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).
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