1. Which pattern of behavior would you consider this person to be in on his search for his identity? Joe is person that has a firm commitment to a specific profession, belief, or political view BUT is more influenced by others (such as society or their parents) without exploring other possibilities. (page 74) (Evaluate)
2. How could you create more prosocial behaviors within your classroom? (page 90) (Apply)
Monday, November 25, 2013
Monday, November 18, 2013
Questions from Chapter 2
1. What is it called when a child is in a sort of mental discomfort that encourages them to try to make sense of what they are observing? (Understand, pg. 29)
2. According to Ormrod, what appears to be the most effective approach when working with English language learners in the classroom? (Evaluate, pg. 55)
2. According to Ormrod, what appears to be the most effective approach when working with English language learners in the classroom? (Evaluate, pg. 55)
Monday, November 11, 2013
Questions from chapter 5
1. How could you minimize distractions in the classroom? (Pg.157)
2. Performance on intelligence tests is correlated with what? (Pg. 143)
2. Performance on intelligence tests is correlated with what? (Pg. 143)
Tuesday, October 29, 2013
Post #6
I picked to do service learning. My hypothetical situation would be to get my (lets say 5th grade) students to understand the importance of fire safety in their home. I would start by getting some supplies donated by the local Red Cross. If they could afford to donate 25-30 medium sized boxes, lots of bandaids, lots of gauze, neosporin, medical tape, peroxide, alcohol, and a few more basic supplies that a first aid kit would need. I would set aside a few days for this assignment. I would have them put together their own first aid kit and make a floor plan of their house and make an evacuation plan. After the students finish their assignment, I would also try to bring in a firefighter to inform the students of the importance of fire safety. I think that the students (especially the boys) would be very excited to see a real firefighter in their classroom. I think all the students would love to do the activities and that alone would hopefully make it stick with them in the future. I think a few obstacles that would come up would be getting the firefighter in the first place. That may become difficult to get one or two firefighters out to a school, but I would hope that they would see the importance in this assignment and help me out. Another obstacle would be if the firefighters showed up in their awesome fire truck and maybe let the kids get inside to see it, I would need a permission slip to send home to their parents beforehand. Or the other students in the school may want to get in the fire truck as well and that may cause a few problems with other classes. Also, if there is a child in a wheelchair, I would find a way to include them too and get them up in the fire truck as well, even if I had to carry them up there myself. Those are just a few obstacles that would maybe come up, but I would hope that this would be a great learning experience for the kids and really help them and maybe even save a life one day in their future (Ormrod 232).
Questions for Travis
1. How would you apply a positive transfer to a Deaf Education setting? (Application)
2. How can you use comprehension learning in your own class in the future? (Application)
2. How can you use comprehension learning in your own class in the future? (Application)
Tuesday, October 8, 2013
Post #5
Defining successful master of a lesson objective from a behavioral view & from a social cognitive view:
I would define successful mastery of a lesson objective from a behavioral view of learning by (obviously) observing my students behavior when given an assignment. I think that the students that understand the material will be the first to start the assignment and will get to work no problem. But the students that do no understand the material may be more prone to appear to be "off task" and trying to do everything BUT the assignment. They may disturb other students doing their work, they may fiddle with something they have in their desk, or they may act out and make a scene all to avoid doing an assignment that they do not understand. I would define successful mastery of a particular lesson by just skimming the class as a whole and viewing their behavior, from a behavioral view, and that would give me an understanding of who successfully mastered the objective and who did not.
I would define successfully mastery of a lesson objective from a social cognitive view of learning by seeing how the students interact with each other. I would see if one student is imitating what another student is doing by going around the room and find out what they are discussing about the assignment. Some of them may be on task and really talking about the assignment while another group may be off task because one person started a conversation or said something funny to distract the other group members and that group would not have mastered a lesson objective from a social cognitive view of learning. But the group that stays on task and does not stray from the topic at hand then that is the group that i would set an example of defining who has successfully mastered a lesson objective from a social cognitive view of learning. Also, by the papers that they turn in and the grade they receive would show who understood the material and who did not (Ormrod 181).
I would define successful mastery of a lesson objective from a behavioral view of learning by (obviously) observing my students behavior when given an assignment. I think that the students that understand the material will be the first to start the assignment and will get to work no problem. But the students that do no understand the material may be more prone to appear to be "off task" and trying to do everything BUT the assignment. They may disturb other students doing their work, they may fiddle with something they have in their desk, or they may act out and make a scene all to avoid doing an assignment that they do not understand. I would define successful mastery of a particular lesson by just skimming the class as a whole and viewing their behavior, from a behavioral view, and that would give me an understanding of who successfully mastered the objective and who did not.
I would define successfully mastery of a lesson objective from a social cognitive view of learning by seeing how the students interact with each other. I would see if one student is imitating what another student is doing by going around the room and find out what they are discussing about the assignment. Some of them may be on task and really talking about the assignment while another group may be off task because one person started a conversation or said something funny to distract the other group members and that group would not have mastered a lesson objective from a social cognitive view of learning. But the group that stays on task and does not stray from the topic at hand then that is the group that i would set an example of defining who has successfully mastered a lesson objective from a social cognitive view of learning. Also, by the papers that they turn in and the grade they receive would show who understood the material and who did not (Ormrod 181).
