short stories, song lyrics, pictures, etc.)

Encoding: Have students each start writing a story and get into groups of four. Have each student keep passing story along every couple of minutes, make inferences about what should happen next in the story.

behaviorism

I would shape students’ behavior/skills/knowledge in writing, by conditioning them to write a response to a prompt on the board when they get into class every day. This will help ensure that they are writing something every day. I can help them to get comfortable with writing by doing daily informal writing, so that it’s not so intimidating to write a larger, more formal piece of writing later on. I will monitor their progress with writing assignments and give praise where it is deserved. I might showcase a student’s paper by hanging it up in the classroom, possibly anonymously, so that the students feel motivated to produce good writing for the purpose of it being showcased. This would be an example of positive reinforcement. I would be giving them a reward for their good work.  I might use negative reinforcement in my classroom too. I might do this by telling students that if every student turns in their novel study guide, they won’t have to take a reading quiz at the end of the week for the novel. That would be taking away something unpleasant. A removal punishment that I may use in my classroom is moving one student away from another student when they are getting too talkative with each other. This would be removing something they want (their friend). Those are just a few ideas I have for English classes.

Identity Development

 

• How will you support your students' identity development?
  ·         By giving them models for career choices and other adult roles. I might invite guest speakers to come and talk to students about their career paths and pros/cons of that career path. This may help my students figure out what they might be interested in after high school.
  ·         By giving them lots of “second chances”. Students will need lots of chances because they are learning and growing. One way that I can encourage students to do a good job is by showing them samples of good work done by other students.
  ·         By involving the class in lots of group discussions or debates. I can teach them to support their claims and stick to them. By making them take a stand on something small in a classroom setting, they’ll be more likely to make their own choices and their own stances outside of class too.
  ·         By encouraging and supporting creative writing by creating a safe environment in class. If they feel secure, they will be more likely to open up and get creative.
  ·         By being tolerant of teenage fads. If they want to come to school with purple hair, let them. They are exploring and as long as they’re not being harmful, let them explore.
   

Differentiation

In my content area of English, one way that I can differentiate instruction for readiness would be to pre-assess reading levels and interests in my students ahead of time. This will allow me to make reading material recommendations for each student based on reading level and personal interests. It is important to make sure that reading material is not only grade-level appropriate, but also readiness appropriate based on each student. Students will be more ready to learn if they are reading at the correct level and are reading things that they are interested in.

piaget blog

In an English classroom setting, I will be teaching some grammar concepts. One grammar concept that comes to mind is the use of similes.  I can teach similes at a concrete level by having students’ group together words with their descriptors (i.e. stars would go with twinkle, lion with strong, etc.) This would help them assimilate by using existing schema to help them group things together. After they had practice, I would teach them more at the formal level by guiding them through practices of creating their own sentences using similes (i.e. Brian is strong like a lion, Ashley’s eyes twinkle like the stars, etc.) This can cause disequilibrium to the students because they haven’t seen these objects grouped together before, but I can help them accommodate by introducing these new ideas to them and modeling some examples for them.  

Intelligence

What is your definition of intelligence?

My definition of intelligence is having the ability to learn and to self assess.

Update:

1.     Respond to definition from last class. Has it changed at all? How might your definition impact your teaching? What I have learned about the definition of intelligence is that there is no accurate definition because it is such a complex term. There are several different types of intelligences and as a teacher, I must find ways to appeal to every student, regardless of their different types of intelligences.

 

2.     List strategies for developing each aspect of Emotional Intelligence that you can use in your content area.

 

a.     Logical-mathematical: Incorporate critical thinking exercises into lesson plans. This can include comparing and contrasting characters from readings , etc.

b.    Linguistic: Incorporate exercises in reading, writing, speaking, and listening. This may include class and group discussions, free writes, etc.

c.     Musical: Incorporate sounds, rhythms, music, and dance into lessons.

d.    Spatial: Incorporate visuals, colors, art, graphs or pictures into lessons. This could include highlighting graphs in informational texts, or pictures that correlate to a novel.

e.     Bodily-kinesthetic: Including movement, exercise, drama and crafts into lessons. This could include stretch breaks, acting out scenes from dramas that are being read, and various hands-on projects.  

f.     Interpersonal: Incorporate group work, peer sharing and discussions. This will be easy to accomplish in an English class. This can include class and group discussions about a book, peer reviewing of essays, and various other group activities.

g.    Intrapersonal: Incorporating private learning time and student choice. This may include journaling, free writes, silent reading time, or simply pausing from time to time in order to allow students to think more deeply about a topic.  

h.     Naturalist: Incorporate discussions about nature into lessons.

How does adolescent brain developement impact metacognition and self regulation

How does adolescent brain development impact metacognition and self regulation?

For adolescent students, brain development does impact their metacognition and self-regulation skills because the prefrontal cortex isn't developed quite yet, and this makes it hard for them to exercise the proper decision-making skills. They are very emotional reactors and this makes it so that they might give into impulses and not self-regulate as much as adults would.

How will I help my students develop the 3 metacognitive knowledge types and the 3 metacognitive skills?

I will help my students develop declarative knowledge, procedural knowledge, and self regulatory knowledge by

• Helping them apply knowledge to tasks
• Helping them to judge progress of tasks
• Helping them to be self-motivated and assertive

I will help my students develop the 3 metacognitive skills of planning, monitoring, and evaluating by:

• Teaching them how to study effectively.
• Teaching them how to set goals for themselves and work with their teachers to set goals as well.
• Teaching them how to stop and self-evaluate along the way and to check their understanding of material. If they don't understand something, I would like to show them ways of understanding.
• Teaching them to evaluate their progress and their final results.
• Teaching them the questions that they can ask themselves in order to see how they've done ( am i satisfied with the final product? what have I learned along the way? etc.)