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.)