Friday, September 20, 2013
The way I would create an environment that is conducive to learning would be to start off by making the kids feel comfortable to communicate anything with me. Let them know that I care about their success and general well being. I would do journals in my classroom and have them choose to write about a specific topic or I'll ask them a question, have them answer it, and have to ask me a questions too. That way when I grade it i would give them feedback and they would find out something about me too. This, I believe would open like an "open door" policy that lets the students know I care and am willing to help them (whatever the problem may be) (Ormrod 464). I also think it would be nice to let the students take part in choosing classroom activities. I would maybe let them make their own choices on how to complete an assignment and/or how they wanted to spend their class time. This would allow them to explore how to set priorities and feel included in their learning experience (Ormrod 465).
I would try to give my students a sense of school community while trying to work with other teachers in the same grade, but I would definitely want this in my classroom. The book states that "a sense of school community also involves close student-student relationships across various classrooms and grade levels." So, would want to start in the classroom before we go to other classrooms, but from an interpreters point of view I would hope that the teacher would allow the interpreter and the student to get up in front of the class and teach a few basic signs and the alphabet to the whole class like: "hello, my name (insert finger spelled name)," "nice to meet you," and "want to play?" The basics just to start out, but then maybe incorporate it into the lesson like if they are learning animals or something. This would not take up more than 30 minutes of the day and would really make the Deaf child feel included and would improve their learning environment tremendously.
Educational Interpreting Case Study
This is your first week as an educational interpreter at Brown Elementary School. One of your students, Luke, has completely shut down and is not engaged in learning. During instruction, he refuses to look at you for communication. He has not completed any assignments that would help him demonstrate an understanding of material and has, on several occasions, put his head down on his desk and gone to sleep. On the second day of school, you tried to talk to Luke between classes to find out if there was a problem and he walked away from you. Yesterday, when you attempted to facilitate communication with his math teacher, Luke crossed his arms and turned his back toward you. His math teacher got angry and has requested a meeting with his parents, who are both hearing, to discuss Luke’s behavior. Assuming that the teacher teaches from the perspective of your chosen theory(ies) of learning, discuss how might you help facilitate her intervention plan for Luke using the professional language associated with your theory.
I would help the teacher facilitate her intervention plan for Luke by showing an interest in his well-being. Just by simply showing that we care about them may just change their behavior around (Ormrod 163). I would also stay there through the entire meeting to interpret and facilitate the communication between the teacher and the deaf student or (if the teacher approves) just be apart of the conversation to include my opinion and feed back on what could be done to help Luke. Maybe there are other factor involved like nutrition, medical care, relationship with siblings, mom, or dad at home that may be the reason why he is acting out at school (Ormrod 22). I would also start taking notes and documenting EVERYTHING that happens. Each time he acts out or doesn't do what he is supposed to do I would just start and keep a record for my sake and to show the parents or principle.
I would try to give my students a sense of school community while trying to work with other teachers in the same grade, but I would definitely want this in my classroom. The book states that "a sense of school community also involves close student-student relationships across various classrooms and grade levels." So, would want to start in the classroom before we go to other classrooms, but from an interpreters point of view I would hope that the teacher would allow the interpreter and the student to get up in front of the class and teach a few basic signs and the alphabet to the whole class like: "hello, my name (insert finger spelled name)," "nice to meet you," and "want to play?" The basics just to start out, but then maybe incorporate it into the lesson like if they are learning animals or something. This would not take up more than 30 minutes of the day and would really make the Deaf child feel included and would improve their learning environment tremendously.
Educational Interpreting Case Study
This is your first week as an educational interpreter at Brown Elementary School. One of your students, Luke, has completely shut down and is not engaged in learning. During instruction, he refuses to look at you for communication. He has not completed any assignments that would help him demonstrate an understanding of material and has, on several occasions, put his head down on his desk and gone to sleep. On the second day of school, you tried to talk to Luke between classes to find out if there was a problem and he walked away from you. Yesterday, when you attempted to facilitate communication with his math teacher, Luke crossed his arms and turned his back toward you. His math teacher got angry and has requested a meeting with his parents, who are both hearing, to discuss Luke’s behavior. Assuming that the teacher teaches from the perspective of your chosen theory(ies) of learning, discuss how might you help facilitate her intervention plan for Luke using the professional language associated with your theory.
I would help the teacher facilitate her intervention plan for Luke by showing an interest in his well-being. Just by simply showing that we care about them may just change their behavior around (Ormrod 163). I would also stay there through the entire meeting to interpret and facilitate the communication between the teacher and the deaf student or (if the teacher approves) just be apart of the conversation to include my opinion and feed back on what could be done to help Luke. Maybe there are other factor involved like nutrition, medical care, relationship with siblings, mom, or dad at home that may be the reason why he is acting out at school (Ormrod 22). I would also start taking notes and documenting EVERYTHING that happens. Each time he acts out or doesn't do what he is supposed to do I would just start and keep a record for my sake and to show the parents or principle.
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